ABSTRACT
OBJECTIVES: Cultural stress is experienced by undocumented students when they encounter discrimination in higher education and society. In response, undocumented students engage in critical consciousness, while simultaneously experiencing psychological distress. A conceptual model is introduced to describe the links between cultural stress, critical consciousness development, and psychological distress. METHOD: One hundred seventy-one undocumented college students were recruited to participate in this study and completed measures of cultural stress (discrimination). They also completed measures of psychological distress, critical consciousness, and social justice self-efficacy and outcome expectations. The proposed model was tested for global fit and path analysis in structural equation modeling. Indirect effects were probed to assess the mediating role of critical consciousness and psychological distress. RESULTS: The model fit the data excellently. Greater discrimination was associated with higher critical consciousness, which in turn was associated with elevated social justice self-efficacy and outcome expectations. Additionally, higher discrimination was also linked to greater psychological distress. The link between cultural stress and critical consciousness was not explained by psychological distress. CONCLUSIONS: This research expands theory by articulating the adaptive ways undocumented students respond to the conditions that cause cultural stress and psychological distress. This aligns with a growing literature documenting the psychology of undocumented immigrants' activism and advocacy. Findings may inform interventions by higher education institutional agents and research to offset cultural stress and psychological distress. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
ABSTRACT
Fundamento: la utilización de entornos virtuales de enseñanza aprendizaje es una tendencia que las instituciones de educación superior ponen en práctica en sus estrategias de desarrollo y perspectiva académica. Objetivo: evaluar el grado de satisfacción de los estudiantes con la virtualidad de la asignatura Metodología de la Investigación en la carrera de Medicina, de la Facultad de Ciencias Médicas de Sagua la Grande durante el período 2020-2021. Métodos: se realizó una investigación de tipo descriptiva transversal donde se aplicaron métodos teóricos: análisis-síntesis e inducción-deducción y empíricos: un cuestionario constituido por 15 ítems, cuyas respuestas fueron evaluadas a través de una escala aditiva tipo Likert. Para el procesamiento de la información se emplearon la estadística descriptiva y herramientas estadísticas. Resultados: el aula virtual diseñada para la asignatura se estructuró según unidades temáticas, además de un módulo donde se situaron las orientaciones generales. Las frecuencias que predominaron para todas las dimensiones estuvieron entre los niveles Satisfecho y Muy satisfecho. Se destacaron las dimensiones Resultados y Contenido con predominio de respuestas positivas; en las dimensiones Orientaciones generales del curso y Disponibilidad/estabilidad, fue donde manifestaron mayor negatividad. Conclusiones: la utilización de la virtualidad demostró que el nivel de satisfacción de los estudiantes alcanzado en la asignatura Metodología de la Investigación en la carrera de Medicina es elevado por lo que se recomienda su aplicación por los docentes como apoyo a la clase presencial.
Background: the use of virtual teaching-learning environments is a trend that higher education institutions put into practice in their development strategies and academic perspective. Objective: to evaluate the degree of satisfaction of the students with the virtuality of the Research Methodology subject in the Medicine degree, of Sagua la Grande Faculty of Medical Sciences during from 2020 to 2021. Methods: a cross-sectional descriptive investigation was carried out where theoretical methods were applied: analysis-synthesis and induction-deduction and empirical: a questionnaire consisting of 15 items, whose answers were evaluated through a Likert-type additive scale. For the information processing, descriptive statistics and statistical tools were used. Results: the virtual classroom designed for the subject was structured according to thematic units, as well as a module where the general orientations were located. The frequencies that prevailed for all dimensions were between the Satisfied and Very Satisfied levels. The Results and Content dimensions with a predominance of positive responses were highlighted; in the General orientations of the course and Availability/stability dimensions, it was where they manifested the greatest negativity. Conclusions: the use of virtuality showed that the level of student satisfaction achieved in the Research Methodology subject in the Medicine degree is high, so its implementation by teachers is recommended as support for the face-to-face class.
Subject(s)
Students, Medical , Education, Distance , Education, Medical , Information Technologies and Communication Projects , e-AccessibilityABSTRACT
OBJECTIVES: A plethora of challenges prevents immigrant students, particularly undocumented students, from succeeding in college at the same rate as U.S. citizens. This study drew on national data to operationalize a model based on the undocufriendly campus framework (Suárez-Orozco, Katsiaficas, et al., 2015). METHOD: A total of 501 immigrant students, including 114 with precarious immigration statuses, completed measures on perceptions of welcoming campus climate, positive mental health, anxiety, and persistence confidence in college. Data were analyzed using path analyses in structural equation modeling. RESULTS: Results suggested that precarious immigration status was linked to lower perceptions of welcoming campus climate, lower positive mental health, and higher anxiety. In turn, welcoming campus climate was linked to higher positive mental health and lower anxiety. The latter mental health variables were predictive of persistence confidence in college. CONCLUSIONS: Findings are discussed in relation to federal and campus policies to support immigrant students. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
ABSTRACT
El liquen plano es una dermatosis subaguda o crónica e inflamatoria, autolimitada de etiología desconocida, que afecta a la piel, mucosas y anejos cutáneos (uñas y pelo). Es una enfermedad relativamente frecuente en adultos, pero extremadamente rara en los niños y se presenta en la población general con una prevalencia menor al 1%. La forma infantil es clínicamente similar a la del adulto, aunque la afectación mucosa es excepcional. En su patogenia intervienen factores genéticos, inmunológicos, fármacos e infecciones. Se comunica el caso de un niño con lesiones cutáneas diseminadas de liquen plano. Se efectuó tratamiento con Triamcinolona tópica 0,05%, Clorfeniramina y Dexametasona, evolucionando con desaparición de las lesiones en 3 semanas. Palabras claves: liquen plano, infantil, cutáneo.
Subject(s)
Child , Skin Diseases , Lichen PlanusABSTRACT
El presente trabajo contribuye al conocimiento de la microbiología bucal, cuando menos con respecto de las fluctuaciones de la masa bacteriana en el órgano que contiene la máxima cantidad. Los resultados señalan la influencia que la ingestión de alimentos tiene sobre la reducción de la masa bacteriana de la lengua y su incremento durante el tiempo que transcurre entre cada alimento