Evaluation of Obesity Management Recorded in Electronic Clinical History: A Cohort Study

Background: The prevalence of obesity is increasing worldwide. Because of their close proximity to the population, primary care physicians and nurses are in a unique position to motivate and advise patients with obesity on a healthy diet and increased physical activity. Drawing from information recorded in electronic clinical records, we evaluated how the general recommendations included in obesity guidelines are being implemented in routine clinical practice. Methods: This study drew from the following data from a cohort of 209 patients with obesity that attended primary care consultations: electronic clinical records, body mass index (BMI), waist circumference (WC), cardiovascular risk factors, comorbidities and whether their health professional documented compliance with the recommendations of the evidence-based obesity guidelines in their electronic history. Results: Only 25.4% of the clinical records met all the criteria established in the therapeutic guidelines regarding diet prescription, 1.4% for physical activity and 1.5% for behavioral change activities. The patients whose records mentioned diet prescription and physical activity and who received follow-up consultations for both factors had lower average BMI and WC, although this relationship was not significant after adjusting for baseline. Conclusions: We found that only a small number of records in the electronic clinical histories followed the evidence-based obesity guidelines. Recording dietetic prescription and physical exercise in the patient's clinical record is associated with better control of obesity.Universidad de Cádi

Validation of the General and Sport Nutrition Knowledge Questionnaire (GeSNK) in Spanish Adolescents

The General and Sport Nutrition Knowledge Questionnaire (GeSNK) is an instrument that has been developed and validated to assess the level of nutrition knowledge in adolescents and young adults. The aim of the present study was to validate the GeSNK questionnaire in a group of Spanish adolescents in the framework of a Nutrition Education Programme in Secondary Schools in Andalusia, Spain. This cross-sectional questionnaire validation study was developed in two phases: translation-cultural adaptation and validation. A total of 305 adolescents aged 11 to 17 years, studying from the first to the third year of compulsory secondary education, participated on a voluntary basis. The GeSNK questionnaire consists of 62 items: 29 items for the General Nutrition section and 33 items for the Sports Nutrition section. Cronbach's alpha coefficient for the complete questionnaire (GeSNK Total) was: 0.934; for the GeSNK General Nutrition section it was 0.918; and for the GeSNK Sports Nutrition section it was 0.856. The stability measured by the correlation coefficient for the General Nutrition section was 0.406 (p = 0.000); for the Sports Nutrition section it was 0.198 (p = 0.017); and for GeSNK Total the stability was 0.545 (p = 0.000). The questionnaire also demonstrated adequate construct validity. We therefore conclude that the Spanish version of the GeSNK questionnaire is a valid instrument to measure the level of knowledge in general nutrition and sports nutrition in adolescents.10 página

Emociones de maestros en formación inicial sobre la didáctica de las ciencias antes de una intervención indagatoria

El propósito de este estudio es analizar las emociones de 185 estudiantes del Grado de Maestro en Educación Primaria de la Universidad de Huelva (España), respecto a la asignatura Didáctica de las Ciencias de la Naturaleza I, los contenidos científicos, la metodología, el profesor y el clima de aula; antes de una intervención indagatoria de carácter metaemocional. Los alumnos respondieron un cuestionario y los datos se analizaron descriptivamente. Los resultados revelan la prevalencia de emociones positivas frente a emociones negativas, en torno a todas las dimensione

Identidad patrimonial, emociones y enseñanza de las Ciencias Experimentales

: En el presente trabajo se presenta parte de una secuencia de indagación en el aula de Química para el estudio de la materia, en concreto, una salida de aula con la intención de trabajar aspectos relacionados con los métodos de separación de las mezclas a partir de un elemento patrimonial como es un molino de mareas (Zaporito). Se pretende conocer qué cambios experimentan las emociones del alumnado hacia esta actividad medidas antes de la misma, durante y después; poner de manifiesto, si es posible, el vínculo ciencias experimentales y educación patrimonial, así como decidir entre beneficios y costes de la experiencia. Se observa cómo las emociones positivas están presentes en los tres momentos del estudio por encima de las emociones negativas. Se pone de manifiesto cómo es posible el trabajo de las ciencias experimentales a través de elementos patrimoniales, lo que supone una ruptura con la incomunicación entre éstas y las ciencias sociales. Además, la experiencia ayudó a la toma de decisiones

Association of Adherence to Specific Mediterranean Diet Components and Cardiorespiratory Fitness in Young Adults

Objective: Cardiorespiratory fitness (CRF) and a healthy diet may be part of an overall healthy lifestyle. The association between cardiorespiratory fitness and adherence to an overall Mediterranean Diet (MedD) pattern and specific MedD foods has been assessed. Design: Subjects completed a lifestyle survey and dietary pattern, using the validated MedD Adherence 14-item questionnaire and two self-reported 24-h dietary recalls. Participants' height, body weight, waist circumference (WC), and CRF (maximum oxygen uptake, VO2max, ml/kg/min) were measured. Setting: University of Cadiz, Spain. Subjects: A sample of young adults (n = 275, 22.2 +/- 6.3 years). Results: Mean VO2max was 43.9 mL/kg/min (SD 8.5 mL/kg/min). Most participants had healthy CRF (75.9%). The average MedD score was 6.2 points (SD 1.8 points). Participants who consumed more servings of nuts had higher VO2max. Those who showed low CRF performed less physical activity (PA) and had a higher body mass index (BMI) and WC compared with those classified as having healthy CRF. Nut consumption was positively associated with VO2max (beta = 0.320; 95% CI 2.4, 10.7; p < 0.002), adjusting for sex, age, smoking PA, BMI, WC, and energy intake, showing the subjects who consumed more nuts were fitter than young adults who consumed less. Conclusions: CRF is positively associated with nut consumption but not with the overall MedD pattern and all other MedD foods in the young adults. The subjects who consumed more servings of nuts were fitter than young adults who consumed less. Moreover, fitter subjects performed more PA and had a lower BMI and WC than those who had lower fitness levels

Evaluación del Programa Doñana, Biodiversidad y Cultura como impulsor de la relación identitaria: inteligencia emocional y territorial de la ciudadanía

Este trabajo evalúa las relaciones que existen en un escenario no formal como es el Parque Nacional de Doñana y en el desarrollo del Programa Doñana, Biodiversidad y Cultura llevado a cabo con el Colegio Marismas de Hinojos (Huelva). Para ello, se analiza el ideario de los gestores y guías públicos del Parque, a través de una entrevista abierta y registros de observación analizados mediante una tabla de categorías elaborada en el seno del proyecto Educación Patrimonial para la Inteligencia Territorial y Emocional de la Ciudadanía. Se constata, la consistencia de los informantes, así como con la práctica observada, poniéndose de manifiesto la importancia del marco socio-identitario, el pensamiento crítico y las relaciones socio-afectivas con el territorio.This paper evaluates the relationships that exist in a non-formal setting such as the Doñana National Park and in the development of the Doñana, Biodiversity and Culture Program carried out with the Marismas de Hinojos College (Huelva). To this end, the ideology of the Park's public managers and guides is analyzed, through an open interview and observation records analyzed using a table of categories developed within the Heritage Education for Territorial and Emotional Intelligence of the Citizenship project. The consistency of the informants is verified, as well as with the observed practice, highlighting the importance of the socio-identity framework, critical thinking and socio-affective relations with the territory.Este trabalho avalia as relações existentes em um ambiente não formal como o Parque Nacional de Doñana no desenvolvimento do Programa Doñana, Biodiversidade e Cultura, realizado com a Escola Marismas de Hinojos (Huelva). Para tal, é analisada a ideologia dos gestores e dos guias públicos do Parque por meio de entrevista aberta e de registos de observação, analisados através de um quadro de categorias desenvolvido no âmbito do projeto de Educação Patrimonial para a Inteligência Territorial e Emocional do Cidadão. Verifica-se a consistência dos informantes, bem como com a prática observada, mostrando a importância do referencial socioidentitário, do pensamento crítico e das relações socioafetivas com o território

The Practicum as axisfor scientific-educational transference

El trabajo se centra en dar a conocer una propuesta formativa vado en la reflexión y acción, con las prácticas del alumnado de magisterio como eje vertebrador. Se propone un proceso que transfiera los conocimientos científicos-didácticos de la universidad al aula, para, posteriormente, reflexionar y proponer nuevas mejoras en el Trabajo Fin de Grado. En la dinámica cobra especial relevancia las ideas de los niños/as y el proceso de reconstrucción de los saberes. Los resultados, en forma de casos, indican la satisfacción ante la posibilidad de reflexionar, actuar y volver a reflexionar.The paper focuses on showing a formative proposal based on reflection and action, with the practices of teaching students as the backbone. A process is proposed that transfers the scientific-didactic knowledge from the university to the classroom, in order to subsequently reflect and propose new improvements in the End of Grade Work. In the dynamic, the ideas of the children and the process of rebuilding knowledge are especially relevant. The results, in the form of cases, indicate the satisfaction with the possibility of reflecting, acting and reflecting again.Universidad de Huelva///EspañaUniversidad de Costa Rica///Costa RicaUCR::Vicerrectoría de Docencia::Ciencias Sociales::Facultad de Educación::Escuela de Formación Docent

Las causas del cambio emocional en el clima de aula desde la Hipótesis de la Complejidad

El clima de aula es un escenario de interacción socioemocional entre formador y futuros maestros, cuyas características particulares junto con una metodología indagatoria actúan como catalizadores de la transferencia de emociones que modulan el Conocimiento Didáctico del Contenido (CDC). En este artículo se analizan las causas que justifican el cambio en las emociones de futuros maestros hacia el clima de aula, en la indagación de una cuestión sociocientífica sobre construcción de hoteles en el Paraje Natural Los Enebrales de Punta Umbría, España. Participaron 54 estudiantes del Grado de Maestro en Educación Primaria de la Universidad de Huelva. Se aplicaron cuestionarios, observaciones de aula, narrativas, entrevistas a la formadora y a una profesora novel. Como instrumento de segundo orden se diseñó un sistema de categorías a partir de un modelo de conocimiento profesional que incluye CDC, coherente con la Hipótesis de la Complejidad. Los resultados indican incremento y disminución significativa de las emociones positivas y negativas respectivamente. Ese cambio está determinado por la habilidad de la formadora para establecer vínculos afectivos, un clima de aula que inspira motivación, disfrute y confianza; asimismo estrategias de regulación emocional como metáforas, autoinstrucciones positivas, meditación y humor.The classroom climate is a stage of socio-emotional interaction between the trainer and the future teachers, whose particularities combined with a research method act as catalysts for the transfer of the emotions of future teachers in the classroom environment, in the investigation of a socio-scientific survey on the construction of hotels in the Natural Environment of Punta Umbría, España. 54 Master's students participated in Basic Education at the University of Huelva. Questionnaires, class observations, narratives, interviews with the coach and a new teacher were applied. As a second-order instrument, a category system was developed based on a professional knowledge model that includes the CDC, consistent with the Complexity Hypothesis. The results indicate a significant increase and decrease in positive and negative emotions, respectively. This change is determined by the capacity of the trainer to establish affective bonds, a classroom environment that inspires motivation, joy and confidence; also emotional regulation strategies, such as metaphors, positive self-instruction, meditation and humor.O clima de sala de aula é uma etapa de interação socioemocional entre o formador e os futuros professores, cujas particularidades aliadas a um método de pesquisa atuam como catalisadores para a transferência das emoções dos futuros professores em ambiente de sala de aula, na investigação de um inquérito sociocientífico sobre a construção de hotéis no Ambiente Natural de Punta Umbría, España. 54 alunos do Mestrado participaram do Ensino Básico na Universidade de Huelva. Foram aplicados questionários, observações de aulas, narrativas, entrevistas com o treinador e um novo professor. Como instrumento de segunda ordem, foi elaborado um sistema de categorias baseado em um modelo de conhecimento profissional que inclui o CDC, consistente com a Hipótese da Complexidade. Os resultados indicam aumento e diminuição significativos das emoções positivas e negativas, respectivamente. Esta mudança é determinada pelas capacidades do formador em estabelecer vínculos afetivos, um ambiente de sala de aula que inspira motivação, alegria e confiança; também estratégias de regulação emocional, como metáforas, autoinstrução positiva, meditação e humor.Universidad de Costa Rica Universidad de Huelva, EspañaUCR::Vicerrectoría de Docencia::Ciencias Sociales::Facultad de Educación::Escuela de Formación Docent

The change in the emotions of teachers in initial formation towards the classroom climate in an intervention based on inquiry

El clima de aula es un medio de interacción entre variables cognitivas, afectivas y sociales. Se describe el cambio en las emociones que experimentan futuros maestros hacia el clima de aula; antes, durante y después de la indagación de un problema sociocientífico sobre construcción hotelera en un Parque Natural de España. Participaron 54 estudiantes de Didáctica de las Ciencias de la Naturaleza I del Grado de Maestro en Educación Primaria de la Universidad de Huelva en el curso 2016-2017. Se aplicó un cuestionario de escala Likert en el que manifestaron su grado de acuerdo sobre la intensidad de catorce emociones. Los datos se sometieron a análisis descriptivo, análisis factorial exploratorio y pruebas no paramétricas. Las emociones positivas alcanzaron las intensidades más altas en las tres fases. Se establecen diferencias significativas en la mayoría de las emociones en función del momento. Se proponen implicaciones para la formación emocional de los maestros.The change in the emotions of teachers in initial formation towards the classroom climate in an intervention based on inquiry The classroom climate is a means of interaction between cognitive, affective and social variables. The purpose is to describe the change in the emotions experienced by teachers in initial training towards the classroom climate; before, during and after an inquiry of a socio-scientific problem about hotel construction in a Natural Park of Spain. Participated 54 students of the subject of Didactics of Nature Sciences I of the Degree in Primary Education of the University of Huelva in the academic year 2016-2017. A questionnaire of the Likert scale was applied in which the participants expressed their degree of agreement on the intensity of fourteen emotions. Data were subjected to descriptive analysis, exploratory factor analysis and non-parametric tests. Positive emotions reached the highest intensities in the three phases. Significant statistical differences are established in most of the positive and negative emotions depending on the moment. Implications are proposed for the emotional training of primary school teachers

A mudança nas emoções de futuros professores na interação com um ensino das ciências baseado em inquérito

In Spain, various interventions have been designed and implemented to improve emotional competencies and the development of Pedagogical Content Knowledge (PCK) in teachers in initial training. Through inquiry, they are emotionally and intellectually engaged in scientific learning. This article analyses the change in emotions towards the inquiry methodology in a Science Didactics subject with emotional intervention. Fifty-four students enrolled in the Degree of Primary Education at the University of Huelva, who manifested in a questionnaire with a Likert scale their degree of agreement in the intensity of seven negative emotions, before, during, and after the intervention. Also, through classroom observations, narratives, and interviews with the trainer and a new teacher, the possible causes of change are established. Data treatment was based on descriptive analysis, exploratory factor analysis, and non-parametric tests. The results confirm the predominance of positive emotions in the three moments. There is a significant increase in enthusiasm, satisfaction, interest, acceptance, tranquillity, well-being, and wonder, also a significant decrease in scare, fear, and boredom. The approach to a socioscientific issue linked to the Andalusian context, the application of regulation strategies and the field trip to the natural environment enhance the change in emotions.    En España se han diseñado e implementado diversos programas de intervención para la mejora de las competencias emocionales y el desarrollo del Conocimiento Didáctico del Contenido (CDC) de los maestros en formación inicial, los cuales mediante la indagación se comprometen en aspectos emocionales e intelectuales en el aprendizaje científico. En este artículo se analiza el cambio en las emociones hacia la metodología indagatoria en una asignatura de Didáctica de las Ciencias con intervención emocional, en el cual participaron 54 estudiantes matriculados en el Grado de Maestro en Educación Primaria de la Universidad de Huelva, España, quienes manifestaron en un cuestionario con escala tipo Likert su grado de acuerdo en la intensidad de siete emociones negativas y siete emociones positivas, antes, durante y después de la intervención; también, a través de observaciones de aula, narrativas, entrevistas a la formadora y a una profesora novel, se establecen las posibles causas del cambio. El tratamiento de los datos se basó en análisis descriptivo, análisis factorial exploratorio y pruebas no paramétricas, donde los resultados confirmaron el predominio de las emociones positivas en los tres momentos, pues se registra un incremento significativo en entusiasmo, satisfacción, interés, aceptación, tranquilidad, bienestar y asombro; también se identifica una disminución significativa en susto, temor y aburrimiento, donde el abordaje de una cuestión sociocientífica vinculada al contexto andaluz, la aplicación de estrategias de regulación y la salida al medio natural, potencian el cambio en las emociones.  Na Espanha, foram concebidos e implementados vários programas de intervenção para melhorar as competências emocionais e o desenvolvimento do Conhecimento Didático do Conteúdo (CDC) dos professores em formação inicial. Por meio da indagação, eles se tornam emocional e intelectualmente envolvidos no aprendizado científico. Neste artigo analisa-se a mudança nas emoções em direção à metodologia do inquérito em uma disciplina de Didática das Ciências com intervenção emocional. Participaram 54 alunos matriculados no Mestrado em Educação Básica da Universidade de Huelva, Espanha, que expressaram em um questionário com escala tipo Likert seu grau de concordância na intensidade de sete emoções negativas e sete emoções positivas, antes, durante e após a intervenção. Além disso, por meio de observações em sala de aula, narrativas, entrevistas com a formadora e a uma professora novel, as possíveis causas da mudança são estabelecidas. O tratamento dos dados baseou-se na análise descritiva, análise fatorial exploratória e testes não paramétricos. Os resultados confirmam o predomínio das emoções positivas nos três momentos. Registra-se um aumento significativo de entusiasmo, satisfação, interesse, aceitação, tranquilidade, bem-estar e admiração; também uma diminuição significativa do medo, temor e tédio. A abordagem de uma questão sócio-científica ligada ao contexto andaluz, a aplicação de estratégias de regulação e a saída para o meio natural potenciam a mudança nas emoções.