Multifaceted support for quality of life in childhood cancer survivors: Questionnaire survey.

BACKGROUND: Along with improvements in curative treatment for childhood cancer, childhood cancer survivors (CCSs) often face numerous problems such as late complications of cancer treatment, social issues at school, struggles in employment, and financial difficulties. These children have received a wide range of support from the medical, educational, and administrative sectors. However, it was unclear how this multifaceted support contributed to quality of life (QOL) of CCSs in Japan. METHODS: The subjects were 46 CCSs of 16 years of age or older at the time of the survey, who had been diagnosed and treated for pediatric cancer. A self-administered questionnaire survey was conducted to investigate the in-hospital status during treatment, adjustment when returning to school, and administrative social support. The QOL of CCSs was also evaluated by the Medical Outcome Study 36-Item Short-Form Health Survey. RESULTS: Twenty-four CCSs answered the questions. The respondents who had experienced school-life problems tended to have lower role/social QOL scores (p = 0.046), whereas the CCSs who had experienced administrative counseling tended to have lower physical QOL scores (p = 0.036). The mental QOL scores tended to be higher in respondents who were informed of the exact diagnosis of cancer during hospitalization. The role/social QOL scores tended to be lower in respondents who advanced to their preferred career path. CONCLUSIONS: It is essential for three stakeholders-health-care providers, education offices, and public administrative agencies-to collaborate to share long-term psychosocial issues or concerns related to employment or daily living that CCSs may encounter, and to establish a coordinated approach to support CCSs.

Exploring the Possible Use of AI Chatbots in Public Health Education: Feasibility Study.

BACKGROUND: Artificial intelligence (AI) is a rapidly developing field with the potential to transform various aspects of health care and public health, including medical training. During the "Hygiene and Public Health" course for fifth-year medical students, a practical training session was conducted on vaccination using AI chatbots as an educational supportive tool. Before receiving specific training on vaccination, the students were given a web-based test extracted from the Italian National Medical Residency Test. After completing the test, a critical correction of each question was performed assisted by AI chatbots. OBJECTIVE: The main aim of this study was to identify whether AI chatbots can be considered educational support tools for training in public health. The secondary objective was to assess the performance of different AI chatbots on complex multiple-choice medical questions in the Italian language. METHODS: A test composed of 15 multiple-choice questions on vaccination was extracted from the Italian National Medical Residency Test using targeted keywords and administered to medical students via Google Forms and to different AI chatbot models (Bing Chat, ChatGPT, Chatsonic, Google Bard, and YouChat). The correction of the test was conducted in the classroom, focusing on the critical evaluation of the explanations provided by the chatbot. A Mann-Whitney U test was conducted to compare the performances of medical students and AI chatbots. Student feedback was collected anonymously at the end of the training experience. RESULTS: In total, 36 medical students and 5 AI chatbot models completed the test. The students achieved an average score of 8.22 (SD 2.65) out of 15, while the AI chatbots scored an average of 12.22 (SD 2.77). The results indicated a statistically significant difference in performance between the 2 groups (U=49.5, P<.001), with a large effect size (r=0.69). When divided by question type (direct, scenario-based, and negative), significant differences were observed in direct (P<.001) and scenario-based (P<.001) questions, but not in negative questions (P=.48). The students reported a high level of satisfaction (7.9/10) with the educational experience, expressing a strong desire to repeat the experience (7.6/10). CONCLUSIONS: This study demonstrated the efficacy of AI chatbots in answering complex medical questions related to vaccination and providing valuable educational support. Their performance significantly surpassed that of medical students in direct and scenario-based questions. The responsible and critical use of AI chatbots can enhance medical education, making it an essential aspect to integrate into the educational system.

Effects of goal orientation on online learning: A meta-analysis of differences in Korea and US.

This meta-analysis examines the correlation between goal orientation and related variables in online learning to examine the influence of individual goal orientation on online learning as well as the differences arising from diverse cultural backgrounds. The study analyzed 27 papers from 2000 to 2022, comprising 8 US and 19 Korean studies. The average effect size of goal orientation and related variables, such as learning satisfaction, self-efficacy, and task value, were also analyzed. In addition, moderating effect according to the country and type of goal orientation was examined to evaluate differences arising from cultures. It was found that learning immersion, learning participation, and intention to continue learning, showed a high average effect size with goal orientation, with the other related variables also demonstrating a significant average effect size. There was no moderating effect of the state in the relationship between goal orientation and academic achievement, although a moderating effect existed according to the type of goal orientation. Based on the results of this study, we analyzed the variables that can reinforce learning along with goal orientation in online learning situations. Therefore, our findings will help formulate various educational support directions that can lead students to successfully gain knowledge through online learning, which has been growing expeditiously in the wake of the COVID-19 pandemic.

Distress of Educators Teaching Nursing Students with Potential Learning Disabilities: A Qualitative Analysis.

Clinical training at Japanese nursing universities has an increasing need for individualized learning support for students with potential learning disabilities. Despite a high interest in student support, educators' difficulties are neglected. This study clarified the difficulties encountered by practical training instructors in delivering clinical training to nursing students with potential learning disabilities. In this descriptive, qualitative study, online focus group interviews were conducted. Participants were nine Japanese nursing university graduates with over five years of clinical education experience. A total of five categories were extracted: searching for measures tailored to students in a short period of time during training; resistance to individualized responses that significantly differ from traditional Japanese collectivist education; conflict over support being perceived as favoring a particular student; hesitation to identify students' limits; and barriers in the process of supporting difficulties due to the nature of learning disabilities. Practical training instructors experience difficulties and hesitation when teaching students with potential learning disabilities. The practical training instructors need support and educational opportunities as well as students who need help. To overcome these difficulties, university educational staff, as well as students and families, must be educated on the existence and value of support tailored to the characteristics of an individual's learning disability.

HPV Infection and Vaccination: A Question and Answer Guide for School Nurses.

School nurses frequently interact with school-age children and their parents/guardians regarding vaccinations. As a trusted source of information, the school nurse is in a unique position to share vaccine information with parents/guardians and school-age children that may dispel myths and, consequently, improve vaccination rates. Nevertheless, some parents/guardians are still reluctant to vaccinate their school-age children against Human Papilloma Virus (HPV) for a variety of reasons. Common barriers to HPV vaccination include a lack of understanding of the vaccine's purpose, concerns regarding the vaccine's safety, and insufficient recommendation from healthcare workers. However, school nurses have many duties in addition to ensuring vaccine compliance. School nurses may have difficulty remaining up-to-date on evidence-based answers to parents'/guardians' questions about HPV vaccine. Therefore, the purpose of this article is to provide school nurses with a quick reference question and answer guide to parents'/guardians' common HPV-related vaccination questions.

Child oral health and preventive dental service access among children with intellectual disabilities, autism and other educational additional support needs: A population-based record linkage cohort study.

OBJECTIVE: Inequalities in child oral health are a global challenge and the intersection of socioeconomic factors with educational additional support needs (ASN), including children with intellectual disabilities or autism, have thus far received limited attention in relatively small clinical studies. We aimed to address this evidence gap by investigating oral health and access to preventive dental services among children with ASN compared to the general child population. METHODS: Cohort study linking data from six Scotland-wide health and education databases compared: dental caries experience and tooth extraction via general anaesthetic; receipt of school-based dental inspection; access to primary care and hospital dental services; and access to the Childsmile national oral health improvement programme between children with a range of ASN (intellectual disabilities, autism, social and other) and their peers for the school years 2016/17-2018/19 (n = 166 781). RESULTS: Children with any ASN had higher rates of caries experience than those with no ASN, however, after adjustment for socioeconomic deprivation, sex, year, and school type only those with a social or other ASN remained at increased risk. Rates of tooth extraction under general anaesthesia in hospital were higher among children with intellectual disabilities (aRR = 1.67;95% CI = [1.16-2.37]). School-based dental inspection access improved for children with intellectual disability and/or autism from 2016/17 onwards, although higher rates of child refusal on the day were observed in these groups (no ASN refusal: 5.4%; intellectual disability: 35.8%; autism: 40.3%). Children with any ASN were less likely to attend primary dental-care regularly, and in those who attended, children with intellectual disability or autism were less likely than their peers to receive prevention (fluoride varnish, oral-hygiene instruction, or dietary advice). Childsmile nursery-supervised toothbrushing programme access among children with any ASN was similar to children with no ASN and children with intellectual disability (aRR = 1.27;95% CI = [1.12-1.45]) or autism (aRR = 1.32;95% CI = [1.19-1.45]) were more likely to receive support from Childsmile dental health support worker. CONCLUSIONS: We have identified inequalities in oral health and dental care for children with different ASN in Scotland with both a greater burden of disease among some groups and higher complexity of care; compounded by reduced and variable access to preventive dental services. Further efforts are needed to develop and improve preventive care pathways for children with ASN and integrate oral health to wider healthcare systems for these children to mitigate against oral health inequalities.

Supporting a Tsonga learner living with Bardet-Biedl syndrome, a rare complex disability.

Background: Bardet-Biedl syndrome (BBS) is a rare, systemic, hereditary disorder characterised by obesity, polydactyly, visual and auditory impairment, and cognitive disability. Providing quality education in appropriate schools for children who present with such complex chronic conditions is challenging. Objectives: This study explored the dimensions of psycho-educational support needs for a child with BBS in South Africa to contribute to the improvement of early detection and holistic interventions. Method: A descriptive in-depth qualitative case study of Gezani, an adolescent Tsonga boy diagnosed with BBS, was undertaken. Semi-structured interviews were conducted with his parents and teachers to ascertain the boy's psycho-educational support needs. Medical reports provided information on the complexities and prognosis of the syndrome. Observations in the classroom corroborated the learner's symptoms and behaviours. Results: Thematic content analysis revealed the key areas of support needs. Gezani's cognitive disability required a modified, slow-paced curriculum. His visual impairment required mobility orientation training and learning Braille. His emotional needs were supported with psychotherapy to maintain a sense of well-being. Medical monitoring was recommended with interventions for walking and managing his diet and weight. Speech therapy supported his communication skills. Conclusion: Learners with multiple disabilities require carefully planned, individualised psycho-educational support programmes addressing their unique needs and delays with targeted remedial interventions in appropriate special needs schools. Contribution: This study informs educators about BBS and provides multi-faceted, holistic support. The Department of Basic Education could bring special schools and national policies in tighter alignment for learners presenting with complex disabilities.

Organization of educational support for an inclusive school from the perspective of specialist teachers

La organización del apoyo educativo en las escuelas guarda una estrecha relación con el grado de inclusión que se persigue en la praxis educativa. El modelo inclusivo de apoyo depende de cómo este se conciba en los centros, lo que repercutirá directamente en cómo el profesorado especialista (profesor de Pedagogía Terapéutica –Pt– y de Audición y Lenguaje –Al–) ejerza su rol. El objetivo general de este estudio fue analizar la organización de los apoyos en centros de educación primaria y secundaria desde la percepción del profesorado especialista. Se llevó a cabo una investigación descriptiva, no experimental de carácter mixto. Se utilizó un cuestionario con preguntas abiertas y cerradas que cumplimentaron 23 docentes. Los resultados destacaron la utilización de espacios diferenciados del aula ordinaria, donde a menudo las acciones del docente de apoyo no se encontraron en consonancia con las dinámicas generales que realizaba el profesorado regular. Se concluye que la coordinación y la responsabilidad entre los docentes de apoyo y del aula regular no eran, generalmente, repartidas de manera colaborativa. El estudio destacó una organización del apoyo anclada en el modelo del déficit, cuyos principios correctivos y compensatorios no permitían extender el apoyo al conjunto de las aulas ordinarias y ser más inclusivos. (AU)

The organization of educational support in schools is closely related to the degree of inclusion pursued in educational practice. The inclusive model of support depends on how it is conceived at the centres. This will have a direct impact on how the specialist teachers (Therapeutic Pedagogy Teacher –Pt– and Hearing and Language Teacher –Al–) perform their roles. The general objective of this study was to analyse the organization of support education in primary and secondary schools as perceived by specialist teachers. Descriptive, non-experimental mixed research was carried out. A questionnaire was used with open and closed questions completed by 23 teachers. The results highlighted the use of spaces differentiated from the mainstream classroom, where the actions of the support teacher were often not in line with the general dy-namics carried out by the mainstream teachers. It was concluded that coordination and responsibility between support teachers and mainstream classroom teachers were not generally shared in a collaborative manner. The study highlighted an organization of support based on the deficit model, whose corrective and compensatory principles did not allow support to be extended to all regular classrooms and to be more inclusive. (AU)

Mindfulness to Manage Moral Injury: Rationale and development of a live online 7-week group intervention for veterans with moral injury.

Background: Military service puts service members at risk for moral injury. Moral injury is an array of symptoms (e.g., guilt, shame, anger) that develop from events that violate or transgress one's moral code. Objective: We describe adaption of in-person mindfulness training program, Mindfulness to Manage Chronic Pain (MMCP), to address symptoms of moral injury to be delivered live via the web. We discuss how we will assess benchmarks (i.e., recruitment, credibility and acceptability, completion rates, and adherence) of the Mindfulness to Manage Moral Injury (MMMI) program. Methods: Aim 1: To develop and then adapt the MMCP program based on feedback from experts and veterans who took part in Study 1. Aim 2: To develop an equally intensive facilitator-led online Educational Support (ES) program to serve as a comparison intervention and conduct a run-through of each program with 20 veterans (10 MMMI; 10 ES). Aim 3: To conduct a small-scale randomized controlled trial (N = 42 veterans; 21 MMMI; 21 ES) in which we will collect pre-post-test and weekly benchmark data for both refined intervention arms. Results: Study 1 and 2 are completed. Data collection for Study 3 will be completed in 2022. Conclusion: MMMI is designed to provide a live facilitated mindfulness program to address symptoms of moral injury. If Study 3 demonstrates good benchmarks, with additional large-scale testing, MMMI may be a promising treatment that can reach veterans who may not seek traditional VAMC care and/or who prefer a web-based program.

Psychological and educational support for cancer patients who return to work: A scoping review.

BACKGROUND: Many patients with cancer experience challenges when they return to work (RTW) following cancer diagnosis and treatment. Psycho-educational support is important to facilitate the RTW process. OBJECTIVE: This scoping review examined published reports on psycho-educational support for patients with cancer who RTW. METHODS: We followed the preferred reported items for systematic reviews and meta-analyses statement and the framework of Arksey and O'Malley. We searched the Cochrane Central Register of Controlled Trials database, PubMed, CINAHL (EBSCO), and ICHUSHI and performed manual searches. RESULTS: We retrieved 1,586 articles and retained 48 for analysis (published January 2000 to December 2020). Physicians, occupational physicians, nurses, social workers, and psychologists provide considerable support in hospitals. Delivery modes included individual, face-to-face, and workbook. Psychological support included emotional, stress coping, counseling, and knowledge. Educational support included information or advice provision, communication skills, problem discussion, and work planning. Employment status was typically the primary outcome. We included 50 measurement scales across quality of life, cognitive functioning and illness, self-efficacy, psychological distress, and fatigue. CONCLUSION: This review elucidated psycho-educational support for patients with cancer who RTW, and measurement tools for related effects. Based on the characteristics of the psycho-educational support revealed in this study, future studies should examine the development, intervention, and implementation of support programs for patients' RTW.

Defining Terms Used for Animals Working in Support Roles for People with Support Needs.

The nomenclature used to describe animals working in roles supporting people can be confusing. The same term may be used to describe different roles, or two terms may mean the same thing. This confusion is evident among researchers, practitioners, and end users. Because certain animal roles are provided with legal protections and/or government-funding support in some jurisdictions, it is necessary to clearly define the existing terms to avoid confusion. The aim of this paper is to provide operationalized definitions for nine terms, which would be useful in many world regions: "assistance animal", "companion animal", "educational/school support animal", "emotional support animal", "facility animal", "service animal", "skilled companion animal", "therapy animal", and "visiting/visitation animal". At the International Society for Anthrozoology (ISAZ) conferences in 2018 and 2020, over 100 delegates participated in workshops to define these terms, many of whom co-authored this paper. Through an iterative process, we have defined the nine terms and explained how they differ from each other. We recommend phasing out two terms (i.e., "skilled companion animal" and "service animal") due to overlap with other terms that could potentially exacerbate confusion. The implications for several regions of the world are discussed.

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

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

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

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

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

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

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

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

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

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

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

[Specialised educator and socio-cultural animator in a cancer centre]. / Éducateur spécialisé et animateur socioculturel en centre de lutte contre le cancer.

The multidisciplinary teams dedicated to adolescents and young adults in cancer centres include professionals from special education or socio-cultural activities. These two professions are often unknown in the hospital environment. The educational approach implemented and the support offered by these professionals differ in their objectives, but have the common goal of improving the patient's well-being.

Care management in a French cohort with Down syndrome from the AnDDI-Rares/CNSA study.

Down syndrome (DS) is a genetic neurodevelopmental disorder. In individuals with DS, a multidisciplinary approach to care is required to prevent multiple medical complications. The aim of this study was to describe the rehabilitation, medical care, and educational and social support provided to school-aged French DS patients with varying neuropsychological profiles. A mixed study was conducted. Quantitative data were obtained from a French multicentre study that included patients aged 4-20 years with diverse genetic syndromes. Qualitative data were collected by semi-structured face-to-face interviews and focus groups. Ninety-five DS subjects with a mean age of 10.9 years were included. Sixty-six per cent had a moderate intellectual disability (ID) and 18.9% had a severe ID. Medical supervision was generally multidisciplinary but access to medical specialists was often difficult. In terms of education, 94% of children under the age of six were in typical classes. After the age of 15, 75% were in medico-social institutions. Analysis of multidisciplinary rehabilitation conducted in the public and private sectors revealed failure to access physiotherapy, psychomotor therapy and occupational therapy, but not speech therapy. The main barrier encountered by patients was the difficulty accessing appropriate facilities due to a lack of space and long waiting lists. In conclusion, children and adolescents with DS generally received appropriate care. Though the management of children with DS has been improved considerably, access to health facilities remains inadequate.

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

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

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

Newly Diagnosed Patients with Inflammatory Bowel Disease: The Relationship Between Perceived Psychological Support, Health-Related Quality of Life, and Disease Activity.

Background: Newly diagnosed patients with inflammatory bowel disease (IBD) encounter many physical, mental, and social uncertainties. In other chronic diseases, patients having access to disease-specific information and psychological support adhere better to medical regimens. Currently, there is a paucity of data on how newly diagnosed patients with IBD interact with their medical providers. Methods: Patients diagnosed with IBD within 5 years completed a series of questionnaires related to heath-related quality of life (HRQoL), disease activity, health education resources, medical provider relationship, and psychological support. Results: A total of 89 patients were included in the study. IBD activity correlated with disease-specific quality of life (r=-0.69, p<0.0001). Patient satisfaction with gastroenterologist interaction correlated with HRQoL (r=0.33, p=0.04) and disease activity for Crohn's disease (CD) patients (Harvey Bradshaw Index, r=-0.52, p<0.001). Eleven percent of recently diagnosed patients reported receiving educational or psychological support as part of their treatment program, whereas 42% of patients believed that they would benefit from having these types of support incorporated in their treatment protocol. Discussion: In patients with newly diagnosed CD, the patients' perceived relationship with their medical provider was closely related to both HRQoL and disease activity. More attention to education, support, and the doctor-patient relationship at diagnosis could result in better patient outcomes.

Dataset on the effect of perceived educational support on entrepreneurial intention among Vietnamese students.

This article illustrates the dataset that explores the effects of perceived educational supports on entrepreneurial self-efficacy, attitude towards entrepreneurship, subjective norms, perceived behavioral control and entrepreneurial intention. The scales from previous studies were adopted to develop the questionnaires using the five-Likert scale. 2218 fulfilled responses were included in the sample, which recruited from fourteen universities in Vietnam with the similar index. Also, a quantitative method was utilized to examine the dataset. Cronbach's alpha was used to test the reliability of each construct, then explore factory analysis was employed to estimate factor loadings of each observed variables and the validity and discrimination of variables was tested through confirmatory factor analysis. Then, the structural equation modelling was used to estimate the effects of perceived educational support on entrepreneurial intention as well as the other paths.