Does job stress mediate the risk of work disability due to common mental disorders among social workers compared with other health and social care, education, and non-human service professionals? A prospective cohort study of public sector employees in Finland.

OBJECTIVE: This study aimed to investigate (i) the risk of work disability (>10-day sickness absence spell or disability pension) due to common mental disorders (CMD) among social workers compared with other health and social care, education, and non-human service professionals and (ii) whether the risk was mediated by job stress. METHODS: A cohort of 16 306 public sector professionals in Finland was followed using survey data from baseline (2004 or if not available, 2008) on job stress [job strain or effort-reward imbalance (ERI)] and register data on work disability due to CMD from baseline through 2011. A Cox proportional hazards model was used to analyze the risk of work disability due to CMD between three occupation-pairs in a counterfactual setting, controlling for age, sex, job contract, body mass index, alcohol risk use, smoking, and physical inactivity. RESULTS: Social workers' job stress was at higher level only when compared to education professionals. Thus, the mediation hypothesis was analyzed comparing social workers to education professionals. Social workers had a higher risk of work disability due to CMD compared with education professionals [hazard ratio (HR) 2.08, 95% confidence interval (CI) 1.58-2.74]. This HR was partly mediated by job strain (24%) and ERI (12%). Social workers had a higher risk of work disability than non-human service professionals (HR 1.54, 95% CI 1.13-2.09), but not compared with other health and social care professionals. CONCLUSIONS: Job stress partly mediated the excess risk of work disability among social workers only in comparison with education professionals.

Personalidade, ansiedade social e adaptação às medidas de distanciamento durante a pandemia / Personality, social anxiety and adaptation to distancing measures during the pandemic / Personalidad, ansiedad social y adaptación a medidas de distanciamiento durante la pandemia

O impacto da pandemia de COVID-19 está mudando drasticamente a vida das pessoas. O distanciamento social representa evitar o contato durante o surto de uma doença para minimizar a exposição. Essa condição também pode contribuir para o agravamento de determinados transtornos mentais. O presente estudo teve como objetivo avaliar em que medida características de personalidade e ansiedade social podem contribuir para uma maior dificuldade em lidar com o distanciamento social. Foram avaliados 1.120 indivíduos por meio da Escala de Ansiedade Social de Liebowitz (LSAS), marcadores da personalidade. A análise de regressão logística mostrou que neuroticismo, ansiedade social e as horas adicionais em casa revelaram-se preditores significativos de uma maior dificuldade. Conclui-se que o transtorno de ansiedade social apresenta especificidades em sua manifestação durante a pandemia. (AU)

The impact of the COVID-19 pandemic has drastically changed people's lives. Social distancing means avoiding close contact with others during a contagious disease outbreak to minimize exposure. Such constraints may also contribute to the worsening of certain mental health disorders. The present study aimed to evaluate the extent to which personality features and social anxiety may contribute to greater difficulties in coping with social distancing practices. A total of 1120 individuals were assessed using the Liebowitz Social Anxiety Scale (LSAS) and personality mini-markers to assess personality traits. Logistic regression analysis revealed that neuroticism, social anxiety, and the number of additional hours one spends at home represent significant predictors of greater difficulty. Thus, results showed that social anxiety disorder had specific presentations during the course of the COVID-19 pandemic. (AU)

El impacto de la pandemia de COVID-19 está cambiando drásticamente la vida de las personas. El distanciamiento social significa evitar el contacto cercano con otras personas durante el brote de una enfermedad contagiosa para minimizar la exposición. Esta condición también puede contribuir al empeoramiento de algunos trastornos mentales. Este estudio tuvo como objetivo evaluar en qué medida las características de personalidad y la ansiedad social pueden contribuir a una mayor dificultad para soportar el distanciamiento social. Se evaluó un total de 1120 individuos mediante la Escala de Ansiedad Social de Liebowitz (LSAS) y marcadores reducidos para evaluar la personalidad. El análisis de regresión logística mostró que el neuroticismo, la ansiedad social y el número de horas adicionales en el hogar fueron predictores significativos de mayor dificultad. Se concluye que el trastorno de ansiedad social presenta manifestaciones específicas durante la pandemia. (AU)

Burnout Syndrome and the Work Design of education and health care professionals / Síndrome de Burnout e o Desenho do Trabalho de profissionais da educação e saúde / Síndrome de Burnout y el Diseño del Trabajo de profesionales de la educación y de la salud

This study aimed to identify the predictive power of the Work Design (WD) variables on Burnout Syndrome (BS). The sample consisted of 300 professionals, 188 from the field of education and 112 from health care. Two instruments were used in this research, a reduced version of the Work Design Questionnaire (WDQ) and the Brazilian version of the Spanish Burnout Syndrome Inventory (SBI). The results showed that in both professional categories, the factors of work design are predictors of the 4 dimensions of BS, especially factors related to social and task characteristics. In the education field, characteristics of knowledge required by work appear as predictors of only psychological exhaustion; and in health care professionals, as predictors of psychological exhaustion and decreased Enthusiasm towards the job. Implications of these findings will be discussed in terms of their applicability in interventions to prevent BS based on work redesign actions. (AU)

Este estudo buscou identificar o poder preditivo de variáveis do Desenho do Trabalho (DT) sobre a Síndrome de Burnout (SB). A amostra foi constituída por 188 profissionais da educação e 112 da saúde. Dois instrumentos foram utilizados nesta pesquisa: uma versão reduzida do Questionário de Desenho do Trabalho (QDT) e a versão brasileira do Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT). Os resultados mostraram que em ambas as categorias profissionais os fatores de desenho do trabalho, especialmente as características sociais e das tarefas, são preditores das quatro dimensões da SB. Na educação, características do conhecimento requerido pelo trabalho aparecem como preditoras apenas do desgaste psíquico; e na saúde, como preditoras do desgaste psíquico e da diminuição da ilusão pelo trabalho. Implicações desses achados serão discutidas em termos de sua aplicabilidade em intervenções para prevenir a SB a partir de ações de redesenho do trabalho. (AU)

Este estudio buscó identificar el poder predictivo de las variables de Diseño del Trabajo (DT) en el Síndrome de Burnout (SB). La muestra estuvo conformada por 300 profesionales, siendo 188 del ámbito educativo y 112 del sanitario. Se utilizaron dos instrumentos en esta investigación, una versión reducida del Cuestionario de Diseño del Trabajo (QDT) y la versión brasileña del "Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo" (CESQT). Los resultados indicaron que, en ambas categorías profesionales, los factores de diseño del trabajo son predictores de las cuatro dimensiones de la SB, especialmente los factores relacionados con las características sociales y de la tarea. En la educación, las características de los conocimientos requeridos para el trabajo solo aparecen como predictores del desgaste psíquico; y en el campo de la salud, como predictores del desgaste psíquico y de la disminución del entusiasmo por el trabajo. Las implicaciones de estos hallazgos serán discutidas en términos de su aplicabilidad en intervenciones para prevenir la SB a partir de acciones de rediseño del trabajo. (AU)

Aposentadoria de docentes universitários: pesquisa documental acerca das tendências da produção científica brasileira / Retirement of university teachers: documentary research about brazilian scientific production trends / Retiro de profesores universitarios: investigación documental sobre tendencias de producción científica brasileña

Objetivo: Identificar, descrever e analisar as tendências da produção científica brasileira sobre a aposentadoria docente. Método: Pesquisa documental realizada em junho de 2019 no Portal de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal Nível Superior e Banco Digital de Teses e Dissertações. Utilizou-se como estratégia de busca os descritores "Aposentadoria" AND "Docente", sendo a amostra composta por 12 trabalhos, os quais foram analisados sob a proposta operativa de Minayo. Resultados: O processo de aposentadoria docente foi estudado em oito dissertações e quatro teses, com concentração das defesas entre 2013 a 2016 e utilização da abordagem qualitativa. Conclusão: Observa-se tendência de investimentos em estudos sobre a fase pós-aposentadoria, inferindo-se a necessidade de investigar a fase de pré-aposentadoria, com vistas a uma transição equilibrada e ativa, (re)significando as possibilidades que esta nova fase pode representar aos docentes

Objective: To identify, describe and analyze the trends of the Brazilian scientific production on the retirement of teachers. Method: Documentary research conducted in June 2019 at the Theses and Dissertation Portal of the Higher Education Personnel Improvement Coordination and Digital Bank of Theses and Dissertation. The search strategy used the keywords "Retirement" AND "Faculty", and the sample consisted of 12 papers, which were analyzed following Minayo operative proposal. Results: Teaching staff retirement process was studied in eight dissertations and four theses, with defense concentrated between 2013 and 2016 and with majority relying on the qualitative approach. Conclusion: There is a tendency to invest in studies on the post-retirement phase, suggesting the need to investigate the pre-retirement phase, focusing on a balanced and active transition, (re-)signifying the possibilities that this new phase can represent to teachers

Objetivo: Identificar, describir y analizar las tendencias de la producción científica brasileña sobre el profesor de retiro. Método: Investigación documental realizada en junio de 2019 en el Portal de Tesis y Disertación de la Coordinación de Mejora del Personal de Educación Superior y el Banco Digital de Tesis y Disertación. La estrategia de búsqueda utilizó los descriptores "Retiro" y "Maestro", y la muestra consistió en 12 documentos, que fueron analizados bajo la propuesta operativa de Minayo. Resultados: El proceso de jubilación docente se estudió en ocho disertaciones y cuatro tesis, con concentración de defensas entre 2013 y 2016 y uso del enfoque cualitativo. Conclusión: existe una tendencia de inversiones en estudios sobre la fase posterior a la jubilación, que infiere la necesidad de investigar la fase previa a la jubilación, con miras a una transición equilibrada y activa, (re) significando las posibilidades de que esta nueva fase puede representar a los maestros

Indicadores de bienestar subjetivo de personas con discapacidad, sus familiares y profesionales que trabajan con personas con discapacidad / Indicators of subjective well-being of people with disabilities, their families and professionals who work with people with disabilities

La mayoría de literatura sobre bienestar subjetivo (BS) no está centrada en personas con discapacidad, lo cual se vuelve una necesidad para países en desarrollo al querer aportar datos a organizaciones o profesionales de la psicología para la toma decisiones basadas en evidencia en sus iniciativas o práctica profesional. El objetivo de este artículo es presentar, con un alcance descriptivo, la triangulación de indicadores cuantitativos y cualita-tivos del BS de personas con discapacidad, familiares y trabajadores de organizaciones de y para personas con discapacidad en el departamento de Sololá, Guatemala. El enfoque de la investigación fue mixto. Se recolectó información a través de una encuesta sociodemográfica, la Escala de Satisfacción Con la Vida (SWLS), la Escala de Afecto Positivo y Negativo (SPANAS), además una entrevista semiestructurada. Se evaluó 84 personas, 19 personas con discapacidad, 32 familiares de personas con discapacidad y 33 trabajadores. Las Escalas SWLS (ω de McDonald = .7) y SPANAS (ω de McDonald = .8) tienen un nivel aceptable de confiabilidad. La satisfac-ción con la vida correlacionó negativamente con el afecto negativo, pero la fuerza fue débil (rs = -.28, n = 97, p = .009). El 76% de la muestra se encontró en un nivel muy alto de satisfacción con la vida y 21% refirió un alto estado afectivo negativo. En el análisis cualitativo, se estableció que, la participación en actividades productivas o recreativas, la convivencia entre redes de apoyo y el cumplimiento de metas personales son situaciones que aportan en el bienestar subjetivo.

Most of the literature on subjective well-being (SWB) is not focused on people with disabilities, which be-comes a necessity for developing countries when they want to provide data to organizations or psychology professionals to make evidence-based decisions in their initiatives or professional practice. The aim of this study is to present, with a descriptive scope, the triangulation of quantitative and qualitative indicators of the SWB of people with disabilities, family members and workers of organizations of and for people with disabilities in the department of Sololá, Guatemala. The research was done with a mixed method approach. Data was collected through a sociodemographic survey, the Satisfaction With Life Scale (SWLS), the Positive and Negative Affect Scale (SPANAS), and a semi-structured interview. The sample consisted of 84 people were evaluated, 19 people with disabilities, 32 relatives of people with disabilities and 33 workers. The SWLS (McDonaldís ω = .7) and SPANAS (McDonaldís ω = .8) scales have an acceptable level of reliability. Satisfaction with life was negatively correlated with negative affect, but strength was weak (rs = -.28, n = 97, p = .009). Also, 76% of the sample had a very high level of satisfaction with life and 21% reported a high negative affective state. In the qualitative analysis, it was established that participation in productive or recreational activities, coexistence between support networks and the fulfillment of personal goals are situations that contribute to subjective well-being.

A atividade de trabalho e o adoecimento psíquico em trabalhadores de uma instituição federal de ensino / Work activity and psychic illness in workers of a federal educational institution / La actividad de trabajo y la enfermedad psicológica en trabajadores de una institución federal de enseñanza

Utilizando-se do aporte teórico da Clínica da Atividade, o artigo aborda relação entre o adoecimento psíquico e a atividade de trabalho dos servidores técnico administrativos em educação (TAE) de uma instituição federal de ensino. Considerando que gestores vêm observando um percentual crescente de afastamentos por motivo de saúde psíquica entre os servidores, a pesquisa visa realizar uma análise descritiva e clínica da atividade de trabalho dos TAE que enfrentaram adoecimento psíquico pelo trabalho. Tal análise foi realizada por meio da técnica da Instrução ao Sósia (IaS), com dois trabalhadores: um pedagogo e um assistente de alunos. Ao analisar os impedimentos da atividade, observou-se perda ou amputação do poder de agir em ambos os casos analisados. Por meio das trocas dialógicas com trabalhadores, observou-se mobilizações clínicas de caráter terapeutizante, manifestação de afetos e transformação no poder de agir do trabalhador.

Considering the theoretical references from the Clinic of Activity theoretical approach, this study is centered on the psychic illness and the working activity of technical and administrative workers in education (TAE) at a federal teaching institution, in Brazil. Considering that its administrators have observed a growing percentage of sickness absence caused by mental health issues among its workers, the current research aims to develop a descriptive analysis and the clinic of activity of TAE´s who face psychic illness at work. This analysis was performed using the technique of the instruction to the double, with two volunteer workers: a pedagogue and a student assistant. When analyzing the impediments of the activity, loss or amputation of the power to act was observed in both analyzed cases. Through dialogical exchanges with workers, clinical mobilizations of a therapeutic nature, manifestation of affections, and transformation in the worker's power to act were observed.

En ese artículo se aborda la relación entre enfermedades psicológicas y la actividad de trabajo de los servidores técnicos administrativos en educación (TAE) de una institución federal de enseñanza, con el predominio de los operadores teóricos de la Clínica de la Actividad. Considerando que gestores vienen observando un porcentaje creciente de alejamientos por motivo de salud psíquica entre los servidores, la investigación tiene como objetivo realizar un análisis descriptivo y clínico de la actividad de trabajo de los TAE que enfrentaron enfermedades psicológicas por el trabajo. Tal análisis fue realizado por medio de la técnica de Instrucción al Sosia (IaS), con dos trabajadores: un pedagogo y un asistente de alumnos. Al analizar los impedimentos de la actividad se observó pérdida o amputación del poder de actuar en ambos casos analizados. Por medio de los intercambios dialógicos con trabajadores, se observaron movilizaciones clínicas de carácter terapéutico, manifestación de afectos y transformación en el poder de actuar del trabajador.

Going smoke-free: University staff and students' qualitative views about smoking on campus during the implementation of a smoke-free policy.

BACKGROUND: Despite many Australian universities introducing smoke-free policies on campus, there is little information about staff and students understanding of smoking on campus in the context of the implementation of a smoke-free policy. OBJECTIVE: This research explores the qualitative views of university staff and students about smoking on campus during the implementation of a smoke-free policy. METHODS: In 2016, an electronic survey was distributed to all current staff and students of a large university in Queensland, Australia during the implementation of a smoke-free policy. The survey consisted of multiple-choice questions about demographics, tobacco use, attitudes towards smoking, awareness of and attitudes towards the policy, and intentions to quit smoking. The final question asked for a short, open-ended response: "Would you like to comment on the issue of smoking on QUT* campuses?" This question was extracted from the survey and analysed using inductive thematic analysis. This paper reports the findings from this question. *Queensland University of Technology. RESULTS: The survey was completed by 641 staff and students. There were 351 responses to the final question. Five inductive themes emerged about smoking on campus during the implementation of a smoke-free policy: 1) the watering down of the policy, if it is not enforced, 2) the creation of hot spots on campus boundaries affecting those who pass by, 3) concern, especially by those who don't smoke, about the impact on smokers emotional health and welfare, 4) disagreement about the value of designated smoking areas and 5) suggestions about how to better implement the policy. CONCLUSION: Overall, participants views about smoking on campus during the implementation of a smoke free policy suggest broad agreement but reflect concerns about enforcement, boundaries, non-smokers and designated areas. Consistent and systematic processes for implementation, maintenance and enforcement of policy goals, and cessation support, is needed to create a non-smoking culture on university campuses.

Implicações do ambiente, condições e organização do trabalho na saúde do professor: uma revisão sistemática / Implications of the environment, conditions and organization of work on teacher health: a systematic review

Resumo O estado da saúde do professor é fundamental para o êxito do processo de ensino. Além dos aspectos intrínsecos, o contexto escolar afeta o bem-estar do educador. O objetivo deste estudo foi identificar os principais fatores psicossociais, estruturais e relacionais na profissão docente. Uma revisão sistemática da literatura, com o uso de pesquisa eletrônica em oito bases de dados, identificou 2.479 artigos sobre o tema, publicados entre 1997 e 2016. Adotaram-se parâmetros métricos e subjetivos para a seleção nesse portfolio e, ao todo, 32 publicações restaram elegíveis para análise, das quais 29 foram publicadas na língua inglesa. Transcorrida a caracterização bibliométrica e de conteúdo do portfolio final, os trabalhos apontaram, como principais resultados de desgaste, os transtornos psicossomáticos, com ênfase para o estresse e a Síndrome de Burnout, além dos distúrbios da voz. A carga de trabalho, as relações interpessoais e as condições do ambiente escolar são destacadas como os maiores agentes dessas enfermidades. Mudanças e adequações de salas de aula, ações de prevenção e suporte social são apontadas como possíveis soluções para garantir a qualidade de vida desses profissionais.

Abstract The state of health of the teacher is fundamental to the success of the teaching process. In addition to the intrinsic aspects, the scholastic context affects the well-being of the educator. The objective of this study was to identify the main psychosocial, structural and relational factors in the teaching profession. A systematic review of the literature, with the use of electronic research in eight databases, identified 2,479 articles on the topic published between 1997 and 2016. Metric and subjective parameters were adopted for selection in this portfolio and, in all, 32 publications were eligible for analysis, of which 29 were published in English. After the bibliometric and content characterization of the final portfolio, the main results of strain were psychosomatic disorders, with an emphasis on stress and the Burnout Syndrome, as well as voice disturbances. Workload, interpersonal relations and conditions of the scholastic environment are highlighted as the major agents of these conditions. Changes and adaptations in classrooms, actions of prevention and social support are pointed out as possible solutions to guarantee the quality of life of these professionals.

Why Secondary Schools Do Not Implement Far-Reaching Smoke-Free Policies: Exploring Deep Core, Policy Core, and Secondary Beliefs of School Staff in the Netherlands.

BACKGROUND: Secondary schools that implement smoke-free policies are confronted with students who start smoking outside their premises. One solution is to complement smoke-free policies with prohibitions for all students to leave the school area during school hours, technically making school hours a smoke-free period. However, there are strikingly few Dutch secondary schools that implement this approach. This study explores why staff members in the Netherlands decide not to implement smoke-free school hours for all students. METHOD: We interviewed 13 staff members, with different functions, from four secondary schools. The analysis was informed by the Advocacy Coalition Framework (ACF) to delve into the values, rationales, and assumptions of staff with the aim to identify deep core, policy core, and secondary beliefs. RESULTS: We identified six beliefs. Two deep core beliefs are that schools should provide adolescents the freedom to learn how to responsibly use their personal autonomy and that schools should only interfere if adolescents endanger or bother others. Three policy core beliefs identified included the following: that smoking is not a pressing issue for schools to deal with; that schools should demarcate their jurisdiction to intervene in adolescents' lives in time, space, and precise risk behavior; and that implementing smoke-free school hours would interfere with maintaining positive student-staff relationships. One secondary belief identified was that smoke-free school hours would be impossible to enforce consistently. CONCLUSION: This paper was the first to demonstrate the many beliefs explaining why schools refrain from voluntary implementing far-reaching smoke-free policies.

Understanding school staff members' enforcement of school tobacco policies to achieve tobacco-free school: a realist review.

BACKGROUND: School tobacco policies (STPs) that aim to achieve a tobacco-free environment require consistent enforcement by school staff. However, little is known about why staff choose whether or not to enforce STPs. Therefore, we investigated staff members' responses to STPs that determine enforcement. Furthermore, we examined how these responses depend on contextual factors at the individual, interpersonal, school, implementation, and national levels. METHODS: We performed a realist review (RR), which synthesizes existing primary evidence into a programme theory demonstrating key causal pathways through Context-Mechanism-Outcome configurations (CMOs). These CMOs link contextual factors to outcomes (i.e. staff enforcement) by explaining the underlying generative mechanisms (i.e. staff members' cognitive, psychosocial, and behavioural responses). A systematic literature search for the period 2000-2016 was performed using Academic Search Premier, PsycInfo, and MEDLINE. Forty English-language articles were identified for the synthesis. RESULTS: Our programme theory demonstrated three CMOs: when contextual factors make staff members experience STP enforcement as part of their professional role and duties, it may lead to staff members showing responsibility for STP enforcement (CMO1); when contextual factors make staff members feel their contribution is leading to positive outcomes, it may lead to staff members showing motivation to enforce STPs (CMO2), and when contextual factors make staff members feel that they are able to deal with students' responses, it may lead to staff members showing confidence in STP enforcement (CMO3). Moreover, the programme theory provided more precise insights into what contextual factors contribute to triggering the individual mechanisms and the consequent outcomes. CONCLUSIONS: By applying a realist approach, we have been able to detect three CMOs explaining staff members' STP enforcement. The findings provide useful insights explaining how stakeholders can support staff members' STP enforcement and consequently improve the impact of STPs on adolescent smoking.

Preparing our future workforce: a qualitative exploration of dietetics practice educators' experiences.

BACKGROUND: Dietetics practice educators are instrumental in the development of future dietitians. The present study aimed to explore dietetics practice educators' experiences of, and challenges faced in, dietetics workforce preparation. METHODS: This study was guided by interpretive description methodology. Purposive and maximum variation sampling were used to recruit 18 dietetics practice educators from a variety of practice areas and locations across Australia. In-depth, semi-structured interviews were digitally recorded then transcribed verbatim and inductive coding of data was managed with nvivo (QSR International Pty Ltd, Doncaster, VIC, Australia). Multiple researchers analysed the data to develop preliminary themes using template analysis before final themes were identified. RESULTS: Three main themes were developed: nurturing others; seeing the flaws; and soldiering on. Practice educators take great satisfaction in witnessing students develop and are focused on cultivating future practitioners with authentic learning activities. However, they are impacted by perceived shortcomings of the systems in which they operate and consider that broadening the scope of dietetics placements to better align with contemporary practice could benefit graduates and the profession. Despite these challenges, practice educators are pragmatic in getting on with their roles and recognise the advantages gained from student placements. CONCLUSIONS: Despite facing numerous challenges, practice educators derive benefits from their role in workforce preparation. Evidence is required on how students can demonstrate competence in contemporary areas of practice and on how to enable the scope of student placements to be broadened. Such strategies could support practice educators to overcome challenges and help ensure the dietetics profession of tomorrow is relevant and responsive.

Roles y habilidades docentes según escenarios educativos en carreras de la Salud / Teaching Roles and Skills According to Educational Scenarios in Health-Related Majors

Introducción: Las carreras de la salud se caracterizan por contemplar dos contextos educativos, el aula que abarca casi la totalidad del plan curricular en el ciclo básico y parte importante del pre-clínico; y el contexto de enseñanza clínica que caracteriza el último ciclo de formación profesional en Ciencias de la Salud. Objetivos: Describir los roles docentes que se practican en la actualidad en diversos escenarios educativos de carreras Salud en una Universidad de alta complejidad en Chile. Métodos: Investigación cualitativa, teoría fundamentada de Strauss y Corbin. Se utilizaron dos instrumentos para la recolección de datos, previo consentimiento informado: entrevistas individuales semi-estructuradas y focus group, por muestreo teórico. Los participantes fueron 31 docentes de seis carreras de las Ciencias de la Salud. Se utilizó el método de comparación constante para el análisis de datos y fueron procesados en Atlas ti. Resultados: Se observaron diferencias en el rol que ejerce el docente que realiza enseñanza en aula quien despliega habilidades que le permite tener un mayor control sobre el proceso de enseñanza-aprendizaje y el rol que ejerce en campos clínicos, donde debe desplegar diversas estrategias espontáneas. Conclusiones: Los habilidades docentes le permiten ir adaptándose a los escenarios educativo en lo que enseña, sin embargo, también provoca que éstos ejerzan otro tipo de roles docentes que los que se propone en la teoría(AU)

Introduction: Health-related majors are characterized by contemplating two educational contexts: the classroom, which covers almost the entire curricular plan in the basic cycle and an important part of the pre-clinical cycle; and the clinical teaching context, which characterizes the last cycle of professional training in Health Sciences. Objectives: To describe the teaching roles currently practiced in different educational contexts of health majors in a high-complexity university in Chile. Methods: Qualitative research, grounded theory by Strauss and Corbin. Two instruments were used for data collection, with prior informed consent: semi-structured individual interviews and focus group, by theoretical sampling. The participants were 31 teachers from six Health Sciences majors. The constant comparison method was used for the data analysis. The data were processed in Atlas ti. Results: Differences were observed in the role played by the professor working in the classroom, where skills are displayed permitting greater control over the teaching-learning process, and the role played in clinical fields, where various spontaneous strategies must be deployed. Conclusions: The teaching skills allow the professor to adapt to the educational teaching scenarios; however, it also causes professors to exercise other types of teaching roles than those proposed in the theory(AU)

Healthy Eating for Life English as a second language curriculum: applying the RE-AIM framework to evaluate a nutrition education intervention targeting cancer risk reduction.

Medically underserved US immigrants are at an increased risk for death from preventable or curable cancers due to economic, cultural, and/or linguistic barriers to medical care. The purpose of this study was to describe the evaluation of the pilot study of the Healthy Eating for Life (HE4L) English as a second language curriculum. The Reach, Effectiveness Adoption, Implementation, Maintenance (RE-AIM) model was used to design a mixed-methods approach to the evaluation of the HE4L curriculum. Successful implementation was dependent upon enthusiastic teacher and manager support of the curriculum, teachers' ability to flexibly apply the curriculum to meet student needs, and researcher provision of curriculum workbooks. HE4L can be implemented successfully in various adult education settings to teach healthy eating behaviors and English language principles. Scale-up of HE4L may depend on the development of an online version of the curriculum to avoid the costs associated with printing and distributing curriculum materials.

Awareness of nutrition problems among Vietnamese health and education professionals.

Professionals who provide nutrition education and consulting to the public are encouraged to take into account the health, environmental and social contexts that influence health-related attitudes and behaviours in the population. This paper examined the awareness of shifts in population health outcomes associated with the nutrition transition in Vietnam among university nutrition lecturers, health professionals and school education professionals. Most of these professionals held accurate views of the current population health issues in Vietnam. However, they differed in their awareness of the seriousness of overweight and obesity. Although the majority indicated that the prevalence of obesity and non-communicable diseases (NCDs) had increased, nearly half believed that the government should complete its attempts to control undernutrition before trying to control obesity. More health professionals believed that food marketing was responsible for the growing prevalence of children's obesity, and more of them disapproved of the marketing of less healthy food to children. In contrast, the university nutrition lecturers were least aware of food marketing and the seriousness of obesity. Of the three groups, the university nutrition lecturers held less accurate perceptions of nutrition transition problems and their likely drivers. There is an urgent need for greater provision of public nutrition education for all three groups of professionals.

EFNEP's Impact on Exemplary Educators' Quality of Life.

OBJECTIVE: To determine how the Expanded Food and Nutrition Education Program (EFNEP) affects the quality of life (QoL) of its exemplary paraprofessional educators. METHODS: Qualitative telephone interviews with EFNEP supervisors (15), educators (28), and agency partners (15). Template analysis based on the University of Toronto's QoL constructs. RESULTS: The EFNEP had a positive impact on 6 of 9 a priori categories: physical being, psychological being, social belonging, community belonging, practical becoming, and growth becoming. CONCLUSIONS AND IMPLICATIONS: The EFNEP enhances the QoL of its exemplary educators, which suggests that the program's benefits go beyond those documented in participants.