Diferentes actitudes hacia la sexualidad entre estudiantes de Enfermería de primero y cuarto curso

Objective: To evaluate whether attitudes towards sexuality acquired by students during a Spanish nursing degree are sufficient for their performance in professional practice. Methods: This is a descriptive, cross-sectional, and quantitative study based on a self-completion survey composed of standardized scales that compare sexual attitudes among 101 first-year students with 86 fourth-year students. The 187 nursing students, 24 men and 163 women were between 18 and 60 years old (Mage=21.21, SD=5.48). The evaluative instrument was an anonymous questionnaire that consisted of sociodemographic questions and two standardized scales: Attitudes Towards Sexuality Scale (ATSS-28) and Double Standard Scale (DSS). Results: Comparison between cohorts using the Mann-Whitney U test proved to be close to being significant in the ATSS, U=3625.50, z=-1.95, p=.052 and significant in DSS, U=3560.50, z=-2.13, p=.034. These findings indicate that fourth-year students have more positive attitudes towards sexuality and less rigid adherence to gender roles. In addition, a medium negative correlation, rs=-.307, p=.001, between ATSS and DSS was obtained, showing a positive association between attitudes and less adherence to gender roles. These results suggest that nursing degree training had a positive impact on sexual attitudes. Conclusion: Healthcare professionals are centrally involved in the care of patients and families. Nurses’ attitudes towards sexuality are important in terms of patient comfort and the accessibility and acceptability of care. Implementation of training in sexuality has a positive effect on nursing care and favours the establishment of global health strategies. Objetivo: Evaluar si las actitudes hacia la sexualidad adquiridas por los alumnos durante el Grado en Enfermería son suficientes para su desempeño profesional.Métodos: Se trata de un estudio descriptivo y transversal basado en una encuesta compuesta por escalas estandarizadas que comparó las predisposiciones sexuales entre 101 alumnos de primer curso con 86 de cuarto. Los 187 estudiantes de enfermería, 24 hombres y 163 mujeres tenían entre 18 y 60 años (Medad=21.21, DT=5.48). El instrumento utilizado para su evaluación fue un cuestionario anónimo que estaba constituido por preguntas sociodemográficas y las dos siguientes escalas, la Escala de Actitudes hacia la Sexualidad (ATSS-28) y la Escala de Doble Estándar (DSS). Resultados: Los resultados obtenidos estuvieron cera de ser significativos por curso en la ATSS, U=3625.50, z=-1.95, p=.052 y significativos en la DSS, U=3560.50, z=-2.13, p=.034. Estos hallazgos indicaron que los alumnos de cuarto tuvieron actitudes más positivas hacia la sexualidad y una menor adherencia a los roles de género. Además, se obtuvo una correlación negativa moderada, rs=-. 307, p=.001, entre la ATSS y la DSS que mostraba asociación entre las actitudes positivas y la menor adhesión a roles de género. Estos resultados sugieren que la formación enfermera tuvo un impacto positivo en sus actitudes.Conclusión: La enfermería está involucrada de manera central en el cuidado de los pacientes y sus familias. Sus actitudes hacia la sexualidad son importantes en términos de comodidad del paciente, accesibilidad y aceptabilidad de su atención.

A Behavioral Economic Analysis of Carbon-Neutral Energy Purchasing

In the described experiments, we probe the ability of a novel operant demand decision making task to detect differences in community-scale “green” consumerism following introduction of choice architectural environmental manipulations. In both experiments, participants are asked to make decisions regarding their enrollment in an environmentally friendly home-energy supply at prices unique to their household experience. In Experiment 1, we assess task baseline performance by examining consistency within generated demand metrics, relation of metrics to existing measures of ecological concern, and metric predictive ability as it pertains to eco-friendly action. Results suggest adequate internal performance and conceptual divergence from existing measures. In Experiment 2, we test the performance of the task as a framework for evaluating scalable choice architectural intervention. In this case, participants indicate their willingness to enroll or remain enrolled, pending an opt-in or opt-out arrangement. Results suggest task sensitivity sufficient to detect group differences in demand: Our opt-out arrangements (i.e., default enrollment) produced significantly greater clean energy purchasing. Overall findings infer viability of our novel task for use as an evaluative instrument in prospective community intervention.

COUNTER-CLAIMING FOR A CRIME NARRATIVE: AN EVALUATION OF THE DEFENDANT’S PLEA AT THE CORRUPTION CRIMINAL COURT

In a criminal trial, the plea of the accused is arguably a very important appraising discourse tool functioning mainly to counter the crime narrative made by public prosecutors in their indictment and closing statement. As an appraisal instrument, the plea represents the stance of the accused with regards to the facts of the case as well as the legal aspects of the alleged crime. In this regards, the plea may serve both argumentative and persuasive functions and may shape, to some extent, the understanding and the consideration of the judges who decide on the case. The study, which is qualitative in nature, uses Martin and White’s appraisal theory (Martin and White, 2005) to investigate evaluation strategies employed by an accused of a corruption case in his plea. Evaluation strategies are defined here as strategies in discourse used to counter the crime narrative by employing relevant evaluative resources. The result of the analysis shows that the accused strategically uses the three main discourse semantics resources, i.e. engagement, attitude, and graduation. The contractive options of engagement (deny, counter, and pronounce) are used to counter aspects of the crime narrative, while judgment of propriety (social sanction) and capacity (social esteem) of the attitude component are employed mainly to evaluate aspects of the crime narrative negatively and aspects of the counter narrative positively. Furthermore, amplification and quantification options of the graduation component are used to strengthen the degree of evaluation. It can be concluded that the narrative of plea is arguably an important evaluative instrument which, strategically and professionally constructed, may help the accused convince the judges of his/her innocence.

Uma aplicação da Teoria da Resposta ao Item na avaliação do ENADE do curso de Administração

Traditionally considering gross or standardized scores as the result of an individual's assessment or selection is a common fact. However, the results obtained depend on the items or questions that compose the evaluation instruments. Model applications that provide a better interpretability of the evaluative instrument, the Item Response Theory (IRT) allows to measure the latent trait of individuals, that is, characteristics that cannot be directly observed. The National Assessment of Student Achievement (ENADE) aims to assess the performance of undergraduate students in relation to syllabus, their skills and competences. Its results provide important data in the educational field, building references that allow the definition of actions aimed at improving the quality of undergraduate courses. This article presents an analysis of the 2009 ENADE test that was answered by 231.531 new and graduating students of the Business Administration course of several institutions in the country through the IRT. It was possible to verify the feasibility of using the IRT as an instrument to measure ENADE items, as well as the occurrence of a latent trait gain between incoming and graduating students, showing that the graduates at the end of the academic period had average latent trait superior to newcomers and somehow built up academic skills.

Curriculum Design and Teacher Educators’ Digital Competence: Promoting Learner-Centered Teaching Approach in Higher Institutions of Learning

The study was set out to establish how curriculum design influences teacher educators’ digital competence at Makerere University. It was hypothesized that, curriculum design influences teacher-educators’ digital competence. A case study design was employed taking a quantitative approach. Participants were teacher trainers from School of Education and data were collected using a self-administered questionnaire. Data were analyzed using Pearson Product moment Correlation coefficient. Results indicated that, curriculum design and development has got a significant positive influence to teacher educators’ technology knowledge and skills. It was concluded that; any curriculum that does not include technology knowledge and skills is not aimed at addressing the needs of the 21st century learners, whom we refer to as digital natives and therefore all institutions must take ICT integration as a fundamental component of today’s teaching and learning. And it was recommended that; The School of Education should develop an evaluative instrument to regularly assess the extent to teacher trainers in all departments implement technology knowledge and skills in teaching and learning process.

ELABORACIÓN Y VALIDACIÓN DE UN INSTRUMENTO EVALUATIVO PARA MONITOREAR LA ADQUISICIÓN DE COMPETENCIAS BLANDAS EN ESTUDIANTES DE PREGRADO

El propósito de esta investigación, es mostrar la elaboración y validación por contenido en base al juicio de expertos en el tema, de un instrumento evaluativo basado en competencias blandas o transversales que permitan monitorear la adquisición de estas habilidades en educadores de párvulos, las cuales son consideradas en la actualidad por la literatura tanto nacional como internacional, imprescindibles en su formación, por su complementación con las llamadas competencias duras o genéricas. Un buen educador no solo debe reunir requisitos de tipo intelectual, sino también sociales, emocionales y personales, lo que en el ámbito educativo tiene como consecuencia cambios de dirección y orientación hacia competencias más afectivas. En el caso del alumnado de edades más pequeñas, como son los de Educacion Parvularia o Primera Infancia, los futuros docentes tendrán un papel crucial en el desarrollo de estas habilidades blandas o transversales, como por ejemplo, en la autorregulación cognitiva y emocional. Además, esas competencias sociales y emocionales que se activen a esas edades tan tempranas, jugaran un papel fundamental en el posterior desarrollo del infante.Palabras clave: Competencias Blandas. Educación Parvularia. Instrumento Evaluativo. Educación Superior.Desenvolvimento a Validação de um Instrumento de Avaliação para Monitorar a Aquisição de Soft Skills em Estudantes de GraduaçãoResumoO objetivo desta pesquisa é mostrar a elaboração e validação por conteúdo com base na opinião de especialistas no assunto, de um instrumento de avaliação baseado em competências transversais ou flexíveis que permitam monitorar a aquisição dessas habilidades em educadores de infância, atualmente consideradas pela literatura nacional e internacional, essenciais em sua formação, para complementação com as chamadas habilidades duras ou genéricas.Um bom professor deve não apenas atender aos requisitos intelectuais, mas também sociais, emocionais e pessoais, o que no campo educacional resulta em mudanças de direção e orientação para habilidades mais afetivas. No caso de estudantes de idades menores, como os de Educação Infantil ou Primeira Infância, futuros professores terão um papel crucial no desenvolvimento dessas habilidades suaves ou transversais como, por exemplo, na auto-regulação cognitiva e emocional. Além disso, as competências sociais e emocionais ativadas nessas idades iniciais terão um papel fundamental no desenvolvimento subsequente desenvolvimento infantil.Palavras-chave: Soft Competencies. Educação Infantil. Instrumento Avaliativo. Educação Superior.Elaboration and Validation of an evaluation instrument to monitor the acquisition of soft skills in undergraduate studentsAbstractThe purpose of this research is to show the elaboration, and validation by content based on the judgment of experts in the topic of an evaluative instrument based on soft skill or transversal competences that allow monitoring the acquisition of the abilities in nursery education, which are currently considered by both national and international literature, essential for the complementation with the so-called hard or generic skills. A good teacher must not only meet intellectual, but also social, emotional and personal requirements, what in the educational field has as a consequence changes of direction and orientation towards more affective competences. In the case of students of smaller ages, such as those of nursery education o early childhood, future teachers will have a crucial role in the development of these soft or transversal skills, such as cognitive and emotional self-regulation. In addition, those social and emotional skills that are activated at these early ages, it will play a fundamental role in the further development of the infant.Keywords: Soft Skills. Nursery Education. Evaluation Instrumen. Higher Education.

ELABORACIÓN Y VALIDACIÓN DE UN INSTRUMENTO EVALUATIVO PARA MONITOREAR LA ADQUISICIÓN DE COMPETENCIAS BLANDAS EN ESTUDIANTES DE PREGRADO

El propósito de esta investigación, es mostrar la elaboración y validación por contenido en base al juicio de expertos en el tema, de un instrumento evaluativo basado en competencias blandas o transversales que permitan monitorear la adquisición de estas habilidades en educadores de párvulos, las cuales son consideradas en la actualidad por la literatura tanto nacional como internacional, imprescindibles en su formación, por su complementación con las llamadas competencias duras o genéricas. Un buen educador no solo debe reunir requisitos de tipo intelectual, sino también sociales, emocionales y personales, lo que en el ámbito educativo tiene como consecuencia cambios de dirección y orientación hacia competencias más afectivas. En el caso del alumnado de edades más pequeñas, como son los de Educacion Parvularia o Primera Infancia, los futuros docentes tendrán un papel crucial en el desarrollo de estas habilidades blandas o transversales, como por ejemplo, en la autorregulación cognitiva y emocional. Además, esas competencias sociales y emocionales que se activen a esas edades tan tempranas, jugaran un papel fundamental en el posterior desarrollo del infante.Palabras clave: Competencias Blandas. Educación Parvularia. Instrumento Evaluativo. Educación Superior.Desenvolvimento a Validação de um Instrumento de Avaliação para Monitorar a Aquisição de Soft Skills em Estudantes de GraduaçãoResumoO objetivo desta pesquisa é mostrar a elaboração e validação por conteúdo com base na opinião de especialistas no assunto, de um instrumento de avaliação baseado em competências transversais ou flexíveis que permitam monitorar a aquisição dessas habilidades em educadores de infância, atualmente consideradas pela literatura nacional e internacional, essenciais em sua formação, para complementação com as chamadas habilidades duras ou genéricas.Um bom professor deve não apenas atender aos requisitos intelectuais, mas também sociais, emocionais e pessoais, o que no campo educacional resulta em mudanças de direção e orientação para habilidades mais afetivas. No caso de estudantes de idades menores, como os de Educação Infantil ou Primeira Infância, futuros professores terão um papel crucial no desenvolvimento dessas habilidades suaves ou transversais como, por exemplo, na auto-regulação cognitiva e emocional. Além disso, as competências sociais e emocionais ativadas nessas idades iniciais terão um papel fundamental no desenvolvimento subsequente desenvolvimento infantil.Palavras-chave: Soft Competencies. Educação Infantil. Instrumento Avaliativo. Educação Superior.Elaboration and Validation of an evaluation instrument to monitor the acquisition of soft skills in undergraduate studentsAbstractThe purpose of this research is to show the elaboration, and validation by content based on the judgment of experts in the topic of an evaluative instrument based on soft skill or transversal competences that allow monitoring the acquisition of the abilities in nursery education, which are currently considered by both national and international literature, essential for the complementation with the so-called hard or generic skills. A good teacher must not only meet intellectual, but also social, emotional and personal requirements, what in the educational field has as a consequence changes of direction and orientation towards more affective competences. In the case of students of smaller ages, such as those of nursery education o early childhood, future teachers will have a crucial role in the development of these soft or transversal skills, such as cognitive and emotional self-regulation. In addition, those social and emotional skills that are activated at these early ages, it will play a fundamental role in the further development of the infant.Keywords: Soft Skills. Nursery Education. Evaluation Instrumen. Higher Education.

Action research arm test as a tool for assessment of motor recovery in patients with stroke: a critical review

Action research arm test has been used widely clinically for the assessment of upper extremity function post stroke and in various other conditions. Measurement of recovery after stroke is becoming increasingly important with the advent of new treatment options under investigation in stroke rehabilitation research. The Action Research Arm Test scale was developed as the first quantitative evaluative instrument for measuring motor stroke recovery, based on a upper extremity test by Lyle. It is a well-designed, feasible and efficient clinical examination method that has been tested widely in the stroke population. Excellent interrater and intrarater reliability and construct validity have been demonstrated. Limitations of the motor domain include a ceiling effect. Further study should test performance of this scale in specific subgroups of stroke patients and better define its criterion validity, sensitivity to change, and minimal clinically important difference. Based on the available evidence, the Action Research Arm Test is recommended highly as a clinical and research tool for evaluating changes in motor impairment following stroke.

Rowing Over the Edge: Nonfunctional Overreaching and Overtraining Syndrome as Maladjustment—Diagnosis and Treatment From a Psychological Perspective

A rigorous training schedule with insufficient recovery can lead to nonfunctional overreaching (NFOR) or overtraining syndrome (OTS). Research has suggested the multifactorial etiology of these phenomena. Stressors that contribute to and are symptoms and consequences of NFOR and OTS and adjustment disorder are almost identical. In this case study of an elite rower, the author illustrates an intervention approach that can be taken when overtraining is viewed as a sport-specific form of adjustment disorder. The intervention involved treatment that improved the athlete’s awareness of his basic biopsychosocial processes, developed sources of self-worth beyond athletic performance, and challenged his 1-dimensional athletic identity. The intervention included cognitive-behavioral therapy methods (e.g., autogenic training) and mindfulness- and acceptance-based interventions to enhance the athlete’s psychological flexibility. Mood monitoring was used as a diagnostic and evaluative instrument. Intervention effectiveness was evaluated through an in-depth interview with the athlete. The consulting sport psychologist also engaged in reflection about treatment effectiveness and predominant challenges. Challenging the athlete and clarifying his personal values were judged to be very important. Evaluation suggested that viewing NFOR and OTS as forms of adjustment disorder may help us recognize the multifaceted nature of an athlete’s maladjusted state and widen treatment options.