O trabalho do professor no processo de avaliação tem mostrado o quanto essa atividade é motivadora e ao mesmo tempo desafiante. As escolas apresentam diferentes modos de olhar para as práticas da avaliação, que se encontram agregadas a sua cultura, aos planos de ensino e as experiências de cada professor, e ao mesmo tempo de todos nelas envolvidos. Este estudo buscou conhecer e compreender o sentido da avaliação para o enfermeiro professor de curso técnico de nível médio em Enfermagem. Trata-se de uma pesquisa qualitativa que utilizou como referencial teórico e metodológico a abordagem da Fenomenologia Social de Alfred Schütz. Para desenvolver este estudo foram realizadas entrevistas semiestruturadas com doze enfermeiros professores que vivenciaram a avaliação em curso técnico de nível médio em Enfermagem. A análise dos discursos conduziu à construção de categorias concretas que expressam os motivos porque e os motivos para da ação social. As categorias foram: relação entre ensino, professor e aluno; relação teoria e prática; modos de avaliar e subjetividade no processo de avaliação; profissionalização, qualificando o olhar da avaliação e o compromisso com a autoavaliação. Esta análise possibilitou identificar o tipo vivido enfermeiro professor que vivencia em seu cotidiano escolar a avaliação do aluno no contexto da formação do técnico de enfermagem, constituído por sentir-se preocupado com a forma de como a escola vem avaliando o aluno; socializar com os seus pares as angústias acerca da avaliação e trocar experiências positivas; buscar espaços de diálogos com liberdade de expressão e maior acolhimento em seu trabalho escolar e avaliar o próprio trabalho representado por meio de suas vivências no mundo vivido da avaliação. Este estudo desvelou que há um forte chamado para que a avaliação seja positiva para aluno e professor; e ainda enquanto professor faz-se necessário refletir sobre avaliação como processo e não somente como resultado. Os professores enfocaram que ter consciência da importância de uma avaliação formativa, integrada com base nos pressupostos metodológicos dialéticos dá sentido ao desenvolvimento de suas práticas educativas / The teachers task in the evaluation process has shown how much this activity is motivating and at the same time challenging. Schools present different ways of looking at evaluation practices, which are found to be linked to their culture, their teaching plans and the experiences from each teacher, and at the same time, all of those involved in them. This study sought to know and understand the meaning of evaluation for a nursing teacher of a nursing professional high school course. Its a qualitative research that used as theoretical and methodological referential the Social Phenomenology approach by Alfred Schütz. For developing this study, semi-structured interviews with twelve nursing teachers who faced the evaluation of a nursing professional high school course were made. Discourse analysis led to build concrete categories that expressed the reasons why and the reasons for social action. The categories were: relationship among teaching, teacher and student; theory and practice relationship; ways of evaluating and subjectivity in the evaluation process; professionalization; qualifying the evaluation view and the compromise with self-evaluation. This analysis made it possible to identify the living kind nursing teacher who lives in his or her school routine the students evaluation in the context of forming the nursing technician, as it embraces the feeling of concerning by the way schools have evaluated students; socializing with their peers the distress of evaluating and sharing positive experiences; searching for chances of dialogues with freedom of speech and greater welcoming in their school work and evaluating the work itself represented by their living experiences in a world full of evaluation. This study revealed that there is a great need of evaluation to be positive for both the student and the teacher. And also as a teacher, its necessary to reflect on evaluation as a process and not just as a result. Teachers focused that, by having awareness of a formation evaluation, integrated with basis on the dialectic methodological assumptions, makes sense to the development of their educational practices

As pesquisas que estudam a relação entre fenômenos mediúnicos e saúde mental, embora tenham aumentado nas últimas décadas, ainda não produziram informações suficientes para a consolidação de práticas alternativas às tradicionais. Entretanto, a literatura aponta a necessidade de ampliar os dados por meio de pesquisas que aprofundem nessa temática. Realizou-se um estudo transversal de natureza exploratório-descritiva com abordagem qualitativa dos dados, com objetivo de investigar os significados de alucinação e mediunidade por médiuns de um centro espírita e profissionais da saúde mental de um hospital psiquiátrico de um município paulista. Foram entrevistados 10 médiuns e 10 profissionais de saúde. Utilizou-se como referencial teórico metodológico a abordagem Histórico-Cultural baseada na obra de Vigotski e os Núcleos de Significação de Wanda Aguiar e Sérgio Ozella baseados no referido autor. Foram construídos de três núcleos de significação: \"Entre o real e o imaginário: alterações e perturbações\"; \"Entre o fenômeno e a religião: razão ou loucura\"; e \"Entre o patológico e o espiritual: fenômenos que se relacionam, mas são distintos\". Os resultados demonstram que os médiuns significam a mediunidade com mais precisão do que os profissionais da saúde mental enquanto estes significam a alucinação conceitualmente com mais exatidão. Contudo os significados de alucinação para os médiuns e o de mediunidade para os profissionais não destoam, o que demonstra a disseminação cultural dos conceitos. A maioria dos médiuns e profissionais relataram ter dificuldade para distinguir os fenômenos pesquisados e referiram desconhecer a literatura produzida sobre o tema / Although research about the relationship of mediumic phenomena and mental health has grown in the past decades, it has yet to produce sufficient information for the consolidation of practices alternative to traditional ones. However, literature shows the need to expand data through research that can dive deeper into this topic. This work makes a transversal study of exploratory-descriptive nature, with qualitative approach of data, aiming to explore the meaning of hallucination and mediumship for mediums in a spiritist center and mental health professionals from a psychiatric hospital, in a city in the state of São Paulo. Ten mediums and ten health professionals have been interviewed. As theoretical reference, the Historic-Cultural approach based on Vigotski and the Nuclei of Meanings of Wanda Aguiar and Sérgio Ozella, based also on the said author, have been employed. Three Nuclei of Meanings have been developed: \"Between real and imaginary: alterations and perturbations\"; \"Between phenomenon and religion: reason or insanity\"; and \"Between pathological and spiritual: related but distinct phenomena\". Results show that mediums signify mediumship with more precision when compared to mental health professionals, while the latter signify hallucination conceptually with more accuracy. However, the meanings of hallucination for mediums and mediumship for mental health professionals do not diverge, showing the cultural dissemination of these concepts. Most mediums and mental health professionals report difficulty to distinguish the researched phenomena and claimed to ignore the literature produced about the topic

INTRODUÇÃO: O Mentoring, relação em que uma pessoa mais experiente acompanha e orienta um jovem iniciante em seu percurso, tem sido adotado nas escolas médicas como estratégia para oferecer suporte pessoal e estimular o desenvolvimento profissional do futuro médico. Estudos da área assinalam que também os mentores referem mudanças e benefícios ao longo do tempo, mas não aprofundam a dinâmica e o significado dessas transformações. A partir da consideração de que aspectos inconscientes estão presentes na relação de Mentoring, este estudo aborda o tema segundo alguns conceitos da Psicologia Analítica, com destaque para o arquétipo do Herói, articulando-os ao campo da Educação Médica. OBJETIVOS: Explorar as percepções e o significado atribuído por tutores, com papel de mentores, às suas vivências, buscando compreender suas motivações, vicissitudes, recursos e transformações percebidas ao longo do tempo. MÉTODO: A investigação consiste em um estudo qualitativo junto a catorze tutores do Programa de Tutoria da Faculdade de Medicina da Universidade de São Paulo. Procurou-se, intencionalmente, a heterogeneidade do grupo investigado. Os dados foram coletados ao longo do segundo semestre de 2008 e janeiro de 2009, por meio de entrevista semidirigida. O material foi analisado segundo a técnica de análise de conteúdo, com o estabelecimento de núcleos temáticos articulados aos objetivos do estudo. RESULTADOS: Os tutores entrevistados revelaram motivações relativas ao aluno (seja o aluno de hoje, seja o tutor quando aluno no passado) e à instituição (oficializar a função, colaborar com a formação, atualizar-se sobre a faculdade, retribuir oportunidades recebidas). Parte importante dos tutores reconheceu dificuldades ao longo do caminho envolvendo dúvidas iniciais, frustração com a adesão dos alunos e sobrecarga derivada do cotidiano acadêmico-profissional. Para lidar com as dificuldades, os tutores destacaram recursos externos, como a Coordenação do Programa, os supervisores e outros colegas tutores, e internos, especialmente sua experiência de vida. Muitos dos tutores entrevistados relataram mudanças: houve revisão de si mesmos e do contexto em que estão inseridos, aprendizado e recompensas, especialmente o estar em contato com a juventude atual. Há tutores, entretanto, que não identificaram transformações derivadas da experiência: justificaram que este tipo de relação com os alunos já estava presente em seu cotidiano, observaram mudanças apenas nos alunos ou, ainda, referiram não desejar ou não haver o que ser transformado. CONCLUSÕES: Há entre os tutores um desejo de restabelecer a antiga, significativa e próxima relação do mestre com o seu discípulo, da qual os professores de hoje referem sentir falta; eles valorizam o ser docente e a oportunidade de reafirmar seu vínculo com a Instituição, da qual são especialmente gratos: a FMUSP. Simbolicamente, buscam estar em contato com o seu aluno interno ferido, e dele cuidar. A relação permite ao tutor um encontro e um reencontro: reparador do passado e, ao mesmo tempo, rejuvenescedor e que o atualiza quanto ao presente. Encontram dificuldades no caminho da realização desse encontro e, nessa jornada, podem (mas não necessariamente isso acontece) transformar e ser transformados pelo outro / Background: Mentoring, a kind of relationship in which a more experienced person guides a young beginner in his development, has been adopted in Medical schools as a strategy to offer personal support and to promote the professional development of future physicians. Studies show that mentors also report changes and benefits over time, but do not explore the dynamics and meaning of these transformations. Considering that unconscious aspects are present in mentoring relationships, this study addresses the mentors development according to some concepts of Analytical Psychology, especially the archetypes and myths, emphasizing the Heros Journey, also linking them to the Medical Education field. Objectives: This study explores the perceptions and the meaning attributed by mentors to their experiences, aiming to understand their motivations, difficulties, resources and changes perceived over time. Method: The research is a qualitative study with fourteen mentors of the FMUSP Mentoring Program. The heterogeneity of the investigated group was intentional. Data were collected during the second half of 2008 and January 2009, by semi-structured interviews. Mentors answers were analyzed using content analysis technique and thematic categories linked to the study objectives were developed. Results: Mentors presented motivations related to the student (the today student and the mentor when student in the past) and to the institution (making the function official, collaborating with medical education, updating themselves about the medical course, returning the received opportunities). Most of mentors recognized difficulties along the way, which involved initial doubts, frustration with the students adhesion and overload of daily academic and professional work. To cope with difficulties, mentors highlighted external resources such as the Program Coordination, supervisors and other mentors, and internal resources, especially their own life experience. Many mentors reported changes: a reviewing of themselves and of the context in which they live, learning and rewards, especially being in contact with the youth. There are mentors, however, that did not identify changes: they justified that this kind of relationship was already present in their daily lives; others just observed changes in students, and others reported having nothing to be transformed. Conclusion: There is a desire among mentors of recovering the old, meaningful and close masterapprentice relationship; they value being a teacher and are grateful to the Institution. Symbolically, they aim to keep in touch with their \"inside wounded student\" and take care of him. Mentoring allows mentors to recover the past and to rejuvenate themselves with the present. In this journey mentors face difficulties and they may, although not all of them, transform and be transformed by other

This narrative articulates the advantages of long-term autoethnographic logotherapy. I explore how the practice of long-term autoethnographic logotherapy led me to the point where I was prepared for my father’s death, and how that allowed me to let him go before he actually died. I propose that long-term personal narrative and autoethnographic writing are not merely a form of therapy and healing. Rather, it is a practice aligned with existential psychologist Victor Frankl’s conception of logotherapy, literally “healing through meaning.” Using vignettes, I interrogate canonical narratives about father–son relationships, especially focusing on troubled relationships, and examine standard notions of bereavement.

Drs. Keith and Moran on presented information on Qualitative Research including Ethnography and Grounded Theory.

Although a relatively small number of K-12 students are currently enrolled in online classes, the dramatic growth in online enrollments in recent years suggests that online education will play a significant role in the future landscape of public education. While our understanding of online teaching and learning continues to grow, relatively little is known about the experiences of teachers as they engage in online teaching. In particular, very little is known about the concerns of teachers as they navigate their teaching roles and responsibilities in an online teaching environment. Using an interpretative phenomenological analysis approach, this qualitative study explored the concerns of seven online K-12 teachers through video interviews and bi-monthly journal entries. The findings in this study resulted in six themes with associated sub-themes. These themes suggest that online teachers are highly concerned about themselves, their roles, and their students, along with concerns found at the intersections of these areas. Additionally, this study reveals that the political, educational, and organizational contexts surrounding these online learning environments significantly influence the development and degree of teachers' concerns. The implications of this research encourages greater dialogue between teachers and online educational leaders to better understand teacher concerns and mitigate the negative impact of these concerns on online teachers.

This study is a description of male and female secondary students' experiences of safety in public schools. Gender differences in reported victimization and perceptions of school safety have been noted. The National Center for Educational Statistics ([NCES], 2006) reported that boys were the victims of violent acts in the schools more often than girls. Many studies have reported different results relating to how safe students perceive their schools to be (Addington et al., 2002; Office of Educational Research and Improvement, 1997). This study considered gender differences and similarities in students' perceptions of school safety. The study utilized a qualitative research approach to describe students' experiences. Focus groups composed of secondary public school students discussed their perceptions and experiences of school safety. The focus groups were divided into three categories: mixed genders, all male, and all female. The data were analyzed by gender to provide descriptions of what might contribute to students' perceptions, experiences, and feelings in school. Students reported feelings of safety and danger in the schools from the following sources: peers, teachers and staff, and environmental context. Within these three categories the following themes were identified: (a) peers included friends, groups, and weapons; (b) teachers and staff included supervision and student-teacher relationships; and (c) environmental context included hallways and cameras/officers. Gender differences were noted in students' comments describing their experiences related to safety in the schools. Boys reported looking toward teachers and peers for protection from physical harm. Girls reported using relationships with friends and school faculty members as a source of emotional security and comfort. Similarities across gender were noted in students' perceptions regarding the need for extra security measures and the need for more trusting relationships with teachers and peers. Based on students' comments and considering gender differences, the effectiveness of school safety measures may be increased if administration considered the needs of each gender.

Journal article published in The Qualitative Report 2018 Volume 23, Number 10, How to Article 2, 2264-2275 / This paper describes conditions that led to the use of a smartphone to collect qualitative data instead of using a digital voice recorder as the standard device for recording of interviews. Through reviewing technical documents, the paper defines a smartphone and describes its applications that are useful in the research process. It further points out possible uses of other applications of a smartphone in the research process. The paper concludes that a smartphone is a valuable device to researchers

The concept of responsible sexual behavior (RSB) gained popularity when it was introduced in Healthy People 2010 as a leading health indicator. The Healthy People initiatives organize the top health priorities and create guidelines for improving the health of Americans. Promoting RSB was intended to address problems such as unintended pregnancy and sexually transmitted infections (STIs), however the guidelines never conceptually define behavior that would be considered sexually responsible. Thus, the purpose of this dissertation research was to examine how responsible sexual behavior (RSB) was defined in the context of public health literature, collegiate women, and rural women with the intention to contribute to a clearer conceptual understanding of RSB. First, an evolutionary concept analysis was conducted to define the attributes of RSB and develop a conceptual definition of responsible sexual behavior (RSB) as it applies to women 18 years and older who have sex with men from a synthesis of lay and public health literature. According to the literature, RSB is a desirable and deliberative pattern of behaviors that promote sexual health, manage risk, and foster respect of sexual partners within the context of community influences. This study also concludes that a purposeful redefinition maybe necessary to maintain a concept that is useful for guiding and evaluating sexual behavior. Second, a secondary data analysis was completed to identify college women definition of “sexual responsibility.” Data came from interviews collected as part of a mixed methods study of college women and unintended pregnancy. A total of 35 interviews were analyzed using within and across case methodology to derive a working definition of RSB for collegiate women. Women in this sample described being sexually responsible as self-advocating through actions that were consistent with personal goals and values while being aware of consequences that could threaten those goals or values. Actions included mindful partner selection, communicating boundaries, and preventing pregnancy. Women’s academic goals were closely linked to women’s sexual health decision making. Third, an exploratory descriptive study was completed to identify how rural women who have sex with men define RSB and to understand the role of the rural context on definitions and enactment of RSB. A total of ten rural Iowa women aged 18-29 participated in phone interviews. Within and across case analysis was used to describe the contextual influences of how rural dwelling women defined and enacted responsible sexual behavior. For rural women in this sample, RSB is understanding the consequences of sex and taking action to manage risks by preventing pregnancy and STIs, mindfully selecting of partners, and seeking appropriate resources. The social context of the rural environment acted as both a facilitator and barrier for women to acquire information enact RSB. In conclusion, RSB was an accessible concept for college and rural women to define and understand. However, the collective research indicated that a new definition of RSB was necessary to maintain its purpose in improving sexual and reproductive health. Thus, being sexually responsible is having an awareness of consequences and managing risks in a way that is reflective of a woman’s personal experiences, beliefs, values, and goals. How BSR is defined is fluid and subject to redefinition based on personal experiences and movement through the lifespan. Future research should focus on understanding how other populations of women define and manage BSR and that public health interventions and policy support women’s ability to be sexually responsible.

Introduktion: Statistik visar att antalet ambulansuppdrag i Sverige ökat de senaste åren. Samtidigt visar forskning att många patienter som ringer ambulans ej är i behov av den avancerade akutsjukvård som ambulansverksamheten erbjuder. Sjuksköterskor med specialistutbildning inom ambulanssjukvård förväntas kunna avgöra vilka patienter som verkligen är i behov av ambulanstransport, samt vilka som kan lämnas kvar hemma. Syfte: Att undersöka ambulanssjuksköterskans upplevelse av att prehospitalt bedöma om patienten kan lämnas hemma. Metod: En empirisk intervjustudie med kvalitativ design där 10 sjuksköterskor med specialistutbildning inom ambulanssjukvård samt minst två års klinisk arbetslivserfarenhet intervjuades. Intervjuerna var semistrukturerade och analyserades med kvalitativ innehållsanalys. Resultat: Resultatet presenterades i tre kategorier och 12 underkategorier. De tre kategorierna var: Vikten av patientfokuserad bedömning, Ambulanssjuksköterskans beslut samt Organisationen påverkar. Slutsats: Denna studie visar att ambulanssjuksköterskor till stora delar har samma upplevelser kring att bedöma om patienter kan lämnas hemma. Upplevelsen att flera olika faktorer påverkar beslutet är central och en oro över att fatta fel beslut präglar bedömningen. Om inte ambulanssjuksköterskan är helt säker på sitt beslut, eller patienten själv inte vill stanna hemma, får patienten oftast medfölja ambulansen. Detta skulle kunna resultera i onödiga kostnader för sjukvården samt att resurser utnyttjas felaktigt.