Las prácticas educativas de la educación física para estudiantes con necesidades educativas especiales durante la pandemia / Educational Practices of Physical Educators for Students With Special Educational Needs During the Pandemic / As práticas educacionais de educadores físicos para estudantes com necessidades educacionais especiais durante a pandemia

Resumen: El artículo analiza la situación de estudiantes con necesidades educativas especiales (NEE) quienes han limitado sus actividades físicas (AF) debido al confinamiento, situación que obliga al personal docente a diseñar nuevas prácticas educativas adaptadas a la virtualidad. Objetivo: Analizar las prácticas educativas de la educación física (EF) para estudiantes del nivel primario con NEE durante la pandemia en la República Dominicana. Metodología: Se utilizó el enfoque cualitativo, exploratorio de corte transversal mediante la encuesta, empleando un muestreo no probabilístico y un análisis de contenidos con redes semánticas. El estudio consta de 45 docentes, quienes proporcionaron las informaciones sobre su formación académica docente, la matrícula estudiantil asistida, las metodologías, estrategias empleadas y los recursos del proceso de enseñanza. Resultados: Los resultados reflejan el interés del personal docente por su actividad profesional, en contraposición a la falta de apoyo de especialistas en el aula y un bajo conocimiento de la enseñanza, de las metodologías y estrategias usadas desde la virtualidad para la EF dirigida a estudiantes con NEE. Por otra parte, la mayoría de los docentes no usaron las instalaciones educativas para las actividades físicas, se utilizó la tecnología con la asistencia guiada por la familia y los adultos en el hogar, en especial con actividades físicas grupales en familia. Conclusiones: Las actividades académicas fueron realizadas desde el hogar y han sido afectadas por la falta de condiciones idóneas para un espacio académico y la falta de recursos tecnológicos. Se debe promover la capacitación de docentes en el área de la EF para estudiantes con NEE.

Abstract: The article analyzes the situation of students with special educational needs (SEN) who have limited their physical activities (PA) due to confinement; this situation that forces teachers to design new educational practices adapted to virtuality. Objective: To analyze the educational practices of physical education (PE) for primary school students with SEN during the pandemic in the Dominican Republic. Methodology: A qualitative, exploratory, cross-sectional, qualitative approach was used by means of a survey, using nonprobabilistic sampling and content analysis with semantic networks. The study consisted of 45 teachers who provided information on their academic teacher training, student enrollment, methodologies, strategies used, and resources of the teaching process. Results: The results reflect the teachers' interest in their professional activity, as opposed to the lack of support from specialists in the classroom and low knowledge of teaching, methodologies, and strategies used in virtuality for PE aimed at students with SEN. On the other hand, most teachers did not use educational facilities for physical activities; technology was used with assistance guided by families and adults at home, especially with group physical activities in families. Conclusions: Academic activities were carried out from home and have been affected by the lack of suitable conditions for academic space and the lack of technological resources. Teacher training in the area of PE for students with SEN should be promoted.

Resumo: O artigo analisa a situação dos estudantes com necessidades educacionais especiais (NEE) que limitaram suas atividades físicas (AF) devido ao confinamento, uma situação que obriga os professores a projetar novas práticas educacionais adaptadas à virtualidade. Objetivo: Analisar as práticas educacionais de educação física (EF) para estudantes do ensino fundamental com NEE durante a pandemia na República Dominicana. Metodologia: Utilizamos uma abordagem qualitativa, exploratória, transversal, por meio de uma pesquisa, utilizando amostragem não-probabilística e análise de conteúdo com redes semânticas. O estudo consistiu em 45 professores, que forneceram informações sobre sua formação acadêmica de professores, matrícula de alunos, metodologias, estratégias utilizadas e recursos para o processo de ensino. Resultados: Os resultados refletem o interesse dos professores em sua atividade profissional, ao contrário da falta de apoio de especialistas em sala de aula e um baixo conhecimento do ensino, das metodologias e das estratégias utilizadas a partir da virtualidade para a educação física destinada aos alunos com necessidades educativas especiais. Por outro lado, a maioria dos professores não utilizava instalações educacionais para atividades físicas, a tecnologia era utilizada com assistência orientada pela família e adultos em casa, especialmente com atividades físicas grupais em família. Conclusões: As atividades acadêmicas eram baseadas em casa e foram afetadas pela falta de condições adequadas para um espaço acadêmico e pela falta de recursos tecnológicos. Deve ser promovido o treinamento de professores na área de Educação Física para alunos com NEE.

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea.

This study aimed to examine the relationships between student satisfaction and self-confidence in learning (SCLS), the simulation design scale (SDS), and educational practices in simulation (EPSS) and to identify the influencing factors on SCLS in nursing students undergoing simulation learning. Of the fourth-year nursing students, 71 who were taking a medical-surgical nursing simulation course and voluntarily provided informed consent to participate in the study were enrolled. Data on SCLS, SDS, and EPSS were collected via an online survey after the simulation, from 1 October 2019 to 11 October 2019. The mean SCLS score was 56.31 ± 7.26, the mean SDS score was 86.82 ± 10.19 (range: 64~100), and the mean EPSS score was 70.87 ± 7.66 (range: 53~80). SCLS was positively correlated with SDS (r = 0.74, p < 0.001) and EPSS (r = 0.75, p < 0.001). The regression model for SCLS in nursing students revealed that SCLS increased with increasing EPSS and SDS, and that SDS and EPSS explained 58.7% of the variance in SCLS (F = 50.83, p < 0.001). Therefore, to improve the learning satisfaction and learning confidence of nursing students in simulation classes, it is necessary to consider simulation design and practice considering educational factors.

Desigualdades socioeconômicas na América Latina e Caribe: o futuro pós-pandemia para a formação profissional na saúde / Socioeconomic inequality in Latin America and the Caribbean: the post-pandemic future for the training of health professionals

Resumo A desigualdade é um problema global e estrutural que aflige com maior intensidade as populações dos países mais empobrecidos. A pandemia da covid-19 agravou esse problema histórico na América Latina e Caribe e aprofundou as incertezas relacionadas às necessidades humanas básicas. O estudo apresenta um painel sobre o tema produzido pelos relatórios oficiais de agências internacionais (Opas, OMS, Cepal) entre 2019 e 2022, e discute alguns caminhos para a formação profissional em saúde no Brasil, bem como as mudanças nas práticas em saúde que podem impulsionar a proteção social das populações vulneráveis, com base nas propostas de Paulo Freire e Edgar Morin, que colocam em evidência as problemáticas sociossanitárias atuais.

Abstract Inequality is a global, structural problem that is particularly marked in the world's poorest countries. The covid-19 pandemic exacerbated this historic problem in Latin America and the Caribbean and deepened uncertainties in relation to basic human needs. This study presents an overview of the subject on the basis of official reports from international agencies (PAHO, WHO, ECLAC) between 2019 and 2022 and discusses some paths for the training of health professionals in Brazil. It also investigates how health practices could be changed to ensure greater social protection for vulnerable populations, based on the proposals of Paulo Freire and Edgar Morin, which highlight current social and health problems.

Problemas de comportamento, habilidades sociais, abuso de substâncias e práticas educativas em adolescentes / Behavior problems, social skills, substance abuse and educational practices in adolescents / Problemas de conducta, habilidades sociales, abuso de sustancias y prácticas educativas en adolescentes

A literatura aponta relações entre comportamentos de adolescentes e práticas educativas, mas poucos estudos discriminam o tipo de problema, bem como examinam múltiplas variáveis simultaneamente O objetivo da presente pesquisa foi comparar as habilidades sociais, as práticas educativas e o uso de substâncias de adolescentes com problemas exclusivamente internalizantes ou externalizantes e com comorbidades (internalizante e externalizante) com um grupo de adolescentes sem problemas, em amostras separadas pelo sexo. Os adolescentes foram alocados nos grupos clínico e não clínico a partir do YSR, as variáveis sociais foram investigadas pelo IHSA, o uso abusivo de drogas pelo DUSI, e as práticas educativas pelo IEP. Para comparar os grupos, utilizou-se o Teste Mann Whitney e o qui-quadrado. As variáveis estaticamente significativas foram: habilidades sociais e práticas educativas (para meninos e meninas dos grupos externalizante e comorbidade), uso de drogas (meninas e externalizante); somente práticas educativas (para meninos e meninas do grupo internalizante)

The literature points out relationships between adolescent behavior and educational practices, but few studies specify the type of problem or examine multiple variables simultaneously. The objective was to compare social skills, educational practices and substance use of adolescents with internalizing, externalizing and comorbidity problems with a group of adolescents without problems, in samples separated by sex. The inclusion criteria for the clinical and non-clinical groups was obtained from the YSR, social variables from the SSI-Del-Prette, drugs from the DUSI, and educational practices from the IEP. To compare groups, we used the Mann-Whitney and chisquared tests. The statistically significant variables were: social skills and educational practices (for boys and girls from the externalizing and comorbidity groups), use of drugs (girls and externalizing); only educational practices (for boys and girls from the internalizing group)

La literatura señala relaciones entre los comportamientos de los adolescentes y las prácticas educativas, pero pocos estudios ni discriminan el tipo de problema ni examinan múltiples variables simultáneamente. El objetivo fue comparar habilidades sociales, prácticas educativas, habilidades sociales y consumo de sustancias de adolescentes con problemas de conducta internalización, externalización, comorbilidad, con un grupo de adolescentes sin problemas, en muestras separadas por sexo. El criterio de inclusión para adolescentes en los grupos clínico y no clínico se obtuvo del YSR, las variables sociales del IHSA-Del-Prette, los medicamentos del DUSI y las prácticas educativas del IEP. Para comparar los grupos, se utilizaron las pruebas de Mann-Whitney y chi cuadrado. Las variables estadísticamente significativas fueron: habilidades sociales y prácticas educativas (para niños y niñas de los grupos de externalización y comorbilidad), consumo de drogas (niñas y externalización); solo prácticas educativas (para niños y niñas del grupo internalización)

Processo formativo a distância em Segurança Alimentar e Nutricional na Comunidade dos Países de Língua Portuguesa: construindo práticas educativas / Proceso formativo a distancia en Seguridad Alimentaria y Nutricional en la Comunidad de los Países de Lengua Portuguesa: construcción de prácticas educativas / Distance formative process in Food Security and Nutrition in the Community of Portuguese Speaking Countries: building educational practices

Resumo Processos formativos para fortalecer a segurança alimentar e nutricional (SAN) como política são demandas da Comunidade dos Países de Língua Portuguesa (CPLP). Objetivamos descrever e analisar práticas educativas desenvolvidas pelos docentes, visando refletir e propor ajustes para aprimorar o processo formativo a distância em SAN no contexto da CPLP. O curso foi composto por alunos do Brasil; Cabo Verde; Moçambique e São Tomé e Príncipe. A pesquisa é aplicada, teve abordagem qualitativa e natureza descritiva e explicativa, empregando videoaulas como materiais de estudo, principalmente, com base na Análise Textual Discursiva. A proposta indica que cursos de mesma natureza requerem da gestão educacional formação docente; reconhecimento do conhecimento dos discentes; inserção de dialogia nas videoaulas; oferecimento de atividades locais capazes de gerar compreensão da realidade; criação de sequência para elaboração do Trabalho de Conclusão (TCC); e desenvolvimento do TCC visando à transformação da realidade. (AU)

Resumen Procesos formativos para fortalecer la Seguridad Alimentaria y Nutricional (SAN) como política son demandas de la Comunidad de los Países de Lengua Portuguesa (CPLP). El objetivo es describir y analizar prácticas educativas desarrolladas por los docentes, con el objetivo de reflexionar y proponer ajustes para el perfeccionamiento del proceso formativo a distancia en SAN en el contexto de la CPLP (Brasil, Cabo Verde, Mozambique y Santo Tomé y Príncipe). Se realizó la investigación, con abordaje cualitativo y naturaleza descriptiva y explicativa, empleando videoclases como material de estudio, principalmente con base en el Análisis Textual Discursivo. La propuesta indica que cursos de la misma naturaleza demandan de la gestión educativa: formación docente, reconocimiento del conocimiento de los discentes, inserción de dilogía en las videoclases, ofrecimiento de actividades locales capaces de generar comprensión de la realidad, creación de secuencia para elaboración del Trabajo de Conclusión (TCC) y desarrollo del TCC con el objetivo de transformación de la realidad. (AU)

Abstract Formative processes to strengthen Food Security and Nutrition (FSN) are demanded by the Community of Portuguese Speaking Countries (CPLP). Our objective was to describe and analyze the educational practices developed by teachers, aiming to reflect and propose adjustments to improve the distance formative process in FSN in the CPLP context (Brazil, Cape Verde, Mozambique and São Tomé and Príncipe). This is applied research, with a qualitative approach and a descriptive and explanatory nature, using video classes as study material, mainly based on Discursive Textual Analysis. The proposal indicates that courses of the same nature require: teacher education; recognition of students' knowledge; insertion of dialogue in the video lessons; offering local activities capable of generating an understanding of the reality; creation of a sequence for the elaboration of the undergraduate thesis (UT); and writing UTs aimed at transforming reality. (AU)

Best Educational Techniques in High-Fidelity Simulation According to Nursing Students-Adaptation and Validation of the Educational Practices Questionnaire (EPQ).

The purpose of this study was to evaluate the best educational techniques used during high-fidelity simulations in training nursing students and to introduce the Polish version of the Educational Practices Questionnaire (EPQ) scale after its cultural adaptation and determination of its psychometric properties. The research group was composed of 361 second- and third-year nursing students in the licentiate program. The Cronbach's alpha reliability coefficients for the adapted tool were 0.90 for the EPQ-PO (presence of educational techniques) subscale and 0.93 for the EPQ-IO subscale (importance of educational techniques). Additionally, the model fit rates in the CFA and EFA (as indicators of theoretical validity) proved to be high enough for the tool to be successfully used in scientific research. Preliminary results are also presented; the mean value of the response for the entire EPQ scale for both the PO and IO sections was M = 4.3, SD ± 0.90. The students in the study rated the opportunity for collaboration with other students and for working jointly on a given clinical situation very highly at M = 4.5, SD ± 0.70. The analysis of the scores of the individual scales and subscales of the EPQ showed statistically significant differences in results obtained for such variables as gender, place of residence, and year of studies.

Analysis on Use of Open Educational Resources during EmergencyRemote Education due to Covid-19: A Case Study in Turkey.

During the mass curfews, travel bans, school shutdowns, face-to-face education was discontinued, and many universities had to urgently switch to online education. Academics, most of whom are not familiar with digital pedagogy, had to adapt their lectures to online learning. The aim of this study is to analyze how Open Educational Resources (OERs) are used in practice during emergency remote teaching (ERT) and whether this influences the regular practice of academics on a global level and in Turkey in the longer term. Methodologically, we adopt a mixed-methods approach in two stages: (i) an empirical study conducted in Turkey to find out what prior knowledge and experience academics have with OERs and how they use OERs during ERT; (ii) a complimentary desk study on the global situation of OER use. Our results show that academics who did not know about OERs before the pandemic are still hesitant to use them, even though they have prior experience with online teaching. In addition, academics with higher rank and academics in architecture, philology, and arts have the most negative opinion about campus education being fully accessible online.

The actuality and influences of undergraduates' participation in high impact educational practices in Chinese universities.

High Impact Educational Practices (HIPs) are effectively educational practices that have an important impact on student learning and development. The purpose of this study is to investigate the impact of different types of high-impact educational activities on students' learning outcomes. The data comes from the 2019 "tracking research survey on learning and development of Chinese college students," in which undergraduates from 39 Chinese colleges and universities participated. This study first clarified the concept and classification of high-impact educational activities, and then used multiple linear regression analysis to analyze the impact of three types of high-impact educational activities, including extended learning activities, research-related activities, and social practice activities, on students' learning gains. It's found that most Chinese college students do not perform well on HIPs, while the "Double First-Class" university students engage more than other colleges. Participating in HIPs has a significant impact on students' knowledge, ability and values, especially on the latter two. This study provides valuable enlightenment for universities on how to promote students' participation in high impact educational activities and improve the quality of higher education.

The Impacts of the COVID-19 Pandemic on Service-Learning Experiences Among Undergraduate Public Health Students in Hawai'i.

Service-learning is a high-impact educational practice at the core of the undergraduate public health degree at the University of Hawai'i at Manoa (UHM). This practice provides an invaluable learning experience and professional opportunity for students to collaborate with community partners and make significant contributions in the field. The COVID-19 pandemic halted or disrupted service-learning experiences as community partners adapted to shifting mandates and emergency orders. Surveying the rapidly evolving landscape of partner organizations to support service-learning is a challenge. Assessing changes to the program mentorship or satisfaction is the first step to developing protocols to ensure standardization of service-learning during times of crisis. This study will address if and how the pandemic impacted students' satisfaction with required service-learning experiences. Furthermore, authors hope to create a comprehensive list of practicum partnering organizations, both focused on pandemic response and, more generally, of the service-learning students at UHM, with the intent to increase students and community partners in local service-learning. Assessments were conducted to assess the impact of COVID-19 on undergraduate students' experiences with service-learning through use of a program exit survey. The authors hypothesized pandemic-related adjustments would not affect student satisfaction or skill development. Despite challenges associated with the pandemic and emergency online transitions, students persisted in personal and professional growth associated with service-learning. This developed resilience supports students as they graduate and enter a workforce adapting to remote work demands and community needs.

Improving Communication of Public Health Bachelor's Degree Programs Through Visual Curriculum Mapping.

Undergraduate students balance course requirements for the university, college, school, and major. Each set of requirements, including degree-specific curriculum, is intended to promote synergistic interaction of competence, skills, and knowledge, beyond serving as a collection of individual courses. Understanding of curriculum is important for program recruitment as undergraduate students are more informed when deciding between bachelor's degrees options. Among cohorted programs, this understanding is also helpful in communicating and promoting common intellectual experiences. Comprehension of curriculum is especially important for persistence when students are better able to articulate the connections between course and competencies needed to advance in coursework. To improve universal design for learning within program advising, visual curriculum maps were created as infographics to support student understanding of Bachelor of Arts in Public Health degree requirements and specific capstone course pathways. This map is printed as a small booklet and has been pilot tested among prospective students with positive feedback, then implemented in routine advising sessions. Visual maps of capstone requirements were well-received in concept, however constructive student feedback during pilot testing necessitated further revision. Student feedback also encouraged the application of culturally appropriate visuals and analogies to celebrate student diversity. Visual aids such as these may improve access to information among students through universal design, and also improve recruitment, retention efforts, and student buy-in to degree curricula.

Preparing Students for the Public Health Workforce: The Role of Effective High-Impact Educational Practices in Undergraduate Public Health Program Curricula.

There are several institutions of higher learning in the United States that award degrees in public health to undergraduate students. While these institutions serve as potential pipelines for the public health workforce, it is unclear if the curricula and training students receive from these institutions, really prepare them for the public health workforce or higher education. The questions sometimes asked are whether the programs offered by these institutions exist to provide students with a good understanding of public health issues so they can become good citizens for building a responsible society, or if it is to prepare students for graduate school. Regardless of what the goals are, students in undergraduate public health programs need to be exposed to curricula that adequately prepare them to enter well-defined careers in public health. Thus, institutions of higher learning offering degrees in public health to undergraduate students need to understand the market, assess, and understand the needs of public health agencies, and tailor course curricula to match those needs. Georgia State University established its undergraduate public health program in 2016. Since then, over 200 students have graduated from the program. The purpose of the study was to assess student perception of the role of high impact educational practices such as study abroad, signature experience, and undergraduate research curricula in preparing them for careers in public health.

Using an implementation science framework to advance the science of nursing education.

BACKGROUND: The process of adopting evidence-based educational practices and teaching methods has not been examined in nursing education. PURPOSE: This article provides a framework for adopting educational evidence and designing studies in nursing education using an implementation science (IS) framework. METHOD: The three phases for implementing evidence-based practices (development, translation, and sustainment) are used for this framework. RESULTS: Preparatory activities are needed before implementing a new educational practice or method, followed by identification of implementation strategies (e.g., training and support of faculty, strategies for communication and tips to remove barriers, guides for deciding on timing), assessing process and outcome measures, and plans for sustaining the new practice. A process map, examples of implementation processes, and sample research questions guide nurse educators in planning and conducting studies using an IS framework. CONCLUSIONS: Research has not examined the processes and strategies for applying evidence-based educational practices in nursing. Studies using an IS framework are needed to provide knowledge about how to move evidence into routine educational practices and implement more effective teaching methods. This article provides guidance for nurse educators to begin this research and suggests possible research questions.

Institution-Wide Analysis of Academic Outcomes Associated with Participation in UGR: Comparison of Different Research Modalities at a Hispanic-Serving Institution.

Most studies on the benefits of participation in undergraduate research (UGR) use data from student participants in undergraduate research programs (URPs), which offer a limited number of positions. In reality, however, the majority of UGR students participate in undergraduate research not in programs (URNPs). The authors conducted an institution-wide study at a Hispanic-serving institution to examine the relationship between academic success and participation in these two UGR modalities. Although there were some differences between URPs and URNPs, participation in research at this institution was largely equitable and inclusive, with UGR demographics that reflected those of the institution, and it was positively associated with increased benefits along multiple academic metrics, regardless of UGR modality. Importantly, these increases were observed for both first time in college and transfer students.

Contexto sociocultural y construcción de identidades en jóvenes de escuelas rurales / Sociocultural context and construction of identities in young people from rural schools

La investigación tiene como objetivo comprender la incidencia de los contextos socioculturales en la cons-trucción de identidades en jóvenes rurales, a través del análisis etnográfico hermenéutico del discurso en estudiantes y un profesor de una institución pública rural de Cundinamarca, Colombia. El estudio fue desarrollado desde un enfoque cualitativo, a través de la etnografía hermenéutica con estudio de caso, con la participación de 16 estudiantes con edades entre los 11 y 15 años, de sexto a noveno de educación básica secundaria, y 1 docente del modelo educativo telesecundaria. Se utilizaron instrumentos y técnicas de recolección de información cualitativas (el protocolo esperanzas y temores, la entrevista estructurada, los relatos de vida y la cartografía social). Los resultados muestran que los contextos socioculturales afectan la enseñanza, el aprendizaje y la construcción de identidades en los jóvenes rurales y que se requieren currículos contextualizados, construidos desde el reconocimiento de los territorios, la comprensión del entorno sociocultural y del trato diferenciado entre las poblaciones, según las condiciones de vulnerabilidad de cada persona, desde una mirada intercultural

The research aims to understand the incidence of sociocultural contexts in the construction of identities in rural youth, through the hermeneutical ethnographic analysis of discourse in students and a teacher in a rural public institution in Cundinamarca Colombia. The study was developed from a qualitative approach, through hermeneutic ethnography with a case study, with the participation of 16 students between the ages of 11 and 15 from sixth to ninth grade of basic secondary education and 1 teacher of the telesecondary educational model. Qualitative information collection tools and techniques were used (the Hopes and Fears protocol, the structured interview, life stories and social cartography). The results show how sociocultural contexts affect teaching, learning and identity construction in rural youth. Contextualized curricula are required, built from the recognition of the territories, the understanding of the sociocultural environment and the differential treatment between populations, according to the vulnerability conditions of each person and from an intercultural perspective

Um conhecimento encarnado e o ensino da psicologia social / An incarnate knowledge and social psychology teaching / Un conocimiento encarnado y la enseñanza de la psicología social

Este artigo tem como objetivo trabalhar com a concepção de "conhecimento encarnado" defendida por Ignácio Martín-Baró, estabelecendo relações entre este conceito e o campo da Psicologia Social. Num primeiro momento, fazemos uma pequena contextualização dos efeitos de uma greve universitária que durou quatro meses, considerando que os principais efeitos que devemos debater são aqueles que estão relacionados às experimentações do espaço educacional, assim como às ressonâncias das narrativas externas ao mundo universitário. Em seguida, mesclamos experiências do cotidiano da universidade com narrativas de diferentes atores sociais sobre a greve e a própria formação, a fim de desenvolver uma teoria analítica das práticas educacionais em Psicologia Social a partir de um diálogo com Ignácio Martín-Baró. Destacamos as três perguntas apresentadas pelo autor para problematizar a história da Psicologia Social: o que nos mantém unidos numa ordem social? O que nos integra à ordem estabelecida? O que nos libera da desordem estabelecida? Entre os diferentes conceitos criados pelo autor, privilegiamos a ideia de conhecimento encarnado, realidade vivida, realidade estudada e ação ideológica.(AU)

This article aims to work with the conception of "incarnate knowledge" defended by Ignácio Martin-Baró establishing relationships between this concept and the field of Social Psychology. At first, we briefly contextualize the effects of a strike in the university environment that lasted four months, considering that the main effects that we should debate are those related to experimentations of the educational space and the resonances of the external narratives in the university world. Then, we blended experiences of the university's quotidian with narratives of different social actors about the strike and the training itself to develop an analytic theory of the educational practices in Social Psychology from a dialog with Ignácio Martin-Baró. We highlight three questions presented by the author to challenge the history of Social Psychology: what holds us together in a social order? What integrates us into the established order? What frees us from the established disorder? Among the different concepts created by the author, we privileged the idea of incarnate knowledge, lived reality, studied reality, and ideological action.(AU)

Este artículo pretende trabajar con la concepción de conocimiento defendida por Ignácio Martín-Baró, estableciendo relaciones entre este conocimiento y el campo de la psicología social. En un primer momento, hacemos una pequeña contextualización de los efectos de una huelga universitaria, que tuvo una duración de cuatro meses, considerando que los principales efectos los cuales debemos debatir son aquellos que están relacionados con las experimentaciones del espacio educacional, así como las resonancias de las narrativas externas al mundo universitario. A continuación, mezclamos experiencias de un cotidiano de la universidad con narrativas de diferentes actores sociales sobre la huelga y la propia formación, con la finalidad de desarrollar una teoría analítica de las prácticas educacionales en la psicología social a partir de un diálogo con Ignácio Martin-Baró. Destacamos las tres preguntas presentadas por el autor para problematizar la historia de la psicología social: ¿Qué nos mantiene unidos en el orden social establecido? ¿Qué nos integra al orden establecido? ¿Qué nos libera del desorden establecido? Entre los diferentes conceptos creados por el autor, privilegiamos la idea de un conocimiento encarnado, realidad vivida, realidad estudiada y acción ideológica.(AU)

Prevalence of hypertension and obesity in patients with type 2 Diabetes Mellitus

Abstract Faced with the increase of type 2 Diabetes mellitus (DM2) and the failure in treatment, questions have been raised about the clinical situation of these patients. The present study analyzes the prevalence of hypertension and obesity in DM2 patients. Data were collected through interviews and anamnesis of 16 participants. After the meetings, in which capillary glycemia and blood pressure were measured, the participants received guidance about glycemic monitoring, blood pressure control and changes in lifestyle. Approximately 75% of the participants were women with average age of 65 years, 87.5% were sedentary, 18.75% smoked and/or used alcoholic beverages and none performed regular blood glucose monitoring. The initial blood glucose average was 148 mg/ dL and finally decreased to 133 mg/dL. There was no significant difference in blood pressure levels. Regarding the body mass index, 89.4% of the patients were above normal standards and 100% had altered waist circumference values. There is a need for studies like this in order to promote educational practices for health and disease control, highlighting the importance of multidisciplinary teams and the pharmaceutical professional, since non-adherence to blood glucose monitoring, also associated with hypertension and obesity, can interfere with the individual's clinical condition.

Improving K-12 Teachers' Acceptance of Open Educational Resources by Open Educational Practices: A Mixed Methods Inquiry.

Teachers in K-12 settings increasingly demand instructional materials beyond textbooks to follow the upward momentum of personalized instruction. Especially during the outbreak of COVID-19, K-12 teachers are forced to quickly adapt to online teaching and thus have more difficulties of delivering personalized instruction in a relatively resource-restraint situation. Open educational resources (OER), allowing teachers to retain, reuse, revise, remix, and redistribute high-quality educational resources at no costs, can be a viable option for teachers. However, the acceptance of OER in K-12 education still remains low. Effective strategies are needed to reinforce teacher intention to adopt OER. This research showcased a two-phase sequential explanatory mixed method inquiry to investigate whether engaging K-12 teachers in open educational practices (OEP)-such as renewable assignments-increased their acceptance of OER. The quantitative phase, referring to the technology acceptance model (TAM), examined the change in factors influencing teachers' acceptance of OER. The qualitative phase was followed up to provide supplementary perspectives of the quantitative findings. By integrating complementary findings, this research found that OEP increased teachers' perceived ease of and self-efficacy towards using OER. Although teachers' intention of implementing OER is not significantly improved, qualitative findings offered additional insights into the benefits of OEP in promoting OER usage and the recommended directions for future effort. Practical implications on improving teachers' acceptance of OER in K-12 curriculum are discussed at the end.

Informal faculty development in health professions education: Identifying opportunities in everyday practice.

INTRODUCTION: Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities. METHODS: This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) (n = 10); teaching team and program leaders (mid-level leaders) (n = 8); and senior (university-level) leaders (n = 2). We analysed data thematically and applied situated cognition theory. RESULTS: We identified three everyday educational practices that provide opportunities for informal FD in the academic setting: (1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals' motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints). CONCLUSION: Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these 'in situ' FD opportunities is vital in fostering a continuous learning culture.

Efficacy of Simulation Using NLN/Jeffries Nursing Education Simulation Framework on Satisfaction and Self-Confidence of Undergraduate Nursing Students in a Middle-Eastern Country.

INTRODUCTION: Utilizing simulation in nursing education is increasingly becoming a popular teaching pedagogy. Simulation provides opportunity to the nursing students to practice the clinical skills through various real life like situational experiences. Simulation improves the clinical decision making skills of the nursing students. OBJECTIVE: A descriptive, cross sectional, correlational study was conducted to evaluate the efficacy of simulation using NLN/Jeffries Nursing Education Simulation Framework on satisfaction and self-confidence of Undergraduate nursing students. METHODS: 370 undergraduate nursing students participated in the study. Educational practices, Simulation design, Student satisfaction and Self-confidence questionnaires were used. RESULTS: Majority of the nursing students perceived agreement on various domains of student satisfaction, self-confidence, educational practices and simulation design used in the curriculum. The students were self-confident to care for similar patients in the clinical area and satisfied with this instructional method. Satisfaction and self-confidence were correlated with educational practices and simulation design. CONCLUSION: Developing simulations using NLN/Jeffries Nursing Education Simulation framework will provide meaningful, engaging, and pedagogically sound experiences for the students. Pre-briefing and de-briefing are meaningful strategies to enhance the learning of students.

Comparação de comportamentos maternos e infantis diferenciados pelo sexo, escolaridade e problemas de comportamento / Comparison of maternal and child behaviors differentiated by sex, education and behavior problems

Este estudo buscou descrever e comparar práticas educativas e comportamentos infantis em crianças diferenciadas por problema de comportamento, escolaridade e sexo. Participaram 155 mães de crianças da rede pública de ensino, em idade pré-escolar ou escolar, de ambos os sexos, que responderam aos instrumentos CBCL, RE-HSE-P. Os dados foram analisados por meio do teste t de Student. O estudo encontrou que meninos e crianças com problemas de comportamento são mais expostas às práticas negativas e as mães se queixam mais frequentemente de seus comportamentos. Por outro lado, as meninas obtiveram maiores médias para habilidades sociais e práticas positivas. Foram encontradas práticas específicas e comportamentos infantis mais frequentes para grupos diferenciados pelo sexo ou pelo diagnóstico de problemas de comportamento, tanto do ensino infantil quanto do fundamental. Análises como essas podem colaborar para o desenvolvimento de estratégias de intervenção para grupos focais.

This study aimed to describe and compare educational practices and child behaviors in children differentiated by behavior problem, education and sex. The participants were 155 mothers of children from the public school system, in preschool and school age, of both sexes, who answered the CBCL, RE-HSE-P instruments. The data were analyzed through test t of Student. The study found that boys and children with behavior problems are more exposed to negative practices and mothers complain more often about their behaviors. In contrast, the girls obtained higher averages for social skills and positive practices. Specific practices and more frequent child behaviors were found for groups differentiated by sex or diagnosis of behavioral problems, both in early childhood education and elementary school. Such analyzes can contribute to the development of intervention strategies for focus groups.