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 mental health of college students has been the source of research, projects, and public policies involving education, health, and psychology professionals. Having as its axis the study of mental health and the phenomenon of psychological illness, this systematic review aims to characterize mental health programs directed to college students, as well as the forms of interventions offered to reduce the incidence of psychological disorders. From the proposal, a survey was conducted in the databases Scopus, Lilacs, and the repository Alicia, in the period between 2010 and 2021, choosing the search phrase “Programas de saúde mental para universitários” in Portuguese, “Mental health projects for university students” in English, and “Proyectos en salud mental para estudiantes universitarios” in Spanish. The research areas spanned humanities and social sciences, with peer-reviewed and open access articles. The questions that instigated the study were as follows: What are the mental health problems affecting college students? What type of strategy has been adopted to map the demands of university students in relation to mental illness? How can the university space reorganize itself to work on interventional-preventive aspects, according to the studies? Initially, 740 203 articles were obtained, and after sifting through 13 productions, using the PRISMA systematization. Despite several research interrelating mental health and university space, most were dedicated to data collection, using questionnaires, inventories, and scales, standardized and non-standardized. Only three studies described intervention projects and programs to reduce the problems of psychological distress in college students. Unanimously, the investigations emphasize the need for monitoring the higher education population regarding mental health and, in parallel, the implementation of institutional public policies to meet the students' demands and reduce the rates of problems in the educational field.

Educational policies in the face of the pandemic caused by the COVID-19 virus took an unexpected turn in Latin America. Virtuality constituted a key opportunity for the continuity of basic fundamental services in the citizen’s right to education. The objective of this research was to analyze the educational public policies adopted by governments in Latin America in the face of the pandemic. The methodology was an integrative documentary review of the main international organizations whose documents provided relevant information on the actions to be implemented in fourteen Latin American countries. The results obtained show that the priority was to reestablish the continuity of educational services using mass communication resources, such as radio, television, digital platforms, making visible the inequity in the access to the Internet at home. It was also identified a deficiency in the competencies and digital resources of the educational community, dis-crimination and inclusion of people with some type of disability or different languages, especially in urban or rural areas because they do not have technological means. It was concluded that the educational policies in Latin America proposed during the COVID-19 period were designed with-out a real situational diagnosis in each country, to meet the demands of urban and rural areas in an equitable manner with the will of governments, providing budgets and resources that benefit the educational community, as an achievement of state policies.

Previous research warns about the limitations that some university teachers in Ibero-America have in relation to digital research competencies. The objective of this research was to analyze the research competencies from the university teacher's self-perception, contrasted with the classroom evaluation. The study had a qualitative approach. Interviews were conducted via the Zoom virtual platform, and recordings (of an average of 4 h each) of classes delivered by 10 teachers with an average age of 58 years old, in charge of scientific research courses at the postgraduate level in Peruvian universities were analyzed. The instruments used included an in-depth interview guide and a checklist. The results show that university teachers perceive themselves as specialists in the area of research, however, they present limitations when transmitting knowledge during the teaching-learning process. There is evidence of a lack of pedagogy, as well as limitations in the use of digital resources and technological tools due to their resistance to change. The conclusions reveal that it is key to make teachers aware of the paradigm shift, with a teaching that includes as digital competencies: knowing how to create and manipulate data, knowing how to use programs and information systems, knowing how to socialize and collaborate in digital environments, knowing how to exercise and respect a digital citizenship, knowing how to manage knowledge assertively, and, as we propose in this paper, knowing how to be a researcher in a digital environment.

Background: Entrepreneurship involves the actions of designing, launching and managing a business that initially starts small and grows along with the human structure that integrates it. The health crisis caused by coronavirus disease 2019 (COVID-19) had negative effects on health, but also on business; many ventures had to innovate in order to survive in this uncertain environment. Peru is a country located in Latin America, recognized for its high levels of entrepreneurial self-efficacy, so this scooping review sought to identify the experiences of innovation in entrepreneurship in times of COVID-19 in that country. Methods: We explored the Scopus and Scielo databases for records detailing innovation in entrepreneurship in both English and Spanish. Inclusion and exclusion criteria were: published between March 11, 2020, to May 5, 2023; English, Spanish, and Portuguese language; original articles that present both quantitative and qualitative results; within Peru; articles with an assigned issue and volume number. The search results identified 5 Peruvian experiences that met the research objectives. Results: The records identified deal with innovations in social entrepreneurship, women's entrepreneurship, entrepreneurship in the educational sector, and new business tools applied during the COVID-19 pandemic. The sources where these records were disclosed were South American journals (3 cases) and conference proceedings (2 cases). The language of the articles was recorded, identifying that most of them are written in Spanish (official language of Peru). Conclusions: We recommend the regional scientific community to disseminate the results of their research in scientific journals indexed in high-level databases in order to have greater visibility.

This study aims to understand the meaning nursing professionals attribute to their lived experiences of providing humanized care within a public hospital setting. Grounded in Jean Watson’s theory of human caring, the research adopts a qualitative, descriptive phenomenological design to capture the perceptions and emotions of nurses regarding humanized care. Data were collected through semi-structured interviews with nine experienced nurses, selected through purposive sampling. The interviews, conducted virtually between July and December 2024, were analyzed using Colaizzi’s method and supported by Atlas.ti software. Four main thematic categories emerged: institutional health policies, professional image and identity, strengths and challenges in care, and essential competencies for humanized care. The findings highlight the critical role of empathy, cultural sensitivity, ethical commitment, and emotional presence in delivering compassionate care. Participants emphasized that, beyond clinical procedures, humanized care requires relational and contextual sensitivity, often hindered by institutional limitations and excessive administrative burdens. The study concludes that nursing professionals are key agents in promoting ethical, empathetic, and culturally respectful practices that humanize health services. These insights offer valuable contributions for designing policies and training strategies aimed at strengthening humanized care as a cornerstone of quality healthcare systems.