Relación entre la salud física y salud mental psicológica en estudiantes Educación Física pertenecientes a distintas universidades de Chile

El objetivo de este estudio fue relacionar los efectos del confinamiento (COVID-19), en la salud física y psicológica, en universitarios de Educación física de Chile. La metodología es cuantitativa, transversal y descriptiva; la muestra estuvo constituida por 254 estudiantes pertenecientes a siete universidades chilenas. El 63% de la muestra fueron hombres (n = 160) y 37% mujeres (n = 94). La recogida de la información fue por medio del cuestionario auto informe del Impacto Psicológico del Coronavirus. Los resultados muestran que la variable Actividad Física en confinamiento se relacionó de forma negativa y significativa con la variable de IMC y Uso de Medios de Comunicación. Al relacionarse con Conductas Asociadas al Confinamiento y Escala de Experiencias Positivas ante la Adversidad, fue positiva y significativa; en relación a la Escala de Distres, se correlacionó negativa significativamente, de igual manera con la Escala de interferencia por el Coronavirus y Cuestionario de Impacto Psicológico del Coronavirus. Se concluye que existen efectos negativos para la salud física y psicológica de los estudiantes de Educación física producto del confinamiento y algunos positivos como el autocuidado y sistemas de protección.

The objective of this study was to relate the effects of confinement (COVID-19) on physical and mental health in physical education undergraduate students in Chile. The methodology is quantitative, cross-sectional, and descriptive. The sample consisted of 254 students belonging to seven Chilean universities. Sixty-three percent of the sample were men (n = 160), whereas 37% were women (n = 94). The information was collected through the self-report questionnaire on the Psychological Impact of Coronavirus. The results show that the variable Physical Activity in confinement was negatively and significantly related to the variable of BMI and use of communication media. When relating to behaviors associated with confinement and the Scale of Positive Experiences in the Face of Adversity (EEPA, by its initials in Spanish), it was positive and significant. Concerning the Distress Scale, it was significantly negatively correlated, in the same way with the Coronavirus Interference Scale and the Coronavirus Psychological Impact Questionnaire. It is concluded that there are negative effects on the physical and psychological health of Physical Education students as a result of confinement and some positive ones, such as self-care and protection systems.

O objetivo deste estudo foi relacionar os efeitos do confinamento (COVID-19) na saúde física e psicológica em estudantes universitários de educação física no Chile. A metodologia é quantitativa, transversal, descritiva; A amostra foi composta por 254 estudantes pertencentes a 7 universidades chilenas. 63% da amostra eram homens (n = 160) e 37% mulheres (n = 94) As informações foram coletadas por meio do questionário de autorrelato sobre o Impacto Psicológico do Coronavírus. Os resultados mostram que a variável Atividade Física em confinamento esteve negativa e significativamente relacionada com a variável IMC e Uso de Meios de Comunicação. Quanto aos Comportamentos Associados ao Confinamento e à Escala de Experiências Positivas Face à Adversidade, foi positivo e significativo; em relação à Escala de Aflição, apresentou correlação negativa significativa, da mesma forma com a Escala de Interferência do Coronavírus e o Questionário de Impacto Psicológico do Coronavírus. Conclui-se que existem efeitos negativos na saúde física e psicológica dos alunos de Educação Física decorrentes do confinamento e alguns positivos como o autocuidado e os sistemas de proteção.

Validation of an instrument to evaluate the satisfaction of the professional practice in pertaining students to the program of Nutrition and Dietary / Validación de un instrumento para evaluar la satisfacción de la práctica profesional en estudiantes pertenecientes a la carrera de Nutrición y Dietética Introducción

Professional practice is a relevant process for the personal and academic development of students. It uses learning contexts located in real scenarios and enables the acquisition of knowledge, skills, and competencies necessary for professional practice. Objective. To design and validate an instrument designed to evaluate students' satisfaction with theirprofessional practice process. Materials and methods. Mixed-method study, non-probabilistic sample by convenience of 196 participants. The sample is formed by 20 Nutritionists and 176 students belonging to the Nutrition and Dietetics undergraduate program. The statistical software SPSS version 22 was used to analyze reliability by Cronbach's alpha and the Delphi method for content validity. An instrument with 32 items grouped in 4 dimensions was elaborated and applied to 116 students to analyze reliability. The instrument was adjusted to 25 items, and content validity was analyzed by a panel of experts. The judge'sconsensus was the foundation for developing a 29-item version grouped into 4 dimensions. This version was applied to 60 students to obtainCronbach's alpha validation. Results. The instrument presents an excellent level of reliability, with a Cronbach's Alpha coefficient of 0.927. Conclusions. The instrument designed to measure satisfaction with professional practices is a reliable and valid measure, since it allows knowing the students 'evaluation at the end of their professional practice process(AU)

La práctica profesional es un proceso relevante para el desarrollo personal y académico de los estudiantes, utiliza contextos de aprendizaje situados en escenarios reales, posibilita la adquisición de conocimientos, habilidades y competencias necesarias para el ejercicio profesional. Objetivo. Diseñar y validar un instrumento, que permita evaluar la satisfacción de los estudiantes sobre su proceso de práctica profesional. Materiales y métodos. Estudio de tipo mixto, muestra no probabilística por conveniencia de 196 participantes, distribuidos en 20 Nutricionistas y 176 estudiantes pertenecientes a la carrera de Nutrición y Dietética. Sé utilizó el software estadístico SPSS versión 22, para analizar la confiabilidad por Alfa de Cronbach y el método Delphi para la validez del contenido. Se elaboró un instrumento con 32 ítems agrupados en 4 dimensiones, se aplicó a 116 estudiantes para analizar la confiabilidad. Se ajustó el instrumento a 25 ítems, se analizó la validez del contenido por panel de expertos. El consenso de los jueces dio origen a una versión, con 29 ítems agrupados en 4 dimensiones, se aplicó finalmente a 60 estudiantes para obtener el Alfa de Cronbach. Resultados. El instrumento presenta un nivel excelente de confiabilidad, con un coeficiente de Alfa de Cronbach de 0.927. Conclusiones. El instrumento diseñado para medir la satisfacción de las prácticas profesionales, es una medida confiable y válida, ya que permite conocer la valoración de los estudiantes al finalizar su proceso de práctica profesional(AU)

Assessment: Student’s perspectives: A cross-sectional and questionnaire-based study

Background: Assessment is the most important factor which affect student’s learning behavior. It has been seen that the things which are not assessed have not been read by the students usually. Mainly two types of assessments are there: (1) Summative assessment, which is taken to assign grades to the students and (2) formative assessment, it is considered more important than summative assessment, because feedback to the learner is given after this. Moreover, it is the feedback which stimulates further improvement in learners. Now-a-days the students do not take assessments seriously because their unclear perception regarding the same. Hence, the present questionnaire-based study has been conducted on 2nd-year undergraduate students for obtaining their views regarding assessment and depending on their answers, they will be guided to utilize it in constructive way for their betterment. Aims and Objectives: The aim of the study was to evaluate the student’s perspectives toward assessment. Materials and Methods: This questionnaire-based and cross sectional study has been conducted on 100 2nd-year undergraduate students after taking informed consent from them. Questionnaire in Google forms has been sent to their emails after explaining the purpose of the study. Results obtained have been analyzed and presented in counts and percentages. The Institutional Ethics Committee approval has been taken before commencement of the study. Results: Students were aware about different assessments, but the purpose of the same was not clear to them. Around 63 (74.1%) students were in favor of frequent assessment, that is, they want assessment in every 1–3 months interval. The types of questions for examinations, most of them preferred multiple choice questions and short answer type of questions. Conclusion: The attitude of most of the students toward assessment system was found positive but they need guidance regarding proper use of it. There is immense need to put more effort to aware the students toward this.

Estresse percebido entre estudantes de graduação: fatores associados, a influência do modelo ENEM/SiSU e possíveis consequências sobre a saúde / Perceived stress among undergraduate students: associated factors, influence of the ENEM/SiSU model, and its possible consequences on health

RESUMO Objetivo: Medir os níveis de estresse percebido, os fatores associados, em especial o impacto da escolha e satisfação com o curso, bem como as possíveis consequências desse desfecho entre graduandos. Métodos: Estudo transversal conduzido em 2019 com 996 estudantes de graduação de uma universidade pública no Sul do Brasil. A amostragem foi realizada de forma sistemática por conglomerados em único estágio. O desfecho foi avaliado por meio da Escala de Estresse Percebido. As análises de fatores associados e possíveis consequências foram realizadas por meio de regressão linear múltipla e regressão de Poisson, respectivamente. Resultados: O escore médio de estresse percebido foi de 31,1 (DP = 9). Indivíduos do sexo feminino, de orientação sexual não heterossexual, mais pobres, com insegurança alimentar, com medo de violência no bairro, com percepção de difícil acesso a serviço psicológico e com menor suporte social foram os mais estressados. Participantes mais velhos e com algum nível de atividade física foram menos estressados. A insatisfação com o curso atual, e não o fato de ser o curso desejado no ingresso, foi associada ao estresse. Uso não médico de remédio prescrito, ansiedade generalizada, sintomas depressivos e pior qualidade de sono e de vida foram identificados como possíveis consequências do estresse. Conclusões: O modelo ENEM/SiSU parece não exercer efeito no estresse. Além disso, esse desfecho foi mais elevado entre indivíduos mais vulneráveis, tendo contribuído para diversos desfechos negativos em saúde mental. Recomenda-se o fortalecimento de serviços de assistência estudantil para que esses casos sejam identificados e manejados.

ABSTRACT Objective: To measure levels of perceived stress, associated factors, especially the impact of choice and satisfaction with the course, as well as the possible consequences of this outcome among undergraduates. Methods: Cross-sectional study conducted in 2019 with 996 undergraduate students from a public university in southern Brazil. Sampling was carried out systematically by single-stage clusters. The outcome was assessed using the Perceived Stress Scale. Analysis of associated factors and possible consequences were performed using multiple linear regression and Poisson regression, respectively. Results: Mean perceived stress score was 31.1 (SD = 9). Female individuals, with non-heterosexual orientation, poorer, with food insecurity, with fear of violence in the neighborhood, with perception of difficult access to psychological services and with less social support were the most stressed. Older participants with some level of physical activity were less stressed. Dissatisfaction with the current course, rather than the fact that it was the desired course prior admission, was associated with high levels of stress. Non-medical use of prescribed medication, generalized anxiety, depressive symptoms, and poorer quality of sleep and life were identified as possible consequences of stress. Conclusions: The ENEM/SiSU model seems to have no effect on stress. Furthermore, this outcome was higher among more vulnerable individuals, having contributed to several negative outcomes in mental health. It is recommended to strengthen student assistance services so that these cases can be identified and managed.

A Study on Depression, Anxiety and Stress Among Medical Undergraduate Students of a Women’s Medical College, South India

Background: Mental health of a medical student remains affected throughout training due to long study and working hours, extensive course content, examinations, peer competition, uninspiring environments, sleep deprivation. Objectives of this study were to estimate the proportion of Depression, Anxiety and Stress among Women medical undergraduate students and to determine the association between the Depression, Anxiety, Stress and Socio demographic factors among Women medical undergraduate students. Materials and methods: This were a cross sectional Study conducted among First, second, third and fourth year MBBS students of SVIMS - Sri Padmavathi Medical College for Women, Tirupati, Andhra Pradesh. Medical students who were present and willing to participate voluntarily on the day of data collection were included. Sample size calculated was 375. Information collected was socio-demographic details and Depression Anxiety Stress scale [DASS 42] was used to assess depression, anxiety and stress levels. Results: The present study assessed Depression, Anxiety and Stress among 588 medical undergraduates, by DASS 42 scale which revealed prevalence of depression was 34.7%, anxiety 44% and stress 30.3% and their significance association with year of study, not satisfied/partially satisfied with own education, less consump-tion water, less sleeping hours and hours of usage of gadgets. Conclusion: The present study found that prevalence of depression 34.7%, anxiety 44% and stress 30.3% among medical undergraduates. Medical students under strain are either unaware of their situation or reluc-tant to seek help.

Influence of sociodemographic factors on academic performance in the subject of human gross anatomy / Influencia de los factores sociodemográficos en el rendimiento académico en la asignatura de anatomía macroscópica humana

SUMMARY: It has been demonstrated that the teaching and learning process of human anatomy is influenced by different external factors that can affect, in the short and long term, the academic and professional performance of medical students. In this sense, the present work aims to determine the relationship between sociodemographic factors and the academic performance of students belonging to the program of Medicine and Surgery of the Universidad del Valle, in Cali-Colombia, who were enrolled in the course of Human Gross Anatomy. Based on the organization of the course plan, the average grades obtained by the students in the different exams taken in the course were compared. Through a survey, sociodemographic data that have been reported as influential factors in academic performance were asked. The first stage of the analysis consisted of identifying the characteristics of the variables, then the correlation of the sociodemographic variables with the students' academic performance, and finally, a multiple linear regression model was implemented. Although the results did not show statistically significant correlations between the variables analyzed, a close relationship was observed with the sex and place of origin of the students, obtaining that women and students from other towns and cities presented lower academic performance compared to their peers. This highlights the importance of including activities to strengthen the learning process, as well as guiding support programs to maintain academic performance and reduce the inequality gap.

Se ha demostrado que en el proceso de enseñanza y aprendizaje de la anatomía humana inciden diferentes factores externos que pueden afectar, a corto y largo plazo, el desempeño académico y profesional de los estudiantes de Medicina. En este sentido, el presente trabajo tiene como objetivo determinar la relación existente entre los factores sociodemográficos y el rendimiento académico de los estudiantes que pertenecen al programa de Medicina y Cirugía de la Universidad del Valle, en Cali-Colombia, matriculados en la asignatura de Anatomía Macroscópica Humana. A partir de la organización del plan del curso, se comparó el promedio de las notas obtenidas por los estudiantes en los diferentes exámenes realizados en la asignatura. A través de una encuesta, se preguntaron algunos datos sociodemográficos que han sido reportados como factores influyentes en el rendimiento académico. La primera etapa del análisis consistió en identificar las características de las variables, a continuación, la correlación de las variables sociodemográficas con el desempeño académico de los estudiantes y, finalmente, se implementó un modelo de regresión lineal múltiple. Si bien los resultados no arrojaron correlaciones estadísticamente significativas entre las variables analizadas, sí se observó una estrecha relación con el sexo y el lugar de procedencia de los estudiantes, obteniendo que las mujeres y los estudiantes foráneos presentaron menor rendimiento académico en comparación con los demás compañeros. Esto resalta la importancia de incluir actividades que permitan fortalecer el proceso de aprendizaje, así como guiar programas de apoyo para mantener el rendimiento académico y disminuir la brecha de desigualdad.

Academic Honesty and Dishonesty in Different Disciplines and Degrees at the University of Medical Sciences : A Descriptive CrossSectional Study

Introduction : Dishonesty is considered as a basic challenge in ethics of care, which imposes great burden on the Educational System and the Society. Dishonesty is accompanied with negative impacts on all aspect of academic atmosphere. The aim of this cross-sectional, descriptive-analytical study was to determine dishonesty among 5 majors of study, Undergraduate and Graduate Degrees in School of Nursing and Midwifery. Materials and Methods : 340 Undergraduate and Graduate students completed a questionnaire about all kinds of academic dishonesty and their causes. Data were analyzed using descriptive and analytic statistics. Result : Suggested lowest levels of dishonesty among students of Midwifery (7.5%) and Anesthesiology (5.3%). Significant relationship was observed between sex and honesty (P<0.001). Also living place and the major had significant relationship with honesty (P<0.001). No significant relationships were found between dishonesty and education level and other demographic characteristics. Conclusions : Many types of cheating are preventable through rules, correct training and educational management, which will eventually promote honesty in the educational system. This reveals the necessity of medical students’ familiarity with ethical codes and faculties’ emphasis on importance and role of ethics in Medical Sciences.

Resilience of undergraduate health sciences students during COVID-19: An integrative review

Background: COVID-19 pandemic placed pressure on global health systems, healthcare providers and undergraduate students in health sciences. Students experienced change in the teaching and learning as well as the clinical context resulting in increased stress levels. Resilience assisted students to adapt and develop competencies and effective coping mechanisms. Aim: The purpose of this integrative review is to identify resilience of undergraduate students in health sciences during the COVID-19 pandemic. Setting: Online platforms. Methods: An integrative review was conducted with keywords: resilience, undergraduate students, health sciences and COVID-19. Three different searches were conducted for the time frame 2020­2022 on the relevant electronic data bases with full text articles. A total of 1665 records were identified and 49 potentially relevant articles were identified. Screening resulted in 34 articles that were analysed using the John Hopkins critical appraisal criteria. Results: Four themes were identified: attributes of students' resilience, aspects enhancing the development of resilience, aspects hindering the development of resilience and recommendations to cultivate resilience. Conclusion: Resilience is key to withstand the challenges in the global health system. The development of resilience in undergraduate health sciences students should be prioritised to ensure cognitive adaptability, effective coping skills and sufficient support. Contribution: These findings can assist higher educational institutions to improve their undergraduate health science programs to cultivate resilient health care professionals.

Food Insecurity and Coping Strategies amongst Undergraduate Students during the COVID-19 pandemic in Malaysia

@#Introduction: Undergraduate students are at a high risk for food insecurity and knowledge on relevant coping strategies is the key issue in dealing with food insecurity. Therefore, this study is aimed at determining the food insecurity status, coping strategies, and the factors associated with food insecurity and coping strategies during the COVID-19 pandemic. Methods: This cross-sectional study involved 383 undergraduate students from health-related courses at the International Islamic University Malaysia Kuantan campus. The participants were selected by convenience sampling. The instrument used for data collection was a self-administered questionnaire consisting of three parts: socio-demographic background, food insecurity, and coping strategies. The data were analysed as descriptive and inferential analyses, such as Chi-Square, Mann-Whitney, and Kruskal-Wallis. Results: It was found that 21.41% of the participants reported experiencing food insecurity. There were significant associations between parents’ income (p<0.001), financial status (p<0.001), academic performance (p = 0.04) and working part-time (p = 0.01) with food insecurity. It was also discovered that there were significant associations between working part-time (p<0.001), faculty of study (p<0.001), academic year (p<0.001), financial status (p<0.001), academic cumulative grade point average (CGPA) (p<0.001) and monthly expenses (p = 0.01) with Malaysian Coping Strategies Instruments (MCSI) score. A significant association between food insecurity and MCSI score (p<0.001) was also found in this study. Conclusion: The prevalence of food insecurity was consistent with previous studies, which is considered high in Malaysia. The findings could assist university authorities to identify the characteristics of the students that are related to food insecurity.

Clinical simulation with dramatization, a teaching-learning strategy for undergraduate students of nutrition and dietetics

At present, education in Health Sciences requires interaction with real patients, which is made more complex due to the need to ensure their health safety. For this reason, new teaching methodologies are now being implemented, which help to improve and protect safe care. Objective: This study was carried out using a quantitative approach with a non-experimental, descriptive design. Materials and Methods: The sample was non-probabilistic and consisted of 87 undergraduate students. A questionnaire was used, with 18 statements divided into 3 dimensions: dimension 1, simulation structure, with six questions reflecting aspects related to its implementation; dimension 2, learning, with seven questions related to aspects of effective communication, trust, learning and respect for diversity; dimension 3, feedback for learning, with five questions, including feedback by the teacher and the simulated patient, as well as their own views with regard to participating in another similar experience again. A five-point Likert scale was used. Results: The three dimensions studied, simulation structure, learning and feedback for learning, report a high level of positive perceptions. Conclusion: The simulation strategy is an educational tool in health-related careers that enhances the clinical competencies of the students as well as the relevant theoretical and practical skills and abilities in their learning process, promoting integration of the knowledge acquired in previous subjects(AU)

En la actualidad, la formación en Ciencias de la Salud requiere de la interacción con pacientes reales, lo que se hace más complejo por la necesidad de velar por la seguridad de su salud. Por ello, ahora se están implementando nuevas metodologías docentes que ayudan a mejorar y proteger la atención segura. Objetivo: Este estudio se llevó a cabo con un enfoque cuantitativo con un diseño no experimental, descriptivo. Materiales y métodos: La muestra fue no probabilística a conveniencia y estuvo conformada por 87 estudiantes de pregrado. Se utilizó un cuestionario, con 18 enunciados divididos en 3 dimensiones: dimensión 1, estructura de simulación, con seis preguntas que reflejan aspectos relacionados con su implementación; la dimensión 2, aprendizaje, con siete preguntas relacionadas con aspectos de comunicación efectiva, confianza, aprendizaje y respeto a la diversidad; dimensión 3, retroalimentación para el aprendizaje, con cinco preguntas, que incluye la retroalimentación del docente y del paciente simulado, así como sus propias opiniones con respecto a participar nuevamente en otra experiencia similar. Se utilizó una escala tipo Likert de cinco puntos. Resultados: Las tres dimensiones estudiadas, estructura de simulación, aprendizaje y retroalimentación para el aprendizaje, reportan un alto nivel de percepciones positivas. Conclusión: La estrategia de simulación es una herramienta educativa en carreras afines a la salud que potencia las competencias clínicas de los estudiantes, así como las destrezas y habilidades teóricas y prácticas pertinentes en su proceso de aprendizaje, favoreciendo la integración de los conocimientos adquiridos en materias anteriores(AU)

Food Safety Knowledge, Beliefs and Behaviour among Health Sciences-related Field Undergraduate Students at a Local University (Pengetahuan, Kepercayaan dan Tingkah Laku Keselamatan Makanan dalam Kalangan Pelajar Bidang Berkaitan Sains Kesihatan di Sebuah Universiti Tempatan) / Jurnal Sains Kesihatan Malaysia

@#Foodborne disease is among the primary illness that causes morbidity and mortality in the world. Several studies show that most students do not have adequate food safety knowledge to protect themselves against foodborne diseases. This study aimed to determine the food safety knowledge, behaviour, and beliefs among undergraduate students at a local university in Malaysia. This cross-sectional study involves 121 respondents from three health science-related faculties at the studied institution. The questionnaire was distributed via an online platform. This study used multiple-choiceformat questions for Food Safety Knowledge and a Likert type scale for Food Safety Behaviour and Belief question statements. Most of the respondents were female (78%). About 16% of the respondents have experience working / volunteering in food services, and half of them are involved in food handling during their services. This study recorded a moderate score in all sections (knowledge, behaviour, beliefs) with a total percentage score of 60.3%, 60.3%, and 66.1%, respectively. A strong but not significant correlation between food safety knowledge and beliefs (r = 0.69 p > 0.05) and between food safety knowledge and behaviour (r = 0.83 p > 0.05) were observed. This study is useful as a basis to develop a targeted food safety education program among undergraduate students. Students with high knowledge of food safety will increase food safety beliefs and behaviour, thus preventing them from getting any foodborne illness.

Intervención educativa sobre cuidado espiritual para estudiantes de licenciatura en enfermería y obstetricia / Spiritual care educational intervention for undergraduate nursing and midwifery students

Para los estudiantes de enfermería es indispensable la formación en el cuidado espiritual para identificar y satisfacer las propias necesidades espirituales y las de las personas que cuidarán, la dimensión espiritual es inherente al ser humano, para abordarla se requieren conocimientos que lleven a la reflexión e interés en la atención desde una perspectiva integral.

For nursing students, training in spiritual care is essential to identify and satisfy their own spiritual needs and those of the people they will care for; the spiritual dimension is inherent to the human being, and to address it requires knowledge that leads to reflection and interest in care from an integral perspective.

Sentidos da vivência universitária para estudantes com mais de 40 anos / Sentidos de la vivencia universitaria para estudiantes com más de 40 años / Meanings of university experience for students over 40 years old

RESUMO. As universidades brasileiras contam com um público de estudantes cada vez mais diversificado. Dentre eles, constam estudantes adultos(as) que ingressaram no ensino superior anos após a conclusão do ensino médio, destacando-se por serem mais velhos do que seus colegas de curso. Suas condições de vida e as possibilidades de permanência nessas instituições diferem daquelas de estudantes mais jovens, situação que exige o investimento em estudos sobre esse grupo específico. Nessa direção, este artigo analisa os sentidos sobre o processo de ingresso; sobre os desafios enfrentados no relacionamento com colegas; e sobre como estudantes que ingressaram na graduação após os 40 anos de idade vivenciam as práticas de ensinar e aprender na universidade. Os depoimentos de três estudantes desse grupo, que participaram de uma pesquisa-intervenção metodologicamente organizada no formato de oficinas de leitura e escrita, foram submetidos a uma análise de discurso de orientação bakhtiniana. Eles(as) relataram como realizam o enfrentamento das tensões que envolvem a inserção no campo discursivo universitário, dando destaque a embates no relacionamento com colegas mais jovens, à apropriação das novas tecnologias de informação e aos aprendizados propiciados pela participação no cotidiano acadêmico-universitário.

RESUMEN Las universidades brasileñas cuentan actualmente con un público de estudiantes cada vez más diverso. Entre estos, se destacan los estudiantes adultos que ingresaron en la enseñanza superior mucho después de la conclusión de la secundaria, destacándose como los más viejos que sus compañeros de curso. Sus condiciones de vida y las posibilidades de permanencia en esas instituciones difieren de aquellas de estudiantes más jóvenes, situación que requiere más la inversión en estudios. Ante esto, el presente artículo analiza los sentidos del proceso de ingreso a la universidad de los estudiantes de más de 40 años de edad, así como los desafíos enfrentados con colegas y cómo vivencian las prácticas de enseñar y aprender en la universidad. Se sometieron a un análisis de discurso bakhtiniano los relatos de tres estudiantes con más de 40 años, que participaron de una investigación-acción metodológicamente organizada en el formato de talleres de lectura y escritura. En sus declaraciones, los estudiantes relataron cómo enfrentan las tensiones que devienen de la inserción en el campo discursivo universitario, destacándose los embates en la relación con colegas más jóvenes, la apropiación de las nuevas tecnologías de información y los aprendizajes propiciados por la participación en el cotidiano académico y universitario.

ABSTRACT Brazilian universities have an increasingly diverse student population. These include adult students who enter higher education not directly after finishing high school but years later, standing out older than their classmates. Their living conditions and the possibilities of permanence at these institutions differ from those of younger students, a situation that requires investment in studies on this specific group. In this direction, this article analyzes the meanings of the entry process, the challenges faced in the relationship with colleagues, and how undergraduate students over 40 years old experience teaching and learning practices at the university. The statements of three students over 40 years old who participated in a research intervention methodologically outlined in reading and writing workshops were submitted to a discourse analysis based on Bakhtin's dialogical theory. In their speeches, the students reported how they have faced the tensions involved in the university discursive field, highlighting the conflicts with younger colleagues, the appropriation of new information technologies and the learning provided by participation in the academic-university environment.

Entrenamiento de Habilidades Sociales en alumnos universitarios: una revisión sistemática / Treinamento de habilidades sociais em alunos de graduação: uma revisão sistemática / Social skills training in undergraduate students: a systematic review

RESUMO Os programas de intervenção baseados em Treinamento de Habilidades Sociais têm sido pesquisados em diferentes populações, entre elas, a universitária. Este estudo teve como objetivo realizar uma revisão da literatura sobre programas de THS com universitários, publicados em periódicos nacionais e internacionais, enfatizando os instrumentos e delineamentos utilizados, além dos principais resultados e limitações, a partir de 1980. Utilizaram-se as palavras-chave em inglês "social skills training", "undergraduate", "graduate students" e "higher education" em seis bases de dados (Capes, ERIC, PHS/RIHS, DOAJ, EBSChost, LILACS, IBICT, WEB OF SCIENCE). Foram encontrados 13 artigos e estes analisados quanto às variáveis de interesse aplicando-se o Protocolo PRISMA. Os resultados mostraram que nove estudos utilizaram o Inventário de Habilidades Sociais como principal instrumento de coleta de dados e tiveram o delineamento experimental. O número de sessões mostrou-se variável entre as intervenções e, em todos os estudos, ocorreu a melhora no repertório de habilidades sociais dos participantes das pesquisas. O presente artigo contribui para a literatura da área ao discutir implicações para a pesquisa e a prática de promoção de habilidades sociais na formação universitária bem como direções para futuras pesquisas que devem considerar o conceito de competência social.

RESUMEN Los programas de intervención basados en Entrenamiento de Habilidades Sociales han sido investigados en distintas populaciones, entre ellas, la universitaria. En este estudio se tuvo como objetivo realizar una revisión de la literatura sobre programas de THS con universitarios, publicados en periódicos nacionales e internacionales, enfatizando los instrumentos y delineamentos utilizados, además de los principales resultados y limitaciones, a partir de 1980. Se utilizaron las palabras clave en inglés "social skills training", "undergraduate", "graduate students" y "higher education" en seis bases de datos (Capes, ERIC, PHS/RIHS, DOAJ, EBSChost, LILACS, IBICT, WEB OF SCIENCE). Se encontraron 13 artículos y estos analizados según las variables de interés aplicándose el Protocolo PRISMA. Los resultados apuntaron que nueve estudios utilizaron el Inventario de Habilidades Sociales como principal instrumento de recopilación de datos y tuvieron el delineamento experimental. El número de sesiones se mostró variable entre las intervenciones y, en todos los estudios, sucedió la mejora en el repertorio de habilidades sociales de los participantes de las investigaciones. El presente artículo contribuye para la literatura del área al discutir implicaciones para la investigación y la práctica de promoción de habilidades sociales en la formación universitaria, así como direcciones para futuras investigaciones que deben considerar el concepto de competencia social.

ABSTRACT Intervention programs based on Social Skills Training have been researched in different populations, including university students. This study aimed to review the literature about HST programs with university students, published in national and international journals, emphasizing the instruments and designs used, in addition to the main results and limitations, from 1980 onwards. The keywords in English "social skills training", "undergraduate", "graduate students" and "higher education" were used in six databases (Capes, ERIC, PHS/RIHS, DOAJ, EBSChost, LILACS, IBICT, WEB OF SCIENCE). Thirteen articles were found and they were analyzed regarding the variables of interest by applying the PRISMA Protocol. The results showed that nine studies used the Social Skills Inventory as the main data collection instrument and had an experimental design. The number of sessions was variable among the interventions and, in all studies, there was an improvement in the social skills repertoire of the research participants. This article contributes to the literature in the area by discussing implications for research and practice in promoting social skills in university education, as well as directions for future research that should consider the concept of social competence.

Content Validity of an Index to Explore the Opinion of Undergraduate Students on Participation as Study Subjects in Research

ABSTRACT: The participation of undergraduate students as study subjects (SS) in research is considered a fundamental research activity of the educational experience provided by a university. Educators should promote learning by the scientific method through these activities under ethical standards for research with human beings. We designed a multidimensional questionnaire in English and Spanish to determine the perception of the educational benefits to, interest of and influence on university students with respect to participation as SS in research, and determine the content validity based on the judgement of experts. The items were designed based on previous theories and measurement scales, and on the opinion of experts. The Student Perceptions of the Educational Value of Research Participation Scale and the Coercion Assessment Scale were included in the new Participation of University Students as Study Subjects Index (USTUDI). The validity of the content was determined based on the judgement of experts who evaluated each item for relevance. The new instrument showed excellent content validity and is a multidimensional, single-application instrument designed to measure three psychological attributes of the participation of university students as SS in research, making it an instrument of high educational value. However, the results must be interpreted with caution, as tests need to be carried out to evaluate other psychometric characteristics.

RESUMEN: La participación de estudiantes de pregrado como sujetos de estudio (SE) en una investigación se considera una actividad de investigación fundamental de la experiencia educativa proporcionada por una universidad. Los educadores que a su vez son investigadores deben promover el aprendizaje por el método científico a través de estas actividades bajo normas éticas de investigación con seres humanos. Diseñamos un cuestionario multidimensional en inglés y español para determinar la percepción de los beneficios educativos, el interés y la influencia en los estudiantes universitarios con respecto a la participación como SE en investigación y determinamos su validez de contenido a partir del juicio de expertos. Los ítems se diseñaron en base a teorías y escalas de medición previas junto a la opinión de expertos. Las escalas de medición The Student Perceptions of the Educational Value of Research Participation Scale y the Coercion Assessment Scale se incluyeron en el nuevo Índice de Participación de los Estudiantes Universitarios como Sujetos de Estudio (IPEUSE). La validez de contenido se determinó a partir del juicio de expertos que evaluaron la pertinencia de cada ítem. El nuevo instrumento mostró una excelente validez de contenido y es un instrumento multidimensional de aplicación única diseñado para medir tres atributos psicológicos de la participación de los estudiantes universitarios como SE en la investigación, lo que lo convierte en un instrumento de alto valor educativo. Sin embargo, los resultados deben interpretarse con cautela, ya que es necesario realizar pruebas para evaluar otras características psicométricas.

Recursos de Carreira em Universitários: Evidências Psicométricas do CRQ-S e Correlatos Psicossociais / Career Resources in University Students: Psychometrics Evidences of CRQ-S and Psychosocial Correlates / Recursos Profesionales en Estudiantes Universitarios: Evidencias Psicométricas CRQ-S y Correlatos Psicosociales

Os recursos de carreira são características individuais para enfrentamento de demandas de desenvolvimento profissional. O objetivo deste estudo foi adaptar o Questionário de Recursos de Carreira para Estudantes (CRQ-S) para o contexto brasileiro, bem como levantar evidências iniciais da sua validade (estrutura interna e convergente), além da análise da invariância configural, métrica e escalar por sexo. Participaram 463 graduandos, dos quais 237 (51,2%) declararam-se do sexo feminino. A média de idade dos participantes foi de 23,5 anos (DP = 6,20 anos). A versão adaptada do CRQ-S dividiu 12 recursos de carreira em quatro dimensões e apresentou indicadores de validade e confiabilidade favoráveis ao seu uso (Recursos de capital humano, ω = 0,82; Recursos contextuais de carreira, ω = 0,79; Recursos motivacionais, ω = 0,88; e Comportamentos de gestão da carreira, ω = 0,89). Dimensões do questionário foram convergentes com adaptabilidade de carreira e capital psicológico. Discutem-se implicações para a teoria e a prática de orientação profissional e desenvolvimento de carreira. (AU)

Career resources are individual characteristics that help to face the demands of professional development. The objective of this study was to adapt the Career Resource Questionnaire for Students (CRQ-S) for the Brazilian context and provide initial evidence of validity (internal structure and convergent), in addition to the analysis of configural, metric and scalar invariance by sex. The study was carried out with a sample of 463 undergraduates, of whom 237 (51.2%) described themselves as being female. The average age of the participants was 23.5 years (SD = 6.20 years). The adapted version of the CRQ-S divided 12 career resources into four dimensions and presented validity and reliability indicators favorable to its use (Human capital resources, ω = 0,82; Environmental career resources, ω = 0,79; Motivational career resources, ω = 0,88; and Career management behaviors, ω = 0,89). Dimensions of the questionnaire were convergent with career adaptability and psychological capital. Implications for theory and the practice of professional guidance and career development are discussed, as well as directions for future research. (AU)

Los recursos profesionales son características individuales que ayudan a enfrentar las demandas de desarrollo profesional. El objetivo de este estudio fue adaptar el Career Resource Questionnaire for Students (CRQ-S) para el contexto brasileño y proporcionar evidencia inicial de validez (estructura interna y convergente), además del análisis de invariancia configuracional, métrica y escalar por sexo. El estudio se realizó con una muestra de 463 estudiantes universitarios, de los cuales 237 (51,2%) se autodeclararon del sexo femenino. La edad promedio de los participantes fue de 23.5 años (DE = 6.20 años). La versión adaptada del CRQ-S dividió 12 recursos profesionales en cuatro dimensiones y presentó indicadores de validez y confiabilidad favorables para su utilizacion (Recursos de capital humano, ω = 0,82; Recursos profesionales ambientales, ω = 0,79; Recursos profesionales motivacionales, ω = 0,88; y Comportamientos de gestión de carrera, ω = 0,89). Se discuten las implicaciones para la teoría y para la práctica de la orientación profesional y el desarrollo profesional, así como las instrucciones para futuras investigaciones. (AU)

Percepção de Desenvolvimento Profissional e de Empregabilidade em Universitários: Uma Análise Comparativa / Perception of Professional Development and Employability in Undergraduate Students: A Comparative Analysis / Percepción del Desarrollo Profesional y la Empleabilidad en Estudiantes Universitarios: Un Análisis Comparativo

Em um contexto em que cresce o número de desempregados que têm Ensino Superior, o planejamento de carreira pode ser um diferencial importante tanto no desenvolvimento profissional, quanto na empregabilidade de universitários. O objetivo deste estudo foi comparar as percepções de desenvolvimento profissional e de empregabilidade de universitários que planejam ou não sua carreira. Participaram 2.291 universitários de diferentes cursos e instituições (60% mulheres; média de 27 anos). Os instrumentos adotados foram Escala de Percepção Evolutiva do Desenvolvimento Profissional e Escala de Autopercepção de Empregabilidade, ambas com evidências de validade. Nos procedimentos de análises de dados, utilizamos análise de covariância, a fim de comparar grupos sem o possível efeito de covariantes. Os resultados mostraram que aqueles que planejam a carreira, independentemente do momento do curso em que se encontram ou de participarem de atividades acadêmicas complementares, apresentam percepções mais positivas de seu desenvolvimento profissional e de sua empregabilidade. Esses resultados podem gerar impactos para o planejamento de carreira de universitários e oferecer subsídios para futuras pesquisas sobre desenvolvimento profissional e empregabilidade. (AU)

In a context in which the number of unemployed people with higher education grows, career planning can be an important differential both in professional development and in the employability of university students. The objective of this study was to compare the perceptions of professional development and employability of undergraduate students who plan their career or not. Participated 2.291 undergraduate students from different courses and institutions (60% women; average of 27 years old). The instruments adopted were the Professional Development Evolutive Perception Scale and the Employability Self-Perception Scale, both with evidence of validity. In the data analysis procedures, we used covariance analysis to compare groups without the possible effect of covariants. The results showed that those who plan their career, regardless of the time of the course they are in or participate in complementary academic activities, have more positive perceptions of their professional development and employability. These results can impact undergraduate students in career planning and provide input for future research on professional development and employability. (AU)

En un contexto en el que crece el número de desempleados conestudios universitarios, la planificación de la carrera puede ser un diferencial importante tanto en el desarrollo profesional como en la empleabilidad de los estudiantes universitarios. El objetivo de este estudio fue comparar las percepciones de desarrollo profesional y empleabilidad de los estudiantes universitarios que planifican su carrera y los que no lo hicieron. Participaron 2.291 estudiantes universitarios de distintos cursos e instituciones (60% mujeres; promedio de 27 años). Los instrumentos adoptados fueron la Escala de Percepción Evolutiva de Desarrollo Profesional y la Escala de Autopercepción de Empleabilidad, ambas con evidencia de validez. En los procedimientos de análisis de datos, utilizamos el análisis de covarianza para comparar grupos sin el posible efecto de las covariantes. Los resultados mostraron que aquellos que planean su carrera, independientemente del tiempo del curso en el que se encuentren o de que participen en actividades académicas complementarias, tienen percepciones más positivas de su desarrollo profesional y empleabilidad. Estos resultados pueden afectar la planificación de la carrera universitaria y proporcionar información para futuras investigaciones sobre desarrollo profesional y empleabilidad. (AU)

Percepção dos profissionais de saúde sobre a atuação de acadêmicos no contexto da Atenção Primária / Perception of health professionals on undergraduate students acting in the context of primary care

A Atenção Primária em Saúde (APS) é um cenário importante para a graduação dos cursos na área da saúde. Objetiva-se descrever e analisar a percepção dos profissionais da saúde de uma Unidade Básica de Saúde (UBS) sobre a atuação dos acadêmicos de enfermagem, medicina e odontologia. Trata-se de um estudo descritivo e exploratório de abordagem qualitativa, por meio da realização de entrevistas semiestruturadas aplicadas a profissionais atuantes na UBS em questão. A UBS apresentou recursos humanos adequados para atender às necessidades dos estudantes, mas uma insuficiência na estrutura física. A atuação dos estudantes traz contribuições para a organização do serviço e atendimento da população, apesar de diminuir a agilidade do serviço e limitar a longitudinalidade nos atendimentos. Conclui-se que a participação de estudantes na UBS agrega valor e é necessária para a formação acadêmica, como meio de ampliar a compreensão do processo saúde-doença e das possibilidades de cuidado.

Primary Health Care (PHC) is an important scenario for undergraduate health courses. The objective is to describe and analyse the perception of health professionals on undergraduate students on nursing, medicine, and dentistry acting in a Basic Health Unit (BHU). It is a descriptive and exploratory study of a qualitative approach with personal semi-structured interviews applied to professionals working in the BHU. The unit presents adequate human resources to attend to the students' needs, despite the physical structure being unsatisfying. The undergraduate students' performance brings contributions to the organization of the service and attendance of the population, although it can reduce and limit the agility and the longitudinality of the service. Through this study, the undergraduate students' participation in the BHU adds value and is essential for academic training as a means to broaden the understanding of the health-disease process and the treatment possibilities.

Associação entre uso de Internet, autoconsciência ruminativa e diferenças de gênero em universitários / Asociación entre el uso de Internet, la autoconciencia rumiativa y las diferencias de género en estudiantes universitarios / Association Between Internet Use, Ruminative Self-Consciousness, and Gender Differences in University Students

Resumo O uso descontrolado de Internet já é considerado um problema de saúde pública em alguns países. De uma perspectiva psicológica, evidências sugerem uma relação entre o uso descontrolado de Internet e a autoconsciência ruminativa (quando a autoatenção é direcionada para uma avaliação negativa de si mesmo) que, por sua vez, pode estar associada a transtornos mentais. Neste sentido, a presente pesquisa teve o objetivo de verificar as relações entre as variáveis nível de uso de Internet, estilo de autoconsciência (ruminativa e reflexiva) e gênero em adultos jovens universitários. Participaram do estudo quantitativo 450 universitários, entre 18 e 25 anos de idade (50 % do gênero feminino), que responderam ao Teste de Dependência de Internet e ao Questionário de Ruminação e Reflexão. Os dados foram submetidos à análise estatística descritiva e inferencial (Teste t para Amostras Independentes, Análise de Variância e Regressões Lineares Múltiplas). Os resultados apontam que o estilo de autoconsciência ruminativo está significativamente associado ao gênero feminino. A regressão linear múltipla, para cada gênero, considerando o uso descontrolado de Internet como variável dependente apontou que, tanto para participantes do gênero masculino quanto do feminino, a autoconsciência ruminativa explicou direta e significativamente o uso descontrolado de Internet. Discutem-se implicações da associação do estilo ruminativo à má adaptação psicológica e sua possível interferência no nível de uso de Internet, enquanto obstáculo à percepção dos gatilhos desencadeadores de uma dependência e a busca de resolução de conflitos e de problemas relacionados ao uso descontrolado da Internet.

Resumen El uso incontrolado de Internet ya se considera un problema de salud pública en algunos países. Desde una perspectiva psicológica, la evidencia sugiere una relación entre el uso descontrolado de Internet y la autoconciencia rumiativa (cuando la atención de uno mismo se dirige hacia una autoevaluación negativa) que, a su vez, puede estar asociada con trastornos mentales. En este sentido, la presente investigación tuvo como objetivo verificar la relación entre las variables nivel de uso de Internet, estilo de autoconciencia (rumiativa y reflexiva) y género en jóvenes universitarios. En el estudio cuantitativo participaron 450 estudiantes universitarios, entre 18 y 25 años (50 % mujeres), quienes respondieron el Test de Dependencia de Internet y el Cuestionario de Rumiación y Reflexión. Los datos se sometieron a análisis estadístico descriptivo e inferencial (prueba t para muestras independientes, análisis de varianza y regresiones lineales múltiples). Los resultados muestran que el estilo de autoconciencia rumiativa se asocia significativamente con el género femenino. La regresión lineal múltiple, para cada género, considerando el uso descontrolado de Internet como variable dependiente, señaló que, tanto para hombres como para mujeres, la autoconciencia rumiativa explicaba directa y significativamente el uso descontrolado de Internet. Se discuten las implicaciones de la asociación del estilo rumiativo con la mala adaptación psicológica y su posible interferencia en el nivel de uso de Internet, como obstáculo para la percepción de los desencadenantes que liberan una adicción y para la búsqueda de resolución de conflictos y problemas relacionados con el uso descontrolado de Internet.

Abstract Uncontrolled use of the Internet is already considered a public health problem in some countries. From a psychological perspective, evidence suggests a relationship between the uncontrolled use of the Internet and the ruminative self-consciousness (when attention is directed towards a negative self-assessment), which, in turn, may be associated with mental disorders. In this sense, the present research had the objective of verifying the relationships between the variable level of Internet use, self-consciousness styles (ruminative and reflexive), and gender in young university students. The participants in the quantitative study were 450 university students between 18 and 25 years (50 % female) who answered the Internet Dependence Test and the Rumination-Reflection Questionnaire. The data were submitted to descriptive and inferential statistical analyses (t Test for Independent Samples, analysis of variance, and multiple linear regressions). The results show that the style of ruminative self-consciousness is significantly associated with the female gender. The multiple linear regression for each gender, considering the uncontrolled use of the Internet as a dependent variable, indicated that, for both male and female participants, ruminative self-consciousness directly and significantly explained the uncontrolled use of the Internet. The implications of the association of the ruminative style to psychological maladaptation and its possible interference in the level of Internet use are discussed as obstacles to the perception of the triggers that foster addiction and the search for conflict resolution and problems related to the uncontrolled use of the Internet.