Psychometric properties and cultural adaptation of "LifeConScale" -Life Conditions Scale for Adolescents.

Promoting the adoption of healthy habits represents a great challenge for health and education professionals. In this sense, childhood and adolescence are propitious times for the acquisition and consolidation of behaviors and skills, being that numerous and different determinants act in the genesis of behavior. The purpose of this study was to test the Psychometric properties and cultural adaptation of "LifeConScale" -Life Conditions Scale for Adolescents-. A cross-sectional and multicenter study was carried out in a representative sample of adolescents enrolled in 1st and 2nd year of Compulsory Secondary Education in 18 educational centers in Aragon, during the 2018-2019 school year. Sociodemographic characteristics, life skills, daily habits, and academic performance were analyzed using an adapted questionnaire from different scales and previous studies. For the adaptation of the questionnaire, the expert panel technique was used and for its validation, exploratory factor analysis was carried out and Cronbach's Alpha was applied, assessing the global internal consistency and of each one of the factors. The instrument showed a Kaiser-Meyer-Olkin sample size adequacy of 0.8122. A 6-dimensional model was chosen that explained 75.25% of the variance. The goodness of fit obtained a value of 0.802 in the Nomed Fix Index. The Comparative Fit Index was 0.891. The result of the analysis of variances and covariances carried out according to the Standardized Root Mean Square Residual yielded a value of 0.093 The analysis showed excellent application conditions in the study population and construct validity. This instrument will be useful for the evaluation of educational programs that work to promote health in educational centers, such as Health Promoting Schools.

A comparative study of life skills, lifestyle habits and academic performance in health promoting and non-health promoting schools in the Autonomous Community of Aragon, Spain.

Background: There is insufficient evidence about the impact of health promoting schools on the student's health and academic performance. The aim of this study was to compare the life skills, lifestyle habits and academic performance of 7th and 8th grade students registered in health promoting and non-health promoting schools in the Autonomous Community of Aragon. Methods: An observational, descriptive, comparative study of the life skills, lifestyle habits and academic performance of 7th and 8th grade students registered in 43 randomly selected health promoting and non-health promoting schools was carried out. We used an adapted tool, which was validated through the expert panel technique, to evaluate the students' life skills (self-efficacy, social skills and affect balance), lifestyle habits (diet, sleep, physical exercise, use of screen and substance abuse) and academic performance. Results: The socioeconomic level of the mothers and fathers of the students who attended non-health promoting schools was significantly higher than that of the parents of the adolescents who attended health promoting schools (p < 0.001). The students who attended non-health promoting schools had better self-efficacy, led a healthier life generally and achieved better academic results (p = 0.03). Conclusions: As opposed to previous studies, which found a positive association between health promoting schools and life skills, lifestyle habits and academic performance, our findings suggest that the impact of these health programs on the students' health and academic performance is limited. We recommend that the degree of implementation of health promotion programs in health promoting schools is systematically evaluated, and the health promoting school accreditation process and requirements reviewed, in order to ensure that the health of school children and adolescents is safeguarded and promoted in the short, medium and long term.

Healthy Lifestyle and Academic Performance in Middle School Students from the Region of Aragón (Spain).

A healthy lifestyle is important to the present and future development and health of school age people. This study aims to analyze the relationship between daily lifestyle habits and academic performance in a sample of adolescents from the autonomous community of Aragon (Spain). We performed a cross-sectional study to analyze the lifestyle habits and academic performance of a total of 1745 7th and 8th grade middle school students during the academic year 2018-2019; the participants were selected from a random sample of 43 middle schools from the region of Aragon. The following data were collected through an anonymized, previously validated questionnaire: diet, sleep, physical activity, use of screens, use of toxic substances, and academic performance. We found a statistically significant association between all the lifestyle habits analyzed and academic performance (p < 0.001) in our sample. Based on our findings, we suggest that health promotion and education in healthy lifestyles should be integrated in middle school curricula to improve academic performance and, more importantly, to promote both present and future health outcomes of adolescents.

Association between Life Skills and Academic Performance in Adolescents in the Autonomous Community of Aragon (Spain).

BACKGROUND: Learning and socio-emotional development is promoted through the creation and nurturing of an optimal school climate. This study aims to analyze the relationship between life skills and academic performance in a large sample of adolescents from the autonomous community of Aragón (Spain). METHODS: A cross-sectional study was conducted on the life skills and academic performance of a sample of 7th and 8th grade middle school students during the academic year 2018-2019. A sample of 43 middle schools were randomly selected; the final sample comprised 1745 students. The following data were collected through an anonymized, previously validated questionnaire: sociodemographic variables, social skills, self-efficacy, affective balance, and academic performance. RESULTS: We found a statistically significant association between life skills and academic performance (p < 0.001) in our sample. We also observed significant gender differences in life skills, with boys obtaining higher scores in cognitive skills and affective balance, and with girls achieving higher scores in social skills. CONCLUSION: We argue that life skills should be integrated into educational policies in order to improve the academic performance and health outcomes of students.

Las publicaciones científicas en enfermería comunitaria: análisis de situación / Scientific publications in community nursing: situation analysis

INTRODUCCIÓN: A pesar de que la producción científica en enfermería comunitaria ha aumentado en los últimos años, no es sencillo publicar en revistas específicas de alto impacto. Pretendemos identificar revistas científicas en las que publicar estudios enfermeros comunitarios, así como discutir ciertas características científico-técnicas de dichas revistas. MÉTODO: Artículo de enfoque constructivista, con diseño cualitativo. Parte de una revisión documental no sistemática en Scopus, Journal Citation Reports -JCR- y el catálogo Index, complementada con un informe de evaluación crítica tras análisis e interpretación de contenido a partir de opiniones de expertos/as (12 editores/as de revistas científicas en España, en las que sea posible publicar estudios de enfermería comunitaria). Se utilizó un cuestionario de preguntas abiertas remitido mediante Google forms(R). RESULTADOS: No existen revistas en español específicas de enfermería comunitaria en JCR, siendo 6 específicas en inglés y 9 generalistas. En Scopus encontramos 4 específicas y 4 inespecíficas en idioma inglés, siendo numerosas las revistas generalistas. En Index se localizaron 12 revistas, 4 con línea específica comunitaria. Transparencia y ética son claves para la mejora de las revistas científicas. Editores y revisores deben tener experiencia, no solo como autores sino también como revisores. Mejorar la visibilidad de las revistas, la calidad editorial y su impacto es importante, y ello puede provocar el pago por publicación. CONCLUSIONES: La publicación de estudios científicos de alto impacto debe hacerse necesariamente en revistas en inglés, no existiendo revistas específicas en español. Transparencia, calidad y procesos editoriales deben mejorarse en las revistas científicas

INTRODUCTION: Although scientific production in community nursing has increased in recent years, it is not easy to publish in specific journals of high impact. We intend to identify scientific journals in which to publish community nursing studies, as well as to discuss scientific-technical characteristics of these journals. METHOD: Constructivist approach article, with qualitative design. Part of a non-systematic documentary review in Scopus, Journal Citation Reports JCR and Index, complemented with a critical evaluation report after analysis and interpretation of content based on expert opinions (12 editors of scientific journals in Spain, in which it is possible to publish community nursing studies). An open-ended questionnaire sent by Google forms(R) was used. RESULTS: There are no Spanish-language journals specific to community nursing in JCR, with 6 specific in English-language and 9 generalists. In Scopus, we find 4 specific and 4 non-specific in English-language, being numerous generalist Journals. In Index, 12 journals were located, 4 with a specific community line. Transparency and ethics are key to the improvement of scientific journals. Editors and reviewers must have the experience, not only as authors but also as reviewers. Improving the visibility of journals, editorial quality, and its impact is important, and this can lead to paying per publication. CONCLUSIONS: The publication of high impact scientific studies must necessarily be done in journals in English, there is no specific journals in Spanish. Transparency, quality, and editorial processes should be improved in scientific journals

Analisis CAME‐ DAFO del primer semestrecomo Residentes de Enfermeria Familiar y Comunitaria / CAME-WTSO analysis of the first semester as Family and Community Nursing residents

En 2010 se publica el primer programa formativo de la especialidad de Enfermería Familiar y Comunitaria. Como primera promoción de Residentes se inicia la aplicación practica de las competencias de dicho programa. Así, para recoger las experiencias del primer semestre y analizar la puesta en práctica del plan formativo se ha utilizado un análisis DAFO (Debilidades, Amenazas, Fortalezas y Oportunidades). Se ha obtenido un total de ocho debilidades, nueve fortalezas, seis amenazas y cinco oportunidades. De todas ellas, se destaca que hay una tendencia a la especialización y como futuras especialistas se apuesta por ello. Muchos profesionales sanitarios no conocen los programas formativos de las/los residentes, no se dispone de portafolio especifico de Enfermería, sin olvidar el difícil reconocimiento profesional de la especialidad. A raíz de estos resultados se elaboró un análisis CAME (Corregir, Afrontar, Mantener y Explotar).Las conclusiones extraídas sirvieron para establecer objetivos encaminados a mejorar aspectos de la residencia basándose en la experiencia, trazar líneas que servirán para seguir desarrollándola y poder mejorarlas promociones futuras (AU)

In 2010, the first training program in the specialty of Family and Community Nursing was published. With the first class of Resident Nurses, the practical implementation of said program has been initiated. Therefore, WTSO (Weaknesses, Threats, Strengths and Opportunities) analysis has been used in order to collect the experiences in the first semester and analyze the implementation of the training plan. Eight weaknesses, nine strengths, six threats and five opportunities have been obtained in total. Of all of them, a trend towards specialization has been highlighted, and this is supported as future specialists. Many healthcare professionals are not familiar with training programs for resident nurses, there is no specific portfolio for Nursing, and we cannot forget the difficult professional acknowledgement of this specialty. Based on these results, a CAME (Correct, Adapt, Maintain and Explore) analysis was prepared. The conclusions obtained were useful to establish objectives targeted at improving aspects of the residence period based on experience, to draw lines which will be useful to continue developing it and enabling to improve the future graduated classes (AU)