Development of an integrative learning program for community dwelling old people with dementia / Desarrollo de un programa de aprendizaje integrador para personas de edad avanzada con demencia que viven en la comunidad / Desenvolvimento de um programa de aprendizagem integrativa para idosos com demência residentes na comunidade

Objective: to develop an integrative learning program for people with dementia. Method: a methodological study was conducted using Delphi technique to develop the learning program, followed by a feasibility test. An expert panel was invited to develop the integrative learning program based on the neuroplasticity and learning framework. A feasibility test was conducted to evaluate the implementation of the program in two centers after the training of personnel who run the program. Verbatim transcripts of case conferences were coded, analyzed, and collapsed into themes and sub-themes by consensus. Results: there was no indication for content modification during the period of program implementation. Qualitatively, the participating older adults showed improvement in communications, emotions, connectedness with self and others, and well-being. Conclusion: the integrative learning program was uneventfully implemented with promising results. The program is ready for full-scale research on its efficacy in multiple centers to obtain more robust evidence.

Objetivo: desarrollar un programa de aprendizaje integrador para personas con demencia. Método: se realizó un estudio metodológico empleando la técnica Delphi para desarrollar el programa de aprendizaje, seguida de una prueba de viabilidad. Se invitó a un panel de expertos a que desarrollara el programa de aprendizaje integrador sobre la base del marco de la neuroplasticidad y el aprendizaje. Se realizó una prueba de viabilidad para evaluar la implementación del programa en dos centros después de haber capacitado al personal que dirige el programa. Las transcripciones literales de los debates de casos se codificaron, analizaron y resumieron en temas y subtemas por medio de consenso. Resultados: no hubo ninguna indicación para modificar el contenido durante el período de implementación del programa. En forma cualitativa, los adultos mayores que participaron del programa evidenciaron mejoras en la comunicación, las emociones, la capacidad de conexión con ellos mismos y con los demás y el bienestar. Conclusión: el programa de aprendizaje integrador se implementó sin inconvenientes con resultados prometedores. El programa es apto para ser sometido a una investigación a gran escala con respecto a su eficacia en varios centros para obtener evidencia más sólida.

Objetivo: desenvolver um programa de aprendizagem integrativa para pessoas com demência. Método: foi realizado um estudo metodológico com a técnica Delphi para desenvolver o programa de aprendizagem, seguido de um teste de viabilidade. Um grupo de especialistas foi convidado para desenvolver o programa de aprendizagem integrativa com base no framework da neuroplasticidade e da aprendizagem. Um teste de viabilidade foi realizado para avaliar a implementação do programa em dois centros após treinamento do pessoal que dirige o programa. Transcrições literais de conferências de casos foram codificadas, analisadas e agrupadas em temas e subtemas por consenso. Resultados: não houve indicação de modificação de conteúdo durante o período de implementação do programa. Qualitativamente, os idosos participantes apresentaram melhora nas comunicações, emoções, conexão consigo e com os outros e bem-estar. Conclusão: o programa de aprendizagem integrativa foi implementado sem intercorrências com resultados promissores. O programa está adequado para ser submetido a pesquisas em grande escala relacionadas com sua eficácia em vários centros a fim de obter evidências mais robustas.

Research on classroom interaction analysis of Innovation and Creative thinking course integrated with challenge based learning / 中华医学教育探索杂志

To explore the practical characteristic of Innovation and Creative Thinking course inte-grated with challenge based learning (CBL), Flanders Interaction Analysis System was used to analyze the class interaction of Solution Identifying and Implementation Context. It was shown that the class was con-ducted in open free and safe environment. Students were the center and involved in the class highly. Inno-vation and Creative Thinking course was helpful to nurturing the ability to innovate and create among nurs-ing students. The practical characteristic of this course will provide new ways to improve the innovativeness and creative thinking, which also will support the promotion of CBL in Chinese mainland.

Mediating effect analysis of mental health knowledge between perceived discrimination and self-discrimination of the public / 中国实用护理杂志

Objective To investigate the state of perceived discrimination,mental health knowledge and self-discrimination of the public,and analyze the relationship among these variables,and explore the mediating effect of mental health knowledge between the perceived discrimination and self-discrimination.Methods A total of 1 088 residents in Guangzhou City were assessed with the Perceived Devaluation-Discrimination Scale (PDDS),Attitudes about Mental Illness Associated Stigma Scale-Chinese Version (AMIASS-C) and Mental Heahh Knowledge Questionnaire (MHKQ).Results The average score of PDDS was 2.63±0.35.The rate of mental health knowledge was 72.4％(788/1 088) and the score of AMIASS-C was 2.58±0.45.The perceived discrimination,mental health knowledge and self-discrimination were significantly correlated with each other,r=0.320,-0.240,P＜0.01.The mental health knowledge played a negative mediating role between perceived discrimination and self-discrimination.Conclusions The mental health knowledge was a mediator between perceived discrimination and self-discrimination.