Second Language Acquisition: A Theoretical Introduction to Real World Applications

Second Language Acquisition: A Theoretical Introduction to Real World Applications by Alessandro G. Benati and Tanja Angelovska (2016) is without doubt a help for undergraduate students and trainee teachers who need to deal with the issue of second language acquisition (SLA). The content is very precise but, at the same time, very clear and easy to understand and follow, even for those students who are dealing with this topic for the first time. It can be applied in the classroom, as a resource book or even a course book, to introduce SLA. It is true that the field has become very complex in the past years, as the studies include many different fields of knowledge: linguistics, psychology, sociology and education. However, the authors of this book have been able to highlight the most important theories in such a way that it can be an excellent resource for use in undergraduate classes. They have also incorporated some activities for students to reflect on the topic and to develop their critical thinking about it. Most of the activities are good and although some are unpretentious, they are effective for students to think about this issue. In short, all of the activities give an insight into the theory

Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View

Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most effective for developing it. The results indicated that, based on students’ points of view, there were six methodologies that mainly contributed to developing critical thinking: Debates, project-based learning, practices in real contexts, doing research, cooperative learning, and case studies. These results were unanimous regardless of the student’s understanding of critical thinking: Analyzing/organizing, reasoning/arguing, questioning/asking oneself, evaluating, taking a position/taking a decision, compromising/acting. These findings have important theoretical and practical implications for teachers and educational institutions in relation to the development of critical thinking in higher education.The APC was funded by eDucaR research team through the University of Deusto/Basque Government Contract-Programme

A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender

In the 21st century, critical thinking (CT) is regularly presented as one of the most important competences to be developed by a majority of educational institutions. Teachers are expected to change and enrich their teaching and learning methodologies so that students could face future challenges. Nonetheless, few are the instruments that measure the perception of critical thinking based on teachers’ conception. The aim of this study is to design and validate an instrument for the assessment of CT in university students based on the conception of CT that university teachers have. For this study, a total of 312 Spanish university students have participated. Based on a good model fit from a Confirmatory Factor Analysis and good reliability indices, the results provide strength to the theoretical model to evaluate critical thinking in university students formed by six dimensions (Analyzing/Organizing; Reasoning/Argumenting; Questioning/Asking oneself; Evaluating; Positioning /Taking decisions, and Acting /Committing oneself) and 42 items. Similarly, age was not a predictor variable for the different dimensions; while gender was statistically in favor of women in some of the dimensions, and tendentially, the dimension of Positioning/Taking decisions, in favor of men. However, despite these differences, the model guaranteed its factorial invariance. These findings have important pedagogical implications for universities in particular, and educational institutions in general, when developing curricula and teaching plans that focus on the development of students’ critical thinking.The publication has been funded by eDucaR research team through the University of Deusto/Basque Government Contract-Programme

Formación del docente en competencias genéricas : un instrumento para su planificación y desarrollo

El Espacio Europeo de Educación Superior (EEES) exige que en el desarrollo de sus titulaciones, las universidades incorporen un enfoque del aprendizaje basado en competencias. Una de las dificultades con las que se encuentra el docente es la incorporación de las competencias genéricas en su materia: cómo planificarlas, trabajarlas y evaluarlas. En este artículo se aporta un instrumento para facilitar al profesorado la integración de la competencia genérica en su asignatura. El instrumento fue aplicado por un grupo de profesores de la Universidad de Deusto mediante una entrevista semiestructurada con el apoyo de un protocolo de valoración y estandarización de las respuestas. Los resultados indican que el instrumento es eficaz, ya que ayuda a los docentes a mejorar la planificación del desarrollo y la incorporación de la competencia genérica en el marco de una asignatura. Asimismo, se observan otros beneficios como la toma de conciencia de la importancia de trabajar las competencias genéricas, así como mejores formas de trabajarlas.The European Higher Education Area (EHEA) requires universities to include a competence- based framework in their degree programs. One of the difficulties teachers find is the incorporation of the generic competences in their class: how to plan, implement and assess them. This study provides a tool for teachers to integrate generic competences into their subjects. The tool was applied by a group of teachers at the Deusto University through a semi-structured interview backed up by an assessment protocol and standardization of responses. The results show the efficacy of the tool, which helps professors to improve the planning and incorporation of generic competences in their class. Additionally, other benefits have been observed, such as awareness of the importance of working with transversal competences, as well as considering better ways of implementing them.L'Espai Europeu d'Educació Superior (EEES) exigeix que en el desenvolupament de les seves titulacions, les universitats incorporin un enfocament de l'aprenentatge basat en competències. Una de les dificultats amb què es troba el docent és la incorporació de les competències genèriques en la seva matèria: com planificar-les, treballar-les i avaluar-les. En aquest article s'aporta un instrument per facilitar al professorat la integració de la competència genèrica en la seva assignatura. L'instrument va ser aplicat per un grup de professors de la Universitat de Deusto mitjançant una entrevista semiestructurada amb el suport d'un protocol de valoració i d'estandardització de les respostes. Els resultats indiquen que l'instrument és eficaç, ja que ajuda els docents a millorar la planificació del desenvolupament i la incorporació de la competència genèrica en el marc d'una assignatura. Així mateix, s'observen altres beneficis com la presa de consciència de la importància de treballar les competències genèriques, així com millors formes de treballar-les

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Correction to: Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

The original version of this article unfortunately contained a mistake

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Formación del docente en competencias genéricas : un instrumento para su planificación y desarrollo

El Espacio Europeo de Educación Superior (EEES) exige que en el desarrollo de sus titulaciones, las universidades incorporen un enfoque del aprendizaje basado en competencias. Una de las dificultades con las que se encuentra el docente es la incorporación de las competencias genéricas en su materia: cómo planificarlas, trabajarlas y evaluarlas. En este artículo se aporta un instrumento para facilitar al profesorado la integración de la competencia genérica en su asignatura. El instrumento fue aplicado por un grupo de profesores de la Universidad de Deusto mediante una entrevista semiestructurada con el apoyo de un protocolo de valoración y estandarización de las respuestas. Los resultados indican que el instrumento es eficaz, ya que ayuda a los docentes a mejorar la planificación del desarrollo y la incorporación de la competencia genérica en el marco de una asignatura. Asimismo, se observan otros beneficios como la toma de conciencia de la importancia de trabajar las competencias genéricas, así como mejores formas de trabajarlas.The European Higher Education Area (EHEA) requires universities to include a competence- based framework in their degree programs. One of the difficulties teachers find is the incorporation of the generic competences in their class: how to plan, implement and assess them. This study provides a tool for teachers to integrate generic competences into their subjects. The tool was applied by a group of teachers at the Deusto University through a semi-structured interview backed up by an assessment protocol and standardization of responses. The results show the efficacy of the tool, which helps professors to improve the planning and incorporation of generic competences in their class. Additionally, other benefits have been observed, such as awareness of the importance of working with transversal competences, as well as considering better ways of implementing them.L'Espai Europeu d'Educació Superior (EEES) exigeix que en el desenvolupament de les seves titulacions, les universitats incorporin un enfocament de l'aprenentatge basat en competències. Una de les dificultats amb què es troba el docent és la incorporació de les competències genèriques en la seva matèria: com planificar-les, treballar-les i avaluar-les. En aquest article s'aporta un instrument per facilitar al professorat la integració de la competència genèrica en la seva assignatura. L'instrument va ser aplicat per un grup de professors de la Universitat de Deusto mitjançant una entrevista semiestructurada amb el suport d'un protocol de valoració i d'estandardització de les respostes. Els resultats indiquen que l'instrument és eficaç, ja que ajuda els docents a millorar la planificació del desenvolupament i la incorporació de la competència genèrica en el marc d'una assignatura. Així mateix, s'observen altres beneficis com la presa de consciència de la importància de treballar les competències genèriques, així com millors formes de treballar-les

La entrevista como herramienta para la evaluación de las competencias genéricas: formación y construcción de un consenso sobre evidencias.

La actual realidad educativa en la Educación Superior está caracterizada por la implementación del proceso de convergencia europeo. Un  factor clave es el protagonismo del estudiante en el modelo de aprendizaje basado en competencias, donde el proceso de evaluación es un factor importante a desarrollar. En el presente estudio, cinco profesores de la Universidad de Deusto diseñaron una entrevista como herramienta de evaluación de cuatro competencias genéricas. La entrevista se aplicó a 21 estudiantes de un curso de emprendizaje social. Para la evaluación, se definieron lo que se considerarían evidencias de desempeño en las respuestas. Por último, se validaron los resultados aplicando el coeficiente de similitud de Gower. Los resultados sugieren una alta similitud en la evaluación de evidencias entre los cinco docentes, lo cual aporta fiabilidad a la medición. Se puede concluir que, existiendo un consenso en los criterios de evaluación entre docentes, se puede mejorar la fiabilidad de las evaluaciones a los estudiantes, así como se aporta una herramienta para su evaluación.