Background: Effective communication in healthcare is essential for ensuring teamwork that is continuous, effective, and efficient. It plays a crucial role in supporting comprehensive and holistic care for patients while also guaranteeing the safety and satisfaction of the services provided. Objective: To determine the relationship between effective communication (as well as its dimensions: transmission of institutional culture, source of employee motivation, and facilitation of teamwork and conflict resolution) and teamwork among nurses in a national hospital in Peru. Methods: The research employed a quantitative, correlational, cross-sectional approach with a non-experimental design. The study population consisted of 328 nurses working in various hospital departments between January and October 2024. Data were collected using two questionnaires: The first assessed effective communication through three dimensions: transmission of institutional culture, source of employee motivation, and facilitation of teamwork and conflict resolution. The second instrument evaluated teamwork across three dimensions: institutional context, composition, and process. Results: A very strong positive correlation was observed between effective communication and teamwork among nurses, with a coefficient of 0.925 and a p value < 0.01. Conclusions: The study found a strong link between effective communication and teamwork among nurses. It underscores the role of communication, organizational culture, and motivation in strengthening teamwork, which enhances patient care and healthcare delivery. The findings highlight the impact of institutional culture, motivation, and conflict resolution, emphasizing soft skills and ethical behavior in improving team dynamics and organizational strategies.

The pandemic caused by COVID-19 has had diverse effects on the population and businesses. Due to their low visibility, there is a significant knowledge gap for the scientific community regarding the situation of South American entrepreneurship during the COVID-19 pandemic. Therefore, this systematic review aims to answer the following research questions: What scientific evidence is available on entrepreneurship in South America during the COVID-19 pandemic? From which countries do the studies originate? What conclusions do they present, and what lessons can be learned from them? The Scopus and Scielo databases were explored in this systematic review. Due to the diversity of languages in which articles from this region are published, searches were conducted in English, Spanish, and Portuguese. In each case, we searched for results containing the words COVID-19 and entrepreneurship (emprendimiento in Spanish, empreendedorismo in Portuguese) in the title, abstract, or keywords. The initial search produced 783 records, which were filtered based on seven criteria, resulting in 15 articles. The final articles identified had corresponding authors affiliated with South American institutions. We conclude that, in South America, some entrepreneurs recognize the importance of maintaining the economic stability of their employees and communities in addition to sustaining their businesses. Their actions serve as case studies of resilience and perseverance in adverse circumstances.

Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

Introduction: COVID 19 has disrupted all aspects of health care and health professions education systems, has glimpsed the inadequacies and needs for a better public health infrastructure and health system where the protagonists deserve to be heard.Objective: To analyze the scientific evidence on the training of nursing teachers in the use of educational innovation in Primary Health Care.Methods: A systematic review was carried out by searching the following databases: SciELO, Lilacs, Medline, Redalyc, Scopus and PubMed; the keywords used were: "educational innovation", "nursing education", "continuing education", "primary health care". Results: The analysis of the 23 papers shows that the nurse in COVID19 time faced great challenges every day in their walk, as well as shortcomings in the continuous and virtual teaching training of these; it should be noted that, these identified shortcomings require to be included in the training processes to strengthen teaching skills in Higher Education institutions and Health Institutions, to provide strategies or interventions that endorse the change in the landscape of disease prevention and health promotion at the first level of care. Conclusions: University teachers need to develop competencies in the use of digital tools and innovation in their teaching work to encourage nursing students to include new models of interventions in the care of prevention and health promotion

The COVID-19 pandemic has profoundly impacted the global tourism industry, forcing tourism entrepreneurs to adapt and innovate in order to recover. This systematic review aims to identify scientific evidence on tourism entrepreneurship experiences in Latin America during the COVID-19 pandemic. Specifically, the review seeks to uncover key challenges faced by tourism entrepreneurs, the locations and types of tourism most affected, and to draw lessons from these experiences. The authors followed the PRISMA protocol, identifying 15 research studies on tourism entrepreneurship in Latin America. The review analyzed articles from seven key databases—Scopus, Web of Science, Scielo, EBSCO, Proquest, Gale Academic Onefile, and LA Referencia—focusing on studies that examined tourism entrepreneurship within the context of COVID-19. These studies employed diverse methodologies, including case studies, surveys, and data analysis. The results show tourism entrepreneurs in Latin America faced challenges like economic crises, business closures, and unemployment. They responded with biosecurity protocols, domestic tourism, and digital tools such as online platforms and QR codes. A shift toward sustainable models like ecotourism highlighted local development and conservation. The pandemic spurred innovation and resilience, with adaptability, digital transformation, and collaboration, driving recovery. Sustainable practices and authentic experiences are key to long-term success.

Objetivo: Determinar la experiencia de los docentes sobre la aplicación de metodologías activas de aprendizaje en la formación académica del futuro profesional. Metodología: investigación cualitativa de tipo fenomenológico, descriptiva. Participaron 20 docentes cuyo muestreo fue por conveniencia y saturación de categorías, se utilizó la entrevista semiestructurada y grupo focal para obtener los datos. Resultados: emergieron seis categorías: docentes aplican metodologías activas de aprendizaje, estrategias para la sostenibilidad de las metodologías activas que aplican los docentes, elementos que fortalecen el desarrollo de las metodologías activas de aprendizaje, elementos que limitan el desarrollo de las metodologías activas de aprendizaje, estrategias metodológicas que muestran el areté en la formación del profesional de enfermería y aplicando deficientemente las metodologías activas en la formación profesional. Conclusión: La aplicación de las metodologías activas contribuyen al desarrollo de competencias integrales, favoreciendo la autonomía, confianza y el aprendizaje significativo crítico para su formación profesional.