Introduction: healthcare is currently in the midst of a technology-driven revolution. Emerging technologies (ETs) are disrupting the practice of healthcare professionals in ways that once seemed futuristic, but are now an everyday reality in clinics and hospitals around the world.Objective: to analyze the perception of health professionals regarding the incorporation of emerging technologies in their practice.Methods: it is a quantitative, descriptive, non-experimental, cross-sectional study, whose sample was 107 health professionals who work in different health centers in Lima. The survey technique was used and the instrument was the questionnaire.Results: the participants perceived the incorporation and use of TE in their practice by 63,55 % (68) at a moderate level, 20,56 % (22) reported a high level, while 15,89 % indicated a low level.Conclusions: it was possible to specify a moderate level in the incorporation and use of TE, suggesting an intermediate position in technological adoption in medical care. This provides a solid foundation for future advances and improvements in the implementation of TE in medical practice

Generative AI tools such as ChatGPT are reshaping educational practice, yet first-year teacher-education students often lack the prompt-engineering skills and confidence required to use them responsibly. This pilot study examined whether a concise three-session clinic on prompt engineering could simultaneously boost AI literacy and reduce technology anxiety in prospective teachers. Forty-five freshmen in a Peruvian teacher-education program completed validated Spanish versions of a 12-item AI-literacy scale and a 12-item technology-anxiety scale one week before and after the intervention; normality-checked pre–post differences were analysed with paired-samples t-tests, Cohen’s d, and Pearson correlations. AI literacy rose by 0.70 ± 0.46 points (t (44) = −6.10, p < 0.001, d = 0.91), while technology anxiety fell by 0.58 ± 0.52 points (t (44) = −3.82, p = 0.001, d = 0.56); individual gains were inversely correlated (r = −0.46, p = 0.002). These findings suggest that integrating micro-level prompt-engineering clinics in the first semester can help future teachers engage critically and comfortably with generative AI and guide curriculum designers in updating teacher-training programs.

This study examines the relationship between organizational commitment and administrative management within a public service institution operating in an emerging governance context. Grounded in the three-component model of organizational commitment (affective, continuance, and normative) and classical administrative theory (planning, organizing, directing, and controlling), the research investigates how internal psychological bonds among frontline personnel influence institutional performance. A quantitative, cross-sectional, non-experimental design was applied, surveying 30 operational police officers using validated Likert-scale instruments. The results reveal a strong and statistically significant positive correlation between organizational commitment and administrative management (Spearman’s ρ = 0.775, p < 0.01), with normative commitment displaying the highest effect size (ρ = 0.812). These findings underscore the critical role of ethical obligation, loyalty, and affective alignment in enhancing managerial coherence and institutional responsiveness. The study contributes to ongoing debates on public sector reform and strategic human capital management by emphasizing the need for emotionally engaged and ethically anchored personnel. It aligns with Sustainable Development Goals (SDGs) 16 (Peace, Justice, and Strong Institutions) and 8 (Decent Work and Economic Growth), promoting inclusive, accountable governance and resilient administrative practices in resource-constrained environments.

This study examines whether administrative simplification is associated with stronger document-management practices in a district-level local government organization, and why this matters for societal outcomes such as transparency and more equitable access to public services. Using a quantitative, cross-sectional, non-experimental design, we surveyed officials and administrative staff with validated Likert-type instruments (62 items for administrative simplification; 17 items for document management) and tested associations using Spearman’s rho. Results show a positive, modest relationship between simplification and document management (ρ ≈ 0.37; p < 0.001). Stage-level analyses indicate consistently positive correlations, with stronger associations in later, institutionalization-oriented stages (implementation, monitoring/evaluation, continuous improvement, and sustainability). The study contributes to debates on administrative burden and digital-era governance by linking staged simplification efforts to the organizational backbone of records flows. Practically, findings suggest that resource-constrained municipalities can improve governance quality by treating document management not as a back-office function but as an enabling infrastructure for user-centered services, accountability, and compliance with digital-government guidance. Limitations include the single-organization design and reliance on staff perceptions; future research should test citizen-level outcomes and service-equity effects.

Introducción: La comunicación científica es vital durante cualquier contingencia, especialmente cuando existe alta incertidumbre. Para investigadores e instituciones, no contar con acceso a información veraz y equilibrada, impacta en su capacidad para enfrentar una crisis, como la pandemia del Covid-19. Objetivo: Evaluar el impacto de la pandemia de Covid-19 en el desarrollo de la comunicación científica. Desarrollo: Se evaluaron los aspectos que afectaron la comunicación científica durante la pandemia de Covid-19. Esto incluye la velocidad de difusión de información, la colaboración, la comunicación clara y accesible, el uso de plataformas digitales, la desinformación y el cambio de prioridades. Conclusión: En conjunto, estos aspectos han transformado la manera en que se comunica la ciencia durante la pandemia, promoviendo la colaboración global, la transparencia, la accesibilidad y la responsabilidad en la difusión de información científica. Estos cambios tienen el potencial de mejorar la comunicación científica en el futuro y fortalecer la capacidad de la sociedad para enfrentar desafíos de salud pública.

Este estudio, enmarcado en la fenomenología hermenéutica, interpreta las narrativas de los participantes para comprender cómo se configura la identidad científica y profesional durante el proceso de tesis. El enfoque cualitativo permitió identificar tres momentos clave: la formulación del proyecto, entendida como la cimentación epistemológica donde el asesor actúa como “arquitecto pedagógico” que promueve la ética y la co-construcción del conocimiento; la elaboración del informe final, marcada por la negociación de la voz académica y el fortalecimiento del pensamiento crítico, con la retroalimentación formativa como catalizador; y la sustentación oral, concebida como la culminación de la identidad profesional pública, en la que simulacros y coaching preparan al tesista para afirmar su autonomía. Además, emergen categorías transversales que revelan la dimensión humana del proceso: el acompañamiento activo del asesor como tejido relacional; la autonomía del tesista como itinerario de empoderamiento; la tensión como motor de aprendizaje; y la asesoría como experiencia intersubjetiva y transformadora. A partir de estos hallazgos, se propone la teoría emergente del “Ecosistema dialógico para la autorrealización investigativa”, que concibe la asesoría como un espacio dinámico donde convergen la guía andamiada, la resignificación de la tensión y la co-construcción identitaria. En este ecosistema, la interacción entre tesista y asesor se configura como núcleo vital para el aprendizaje significativo, el crecimiento profesional y la afirmación de la vocación investigativa.