Lucília Nunes

The study aimed to assess the impact of diets containing Pornunça hay (Manihot sp) and fresh cactus pear (Opuntia ficus-indica Mill) on the intake, digestibility, ingestive behavior, production, and quality of milk, as well as the economic feasibility of lactating goats. Eight multiparous goats with 30 lactation days were used and distributed in a double Latin square design (4 x 4). The treatments consisted of different proportions of Pornunça hay and fresh cactus pear (60:0; 50:10; 40:20; 30:30) in the diet of lactating goats. Incorporating cactus pear into the diet of lactating goats resulted in a significant decrease in water intake and intake of most evaluated nutrients, directly reflected in the diet effectively consumed by the animals. However, it did not affect milk or fat-corrected milk production. Incorporating cactus pear into the diet of lactating goats resulted in a significant decrease in production costs, water intake, and the intake of most evaluated nutrients. The 30:30 ratio of Pornunça hay and fresh cactus pear in the diet of lactating goats improved the milk production efficiency maintaining a good composition of solids and improved gross profit and benefit/cost ratio.

Background The learning process about dignity and how undergraduate nursing students experience and use this ethical knowledge is an under-represented field in nursing research. To overcome the lack of conceptual clarity, it is important to understand what processes and dimensions students develop to support this learning outcome. Objective This study aimed to explain the process of learning about dignity by undergraduate nursing students. Research design and methods A qualitative study was conducted using the grounded theory method. Participants and research context Data was collected through free reports and in-depth semi-structured interviews with 20 participants. A focus group was held for the selective coding. Sampling began purposefully and evolved into theoretical. Reflective and theoretical memos were generated from the data collection and constant comparison. Data analysis was performed using qualitative data analysis software using Corbin and Strauss’ method. Ethical considerations The research was approved by a specialized research ethics committee from a Health School. Findings The process of learning about dignity by undergraduate nursing students revealed ‘recognition of dignity’ as the core category, supported by five main categories: ‘proto-conscience of dignity’, ‘pathway to nursing’, ‘consciousness of dignity’, ‘ways of learning’, and ‘becoming capable’. These categories illustrate the processes and dimensions involved in nursing students’ concept translation of dignity learning, allowing a theory to emerge. Conclusions The ‘Recognition of Dignity’ theory aims to contribute to developing educational, training, and supervision processes for nursing programs. It seeks to enhance the ethical and moral development of undergraduate nursing students by helping them understand the concept of dignity and its fundamental importance in nursing.

Nursing research using concept analysis plays a critical role for knowledge development, particularly when concerning to broad and foundational concepts for nursing practice, such as dignity. This study aimed to synthesize research concerning concept analysis of dignity in nursing care. Based on a literature review, electronic databases were searched (MEDLINE, CINAHL, COCHRANE, SCOPUS, EBSCOhost, and PubMed) using the terms “dignity,” “human dignity,” “concept analysis,” and nurs*. Papers in Portuguese or English were included. The research synthesis was conducted independently by two reviewers. A total of 35 citations were identified and seven papers were included. Six studies were elected using Walker and Avant concept analysis methodology while one applied the Beth Rodgers evolutionary model. The concept of dignity has been studied by nurses, and its attributes, antecedents, consequences, and similar concepts were synthesized into a definition. Dignity emerged as a fundamental concept in nursing ethics and the main attributes synthesized were personhood (intrinsic), sociability (relational/behavioral), respect, and autonomy. The antecedents identified were: facilitators—patient focus care, recognition (of the attributes of dignity), education, and ethical competence; threats—vulnerability and organizational environment. The consequences were positive coping, empowerment, and dignity preservation. The synthesis of these seven studies using concept analysis provided a clear definition of dignity. These findings challenge future research and education, particularly for the study of undergraduate and postgraduate nursing education programs to enhance skills for preserving patient dignity in clinical practice.