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The aim of this research is to interpret the management of emotions and quality interactions by teachers from an experiential perspective, within the context of post-pandemic early childhood in Latin America. Within this frame, work was carried out in eight countries of the region with teachers specialized in early childhood education. Interviews were used to process the information collected. An interpretative approach to reality was adopted, together with the precepts of Grounded Theory and its Constant Comparative Method. The findings allow visualizing the categories Emotion Management and Quality Interaction as elements defined by the subcategories emotional approach, emotional management, emotional tools, responsive environments, teacher training, and emotional self-regulation. The concluding reflections in relation to the stated objective highlight the importance and relevance for teacher training of fostering the approach to emotions and their incorporation into the design of learning situations., El presente artículo corresponde a un estudio exploratorio y preliminar y parte del de interpretar el manejo de las emociones e interacciones de calidad por parte de las docentes desde una perspectiva vivencial, dentro del contexto de la primera infancia en postpandemia en Latinoamérica. En este marco, se trabajó en ocho países de la región con docentes de Educación Inicial. La metodología utilizada para procesar la información recabada fueron las entrevistas. Se asumió un enfoque interpretativo de la realidad, conjuntamente con los preceptos de la Teoría Fundamentada y su Método Comparativo Constante. Los hallazgos permiten vislumbrar las categorías Manejo de las Emociones e Interacción de Calidad como elementos definidos por las subcategorías abordaje emocional, gestión emocional, herramientas emocionales, ambientes responsivos, formación docente, y autorregulación emocional. Las reflexiones concluyentes en relación al objetivo planteado resaltan la importancia y relevancia que para la formación docente tiene el fomento del abordaje de las emociones y su incorporación en el diseño de situaciones de aprendizaje.

Objectives Breastfeeding and complementary feeding practices in India do not meet recommendations. Community health care workers (CHWs) are often the primary source of information for pregnant and postpartum women about Infant and Young Child Feeding (IYCF) practices. While existing research has evaluated the effectiveness of content and delivery of information through CHWs, little is known about the quality of the interpersonal communication (respectful care). We analyzed the effect of respectful interactions on recommended IYCF practices. Methods We use data from evaluation of an at-scale mHealth intervention in India that serves as a job aid to the CHWs (n = 3266 mothers of children Results About half of women reported positive, respectful interactions with CHWs. Interactions that are more respectful were associated with better recall of appropriate health messages. Interactions that are more respectful were associated with a greater likelihood of adopting all child-feeding behaviors except timely initiation of breastfeeding. After including recall in the model, the effect of respectful interactions alone reduced. Conclusions Respectful care from CHWs appears to be significantly associated with some behaviors around infant feeding, with the primary pathway being through better recall of messages. Focusing on improving social and soft skills of CHWs that can translate into better CHW-beneficiary interactions can pay rich dividends. Funding This study is funded by Grant No. OPP1158231 from Bill and Melinda Gates Foundation. Trial registration number: https://doi.org/10.1186/ISRCTN83902145

Research shows that worn-out physical environments are obstacles to psychiatric inpatient care. Patients want better relationships with staff and things to do; staff want an environment that offers hope, a calm atmosphere, and joint activities. A county council in northern Sweden and Philips Healthcare partnered to create solutions to the environmental challenges of psychiatric inpatient care. One ward at a county psychiatric clinic was selected for a pilot project to test solutions that could improve the care environment for patients, staff, and relatives. The aim of the overall project is to evaluate the effects of a newly designed psychiatric inpatient ward on patients and staff in terms of quality of care and stress. In this study, we focus on the feasibility through testing questionnaires and exploring barriers to recruiting staff and patients. This study had a single-system experimental design, comparing a psychiatric unit pre- and post-implementation of the novel spatial design, using repeated measures with the same questionnaires twice a week during baseline and intervention phases. Primary outcomes were quality interactions (patients) and perceived stress (staff). Secondary outcomes were levels of anxiety and depression (patients), and stress of conscience (staff). A process evaluation was aimed to describe contextual factors and participant experiences of the new design. Data was collected using questionnaires and semi-structured individual interviews with patients and focus group discussions with staff. Both visual and statistical methods were used to analyse the quantitative data and content analysis for the qualitative data. The findings will contribute insights into whether and how a new spatial design might contribute to quality interactions and reduced stress. This is relevant both nationally and internationally, as similar interventions are needed but sparse. The findings will be disseminated through peer-reviewed publications and conference presentations. ClinicalTrials.gov, NCT03140618 , registered 4 May 2017

IntroductionDespite the long-known significance of the nurse–patient relationship, research in psychiatric inpatient care still reports unfulfilled expectations of, and difficulties in, interactions and relationships between patients and staff. Interventions that create structures to allow quality interactions between patients and staff are needed to solve these problems. The aim of this project is to test effects of the nursing intervention Time Together and to evaluate the intervention process.Methods and analysisThis is a multisite study with a single-system experimental design using frequent measures. The primary outcomes are quality interactions for patients and perceived stress for staff. Secondary outcomes are levels of symptoms of anxiety and depression for patients and stress of conscience for staff. A process evaluation is performed to describe contextual factors and experiences. Data are collected using questionnaires, participant observations and semistructured interviews. For analysis of quantitative data, both visual and statistical methods will be used. Qualitative data will be analysed using qualitative content analysis.Ethics and disseminationEthical approval was granted by the Ethical Review Board in the region (Dnr 2016/339-31). The findings will contribute to the development of nursing interventions in general, but more specifically to the development of the intervention. This is relevant both nationally and internationally as similar interventions are needed but sparse. The findings will be disseminated through conference presentations and peer-reviewed publications.Trial registration numberNCT02981563