Pensamento crítico: um enfoque na educação de enfermagem Pensamiento crítico: un enfoque en la educación de enfermería Critical thinking: a focus in nursing education

Neste estudo identificamos e analisamos os artigos que apresentavam o termo "pensamento crítico" no título ou no resumo, publicados em periódicos nacionais e internacionais, de julho/1992 a julho/1997. Essa pesquisa bibliográfica buscou responder os questionamentos dos educadores de como melhorar o ensino da enfermagem. Analisamos cinqüenta e dois artigos publicados nos índices Comprehensive Medline, Lilacs e Cinahl. A análise dos dados confirmou que o desenvolvimento do pensamento crítico é uma opção para a mudança do paradigma do processo ensino-aprendizagem. Precisa ser implementado na educação de enfermagem, mas exige planejamento dos currículos e estratégias de ensino que favoreça a participação ativa do aluno.<br>El objetivo de este estudio fue identificar y analizar los artículos publicados en revistas nacionales e internacionales en los últimos cinco años, de julio/1992 a julio/1997, que contenían la expresión "pensamiento crítico" en el título o en su resumen. Realizamos una Investigación bibliográfica buscando responder a las preguntas de los educadores sobre cómo mejorar la enseñaza de Enfermería. Analizamos 52 artículos publicados en los índices Comprehensive Medline, Lilacs e Cinahl. El análisis de los datos demostró que el desarrollo del pensamiento crítico necesita ser materializado en la educación de Enfermería, lo que exige planeación de los currículos y estrategias de enseñanza que favorezcan la participación activa del alumno.<br>In this study we identify and analyse articles published in national and international journals, that used the term "critical thinking" in the title or summary. The aim of the analysis was to seek answers to educators' queries as to how to improve teaching-learning the process in nursing. We analysed 52 articles published in the indexes Comprehensive Medline, Lilacs and Cinahl, in the last five years, from July, 1992 to July, 1997. Data analysis showed that critical thinking should be implemented in nursing education, what demands syllabus planning and teaching-learning strategies that will favour active participation by both educators and learners

Suicide in anaesthetists: a systematic review.

Evidence suggests that healthcare professionals are at an increased risk of dying by suicide, with anaesthetists at particularly high risk. However, much of the data on which this is based are historical. With a focus on the epidemiology and methods used, we conducted a systematic review of evidence regarding suicide and suicidal behaviour among anaesthetists to provide a more contemporary summary. The systematic review process was adapted from a previous similar study in veterinary surgeons and was consistent with recommended guidance. We identified 54 articles published in or after 1990 that had anaesthetist-specific data and met the inclusion criteria. Seven of these reported epidemiological data, of which four were published after 2000. Although none of the more recent studies reported standardised mortality rates specific to suicide in anaesthetists, the proportion of anaesthetists dying by suicide was increased with respect to comparator groups, which is consistent with previous findings. Eleven studies that included information on suicidal behaviour reported suicidal ideation in 3.2-25% of individuals (six studies) and suicide attempts in 0.5-2% (four studies). Studies reporting methods of suicide highlighted the use of anaesthetic drugs, particularly propofol, supporting the suggestion that the increased risk of suicide in anaesthetists may be related to the availability of the means. We discuss our findings in relation to other recently published data and guidance concerning mental health problems in anaesthetists