AN INVESTIGATION OF FACTORS THAT INFLUENCE POSTGRADUATE STUDENTS' ENTREPRENEURIAL INTENTIONS

To undertake certain business activity, turn it into profitable ones and contribute towards economic development, how good it seems to read, right? According to the Global Entrepreneurship Monitor India report, 11 percent of the Indian adult population is engaged in early-stage entrepreneurial activities out of which only 5 percent manage to establish their business that survives more than 42 months. It is secondary how many survive for longer, the main concern is how many intend to be an entrepreneur. This study aims at ?nding out the impact of demographic profile, personality traits, social and cultural factors, and educational factors affecting the intention of MBA postgraduates of MGM Institute of Management & Research, Aurangabad.

Work engagement, well-being, and intent to continue working based on educational support among foreign care workers in Japan

BACKGROUND@#Global aging continues to progress. The shortage of human resources involved in long-term care (LTC) is a serious problem worldwide. It is necessary to promote the stable employment of foreign care workers. The purpose of this study was to identify which factors, including well-being, work engagement, and original items, contribute to foreign care workers' intent to continue working.@*METHODS@#We conducted an anonymous self-administered questionnaire survey of 259 foreign LTC workers at LTC facilities in Japan. The questionnaire survey items included the Japanese version of the Subjective Well-being Scale (J-SWBS), the Japanese version of the Utrecht Work Engagement Scale (J-UWES), and original items related to educational needs and issues. We used multiple regression analysis to predict variability from correlations among variables. And after that, we conducted a path analysis using structural equation modeling (SEM), and added that the explanatory variables (IV) were well-being, work engagement, and the original item component, and that the outcome variable (DV) was intention to continue working. We set a hypothetical model based on structural equations, corrected by path analysis, and examined its suitability.@*RESULTS@#The number of returned questionnaires for 259 foreign care workers was 147 (response rate 56.7%), and the number of analyzable questionnaires was 129 (valid response rate 49.8%). For intention to continue working, the results of structural equation modeling showed direct effects for satisfaction with low back pain measure guidance (β = .255), satisfaction with the national examination guidance method (β = .217), well-being (β = .046), and work engagement (β = .026). In work-engagement, there was a direct effect of happiness (β = .715), willingness to learn good care (β = 4.849), and confidence in my ability (β = 2.902,), whilst in well-being, satisfaction with low back pain measure guidance (β = 1.582) and confidence in my ability (β = 1.999) were found to have direct effects.@*CONCLUSIONS@#To increase the intent of foreign care workers to continue working, appropriate guidance should be given related to the development of lumbago. In addition, to provide a place and scene where they can learn good care, having a relationship in practice where foreign care workers can feel that their abilities are being utilized, and developing and maintaining educational support that motivates them to learn good care may be effective.

Cuidado de enfermería a pacientes en diálisis peritoneal: de la teoría a la práctica / Nursing care of patients in peritoneal dialysis: from theory to practice

Resumen Introducción: la diálisis peritoneal (DP) es el procedimiento médico en el que se eliminan los desechos y el líquido excedente en la sangre, esta terapia conlleva una activa labor de autocuidado por parte del paciente en el domicilio, previo entrenamiento de enfermería para fomentar la adherencia al tratamiento. Objetivo: describir la relación de cuidado que lleva a cabo la enfermera de diálisis peritoneal de una unidad renal basada en guías y protocolos establecidos, con la teoría del autocuidado (teoría de los sistemas) de Dorotea Orem. Materiales y métodos: para la realización de este estudio se aplicó un diseño de investigación descriptiva con enfoque cualitativo, participaron seis enfermeras que laboraban en un programa de DP y se consultaron bibliografías para relacionar la situación con los modelos y las teorías en enfermería. Resultados: el personal de enfermería planificó el entrenamiento al paciente al crear estrategias educativas que favorecen el autocuidado, según el modelo de Dorotea Orem. Conclusiones: al tener en cuenta los conceptos teóricos de Dorotea Orem, aplicados en el cuidado de enfermería en el paciente de DP, se lograron resultados óptimos en el desarrollo de la terapia del paciente, se fortaleció la capacidad de autocuidado y se desarrollaron habilidades y conocimientos que permiten la adhesión a las recomendaciones de enfermería dadas en el entrenamiento.

Abstract Introduction: Peritoneal Dialysis (PD) is the medical procedure in which waste and excess fluid are eliminated in the blood, this therapy involves active self-care work by the patient at home, prior nursing training promoting adherence to treatment. Objective: to describe the relationship of care carried out by the peritoneal dialysis nurse of a renal unit based on established guidelines and protocols, with the theory of Self-care (systems theory) of Dorotea Orem. Materials and methods: to carry out this study, a descriptive research design with a qualitative approach was applied, six nurses who worked in a peritoneal dialysis program participated, in addition, bibliographies were consulted and thus relate the situation with the models and theories in nursing. Results: The nursing staff planned the training of the patient creating educational strategies that favored self-care according to the Dorotea Orem model. Conclusions: Considering the theoretical concepts of Dorotea Orem, applied in the nursing care in the Peritoneal Dialysis patient, optimal results were achieved in the development of the patient's therapy, strengthening the capacity for self-care, developing skills and knowledge that allow adhere to the nursing recommendations given in the training.

Estrategias de Acompañamiento Educativo y Familiar en la Educación Inicial: una revisión teórica / Strategies for Educational and Family Accompaniment in Early Education. A theoretical review / Estratégias de Educação e Acompanhamento Familiar na Educação Precoce. Uma Revisão Teórica

Resumen Introducción: El primer capítulo dará cuenta de las percepciones sobre educación inicial y su relación con los ámbitos familiar y escolar y cómo inciden en el desempeño escolar en la infancia. El segundo capítulo referencia los estudios relacionados con las responsabilidades y obligaciones de la familia y la escuela en el acompañamiento educativo de los niños y finalmente se desarrolla un apartado que indaga las estrategias de acompañamiento educativo en el contexto familiar y escolar. Objetivo: Realizar una revisión bibliográfica sobre las estrategias de acompañamiento educativo y familiar y su incidencia en el proceso formativo en la infancia. Materiales y Métodos: El enfoque privilegiado, es cualitativo a partir de una estrategia de revisión documental. Se presenta un estudio analítico de artículos de investigación, lo cual permite evidenciar el grado de profundización que ha tenido el tema en los últimos tiempos. Resultado: Carencia de estrategias de acompañamiento en el entorno familiar que sean exitosas y favorezcan el proceso educativo de los niños. Conclusión: Las instituciones gubernamentales continúan apostándole a la vinculación familia y escuela, pero la realidad muestra una brecha entre ellas que afecta de manera indirecta el proceso educativo en la infancia.

Abstract Introduction: The first will give an account of the perceptions about initial education and its relationship with the family and school environments and how they affect school performance in childhood. The second chapter refers to the studies related to the responsibilities and obligations of the family and the school in the educational accompaniment of children and finally a section is developed that investigates the educational accompaniment strategies in the family and school context. Objective: To carry out a bibliographic review on the strategies of educational and family support and their impact on the formative process in childhood. Methodology: The privileged approach is qualitative based on a document review strategy. An analytical study of research articles is presented, which shows the degree of deepening that the subject has had in recent times. Result: Lack of support strategies in the family environment that are successful and favor the educational process of children. Conclusion: Government institutions continue to focus on family and school ties, but reality shows a gap between them that indirectly affects the educational process in childhood.

Resumo Introdução: O acompanhamento educativo a nível escolar e familiar é o tema que pretendemos explorar em profundidade através da revisão documental das principais categorias deste estudo. O tema surge da necessidade observada nos centros educativos relativamente às estratégias utilizadas para acompanhar as curianas e à forma como as famílias são assertivamente envolvidas nos mesmos processos para benefício da formação académica dos seus filhos. O Objectivo deste artigo é realizar uma revisão bibliográfica das estratégias educativas e de acompanhamento familiar e do seu impacto no processo formativo na infância. Materiais e métodos: O enfoque é qualitativo, com base numa estratégia de revisão documental, é apresentado um estudo analítico de artigos de investigação, o que permite demonstrar o grau de estudo aprofundado do tema nos últimos tempos. Os resultados indicam uma falta de estratégias de apoio bem sucedidas no ambiente familiar que favorecem o processo educativo das crianças. Conclusões que as instituições governamentais continuam a concentrar-se na ligação entre a família e a escola, mas a realidade mostra um fosso entre elas que afecta indirectamente o processo educativo na infância.

Utilización de aplicativo Remind como herramienta de apoyo en la enseñanza de investigación básica / The use of Remind app as a support tool in basic research teaching

RESUMEN Objetivo. El estudio tuvo como objetivo determinar la relación entre la utilización del aplicativo Remind como herramienta de apoyo a la enseñanza y el rendimiento académico en un curso de investigación en estudiantes de medicina en 2020. Métodos. Investigación correlacional de corte transversal. Participaron estudiantes de medicina del curso de investigación básica de una universidad privada. Se aplicó a una muestra no probabilística de 96 estudiantes y se utilizó un cuestionario de tres dimensiones y 24 preguntas mediante una escala de Likert, con una confiabilidad de 0,94. Se emplearon estadísticos descriptivos y análisis bivariado. Resultados. La edad promedio fue de 23,2 ± 5,9 años, 68,8% fueron mujeres. 96,9% utilizó el aplicativo por primera vez y 72,9% lo considera seguro. Dimensión académica: 85% estuvo de acuerdo con la herramienta, porque permite enviar mensajes recordatorios de próximas clases. Dimensión aprendizaje: 79% aprendió a gestionar mejor sus tiempos y 77% lo considera una forma valiosa de aprendizaje. Dimensión personal: 71% estuvo de acuerdo con su uso y 69% lo recomienda en otros cursos. 85,4% fueron del percentil favorable. Los estudiantes que usaron la herramienta presentaron mejores calificaciones. Conclusión. La aplicación tuvo aceptación favorable, facilitó el aprendizaje y fue positiva en las calificaciones.

ABSTRACT Objective. The main goal of this study was to determinate the relationship between the use of Remind app as a support tool and the academic performance in teaching a research course to medical students in 2020. Methods. Correlational and cross-sectional research with medical students from a private university from the basic research course. This was applied to a non-probabilistic sample made of 96 participants. A 3 dimensioned and 24 questions questionnaire was used in the Likert scale, and contains (0.94) reability. Descriptive statistics and bivariate analysis were used. Results. The average age was 23.2 ± 5.9 years old, 68.8% were female. 96.9% used the app for the first time and 72.9% considered Remind as a safe app. Academic dimension: 85% agreed with the app as it allows to send reminders of the upcoming classes. Learning dimension: 79% learned to manage their time in a better way and 77% considered it a valuable form of learning. Personal dimension: 71% agreed in using it and 69% recommends using it in other courses. 85.4% are the favorable percentile. The students that used the app, had better grades. Conclusion. The app is favorably accepted; it facilitates the learning process and is positive to students' grades.

Ethical Considerations on Promotion of Healthy China / 中国医学伦理学

Through analyzing the historical background and the ethical wisdom of Healthy China Strategy,this paper pointed out that the promotion of Healthy China Strategy cannot be well developed without theoretical navigation and conceptual remodeling.Researchers and scholars in the field of medical ethics should engage in as facilitators rather than bystanders,providing theoretical and educational support to achieve the goal of improving the health and well-being of all people in China.

Necesidades específicas de apoyo educativo en el alumnado con capacidad intelectual límite: aspectos para su intervención psicopedagógica / Specific needs in educational support for students with borderline intellectual capacity: factors for psychoeducational intervention

Los niños y niñas con capacidad intelectual límite presentan unas necesidades específicas de apoyo educativo. Estas están centradas en el desarrollo de la memoria de trabajo con sus asociaciones a lo perceptivo-atencional y al lenguaje, así como en la mejora de los aprendizajes lectoescritor y de razonamiento matemático, debiendo ser reforzado su pensamiento estratégico. En este artículo, se hace un primer acercamiento conceptual y definitorio de la capacidad intelectual límite, situándolo en un ámbito psicopedagógico, estableciendo de forma general sus posibles dificultades de aprendizaje. En una segunda parte, se determinan las necesidades específicas que este alumnado plantea, haciéndose algunas consideraciones sobre la evaluación psicopedagógica las cuales se encuentran fundamentadas en el conocimiento del caso (alumno y contextos), mediante una propuesta de adecuación a ese alumno y con objetivos de compensación y favorecimiento del desarrollo de sus capacidades. Por último, de acuerdo al análisis de la revisión teórica, se concluye que la intervención psicopedagógica en el alumnado con capacidad intelectual límite debe realizarse desde un análisis profundo y riguroso de sus características personales y de contexto. De este modo, los resultados de la evaluación psicopedagógica se convierten en necesidades específicas de apoyo educativo. Todo ello en un ámbito de inclusión social y educativa y desde criterios de normalización.

Children with borderline intellectual functioning present specific needs of educational support. These are focused on the development of work memory associated with perception, attention and language, as well as the improvement of reading and writing skills and mathematic reasoning, enhancing strategic thinking. This paper attempts to provide a general conceptual framework about borderline intellectual functioning, from an educational psychology approach, establishing thus possible learning difficulties from a general perspective. Moreover, the specific needs experienced by these students are determined, taking into account some considerations about psychoeducational assessment that are based on case study (student and contexts), through an educational proposal for this student, which includes compensation objectives and strengthening of their capacities. Finally, according to the literature review, it is concluded that psychoeducational intervention on students with borderline intellectual functioning, must be carried out from a thorough analysis of their personal and contextual characteristics. In this way, the results of psychoeducational assessment become specific needs of educational support, in a framework of socio-educational inclusion and standardization criteria.

Incidence and associated factors with traumatic childbirth in postpartum Brazilian woman / Incidencia y factores asociados con el parto traumático en mujer brasileña en el posparto

Childbirth may be a traumatic experience for some women. This observational study aimed to describe the incidence of traumatic childbirth in two regional maternity services in Brazil. In addition, the study intended to determine characteristics that are associated with traumatic childbirth. A total of 328 women were interviewed, up to 72 hours postpartum, between July and November 2010. Women were screened for Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSMI-IV) criteria for traumatic event using the item A of SCID-I interview for PTSD. Socio-demographic and obstetrical variables, pain score, previous trauma and dissociative experiences in women with and without traumatic childbirth were compared. A total of 53 (16.2%) of the sample fulfilled the criteria for a traumatic event. It observed that some socio-demographic and obstetrical variables may be considered as associated with traumatic childbirth, such as an intermediate level of schooling, high risk pregnancy, obstetrical complications during pregnancy, primiparity, a high pain score, forceps, episiotomy, prematurity, obstetrical complications at birth or with the baby, baby needing hospital care, dissociative experience peripartum, no satisfaction with maternity care, not being well informed of the progress of labor and previous trauma related to urban violence, sexual abuse or domestic violence. Childbirth may be a traumatic event for Brazilian. In this sample traumatic childbirth was associated with pain, previous trauma, dissociative experiences and some socio-demographic and obstetrical variables. Traumatic childbirth constitutes an important mental health problem and need more attention from health.

El parto puede ser una experiencia traumática para algunas mujeres. Este estudio observacional tuvo como objetivo describir la incidencia del parto traumático en dos servicios regionales de maternidad en Brasil. Además, el estudio pretendía determinar las características asociadas con el parto traumático. Un total de 328 mujeres fueron entrevistadas, hasta 72 horas después del parto, entre julio y noviembre de 2010. Las mujeres fueron seleccionadas para el Manual Diagnóstico y Estadístico de los Trastornos Mentales, Cuarta Edición (DSMI-IV) para el evento traumático utilizando el ítem A de SCID- entrevisto para estrés postraumático. Se compararon variables sociodemográficas y obstétricas, puntuación de dolor, trauma previo y experiencias disociativas en mujeres con y sin parto traumático. Un total de 53 (16,2%) de la muestra cumplieron los criterios para un evento traumático. Se observó que algunas variables sociodemográficas y obstétricas pueden considerarse asociadas con el parto traumático, como un nivel intermedio de escolaridad, un embarazo de alto riesgo, las complicaciones obstétricas durante el embarazo, la primiparidad, un alto puntaje de dolor, fórceps, episiotomía, prematuridad, obstetricia Lactancia que necesita atención hospitalaria, experiencia disociativa periparto, ausencia de satisfacción con la atención de maternidad, no estar bien informado sobre el progreso del parto y trauma previo relacionado con la violencia urbana, el abuso sexual o la violencia doméstica. El parto puede ser un evento traumático para el brasileño. En esta muestra el parto traumático se asoció con dolor, traumatismo previo, experiencias disociativas y algunas variables sociodemográficas y obstétricas. El parto traumático constituye un importante problema de salud mental y necesita más atención de la salud

Red de apoyo social desde el encuentro intergeneracional / Social support network from the intergenerational encounter

El presente artículo tuvo como objetivo general desarrollar encuentros intergeneracionales entre adultos mayores institucionalizados y niños/as entre 4 y 6 años de jardines infantiles de la ciudad de San Juan de Pasto con el propósito de fortalecer la red de social de apoyo. La red de apoyo social la conformaron 20 adultos mayores institucionalizados en un hogar geriátrico, 33 niños y niñas de 3 jardines infantiles de la ciudad de Pasto, 7 docentes y 2 directoras; 12 acompañantes de los niños, correspondientes a padres de familia, hermanos y abuelos, 3 hermanas de la congregación Franciscana, un practicante de psicología de la Universidad de Nariño, la Gerontóloga y la Trabajadora Social del hogar, a partir del desarrollo de encuentros intergeneracionales. La investigación se realizó bajo el paradigma cualitativo, desde la investigación acción, para facilitar desde un espacio educativo el establecimiento de vínculos, la adopción de roles y la formación de una red de apoyo mutua. Los cambios comprendidos desde la aplicación de listas de chequeo, entrevistas semiestructuradas y observación participante, dieron cuenta que es posible la formación de esta red desde un ambiente tamizado por la empatía, la motivación y el cambio dentro del imaginario social. Esta investigación fue un paso en la formación de redes intergeneracionales, desde la co-responsabilidad con el otro.

This article arises from research called Social Support Network from intergenerational meeting, which it overall objective was to develop intergenerational encounters between institutionalized seniors and boys / girls aged 4 and 6 years of kindergartens from San Juan de Pasto, in order to strengthen the social safety net. The social support network was conformed by 20 institutionalized elderly in a nursing home, 33 kindergartens children aged 3 in the city of Pasto, 7 teachers and 2 principals; 12 accompanying children, corresponding to parents, siblings and grandparents, 3 nuns of the Franciscan congregation, a practitioner of psychology at the University of Nariño, the gerontologist and social worker from the eldership, through the development of intergenerational encounters. The research was conducted under the qualitative paradigm from action research to facilitate from an educational space linkages, adopting roles and the formation of a network of mutual support. The changes included since the implementation of checklists, semistructured interviews and participant observation, it is possible to realize the formation of this network from a screening room for empathy, motivation and change in the social imaginary. This research was spent in the formation of intergenerational networks, from the co - responsibility with the other.

Atendimento educacional especializado para alunos com surdocegueira: um estudo de caso no espaço da escola regular / Specialized educational support for deafblind students: a case study in a regular school

This article examines and discusses the different forms of Specialized Educational Support offered to students with deafblindness, in Basic Education, in regular schools of the city of Salvador, Bahia, pointing out significant aspects, highlighted the barriers and opportunities to meet the special needs of these students . This work is part of a doctorate research in education and has a qualitative approach, the case study, taking as sample, four deafblind students, three of them are in elementary school, and one in a high school. The instrument for colect the information was an interview with the professionals and the data were organized using three categories: the dynamics of the Specialized Educational Support, the action of the professional development in the Specialized Educational Support and the connection between the Specialized Educational Support and the special needs of students with deafblindness. The results indicated: the absence of a planned action, leading an improvisations and fragmentation of the Specialized Educational Support; isolation of professionals. This situation originates in pedagogical actions disjointed between the regular classroom teachers and specialists; ignore the special educational needs of students with deafblindness with consequent invisibility of these students in school.

Capacidad de autocuidado de los pacientes con venoclisis con apoyo educativo de enfermería / Nursing educative support for hospitalized adult patients with intravenous theraphy

Introducción: los pacientes adultos hospitalizados que son sometidos a tratamiento con venoclisis obtienen beneficios adicionales, cuando reciben apoyo educativo de enfermería debido a que refuerzan conocimientos y adquieren habilidades, que permiten mejorar su capacidad de autocuidado de la venoclisis, y por tanto compartir la responsabilidad con el personal de enfermería en el cuidado de la misma. Objetivo: comparar la capacidad de autocuidado de los pacientes adultos hospitalizados con venoclisis, antes y después del apoyo educativo de enfermería. Metodología: cuasi experimento pre y pos test, en una muestra de 80 pacientes adultos hospitalizados elegidos por muestreo aleatorio simple estratificado, de los servicios de medicina interna y cirugía general de un hospital de segundo nivel de atención en la ciudad de Celaya, Guanajuato. Los datos se recolectaron con un cuestionario elaborado ex-profeso, (Kuder-Richardson 20 de 0.74). Resultados: se encontró diferencia de medias significativas en el pre y pos apoyo educativo de enfermería, con t de Student (- 51.468) en el grupo estudiado. Discusión: el apoyo educativo de enfermería mejora la capacidad de autocuidado de los pacientes adultos hospitalizados con venoclisis. En estudios similares se encontró que al intervenir con un programa educativo, los pacientes mejoraron significativamente en sus prácticas de autocuidado.

Background: the hospitalized patients undergoing treatment with intravenous therapy obtain additional benefits when they receive educational support by the nurses. They encourage knowmore them to about it and to be aware of their own health. Objective: to identify the inprovement of the self-care skills ¡n patients with intravenous therapy when they receive educational support by the nurses. Methodology: preexperimental study with pre-test and pos-test design. Eighty hospitalized adult patients comprised the sample. They were chosen at random from diferent areas: internal medicine and surgery in a second level hospital. The realiability obteined in the pilot test was Kuder-Richardson of 0.74. Results: there was significant statistical difference between pre and post test in the nursing intervention with t Student test. Conclusions: the nurses educational support given to hospitalized patients, improved their self-care abilities which led to a better understanding of the intravenous therapy.