scholarly journals O significado do cuidar humanizado: vivências ensino-aprendizagem dos alunos do curso de licenciatura

2011 ◽  
Vol 2 (4) ◽  
pp. 239-244
Author(s):  
Henriqueta Ilda Verganista Martins Fernandes ◽  
Karla Maria Carneiro Rolim ◽  
Maria Céu Barbieri Figueiredo
Keyword(s):  
Nursing Care ◽  
Teaching And Learning ◽  
Well Being ◽  
Process Of Care ◽  
Usual Model ◽  
First Semester ◽  
School Of Nursing ◽  
Group A ◽  
Group B ◽  
Teaching Learning

Estudo descritivo e qualitativo desenvolvido com dois grupos (A e B) de estudantes do Curso de Licenciatura em Enfermagem (CLE). Grupo A – Universidade de Fortaleza-CE. Grupo B – Escola Superior de Enfermagem do Porto. Pretendemos compreender o significado do aprender a cuidar. A coleta de dados do grupo A (36 sujeitos) ocorreu entre 2002 e 2003 nas aulas teóricas e práticas do 4º semestre na disciplina Enfermagem – Processo de Cuidar da Criança e Adolescente. A coleta do grupo B (34 sujeitos) ocorreu em 2005, no 1.º semestre do 3.º ano no Módulo de Enfermagem Pediátrica, nas aulas teóricas e teórico-práticas. Ao grupo A aplicou-se um formulário com questões abertas e, ao B, a reflexão individual escrita, que contemplaram aspectos como a visão de humanização, a relação enfermeiro-criança-família, o significado do cuidado vivenciado e o papel do docente na humanização do cuidar em enfermagem. Os dados obtidos foram submetidos à análise de conteúdo. O processo analítico revelou que os alunos consideram a humanização como um estado de bem-estar e, ao serem sensibilizados para esse fato durante a formação acadêmica, torna visível o caráter humanístico dos cuidados de enfermagem e que o docente pode fazer do cuidado humano uma prática de vida. Existe necessidade de modificar o modelo habitual do processo de ensinar a cuidar, no qual o aluno coparticipe da edificação do conhecimento.Descritores: Enfermagem, Humanização, Ensino, Aprendizagem, Cuidar.The meaning of humanized care: teaching and learning experiences of students of license courseQualitative and descriptive study developed with two groups (A and B) of students from License Nursing Course (CLE). Group A – University of Fortaleza-CE. Group B – School of Nursing of Porto. We aim to understand the meaning of learning to care. Data collection in group A (36 subjects) occurred between 2002 and 2003 in the classroom and the fourth semester course in Nursing – Process of Care for Children and Adolescents. The collection of group B (34 subjects) occurred in 2005, in the first semester of the third year in Pediatric Nursing Module, in theoretical and theoretical-practical classes. The group A was applied to a form with open questions and, B, individual reflection writing, covering issues such as the vision of humanization, the relationship between nurse-child-family, the meaning of care and the experienced teacher's role in the humanization of nursing care. The data were submitted to content analysis. The analytical process revealed that students consider the humanization as a state of well-being and to be aware during the academic background to this fact makes visible the humanistic nature of nursing care and the teaching of human care can make a practice of life. There is need to modify the usual model of the process of teaching to care, in which the student participates in the co-construction of knowledge.Descriptors: Nursing, Humanization, Teaching, Learning, Caring.El significado de la atención humanizada: la enseñanza y las experiencias de aprendizaje de los estudiantes del curso de licenciatura Estudio descriptivo y cualitativo desarrollado con dos grupos (A y B) de los estudiantes de la Licenciatura en Enfermería (CLE). Grupo A – Universidad de Fortaleza-CE. Grupo B – Escuela de Enfermería de Porto. Nuestro objetivo es entender el significado de aprender a cuidar. La recolección de datos en el grupo A (36 sujetos) se produjo entre 2002 y 2003 en el aula y el curso de cuarto semestre en Enfermería – Proceso de Atención a la Infancia y la Adolescencia. La recogida del grupo B (34 sujetos) se produjo en 2005 en el primer semestre del tercer año en el módulo de enfermería pediátrica, en las clases teóricas y prácticas. A el grupo A se aplicó un formulario con preguntas abiertas y, B, escribir la reflexión individual, que abarca temas tales como la visión de la humanización, la relación entre enfermera-niño-familia, el significado del cuidado y el papel del profesor con experiencia en la humanización de cuidados de enfermería. Los datos fueron sometidos a análisis de contenido. El proceso de análisis reveló que los estudiantes consideran la humanización como un estado de bienestar y tener en cuenta, durante la formación académica a este hecho, hace visible el carácter humanista de los cuidados de enfermería y la enseñanza del cuidado humano puede hacer una práctica de la vida. No hay necesidad de modificar el modelo habitual del proceso de enseñanza a la atención, en la que el estudiante participa en la co-construcción del conocimiento.Descriptores: Enfermería, Humanización, Enseñanza, Aprendizaje, Cuidado.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

Effects of Diaphragmatic Breathing and Systematic Relaxation on Depression, Anxiety, Stress, and Glycemic Control in Type 2 Diabetes Mellitus

2021 ◽  
Author(s):  
Abhishek Yadav ◽  
Rajeev Mohan Kaushik ◽  
Reshma Kaushik
Keyword(s):  
Glycemic Control ◽  
Well Being ◽  
Depression And Anxiety ◽  
Diaphragmatic Breathing ◽  
Group A ◽  
Student’S T ◽  
Group B ◽  
Mental Well Being ◽  
Student’S T Test

Abstract This prospective study assessed the effects of diaphragmatic breathing and systematic relaxation on depression, anxiety, and stress levels, as well as glycemic control, in patients with type 2 diabetes mellitus (T2DM). One hundred patients with T2DM were randomly assigned to two equal groups: Group A patients received conventional treatment for T2DM, and Group B patients received conventional treatment for T2DM plus training in diaphragmatic breathing and systematic relaxation and home practice of these stress-management techniques for 6 months. Stress, depression, and anxiety levels, blood sugar, and glycated hemoglobin (HbA1c) were recorded at baseline and after 6 months of treatment in all patients. Baseline characteristics were compared using the chi-square test and student’s t test. Changes in mental well-being and glycemic status were assessed for their significance in each group using student’s t test and compared between two groups using one-way analysis of covariance (ANCOVA). Baseline levels of the respective change outcome and duration of diabetes were used as covariates in the ANCOVA. A significant decrease was seen in depression, anxiety, and stress scores in Group B, but in Group A only the stress score decreased after 6 months. A significant decline occurred in blood sugar (fasting, 2-hour postprandial, and random) and HbA1c in both groups after 6 months. There was a larger decrease in depression and anxiety scores and HbA1c in Group B than in Group A. The decrease in HbA1c was significantly correlated with the decrease in anxiety and stress scores in both groups and with the depression score in Group A. Thus, the addition of diaphragmatic breathing and systematic relaxation to conventional T2DM treatment appears to have led to improvement in mental well-being and glycemic control in patients with T2DM.

Aesthetic outcome and patient’s quality of life in breast cancer patients undergoing mastectomy with or without immediate reconstruction.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e12587-e12587
Author(s):  
Sidra Afzal ◽  
Asad Parvaiz ◽  
Nida Javed
Keyword(s):  
Breast Cancer ◽  
Cancer Patients ◽  
Well Being ◽  
Mean Difference ◽  
Breast Cancer Patients ◽  
Immediate Reconstruction ◽  
Patient’S Satisfaction ◽  
Group A ◽  
The Mean ◽  
Group B

e12587 Background: : Although post mastectomy Immediate breast reconstruction has shown to improve physical and psychosocial well-being of breast cancer patients, this is not a usual procedure in Pakistan due to limited resources and lack of awareness. The aim of our study is to evaluate patient’s satisfaction/ aesthetic outcomes between the patients undergoing mastectomy alone (Group A) and the ones undergoing mastectomy followed by immediate reconstruction (Group B). Methods: This is a prospective study conducted at Shaukat Khanum Hospital Pakistan comparing aesthetic outcome, patient’s satisfaction and Quality of life between two groups using Breast Q module. All patients undergoing mastectomy with and without reconstruction between April 2017 to July 2019 are included. Sample size of 84 was calculated (42 in each group). Results: The mean Q score of satisfaction with the breast in group B is 82.64 and in group A is 35.82 (P = 0.001). The mean Q score of Psychosocial well-being in group B is 89 vs 44.95 in group A (P = 0.001). The mean Q score of Physical well-being in group B is 98.23 vs 90.41 in group A (P = 0.002). The mean Q score of sexual well-being in group B is 81.93 vs 43 in Group A (P = 0.001). [Mean difference in score of 5-10 - little change, 10-20 - moderate change, > 20 - significant change].The mean difference between two groups in satisfaction with breast , psychosocial well-being and sexual well-being is more than 20 with a statistically significant p-value, while in physical well-being the mean difference is 7.8 which falls in little change group. Conclusions: Our study shows that reconstruction helps breast cancer patients in providing comprehensive care in a manner that they achieve a higher satisfaction with their appearance, psychological and sexual well-being without compromising oncological safety and this should be practiced more in our country. Also patients education about these procedures should be raised to help them fighting against this disease

scholarly journals Gamification as an entrepreneur well-being intervention: A study protocol for a single-blinded randomised controlled trial

2021 ◽  
Author(s):  
Waqar M. Naqvi
Keyword(s):  
Controlled Trial ◽  
Life Quality ◽  
Well Being ◽  
Likert Scale ◽  
Control Group ◽  
Group A ◽  
Measuring Scale ◽  
Group B ◽  
Randomised Controlled

Abstract Entrepreneurs usually work for long hours resulting in exhaustion, stress, and burnout. The prevalent symptoms of burnout are reduced levels of physical and mental energy, reduced job efficiency and diminished productivity. Therefore, it is important to improve the health of entrepreneurs. Gamification has a positive relationship with improvements in health and well-being as it influences positive experiences and satisfaction. This trial aims to study how 30-minutes of virtual reality game use via Kinect Azure and Oculus platforms 3-times per week, for 4 weeks, relates to differences in entrepreneur stress, burnout, subjective life quality, and downstream firm performance. We will recruit entrepreneurs over the age of 18 for the gamification analysis. Analysis of previous power using G*Power will determine the sample size. We will divide the participants into 3 groups, wherein Group A will undergo gamification on the Kinect platform, Group B will undergo the Oculus Quest intervention, and Group C will be the control group. We will conduct the study at two sites, one at the HuMen research. The outcome measures include a five-point Likert scale for measuring entrepreneurial stress, burnout-measuring scale (BMS) for burnout, five-point Likert scale for performance and SF-12 for Quality of life. Since current strains pave ways to future accomplishment, entrepreneurs' eudemonic well-being might particularly relate to forward-looking challenge stressors and burnouts. The results will provide an insight into how gamification could help entrepreneurs to deal with work stress and maintain high well-being.

scholarly journals Efficacy of flipped classroom method in teaching-learning physiology

2021 ◽  
Vol 65 ◽  
pp. 204-209
Author(s):  
Kshitija Umesh Patkar ◽  
Umesh Suresh Patkar ◽  
Vrunda Subhash Kolte
Keyword(s):  
Problem Solving ◽  
Test Score ◽  
Flipped Classroom ◽  
Renal Physiology ◽  
Problem Solving Skills ◽  
Post Test ◽  
Group A ◽  
Didactic Lecture ◽  
Group B ◽  
Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

scholarly journals Can Machine Learning Predict Stress Reduction Based on Wearable Sensors’ Data Following Relaxation at Workplace? A Pilot Study

Processes ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 448
Author(s):  
Alessandro Tonacci ◽  
Alessandro Dellabate ◽  
Andrea Dieni ◽  
Lorenzo Bachi ◽  
Francesco Sansone ◽  
...  
Keyword(s):  
Machine Learning ◽  
Stress Reduction ◽  
Wearable Sensors ◽  
Well Being ◽  
Significant Heterogeneity ◽  
Learning Approaches ◽  
Significant Difference ◽  
Group A ◽  
Group B ◽  
Audio Video

Nowadays, psychological stress represents a burdensome condition affecting an increasing number of subjects, in turn putting into practice several strategies to cope with this issue, including the administration of relaxation protocols, often performed in non-structured environments, like workplaces, and constrained within short times. Here, we performed a quick relaxation protocol based on a short audio and video, and analyzed physiological signals related to the autonomic nervous system (ANS) activity, including electrocardiogram (ECG) and galvanic skin response (GSR). Based on the features extracted, machine learning was applied to discriminate between subjects benefitting from the protocol and those with negative or no effects. Twenty-four healthy volunteers were enrolled for the protocol, equally and randomly divided into Group A, performing an audio-video + video-only relaxation, and Group B, performing an audio-video + audio-only protocol. From the ANS point of view, Group A subjects displayed a significant difference in the heart rate variability-related parameter SDNN across the test phases, whereas both groups displayed a different GSR response, albeit at different levels, with Group A displaying greater differences across phases with respect to Group B. Overall, the majority of the volunteers enrolled self-reported an improvement of their well-being status, according to structured questionnaires. The use of neural networks helped in discriminating those with a positive effect of the relaxation protocol from those with a negative/neutral impact based on basal autonomic features with a 79.2% accuracy. The results obtained demonstrated a significant heterogeneity in autonomic effects of the relaxation, highlighting the importance of maintaining a structured, well-defined protocol to produce significant benefits at the ANS level. Machine learning approaches can be useful to predict the outcome of such protocols, therefore providing subjects less prone to positive responses with personalized advice that could improve the effect of such protocols on self-relaxation perception.

scholarly journals Comparison between subcutaneous ketamine with intramuscular pethidine versus intramuscular pethidine for post-operative analgesia after cesarean section

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
B M E Noureldin ◽  
M M Kamal ◽  
A A A Bedewy ◽  
H M M Sultan
Keyword(s):  
Cesarean Section ◽  
Total Dose ◽  
Pain Control ◽  
Well Being ◽  
University Hospitals ◽  
Common Procedure ◽  
Operative Care ◽  
Group A ◽  
Group B ◽  
The Cost

Abstract Background Cesarean section is one of the most common operations. Women undergoing cesarean delivery should achieve adequate postoperative pain relief because of different factors related to the operation complications as well as maternal and neonatal well-being. Immobility due to inadequate pain control could result in thrombo-embolic events, inappropriate neonatal care and delay in discharge which consequently increase the cost of this common procedure both for patients and health care system. Objective to investigate the efficacy of adding subcutaneous ketamine for postoperative analgesia in cesarean section and comparing it to using intramuscular pethidine only regarding opioid requirements and pain level. Patients and Methods The present study was carried out on two groups of women (each group consists of 25) after undergoing cesarean section under spinal anesthesia in Ain Shams University Hospitals and Helwan University Hospitals. Group A patients were given three doses of subcutaneous ketamine (0.9 mg/kg) at post-operative care unit (PACU), 12 and 24 hours after the operation with intramuscular pethidine (50mg) given when patients’ numerical pain score exceeded 5. Group B patients were given three doses of placebo at same intervals as group A and were given intramuscular pethidine (50mg) when NRS score exceeded 5. Results There was significant decrease in pain scores between two groups PACU, 12 and 24 hours postoperative with no significant change in the rest of the study. There was highly significant increase in the time to first pethidine demand in group A than B. There was highly significant decrease in total dose of pethidine given (in group A than in B. Conclusion Subcutaneous ketamine with a dose of (0.9mg/kg) can be used in reducing pain in postoperative period after CS with minimal side effects. The addition of SC ketamine to the pethidine appear to cause more pain control and decrease the total dose of pethidine given in post-operative period.

scholarly journals Comparative study of knowledge about oral cancer among undergraduate dental students

2016 ◽  
Vol 14 (3) ◽  
pp. 338-345
Author(s):  
Samara Ribeiro da Silva ◽  
Yara Juliano ◽  
Neil Ferreira Novo ◽  
Ilan Weinfeld
Keyword(s):  
Risk Factors ◽  
Oral Cancer ◽  
Undergraduate Students ◽  
Dental Students ◽  
Clinical Aspects ◽  
Significance Level ◽  
First Semester ◽  
Group A ◽  
Group B ◽  
Self Examination

ABSTRACT Objective: To evaluate and compare the knowledge of dental undergraduate students about oral cancer. Methods: The students were divided into two groups according to semester attended in the undergraduate course: Group A, the first semester; and Group B, seventh semester. They were asked to answer a questionnaire about epidemiology, risk factors, clinical aspects, therapeutic solutions and oral self-examination. For statistical analysis, the Fisher's exact test, the Cochran's G test and Kendall's concordance test were used, with significance level set at 0.05. Results: Regarding the prevalent sex, only 8.0% of Group A and 56.0% of Group B judged males as the frequent affected by the disease (p=0.0006). In terms of age, 84.0% of the Group B and 44.0% of the Group A estimated that most cases were diagnosed over 40 years (p=0.0072). Smoking was identified as the major risk factor for 64.0% and 91.6% of Groups A and B, respectively (p=0.0110). On issues related to sex, ethnicity, age, risk factors, self-examination, treatment, professional responsible for treatment and profile of an individual with the disease, the seventh-semester showed significantly higher correct answer percentages than first-semester undergraduates. Conclusion: There was significant correlation between the right and wrong answers given by first and seventh semester students, making necessary a specific approach directed to their lack of knowledge.

scholarly journals Effects of Different Exercise Interventions on Quality of Life in Breast Cancer Patients: A Randomized Controlled Trial

2019 ◽  
Vol 18 ◽  
pp. 153473541988059
Author(s):  
Tetiana Odynets ◽  
Yuriy Briskin ◽  
Valentina Todorova
Keyword(s):  
Breast Cancer ◽  
Quality Of Life ◽  
Cancer Patients ◽  
Well Being ◽  
Breast Cancer Patients ◽  
Exercise Interventions ◽  
Water Exercise ◽  
Group A ◽  
Group B

Purpose: The aim of the present study was to evaluate the effects of different exercise interventions on quality of life parameters in breast cancer patients during 1 year of outpatient rehabilitation. Material and Methods: A total of 115 breast cancer patients met the eligibility criteria and completed the study. Participants were randomly allocated for the water exercise interventions (group A, n = 45), for the Pilates exercise interventions (group B, n = 40), and yoga exercise interventions (group C, n = 30). The 3 groups attended relevant programs for 1 year and received 144 rehabilitation sessions. Quality of life parameters were assessed using the Functional Assessment of Cancer Therapy questionnaire with a specific module for breast cancer patients (FACT-B). Quality of life data were recorded at baseline and after 6 and 12 months of exercise interventions. Results: A significant increase in quality of life indicators was observed in participants of all groups. Based on the results of the 12-month monitoring, patients of group A scored significantly more points for emotional well-being compared with group B and group C by 1.40 points ( P < .05) and 1.69 points ( P < .01), respectively, as well as by breast cancer subscale by 2.15 points ( P < .05) compared with group B. Patients in group C scored significantly better compared with group A in social/family well-being by 2.80 points ( P < .01). Conclusions: It was found that using water exercise intervention is more effective for improving emotional well-being and decreasing negative symptoms associated with breast cancer treatment compared with Pilates and yoga interventions, while yoga was more effective in improving social/family well-being. Further research on water interventions for different populations is warranted.

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

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