In addition to its low toxicity risk, Lavender (Lavandula angustifolia Mill.) essential oil is recognised worldwide for its sedative, antidepressant, antiseptic, antifungal, relaxing, and antiemetic properties. Thus, the action mechanism of lavender oil has attracted significant attention from researchers interested in improving the physical, emotional, and spiritual well-being of patients. To investigate the scope of knowledge regarding the use of L. angustifolia essential oil as a complementary therapy in adult health care. A scoping review was carried out using a PRISMA-ScR checklist followed by a critical assessment being performed using the Joanna Briggs Institute level of evidence. The following databases were used: SCOPUS, MEDLINE/PubMed, Web of Science, Science Direct, SCIELO, Cochrane Library, LILACS, Wiley Online Library, CAPES, and FIOCRUZ Dissertations. Eighty-three articles published between 2002 and 2022 were selected for the analysis; More articles came from Iran than from any other country and most articles reported clinical trials. The applicability of lavender essential oil and its route of administration in different clinical situations were the main topics addressed in the articles. Most studies demonstrate the efficacy of L. angustifolia Mill. essential oil in relieving pain and decreasing anxiety. Few studies evaluated the anti-psoriatic, anti-toxoplasmotic, and wound healing properties and the protective actions against cerebral ischemia. One study reported on its safety, specifically the allergenic potential of linalool, the main chemical component of L. angustifolia essential oil. However, most studies did not involve the extensive investigations on this topic or report the safe quantities of this oil for human treatment, meaning further research into the safety of this treatment is required.

To synthesize the knowledge published in the literature on the use of Integrative and Complementary Health Practices in Adult Intensive Care Units. An integrative literature review based on Ganong's theoretical-methodological framework. Data collection was carried out in January 2023 using the descriptors Intensive Care Units and Complementary Therapies, crossed using the Boolean operator “AND”. Twenty-five studies were selected and uploaded to Endnote Web. QDA Miner Lite software was used to assist in the analysis of the results. The inclusion criteria were: complete original articles, available online and detailing Integrative and Complementary Health Practices applied in the setting of Adult Intensive Care Units. Excluded works included: publications in conference and event annals; literature review articles; editorials; and study protocols. The studies date back to 1994, mostly constituted by quantitative clinical trials. Music therapy was prevalent, presented fewer difficulties in application and greater acceptance by participants. The combination of complementary practices also proved to be effective. There is a growing interest in the application of Integrative and Complementary Health Practices (ICHPs) in the Intensive Care Unit (ICU) setting. However, more research is needed to understand the impact of each practice. Moreover, nursing is essential for the effective implementation of ICHPs.

Objectiveto evaluate the effectiveness of using music to relieve pain, anxiety, and change in vital signs in adult and older adult patients undergoing cardiac catheterization. Methodsthis is a systematic review with meta-analysis carried out in October 2022, using 12 data sources, without time or language restrictions. The study followed the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The “Risk-of-bias tool” was used to assess the risk of bias, the “R CORE Team program: A language and environment for statistical computing” was used to perform the meta-analysis, and the “Grading of Recommendations Assessment, Development and Evaluation” was used to assess the quality of evidence in the studies. a total of nine studies were included, totaling 1456 participants. The most used tools for measuring anxiety were the State-Trait Anxiety Inventory and Numerical Rating Scale. This was also used to measure pain, in addition to the Visual Analogue Scale. The use of instrumental, classical and relaxing music prevailed, applied using headphones during the painful procedure, at a frequency of 60 to 100bpm and sound intensity of 60–70 dB. There was statistical significance in the use of music in reducing pain, anxiety and systolic blood pressure. music interventions are effective in relieving pain, reducing systolic pressure and anxiety, but indifferent in terms of heart rate, respiratory rate and diastolic pressure. They provide humanization of care, can reduce hospital costs and length of hospital stay.

The purpose of this article was to reflect on the practice of preceptorship as an educational practice in the training and qualifications of professional health information for the public health system. This is a theoretical reflection with support in the literature. The teacher addresses the teaching-learning process and transforms the activities in the work on educational moments. In this area arise questions about what is being preceptor and their role in health education. It is necessary to teach knowledge beyond the content of the discipline, and reflecting about preceptorship as an educational practice in the workplace, the preceptor needs pedagogical preparation. Herewith, being a preceptor means being a teacher? This reflection places us in front of a problem present in our daily exercise, which is the pedagogical training of those who teach for a transformation of practice in health.

Objective: mapping the scientific evidence about the use of educational technologies for caregivers in the context of Pediatric Oncology hospital units. Method: this is a scoping review based on the PRISMA-ScR recommendations and on the Joanna Briggs Institute methodology. The search was performed by two independent reviewers in 12 national and international data sources. Publications available in full and free of charge in electronic means were included, with no language or time restrictions. Abstracts were excluded, as well as letters to the editor, opinion articles, books, monographies, dissertations, theses, blog postings, and theoretical and reflection articles. Data analysis was descriptive, with elaboration of charts and absolute and relative frequency statistics. Results: the final sample was comprised by 15 studies published between 2010 and 2020 and mainly from developed countries. Apps and videos were the predominant educational technologies, followed by printed materials, contributing to increasing the caregivers' knowledge about the disease and cancer treatment, symptom management and side effects of the chemotherapy drugs. In addition, when compared to printed materials, the videos showed a reduction in the caregivers' anxiety levels. The professionals most involved with the technologies were nurses and physicians. Conclusion: it was possible to map that apps and videos are the main educational technologies that are being developed to instruct caregivers, addressing diagnosis and treatment of child-youth cancer, symptom management and self-care promotion.

Objectives: to understand how the pedagogical knowledge that integrates the basic knowledge of teaching is perceived by preceptors in residents' teaching-learning process. Methods: a qualitative research conducted by semi-structured interview from December 2013 to July 2014, with 31 preceptors of residency programs of three university hospitals in northeastern Brazil. For analysis, the Grounded Theory's proposal was used and supported by Atlas ti(r) 7.0 software. Results: preceptors integrate preceptorship with basic teaching knowledge proposed by Lee Shulman, with emphasis on General Pedagogical Knowledge when seeking strategies to better work on specific and disciplinary content, and Pedagogical Content Knowledge when adapting content to make it comprehensible to residents. Final Considerations: the study allowed us to understand how Shulman's basic knowledge of teaching is perceived by preceptors. It is recognized that they integrate knowledge into the preceptorship, highlighting the General and Pedagogical Content Knowledge.