LED Intercanopy Lighting in Blackberry During Spring Improves Yield as a Result of Increased Number of Fruiting Laterals and Has a Positive Carryover Effect on Autumn Yield.

High market price and low availability of local winter and spring production has stimulated production of blackberries in glasshouses at northern latitudes. For this production, light is the main limiting factor. We investigated the potential of intercanopy lighting (ICL) using light emitting diodes (LEDs) to improve blackberry fruit yield in a crop with a spring and an autumn production cycle. During the spring production cycle three light treatments were applied: only natural light (no ICL), 93 or 185 µmol m-2 s-1 ICL In summer the lateral shoots were cut back and 93 µmol m-2 s-1 ICL was applied to all plants after cutting back, investigating a possible carryover effect of supplemental light in spring on autumn production. Fresh fruit yield in spring increased by 79 and 122% with 93 and 185 µmol m-2 s-1 ICL, respectively, compared to no ICL. This represents 3.6 and 2.8% increase in harvestable product for every additional 1% of light. A yield component analysis and leaf photosynthesis measurements were conducted. Maximum photosynthetic capacity (A max) for leaves at 185 µmol m-2 s-1 ICL was about 50% higher, and LAI was 41% higher compared to no ICL. ICL increased the number of fruiting laterals per cane, and this explained 75% of the increase in yield. ICL at 185 µmol m-2 s-1 resulted in a higher yield compared to no ICL, primarily as a result of higher total dry matter production. Furthermore, a higher fraction of dry matter partitioned to the fruits (0.59 compared to 0.52) contributed to yield increase, whereas fruit dry matter content and fruit quality (sugar and acid content) was not affected by ICL. Averaged over the three light treatments autumn yield was 47% lower than spring yield. Autumn yield was 10% higher for plants at ICL 93 µmol m-2 s-1 in spring and 36% higher for plants at 185 µmol m-2 s-1 in spring compared to no ICL in spring. This increased autumn yield was caused by more fruiting laterals (less necrotic buds). It is concluded that management practices in spring can have a carryover effect on the autumn production. This is the first scientific paper on the potential for applying LED ICL in blackberries. Further research should focus on optimal intensity of ICL, positioning of supplementary lighting and economic feasibility.

Implementing Peer Tutoring for the Development of Empathy in Nursing Education.

OBJECTIVES: This research sets out the effects of a training method based on peer tutoring, aimed at developing empathy among nursing students at the University of Barcelona (Spain). METHODS: After initial training, students are matched in pairs with similar level of empathy, exchanging the role of tutor and tutee in every session, during 12 sessions. Before the session, the tutor prepares the activities to work with his or her tutee, following this structure: exploration of prior knowledge, explanation, practical activities, feedback, and reflection. Jefferson Scale of Empathy was administered as pre-test and post-test to 76 nursing students, 40 in the intervention group, and 36 in the comparison group. Following a mixed-methods sequential explanatory design, a quantitative study (a quasi-experimental design with a comparison group) was combined with a qualitative study (interaction analysis of the 12 videotaped sessions). RESULTS: The results revealed statistically significant improvements in empathy in the intervention group. Subsequent analysis of the peer tutoring interaction highlighted the specific actions that had resulted in these improvements and generated a context in which the tutee was able to understand complex concepts, while enabling both students to participate, reflect and discuss. CONCLUSIONS: Peer tutoring is an effective method for the development of empathy in nursing students.

Implementing Peer Tutoring for the Development of Empathy in Nursing Education / Implementación de tutoría entre iguales para el desarrollo de la empatía en la educación de enfermería / Implementação de tutoria entre pares para o desenvolvimento da empatia na educação de enfermagem

Objective. This research sets out the effects of a training method based on peer tutoring, aimed at developing empathy among nursing students at the University of Barcelona (Spain). Methods. After initial training, students are matched in pairs with similar level of empathy, exchanging the role of tutor and tutee in every session, during 12 sessions. Before the session, the tutor prepares the activities to work with his or her tutee, following this structure: exploration of prior knowledge, explanation, practical activities, feedback, and reflection. Jefferson Scale of Empathy was administered as pre-test and post-test to 76 nursing students, 40 in the intervention group, and 36 in the comparison group. Following a mixed-methods sequential explanatory design, a quantitative study (a quasi-experimental design with a comparison group) was combined with a qualitative study (interaction analysis of the 12 videotaped sessions). Results. The results revealed statistically significant improvements in empathy in the intervention group. Subsequent analysis of the peer tutoring interaction highlighted the specific actions that had resulted in these improvements and generated a context in which the tutee was able to understand complex concepts, while enabling both students to participate, reflect and discuss. Conclusion. Peer tutoring is an effective method for the development of empathy in nursing students.

Objetivo. Esta investigación evaluó los efectos de un método de formación basado en la tutoría entre iguales, destinado al desarrollo de la empatía en estudiantes de enfermería de la universidad de Barcelona (España). Métodos. Después de la formación inicial, los estudiantes son emparejados con compañeros con un nivel similar de empatía, intercambiando el papel de tutor y tutorado en cada sesión, durante 12 sesiones. Antes de cada sesión, el tutor prepara las actividades para trabajar con su tutorado, siguiendo esta estructura: exploración de conocimientos previos, explicación, actividades prácticas, retroalimentación y reflexión. Se administró la Escala de Empatía de Jefferson, en forma de pre y postest a 76 estudiantes de enfermería: 40 en el grupo de intervención y 36 en el grupo de comparación. Siguiendo el método mixto de diseño explicativo secuencial, se combinó un estudio cuantitativo (un diseño cuasiexperimental con grupo de comparación) con un estudio cualitativo (análisis de interacción de las 12 sesiones grabadas en video). Resultados. Los resultados revelaron mejoras estadísticamente significativas en la empatía en el grupo de intervención. El análisis posterior de la interacción en las parejas de tutoría entre iguales puso de relieve las acciones específicas que habían dado lugar a estas mejoras y generando un contexto en el que el tutorado era capaz de entender conceptos complejos, al tiempo que permitía a ambos estudiantes participar, reflexionar y discutir. Conclusión. La tutoría entre iguales es un método eficaz para el desarrollo de la empatía en los estudiantes de enfermería.

Objetivo. Esta pesquisa avaliou os efeitos de um método de treinamento baseado em tutoria entre pares, com o objetivo de desenvolver empatia em estudantes de enfermagem da Universidade de Barcelona (Espanha). Métodos. Após a formação inicial, os alunos são colocados em pares com pares com um nível de empatia semelhante, trocando o papel de tutor e estudante em cada sessão, durante 12 sessões. Antes de cada sessão, o tutor prepara as atividades para trabalhar com o seu estudante, seguindo esta estrutura: exploração dos conhecimentos anteriores, explicação, atividades práticas, feedback e reflexão. A Escala de Empatia de Jefferson foi administrada em forma de pré e pós-teste a 76 estudantes de enfermagem: 40 no grupo de intervenção e 36 no grupo de comparação. Seguindo o método misto de desenho explicativo sequencial, um estudo quantitativo (um desenho quase experimental com um grupo de comparação) foi combinado com um estudo qualitativo (análise de interação das 12 sessões gravadas em vídeo). Resultados. Os resultados revelaram melhorias estatisticamente significativas na empatia no grupo de intervenção. A análise subsequente da interação nos pares de tutoria de pares destacou as ações específicas que levaram a essas melhorias e gerou um contexto em que o estudante foi capaz de compreender conceitos complexos, permitindo que ambos os alunos participassem, refletissem e discutissem. Conclusão. A tutoria entre pares é um método eficaz para desenvolver empatia em estudantes de enfermagem.

Maintained Bone Density in Young Hypoestrogenized Women with a High BMI: Case Series.

Estrogen deficiency and obesity are factors that affect bone mass in a manner that is independent and in opposing directions. Obesity favours higher bone mass and increased bone formation whereas estrogen deficiency leads to significant bone loss in leaner individuals. To report the impact of the competing effects of a hypoestrogenized state and obesity on long-term bone health, we present two cases of young chronically hypoestrogenized females whose bone parameters were assessed with high-resolution peripheral quantitative computed tomography (HR-pQCT) and revealed a bone mineral density and microstructure that did not change despite the long history of a low estrogen state. As evidenced by the outcomes for these patients, the obesity-related effect on bone mass may be dominant when obesity is marked and appears to be highly protective even in the setting of sub-physiologic circulating estrogen. Recognition of this interaction should be considered in decisions around estrogen replacement therapy in such cases.