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The study of academic achievement continues to be one of the "star" topics in the field of education today because of its great importance as an indicator for assessing educational quality and has therefore been studied from various perspectives. In this regard, the aim of this study was to study which dimensions of self-concept (behavioral, intellectual, physical, lack of anxiety, social or popularity and subjective happiness-life satisfaction) predict performance in each core subjects (Spanish Language and Literature, Mathematics, Natural Sciences, Social Sciences and First Foreign Language (English)). For this purpose, a sample of 116 students from the last cycle of Primary Education (10-12 years) was selected by accessibility and administered a multidimensional Self-Concept Scale. The data were analyzed using the multiple linear regression technique, evaluating the Root Mean Squared Error, statistical power and effect size in all of them. The main results show that intellectual self-concept is the most important predictor of academic achievement (p<0.05). Therefore, schools should be aware of the importance of fostering confidence and expectations of success in students' academic tasks.

In this study, the process of design, implementation, evaluation, and redesign of a Teaching-Learning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research. The aim is to create a TLS that satisfactorily addresses the conceptual difficulties inherent to the object of study and that succeeds in fostering self-regulation skills and creativity. Both qualitative (focus group, semi-structured interviews, students' reports, and teacher's class notes) and quantitative instruments (a validated questionnaire and an ad hoc one with content validation by experts) are used. The statistical analysis of the questionnaires and the narrative analysis of the qualitative instruments have been triangulated. The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional (enjoyment and self-efficacy) and cognitive (metacognition) self-regulation skills, as well as creativity related to the scientific and artisan domains.

The mechanisms of dissemination of the counting frames in the teaching of mathematics in Spain during the nineteenth century are studied. José Mariano Vallejo and Pablo Montesino proposed them in order to facilitate an arithmetic initiation based on intuition, following Pestalozzi's proposals. The diffusion channels considered were pedagogical texts, professional journals, and school material catalogues. Moreover, these proposals are compared with the existence of references to the counting frames in primary school textbooks in the nineteenth century.

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching-learning process.

This manuscript describes a pedagogical proposal for the adherence to healthy eating in sixth-grade schoolchildren. The reason for the design lies in the high prevalence of overweight and obesity together with a growing current sedentary lifestyle, aspects that constitute a serious public health problem worldwide with an upward trend and pandemic character. Therefore, we carried out six sessions in which schoolchildren participated in different activities for the knowledge of a varied and balanced Mediterranean diet, as well as for its reflection and practice outside the educational center that allows a greater didactic transposition between the school and the educational center. We are born with a body and it has to last us in good condition for the rest of our lives. For this reason, physical activity practiced regularly and in the appropriate way, together with dietary control, is the best tool available today for the promotion of health and quality of life of school-children. In this sense, acquiring such habits from a young age is not of little importance: It is of absolute importance (Aristotle 384-322 BC).

It is of critical importance, in particular, for mathematics teachers who will teach future generations to understand and do mathematical proofs. It is important to determine future teachers' beliefs about and difficulties with proofs because their knowledge of this issue affects their teaching. This study aims to determine and compare the proof schemes of prospective mathematics teachers from two state universities, one in Turkey and the other in Spain. The case study was conducted within this study. The participants were 51 prospective teachers at their second year from the department of teaching mathematics education at Huelva University in Spain and 45 prospective teachers from the department of teaching mathematics education at Cumhuriyet University in Turkey. The Proof Test consisted of four questions about proofs for parallelograms. Semi-structured interviews were subsequently conducted to investigate the prospective teachers' responses in-depth. The findings suggest that prospective teachers from Turkey and Spain indicated affinity in proving. The majority of the prospective mathematics teachers were either unable to complete the proof or completed the proof in an inaccurate way.

Pre-service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non-ludic environments. The use of gamification has shown good outcomes in terms of increasing students' motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre-service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real-life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students) and 2018/2019 (6 groups, 183 students). The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post-tests were carried out to explore: (i) the students' relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude; and (v) their self-perception with regards to their newly acquired skills to put gamification into practice in their professional future.

In this article we aim to deepen our understanding of the content and nature of the early childhood teacher's knowledge, focusing on those aspects which might promote students' algebraic thinking. Approaching arithmetic from the viewpoint of algebra as an advanced perspective and considering the analytical model "Mathematics Teachers' Specialised Knowledge," we analyse the specialised knowledge in a classroom of five-year-olds handled by an experienced teacher in a lesson on the decomposition of the number 6. Moreover, alternative management of the session is proposed in order to promote early algebraic thinking. In the domain of "mathematical knowledge," this analysis has revealed the specificity of the knowledge that this professional must have of the natural number. In the domain of "pedagogical content knowledge," it has highlighted the many elements of the "knowledge of mathematics teaching" that should be possessed to promote algebraic thinking at this educational stage. These elements appear to be more closely related to a profound knowledge of the mathematics taught than to pedagogical knowledge of a more general nature. [Translation from English by Mercè Rius.]

This study examines the impact made by music education on a sample of Catalan citizens who studied this subject during their compulsory schooling. A biographical narrative methodology was used to investigate a broad spectrum of the participants' school musical experiences and to analyze the impact that music education has had on different aspects of their lives. Their perceptions and experiences, collected and expressed through life stories, show a correlation between the theoretical approach to learning music adopted by teachers and its little impact on the participants' lives. Their stories also bring to light the difficulties involved in identifying and distinguishing the existing impact between both in-school and extracurricular music education but identify emotional impact as the most relevant one overall. Based on the evidence provided, this article aims to contribute to the debate on the role of music education on the school curriculum.

The authors examined the relationship between cochlear implants (CIs) and reading acquisition and attempted to determine the part played by phonological and orthographic resources in this task. Four groups of Spanish-speaking deaf children were examined: children with either early- or late-implanted CIs, and children without CIs who had either moderate or profound hearing loss. A hearing group was included to control for age and reading level. Reading, spelling, and three metaphonological abilities were evaluated. The results showed that the reading levels achieved by deaf children strongly depend on phonological ability. Age at implantation and, for deaf children without CIs, degree of hearing loss, play important roles in this ability. The results further suggest that both deaf and hearing children develop phonological representations of words, a skill that contributes to reading and spelling acquisition. Reciprocally, reading itself contributes to the elaboration of phonological and orthographic representations.

Graphics tablet technology is well known in markets such as manufacturing, graphics arts and design but it has not yet found widespread acceptance for university teaching. A graphics tablet is an affordable teaching tool that combines the best features from traditional and new media. It allows developing a progressive, interactive lecture (as a traditional blackboard does). However, the tablet is more versatile, being able to integrate graphic material such as tables, graphs, colours, etc. In addition to that, lecture notes can be saved and posted on a course website. This paper is aimed at engineering instructors considering graphics tablet technology for their teaching set up. The objective is to provide useful information and guidance by sharing experiences made using a graphics tablet for lecturing an undergraduate course on Thermal Engineering.

The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months.

The objective of this study was to analyse the role of resilience in the dimensions of academic burnout syndrome and psychological health in a sample of nursing students. A battery of questionnaires was administered to 218 nursing students, all of whom were in the second year of their degree at the University of Murcia (Spain). The applied protocol used the CD-RISC 10 scale for the measurement of resilience, the burnout scale MBI, and the GHQ-12 questionnaire to assess psychological health. The findings showed a significant relationship between resilience and burnout, emotional exhaustion, and self-efficacy, as well as with psychological health. Moreover, three burnout dimensions were found to be significantly linked to psychological health in the way we had predicted. Regression analysis indicated the moderating role of resilience on psychological health in emotionally exhausting situations. We conclude that the psychological characteristic resilience moderated the effect of emotional exhaustion on the psychological health of the students. The practical implications of the results are discussed in order to introduce measures for the proper training of nursing students for professional practice; we also make several suggestions for future research in this field.

Drawing on semi-structured interviews with older adolescents, this article examines how healthism, ideal body discourses and performative body discourses influence their (non)participation in physical activity (PA) and their identity construction concerning exercise, sport and physical education. We illustrate that body transformation through PA, and related slim body desire and the fear of masculinised female bodies, affect adolescents' decisions to engage in or drop out of sport. Also, a non-hegemonic body shape combined with a display of low physical competence triggers classmate and teachers' rejection and marginalisation, affecting adolescents' construction of embodied identities and preventing them from being active. Finally, adolescents who are competent in sport are less influenced by ideal body discourses than by performative body discourses. We highlight the health promotion effects of these hegemonic discourses and suggest strategies to challenge them.

The relationship between music and mathematics has often been the subject of discussion, both inside and outside the field of education. As part of an exciting project on a European scale, the paper explores the changing contexts in Catalonia (Spain) and England (UK) in relation to the integrated approach to the teaching of music and mathematics. We analyse three areas: academic literature, the curriculum frameworks and publications and resources prepared by and for teachers. Our findings suggest that due to the more favourable attitude towards cross-curricular approaches in education, more progress has been made in England, in terms of developing resources to support an integrated approach to the teaching of music and mathematics, than in Catalonia. Nonetheless, teachers in both locations are very interested in developing these approaches. Although there is a need for further teacher training and support, there is evidence of progress already being made in schools.

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student's perceived prior knowledge gained from lectures and technology acceptance model-related variables on student's self-reported assimilation of new material presented through podcasting. Data were obtained from 179 undergraduates and were analyzed using a structural equation modelling approach. The results showed the influence of prior knowledge gained from lectures and effective use of video podcasts on perceived assimilation of additional knowledge. It was also found that perceived ease of use and perceived usefulness determine the attitude towards using video podcasts, which in turn positively affects the effective use of this tool. The findings suggest that lectures are very valuable to develop learning processes based on the podcasting technology and also that encouraging the acceptance and effective use of video podcasting is important in the learning experience.

Objective: To analyze the clinical characteristics and outcomes of patients with COVID-19-related acute respiratory failure on the basis of their vaccination status at the time of ICU admission. Methods: We conducted a retrospective observational study using a prospective database of patients admitted to the ICU of a university hospital in the city of Murcia, in Spain, between January 1, 2021 and September 1, 2022. Clinical, analytical, and sociodemographic data were collected and analyzed on the basis of patient vaccination status. We adjusted for confounding variables using propensity score matching and calculated adjusted ORs and 95% CIs. Results: A total of 276 patients were included in the study. Of those, 8.3% were fully vaccinated, 12% were partially vaccinated, and 79.7% were unvaccinated. Although fully vaccinated patients had more comorbidities, partially vaccinated patients had higher disease severity. The proportion of patients with severe acute respiratory failure was higher in the unvaccinated group, followed by the partially vaccinated group. No significant differences were found among the different groups regarding complications, duration of ventilatory support, or length of ICU/hospital stay. In the sample selected by propensity score matching, the number of patients with severe complications and the in-hospital mortality rate were higher in unvaccinated patients, but the differences were not significant. Conclusions: This study failed to show a significant improvement in outcomes in critically ill COVID-19 patients vaccinated against SARS-CoV-2. However, the CIs were wide and the mortality point estimates favored patients who received at least one dose of COVID-19 vaccine. [ABSTRACT FROM AUTHOR]

This paper presents the results of two educational experiments carried out to determine whether the process of specifying requirements (catalog-based reuse as opposed to conventional specification) has an impact on effectiveness and productivity in co-located and distributed software development environments. The participants in the experiments were 76 students enrolled in three courses on project management for software development at the University of Murcia, Spain, and the Mohammed V University of Rabat, Morocco. The results of a fixed effects meta-analysis (Hedges' g) obtained a medium effect (-0.495, p=0.034) for productivity, and a large effect (-1.077, p<0.001) for effectiveness, in favor of using a catalog-based reuse process rather than a conventional specification process. The other co-factor examined, distribution (either global or co-located), had no statistically significant interaction with the process used (catalog-based reuse or conventional specification) for either effectiveness or productivity. Further research is required to study the effectiveness and productivity of the catalog-based requirements engineering learning method so that it can be taught in software engineering courses and applied in real software engineering projects.

This study explores the influence of professional identity on the teaching practice of four school music educators, two from Spain and two from Australia. Narrative inquiry methodology was utilized in order to investigate the full spectrum of their musical experiences, ranging from their earliest childhood memories to their current positions in the education sector. In the course of the co-construction of the narratives, two recurrent themes emerged: strategies to improve practice and teaching approaches. Despite the obvious cultural and institutional differences, there was a marked correlation of these themes in terms of their contribution to the formation of each of the participants' professional identities. Although these findings are derived from a small number of participants they may provide insights for specialist music educators, teacher educators programs, and for those considering a career in music education.

This paper explores socio-ecological factors and their interplay that emerge from a qualitative study and influence adolescents' physical activity and sport participation. A total of 13 boys and 7 girls active and inactive adolescents, from years 12 and 13 and different types of school (state and private), participated in semi-structured interviews. It followed a purposeful sampling selection from participants who participated in a previous larger study on physical activity levels. Findings highlight the influence of personal and social interplay, such as perceived competence, obesity and teasing from peers, and new social demands and personal preferences in adolescents' (dis)engagement in physical activity and sport. They also stand out how social and environmental factors affect their participation, such as family, boy/girlfriends, physical education and rural/urban places of residence. These factors appear to have an important impact on the construction of (in)active identities during late adolescence. Policy makers, exercise professionals and educators should be aware of these factors in order to improve health promotion strategies and social policies. Some recommendations are also indicated in the paper.

The aim of this study was to analyse the effects of a school-based intervention to promote physical activity, utilising the postulates of the trans-contextual model of motivation. The study examined two separate classes of elementary school students (mean age 11.28?years), one of which served as the control group (n?=?26) and the other as the experimental group (n?=?21). The intervention in the experimental group consisted of showing videos related to physical activity participation, conducting discussions and doing tasks related to the content presented in the videos and conducting family discussions. Autonomy support from teachers, peers and parents; motivation in physical education and leisure time physical activity; the different variables of theory of planned behaviour; and physical activity, were measured before and after the intervention. Results showed an increase in teacher autonomy support, identified regulation in physical education, autonomy support from parents and peers, integrated and identified regulation in leisure time physical activity, control, subjective norm, intention and physical activity in the experimental group. Furthermore, this increase resulted in post-intervention differences across groups in such variables. Results are discussed in relation to the important role of families in the promotion of physical activity participation.

This article analyses negative experiences in physical education and sport reported during qualitative interviews of a group of inactive adolescent Spanish boys and girls. The purpose of this analysis is twofold. First and most important, it seeks to give voice to these young people reporting negative experiences and connect them to contexts of physical activity and sport in which they occurred in order to show how, ironically, inactivity is an unintended consequence. Second, the authors attempt to connect inactivity through negative experiences by drawing on conceptual notions of a gendered performativity culture, and symbolic violence. The authors conclude by commenting on how these insights may be useful to critically reflect on physical activity programs, which are too often considered an unquestionable good for all pupils who experience them.

This study examined the relationship between socio-demographic factors, screen media time usage, and light, moderate and vigorous activities on weekdays and weekends. Cross-sectional data was collected from 323 Spanish adolescents (mean age 13.59 years) who completed an interview administered recall questionnaire. Structural equation models indicated that male and younger adolescents spent more time on vigorous activities at the weekend, while females and older adolescents showed a greater involvement in light activities both on weekdays and weekends. State school students reported engaging in light and vigorous activities for longer periods than private school students on weekends. TV viewing was negatively linked to vigorous activities during weekdays and to light and moderate activities on weekends. The amount of mobile phone usage, however, was positively linked to light activities during weekdays, but negatively on weekends. The negative relationship between adolescents' use of screen media (TV and mobile phone) and physical activity and its possible displacement, depending on the type of day, added useful comparable knowledge for policies promoting an active lifestyle. Further research is required to provide evidence of the causality in the observed relationships. (Contains 1 table and 2 figures.)

This study examined screen media time usage (SMTU) and its association with personal and socioeconomic factors, as well as the effect of season and type of day, in a Spanish sample of 12-16 year-old school adolescents (N=323). The research design was a cross-sectional survey, in which an interviewer-administered recall questionnaire was used. Statistical analyses included repeated measures analyses of variance, analysis of covariance and structural equation models. Results showed an average of 2.52h per day of total SMTU and partial times of 1.73h per day in TV viewing, 0.27h per day in computer/videogames, and 0.52h per day in mobile use. Four significant predictors of SMTU emerged. Firstly, the type of school was associated with the three media of our study, particularly students from state/public school spent more time on them than their private schools counterparts. Secondly, older adolescents (14-16 years old) were more likely to use computer/videogame and mobile phone than younger adolescents. Thirdly, the more accessibility to household technology the more probable computer/videogames and mobile phone were used. Finally, boys spent significantly more time in mobile phone than girls. Additionally, results revealed that adolescents seemed to consume more TV and computer/videogames in autumn than in winter, and more TV and mobile phones on weekends than on weekdays, especially among state school students. Findings from this study contribute to the existing knowledge on adolescents' SMTU patterns that can be transferred to families and policies. (Contains 5 figures and 4 tables.)

Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A total of 548 students from three health science degrees (Medicine, Psychology and Biology) from four Spanish universities were involved in this study. The students who carried out mid-term formative assessment got better marks and had higher success rates in final summative assessment that the students who did not participate. In addition, success in formative assessment tests was associated with better summative marks. Interestingly, participation in formative assessment was a better predictor of final outcome than success in formative assessment, a result that supports the key role of feedback in formative assessment. Students who took the mid-term examination, irrespective of their success, obtained feedback about their achievement and probably this determined their greater involvement in the learning process. Although causal relationships between formative and summative assessment cannot be established from this research, the generalized benefits of formative assessments found here encourage the practice of them in health sciences education.

The evaluation of a preliminary study on the possible implementation of a Mentorship Plan in the Faculty of Teacher Education at the University of Lleida (UdL) is described. A total of sixty-seven first-year Special- and Nursery School-education teacher students participated in this survey. Results were evaluated in both qualitative and quantitative terms. Participating students declared themselves satisfied with the contents of the Plan. However, further analysis of results indicates the convenience of adapting the Plan to the particular needs of each university degree, and of improving some organisational and methodological aspects observed during this preliminary survey. (Contains 3 tables and 1 figure.)

The scientific literature suggests that following a healthy diet and maintaining a healthy weight status are associated with multiple health benefits. However, the cognitive and academic implications of these behaviours in schoolchildren require further study. The aim of this study is to determine the predictive value of attention on academic performance in primary school children observing the moderating role of weight status and diet quality in this relationship. In this quantitative study of 118 schoolchildren from Spain (M ± SD: 10.84 ± 1.20 years), the Perception of Similarities and Differences test (attention) and the KIDMED questionnaire (diet quality) were used. For its part, academic performance was calculated through the grade obtained in the subjects of the primary curriculum and nutritional status was assessed through the Body Mass Index (kg/m2) adjusted for sex and age. The linear regression test showed that higher values in attention correlated with higher values in academic performance in core subjects (p < .05) and specific subjects (p < .05) with the exception of Physical Education (p = .112). This relationship became stronger after the model was adjusted for Normal Weight/Optimal DQ and Overweight/Optimal DQ (p < .05). However, after the model was adjusted to Normal Weight/improvable DQ and overweight/improvable DQ, this relationship between attention and academic performance disappeared (p > .05). Based on these results, it is concluded that there is a positive relationship between attention and academic performance, with the exception of physical education, which is enhanced when diet quality is optimal, regardless of weight status. The present study contributes to the scientific literature investigating the moderating role of healthy lifestyle habits, such as diet quality or weight status, between cognitive processes (attention) and learning outcomes (academic performance). [ABSTRACT FROM AUTHOR]

The authors present the experience of a continuous assessment procedure carried out in the second term of a physiological psychology course during 3 consecutive academic years at a Spanish university. Each year, the academic outcomes of students under continuous assessment (the experimental group) were compared with those of students under traditional assessment (the control group), with 903 total students. To control for possible differences in prior academic achievement, grades in the first term of the same subject were used as a covariate, and progress was assessed from the first-term to the second-term evaluations in the experimental and control groups. The results provided robust evidence of the positive impact of continuous assessment on all indices of academic outcomes considered. In addition, responses to a self-report questionnaire revealed that continuous assessment improved students' satisfaction and was perceived by students as a procedure that promotes deeper learning. (Contains 3 notes.)

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Eco-innovations, or innovations that reduce the environmental impacts of production and consumption activities, are considered crucial for sustainability transitions and a key element of a Circular Economy. Although previous contributions have acknowledged the existence of different types of eco-innovations (e.g., product vs. service or incremental vs. radical), a precise conceptualization of eco-innovation types, which takes into account its multifaceted character, is missing. Yet such a conceptualization is crucial in order to understand how eco-innovations contribute to a sustainable transition, how policy makers can promote different eco-innovation types, and how business practitioners can develop eco-innovations. This article covers this gap in the literature. Its aim is twofold: 1) to develop a quantitative method to categorise different eco-innovation types in a particular setting, taking into account their distinct features and dimensions; 2) to apply this method in a given sector and country, building a taxonomy of eco-innovation types. It draws on a survey of 197 Spanish industrial small and medium size enterprises (SMEs) which developed or adopted an eco-innovation between 2012 and 2013. The statistical analyses reveal the existence of a taxonomy of five eco-innovation types: systemic, externally driven, continuous improvement, radical (technology-push initiated) and eco-efficient. They differ in their techno-economic configurations, contribution to environmental sustainability and corporate goals and required changes in the firms. Specific policy and managerial implications are deducted. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Introduction Socio-emotional competencies positively influence academic performance and clinical practice of students enrolled in a Nursing degree. However, there is a lack of studies that relate these competencies with performance in a high-fidelity clinical simulation training scenario. Objectives To analyze the relationship between socio-emotional competencies and performance in simulated clinical practices of a sample of 4th-year Nursing degree students. Methods Transversal descriptive study conducted in Spain. A sample of 91 students enrolled in their last academic year of the Nursing degree, who were undergoing clinical practices along with simulation sessions. Socio-emotional competencies (communication skills, coping with stress, self-efficacy, engagement, etc.) were analyzed through the use of self-administered questionnaires and their performance in high-fidelity clinical simulation sessions. Results The socio-emotional competencies had a positive and statistically-significant correlation (p < 0.05) with performance in simulated clinical practices. A relationship between socio-emotional competencies and performance in simulated practices was observed [R2 = 0.502; F (20.55) = 2.827; p = 0.01]. Conclusions The socio-emotional competencies of 4th-year nursing students were associated to their performance in simulated clinical practices. Highlights • 4th-year Nursing students possess adequate socio-emotional competencies. • Socio-emotional competencies were positively correlated with simulation performance. • Socio-emotional competencies could be used as predictors of simulation performance. [ABSTRACT FROM AUTHOR]

Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to describe and discuss students' perceptions and attitudes toward cultural differences as reflected in the processes of intercultural communication in culturally diverse classrooms. We chose a multiple-case study design to interview students from diverse cultural backgrounds enrolled in multicultural elementary (n = 14) and secondary (n = 30) schools in the province of Alicante, Spain. Results showed that communication among cultures is complex and can be characterized by feelings of isolation, need for social acknowledgment, and attitudes of avoidance. In addition, differences in attitudes toward culturally diverse students were found between elementary and secondary school respondents, with secondary interviewees being less positive than elementary interviewees. Results also showed evidence of stereotypes about the learning potential of students from immigrant origin, leading to the need to model and change students' representation and attitudes toward cultural differences. Teacher training in diverse methods are recommended in order to enhance the internalization of concepts and the ability to confront fears, misconceptions and misinformation of students. [ABSTRACT FROM AUTHOR]

This article presents a comparative study about the evolution of the use of blogs in Spanish regional press to analyse if the performance of blogs has changed significantly on the basis of the content and the level of updating in recent years. A first analysis was conducted in 2006 when the boom of this phenomenon. Following a new analysis in 2009, this work carries out a comparison of the evolution of the same performance parameters in both years. It can be stated that no clear evolution patterns exist, that the number of blogs has no relation with the updating of these in either of the periods (the beginning period or the establishment period) and that the main difference detected is that in 2006 more attention was paid to the personal contents that provided blogs with the indisputable character of a tool for personal expression, while in 2009 bloggers appeared to be more interested in what is local and current. [ABSTRACT FROM AUTHOR]

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Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Cardiología (18855857) is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of História, Ciências, Saúde - Manguinhos is the property of Casa de Oswaldo Cruz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Archivos de Bronconeumología (English Edition) is the property of Sociedad Espanola de Neumologia y Cirugia Toracica (SEPAR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Archivos de Bronconeumología (English Edition) is the property of Sociedad Espanola de Neumologia y Cirugia Toracica (SEPAR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mediterranean lakes are facing heightened exposure to multiple stressors, such as intensified Saharan dust deposition, temperature increases and fluctuations linked to heatwaves. However, the combined impact of dust and water temperature on the microbial community in freshwater ecosystems remains underexplored. To assess the interactive effect of dust deposition and temperature on aquatic microbes (heterotrophic bacteria and phytoplankton), a combination of field mesocosm experiments covering a dust gradient (five levels, 0-320 mg L -1 ), and paired laboratory microcosms with increased temperature at two levels (constant and fluctuating high temperature) were conducted in a high mountain lake in the Spanish Sierra Nevada, at three points in time throughout the ice-free period. Heterotrophic bacterial production (HBP) increased with dust load regardless of the temperature regime. However, temperature regime affected the magnitude and nature of the interactive Dust×T effect on HBP. Specifically, constant and fluctuating high temperature showed opposing interactive effects in the short term that became additive over time. The relationships between HBP and predictor variables (soluble reactive phosphorus (SRP), excreted organic carbon (EOC), and heterotrophic bacterial abundance (HBA)), coupled with an evaluation of the mechanistic variable photosynthetic carbon use efficiency by bacteria (%CUEb), revealed that bacteria depended on primary production in nearly all treatments when dust was added. The %CUEb increased with dust load in the control temperature treatment, but it was highest at intermediate dust loads under both constant and fluctuating high temperatures. Overall, our results suggest that while dust addition alone strengthens algae-bacteria coupling, high temperatures lead to decoupling in the long term at intermediate dust loads, potentially impacting ecosystem function., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Purpose: Currently, 15% of gynaecological and 9% of haematological malignancies are diagnosed before the age of 40. The increased survival rates of cancer patients who are candidates for gonadotoxic treatments, the delay in childbearing to older ages, and the optimization of in vitro fertilisation techniques have all contributed to an increased interest in fertility preservation (FP) treatments. This study reviews the experience of the Fertility Preservation Programme (FPP) of a tertiary public hospital with a multidisciplinary approach., Methods: This retrospective study included all the available (FP) treatments, performed in patients of childbearing age between 2006 and 2022., Results: 1556 patients were referred to the FPP: 332 oocyte vitrification cycles, 115 ovarian cortex cryopreservation with 11 orthotopic autotransplantations, 175 gonadotropin-releasing hormone (GnRH) agonist treatments, 109 fertility-sparing treatments for gynaecological cancer, and 576 sperm cryopreservation were performed. Malignancy was the main indication for FP (the main indications being breast cancer in women and haematological malignancies in men), although non-oncological pathologies, such as endometriosis and autoimmune diseases, have increased in recent years. Currently, the most widely used FP technique is oocyte vitrification, the increase of which has been associated with a decrease in the use of cortex CP and GnRH agonists., Conclusions: The increase in FP treatment reflects the implementation of reproductive counselling in oncology programmes. A multidisciplinary approach in a tertiary public hospital allows individualised FP treatment for each patient. In recent years, there has been a change in trend with the introduction of new indications for FP and a change in techniques due to their optimisation., (© 2023. The Author(s), under exclusive licence to Federación de Sociedades Españolas de Oncología (FESEO).)

Traditionally, epidemiological surveillance has focused on infectious diseases, but the concept of Public Health surveillance, introduced in Spain with the Law 33/2011, is broader and includes chronic diseases. Health strategies for these diseases need epidemiological information to improve understanding of socio-health needs and to facilitate the efficient management of resources. The European Union defines rare diseases (RD) as those that, being life-threatening or chronically debilitating, have a prevalence of less than 5 cases per 10,000 inhabitants. The RD Strategy of the National Health System, approved in 2009 and updated in 2014, recommends the development of regional registries of rare diseases (RAER), in addition to a national registry. The REpIER and Spain-RDR projects of the Institute of Health Carlos III (ISCIII) promoted the creation and regulation of 94% of the RAER. After more than 10 years of initiatives and work to improve the knowledge of RD's epidemiology in Spain, it was possible to implement the Spanish Registry of Rare Diseases (ReeR) in 2015, becoming one of the first population surveillance systems for chronic diseases of state scope. The ReeR procedures manual is the result of consensus between the RAER, the Ministry of Health, the ISCIII and the patient associations. The participatory methodology used for the implementation and launching of ReeR is considered an added value. The information system implemented will allow improving knowledge about the prevalence and distribution of RD in Spain.