Teaching environmental justice in the Framework for education for sustainable development in College

Uno de los retos actuales de la educación universitaria tiene que ver con la sostenibilidad y la justicia ambiental. Por esta razón se diseñaron distintas actividades relacionadas con la educación para la sostenibilidad con el fin de que el alumnado universitario pudiera reflexionar sobre la importancia de velar por el planeta, potenciar el pensamiento crítico y adquirir competencias sociales que sean de utilidad para el mercado laboral como la comunicación, la cooperación o la empatía. Dichas actividades se enmarcaron en una metodología cooperativa de modo que el alumnado tenía que trabajar en pequeños grupos para lograr un objetivo común. Al final del cuatrimestre se preparó una encuesta anónima para conocer la opinión del alumnado sobre determinados aspectos relacionados con la sostenibilidad y las distintas actividades llevadas a cabo. Los resultados de la encuesta muestran que el alumnado considera importante introducir temas relacionados con la justicia ambiental en la enseñanza universitaria. Además, señalan que han aprendido vocabulario y aspectos relacionados con la ecología y la sostenibilidad al realizar las actividades propuestas además de adquirir las competencias sociales señaladasOne of the current challenges of higher education has to do with sustainability and environmental justice. For this reason, different activities related to sustainable education were designed so that college students could reflect on the importance of watching over the planet, fostering critical thinking and acquiring social skills that would be useful for the labor market, such as communication, cooperation or empathy. These activities were framed in a cooperative methodology so that students had to work in small groups to achieve a common goal. At the end of the semester an anonymous survey was prepared in order to know students’ opinion about certain aspects related to sustainability and the different activities carried out. The results of the survey show that students consider important to introduce issues related to environmental justice in university education. They also note that they have learned vocabulary and aspects related to ecology and sustainability in carrying out the proposed activities in addition to acquiring the mentioned social skill

Position statement on infection screening, prophylaxis, and vaccination in pediatric patients with rheumatic diseases and immunosuppressive therapies, part 2: infection prophylaxis

This study aims to provide practical recommendations on prophylaxis for infection in pediatric patients with immune-mediated rheumatic diseases receiving/scheduled to receive immunosuppressive therapy. A qualitative approach was applied. A narrative literature review was performed via Medline. Primary searches were conducted using MeSH terms and free text to identify articles that analyzed data on infections and vaccinations in pediatric patients with immune-mediated rheumatic diseases receiving immunosuppressive therapy. The results were presented and discussed in a nominal group meeting comprising a committee of 12 pediatric rheumatologists from the Prevention and Treatment of Infections Working Group of the Spanish Society of Pediatric Rheumatology. Several recommendations were generated. A consensus procedure was implemented via a Delphi process that was extended to members of the Spanish Society of Pediatric Rheumatology and the Vaccine Advisory Committee of the Spanish Association of Pediatrics. Participants produced a score ranging from 0 (completely disagree) to 10 (completely agree). Agreement was considered to have been reached if at least 70% of participants voted ≥ 7. The literature review included more than 400 articles. Overall, 63 recommendations were generated (23 on infection prophylaxis) and voted by 59 pediatric rheumatologists and other pediatric specialists, all of whom achieved the pre-established level of agreement. The recommendations on prophylaxis of infection cover vaccination and prophylaxis against varicella zoster virus, tuberculosis, Pneumocystis jiroveccii, and invasive fungal infections in pediatric patients with immune-mediated rheumatic diseases receiving/scheduled to receive immunosuppressive therapy. Conclusion: Based on current evidence and a Delphi process, we provided consensus and updated recommendations on prophylaxis and treatment of infections to guide those caring for pediatric rheumatology patients.Funding for open access charge: Universidad de Málaga/CBU

Physical Education and the Adoption of Habits Related to the Mediterranean Diet

Childhood obesity and sedentary lifestyles are now gaining a foothold in the Western world. The aim of this research was to analyse the influence of physical education classes on a healthy diet (i.e., Mediterranean diet). To this end, psychological constructs derived from the theory of self-determination and the theory of planned behaviour were taken into account, such as the satisfaction and frustration of basic psychological needs, motivation in physical education classes, and social cognition and intention. A total of 3415 secondary school students (13–19 years) participated in this study. A structural equation model was proposed that would explain the relationships between the variables mentioned above and the adherence to a Mediterranean diet. The results provide adequate fit indexes for the proposed model. Based on the results of the study, it was concluded that a high satisfaction perceived in the physical education classes would help to reinforce the intention of having a healthy diet and therefore help to generate a perdurable commitment to this habit

Adherence to the Mediterranean Diet and Self-efficacy as Mediators in the Mediation of Sleep Quality and Grades in Nursing Students

University is a period in which students can experience a considerable amount of challenges that may influence their health lifestyles. The aim of this article is to discover the role of therapeutic adherence to the Mediterranean diet and self-efficacy as mediators in the relationship between sleep quality and the average grades of nursing students. The sample was made up of 334 nursing students, with a mean age of 21.84 years (SD = 6.24). Pittsburgh Sleep Quality questionnaires, adherence to the Mediterranean diet and the Baessler and Shwarzer General Self-efficacy Scale were administered. The results of the multiple mediational model determined that quality of sleep has a direct influence on academic performance. Adherence to the Mediterranean diet and quality of sleep have an effect on the degree of self-efficacy of nursing students. This study demonstrates that good sleep quality and adherence to the Mediterranean diet improve academic performance in nursing students. Future research should include multicenter longitudinal studies

Professional Quality of Life and Perceived Stress in Health Professionals before COVID-19 in Spain: Primary and Hospital Care

This study aimed to analyze the professional quality of life and the perceived stress of health professionals before COVID-19 in Spain, in primary and hospital care professionals. A cross-sectional observational study on health professionals working in health centers during the health crisis caused by COVID-19 was conducted. Professional Quality of Life (ProQoL) and Perceived Stress (PSS-14) were measured, along with socio-demographic and labor variables through an online questionnaire. A descriptive and correlation analysis was performed. A total of 537 professionals participated, both in hospital care (54.7%) and in primary care (45.3%). There was a predominance of medium Compassion Satisfaction, high Compassion Fatigue and medium Burnout. Mean scores for compassion fatigue and compassion satisfaction were slightly higher in primary care, while burnout was higher in hospital care. When primary care participants were grouped by profession, significant differences were found in relation to perceived stress and to the three subscales of professional quality of life. In hospital care, the differences were observed when comparing compassion fatigue and perceived stress by gender. In addition, with respect to Burnout it was carried out by type of contract and shift and in relation to perceived stress grouped by sex, contract and profession. The COVID-19 health crisis has had an impact on mental health and the quality of professional life of health professionals. There is a need to implement long-term contingency programs aimed at improving the emotional well-being of health service professionals

The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

Students often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivation, critical thinking, metacognitive strategies and academic performance in university students. The study involved 2456 university students with an average age of 22.51 years. A structural equation model was created to analyse the causal relationships between the variables. The results showed that the psychological controlling of the teacher positively predicted academic stress while autonomy support negatively predicted academic stress. Academic stress negatively predicted motivation, metacognitive strategies, critical thinking and academic performance. Academic motivation positively predicted metacognitive strategies and critical thinking. Finally, metacognitive strategies and critical thinking positively predicted academic performance. These results highlight the importance of the role that the teacher adopts during classes and the protective factor of academic motivation in the presence of stress

Implementación de la perspectiva de género en la docencia universitaria de la Facultad de Filosofía y Letras

La Red de investigación en docencia universitaria Implementación de la perspectiva de género en la docencia universitaria de la Facultad de Filosofía y Letras, comprometida con la inclusión de perspectiva de género en los estudios de Grado y Máster que en ella se imparten, y al amparo de la legislación y normativa vigentes en materia de igualdad entre mujeres y hombres, ha realizado durante el segundo cuatrimestre una propuesta de indicadores de género que pueda ser útil a todo el profesorado de la Facultad. Los indicadores están relacionados con tres aspectos: los contenidos, la bibliografía y el uso de un lenguaje inclusivo y no sexista. Estos tres elementos están siempre presentes en los materiales docentes que se ponen a disposición del alumnado. Los resultados obtenidos complementan el Objetivo 2 del Eje 2 (Docencia) del 2.º Plan de Igualdad de oportunidades entre mujeres y hombres de la Universidad de Alicante, 2014-2016: “Integrar la perspectiva de género en la docencia universitaria. Acción 7. Impulsar la inclusión, tanto de forma específica como transversal, del significado y alcance de la igualdad de mujeres y hombres en los contenidos y competencias de los planes de estudio de grado y posgrado de la UA”

Red “Universidad, género, docencia e igualdad”

La Red de investigación en docencia universitaria “Universidad, docencia, genero e igualdad” persigue avanzar en la calidad e innovación de las enseñanzas universitarias a partir de la inclusión de la perspectiva de género. Se busca dar cumplimiento a las directrices generales de los nuevos planes de estudio respecto del principio de igualdad de oportunidades entre hombres y mujeres en la formación universitaria (Real Decreto 1393/2007. BOE nº 260, 30 de octubre de 2007). En la quinta edición de la Red, y dada su composición multidisciplinar, se ha trabajado en tres líneas de investigación: 1) mantenimiento del “Portal web con recursos docentes con perspectiva de género”, proyecto financiado por el Instituto de la Mujer (PACUI, 2012) e iniciado en el curso 2012-2013; 2) desarrollo de la primera versión de “iLengUA”, una herramienta informática para un discurso inclusivo e igualitario; y 3) diseño de una Guía de recomendaciones para la inclusión de la perspectiva de género en la docencia universitaria