Usefulness of an online learning program for new nursing faculty members.

The purpose of this study was to examine the usefulness of an online learning program, Learning Program for New Faculty Members, in conveying knowledge of educational practice to newly appointed nursing faculty members. The study participants were assistant professors and research associates from nursing programs in Japan, with less than 5 years of educational experience. In total, 99 people participated in this study, and data from 97 were analyzed. Participants in the control group (43) were frequency matched to those in the intervention group (54) for sex, age, final degree, clinical experience, and academic experience. A pre-test was conducted using an original questionnaire, and there were no significant differences between the two groups in knowledge about educational practice. The intervention group then participated in the Learning Program for New Faculty Members online, at their convenience. After the intervention, a post-test was conducted. In the intervention group, post-test scores were significantly higher for all items except Item 3 (Conducting Class). The intervention and control groups' post-test scores were 23.55 vs 16.90 for Item 1 (Student Understanding and Support), 28.20 vs 22.17 for Item 2 (Syllabus and Class Design) and 5.40 vs 2.97 for Item 4 (Understanding of Educational Theories). The Learning Program for New Faculty Members was therefore considered to be effective in helping newly appointed nursing faculty members to acquire knowledge. The program was able to overcome the time and environmental constraints of newly appointed nursing faculty members.

A Study on Satisfaction and Influencing Factors of Educational Practice of Preschool Education Majors in Higher Vocational Colleges.

In September 2020, the Ministry of Education and other nine departments issued the notice of "Action Plan for Improving the Quality of Vocational Education (2020-2023)" which emphasizes strong practical teaching. The state pays more and more attention to the quality of practical practice in higher vocational colleges. From the perspective of student satisfaction, this study explores the satisfaction of preschool education students on educational practice and related influencing factors, so as to carry out better educational practice and improve the quality of students' educational practice in colleges and universities. This study uses the questionnaire method, according to the existing literature and theory to build the results of self-compiled "higher vocational college students majoring in preschool education practice satisfaction and influencing factors questionnaire." A total of 463 students majoring in preschool education in higher vocational colleges were investigated. The following research results are obtained. 1. The overall satisfaction of students majoring in preschool education in higher vocational colleges to educational practice is above the average. In descending order of satisfaction question scores, other factors influencing student's satisfaction are the tutors in the educational practice park, the educational practice base, the content of educational practice, the management of educational practice, the tutors in the school of educational practice, and the time of educational practice. 2. For constructing the influencing factor model of educational practice satisfaction, it is found that the influencing factors of educational practice satisfaction are university management rational factors, support factors from the educational base, and students' own factors.

Contexto familiar y desarrollo infanto-juvenil: el papel de la interacción filio-parental en la salud mental / Context familiar i desenvolupament infantil i juvenil: el paper de la interacció filioparental en la salut mental / Family context and child and adolescent development: the role of child-parent interaction in mental health

El presenteestudio explora la relación entre prácticas educativas parentales y/o estilos educativos parentales sobre conductasinternalizantes y externalizantes. Se evaluaron las prácticas educativas parentales en una muestra constituida por 43niños y adolescentes de 7-14 años, los estilos educativos parentales y la psicopatología mediante el APQ y el CBCL, res-pectivamente. Los resultados sugieren que menor implicación parental, elevada inconsistencia en la disciplina y uso decastigo corporal se relacionan con conductas externalizantes. Asimismo, los estilos educativos autoritarios, permisivosy/o negligentes se relacionan con conductas internalizantes y externalizantes. En conclusión, se manifiesta la relevan-cia de promocionar prácticas educativas parentales adaptativas, contribuyendo en la implementación de programasespecíficos basados en la evidencia para progenitores.(AU)

Thepresent study explores the relationship between parental educational practices and/or parental educational styles oninternalizing and externalising behaviours. Parental educational practices, parental educational styles, and psycho-pathology were assessed in a sample consisted of 43 children and adolescents aged between 7-14 years using theAPQ and the CBCL, respectively. The results suggest that less parental involvement, high inconsistency in discipline,and use of corporal punishment are related to externalising behaviours. Likewise, authoritarian, permissive, and/ornegligent educational styles are related to internalising and externalising behaviours. In conclusion, the relevance ofpromoting adaptive parental educational practices, contributing to the implementation of specific evidence-basedprogrammes for parents, is evident.(AU)

Aquest estudi explora la relació entre pràctiques educatives parentals i/o estils educatius parentals sobre conduc-tes internalitzants i externalitzants. Es van avaluar les pràctiques educatives parentals, els estils educatius parentalsi la psicopatologia en una mostra constituïda per 43 nens i adolescents de 7 a 14 anys mitjançant l’APQ i el CBCL,respectivament. Els resultats suggereixen que menor implicació parental, elevada inconsistència a la disciplina i úsde càstig corporal es relacionen amb conductes externalitzants. Així mateix, els estils educatius autoritaris, permis-sius i/o negligents es relacionen amb conductes internalitzants i externalitzants. En conclusió, es manifesta la relle-vància de promocionar pràctiques educatives parentals adaptatives, contribuint a la implementació de programesespecífics basats en l’evidència per a progenitors.(AU)

'Ref! Could You Help Me?'-Building a Positive Climate by Referees during Floorball Competitions in Youth Sport.

In creating a positive climate in sport for children and youth, the role of adults is of key importance as their behavior and attitudes determine the experiences and multilateral development of young players. Relatively recently, the importance of the referee in creating a supportive sporting environment has begun to be emphasized. This concerns, in particular, team sports in which the referees interact with players many times and influence the course of the game. The aim of the study was to evaluate the quality of the referee-players' interactions during youth floorball matches in terms of building a positive climate and responsiveness to the players' needs. Another aim of the study was to examine whether the referee's qualifications and players' gender affect the quality of their interactions with the players. The study was conducted among 21 referees officiating matches for girls and boys aged 12-18. Naturalistic and structured observation methods were used in the study. The observation was conducted using a wireless intercom that allows listening to verbal messages directed to the players. Furthermore, the referee's work was recorded using a camera. The results of the statistical tests did not show any significant differences in the assessment of referees between the groups distinguished in terms of the referees' license and players' gender in both examined dimensions. The observations showed that the average rating of building a positive climate by referees during a sporting event measured on a seven-point scale was 'poor' (2.81 pts). The referees were assessed significantly higher on the second dimension (responsiveness to the players' needs), although an overall rating of 3.81 pts means a medium level of interaction quality. The results indicate areas in which referees can improve. They lead to the following conclusions: (i) the contents of training for floorball referees should include problems of pedagogy and developmental psychology; (ii) referees should be equipped with appropriate competencies for building a positive climate during matches and monitoring the players' needs; (iii) referees appointed to officiate children and youth games should be characterized by appropriate predispositions.

Assessment of Referees in Terms of Building a Positive Climate and Responsiveness to the Health, Emotional, and Social Needs of Rugby Players in Competitive Children Sport.

One of the key elements of effective sports programs that contribute to a child's sense of joy and satisfaction in participating in sports is contact with an adult who builds a caring climate deliberately and intentionally. Referees play a special role in providing positive experiences for young athletes. The main aim of this study was to assess the quality of referee-player interactions in terms of building a positive climate during the game and the referee's responsiveness to the health, emotional, social, and cognitive needs of young rugby players aged 6-12 years. The research was conducted among 23 referees refereeing children's rugby matches in Poland. The structure observation method and The Referee-Players' Interaction Assessment Scoring System tool were used in the study. Each referee was observed twice. The referee's verbal and non-verbal communication was recorded using a GoPro Hero 8 camera and an Ejeas Fbim wireless intercom system. A Wilcoxon signed-rank test was used to examine differences between referees' ratings on two dimensions. The Mann-Whitney U test was employed to test the significance of differences in the mean scores of referees between groups divided by experience. The referees, in both dimensions (building positive climate and responsiveness to the players' needs), scored on a 7-point scale, were rated at an average level of 3.22 (SD = 1.65) and 4.39 (SD = 1.67), respectively, with the responsiveness dimension rating being statistically significantly higher than the positive climate rating. The results showed that referee experience was not a determinant of the rating of the quality of referee-players' interactions in both dimensions. From these studies, it was concluded that there is a need to complement the existing training programs for referees with the contents from the field of pedagogy and developmental psychology. This will help them build a positive climate during the game and show how to respond to children's health, cognitive, emotional, and social needs. Furthermore, developing a referee's pedagogical skills can improve their relationship with players, which can ultimately translate into a greater sense of job satisfaction. The formulated practical implications can also be transposed to other team sports.

Knowledge, Attitudes, and Practice of Child Sexual Abuse Prevention among Primary School Teachers: A Study in a City of Guangdong Province of China.

This study aimed to understand the status of knowledge, attitudes, and educational practice of child sexual abuse (CSA) prevention among primary school teachers in a city of Guangdong province of China in order to provide baseline information for CSA prevention training for teachers. Teachers from 8 schools in a city of Guangdong province were surveyed, in May 2019, via an anonymous self-administered questionnaire. On the whole, primary school teachers had positive attitudes toward CSA prevention, but their knowledge and educational practice for CSA prevention were somewhat limited. Results of multiple logistic regression showed that older teachers (40 years or older) (OR = 1.692. 95%CI 1.135, 2.521), classroom teachers (OR = 1.877. 95%CI 1.269, 2.776), and teachers who had participated in training (OR = 4.293. 95%CI 2.907, 6.339) had more educational practice. The findings in this study could provide useful information for developing further CSA prevention education in primary schools.

Positive Behavior Management: Assessment of Rugby Referees in Children Sport.

During children's sports competitions, the referees play a special role. The referees are expected to be able to identify behavioral problems (of players, coaches, and fans), applying specific techniques to prevent negative behavior of players. Adapting these actions to the specifics of the group or individuals is crucial in providing a safe educational environment that promotes child development. The main objective of this research was to assess the quality of referees' interactions with players in terms of positive behavior management and proficiency during rugby matches of children aged 6-12 years. Twenty-three rugby referees officiating matches organized by the Polish Rugby Union in Poland participated in the study. The research used the Referee-Players' Interaction Assessment Scoring System tool. Additionally, referee-player interactions were recorded with a GoPro 8 camera along with audio from a wireless intercom. The significance of differences between the ratings for each indicator was tested by chi-squared test, while a non-parametric Wilcoxon signed-rank test was used to compare the mean ratings of positive behavior management and proficiency. The Mann-Whitney U-test was used to compare differences between assessments of experienced and inexperienced referees. The observations showed that referees were rated significantly higher in the proficiency dimension than in positive behavior management dimension. Nevertheless, both ratings represent an average level of quality of interactions with the players. The referee's experience did not determine the quality of his or her interactions with the players in the specific dimensions. The following conclusion was drawn from the research: referees should be trained in the methods and techniques for managing player behavior and should act to prevent the occurrence of negative behavior, by presenting clear and understandable expectations to players before the match and using preventive measures.

Teachers' knowledge and approaches to supporting preterm children in the classroom.

BACKGROUND & AIMS: Teachers in the UK receive little training about the long-term consequences of preterm birth on children's development. Our aim was to assess knowledge and elicit suggestions for improving educational practice in the US by means of a mixed-method study. METHODS: 246 US teachers (92.7% female) completed the validated Preterm Birth - Knowledge Scale (PB-KS). Of the participating teachers, 50.9% reported professional experience with preterm born children. A representative subsample of 35 teachers responded to a case vignette by describing how they would support the child in the classroom. Answers were coded using thematic content analysis. RESULTS: Overall, the mean PB-KS score was 15.21 (SD = 5.31). Participating teachers who had professional experience with a preterm child had higher mean PB-KS scores than teachers without (16.95 vs. 15.24, p = .012). Qualitative responses provided specific content for classroom intervention. CONCLUSIONS: Our findings show that US teachers have limited knowledge of the long-term impact of preterm birth. They provided important indicators for the design of targeted classroom interventions to support the learning of preterm children.

The Effects of the Socialization of Physical Education Teachers on Their Modes of Interaction With Students in Tunisian Schools.

This article uses an interactionist perspective to address the socialization of physical education teachers in a teaching setting in Tunisia. The two main objectives of the study are to present the social characteristics of the population studied, draw general conclusions about the social origins of the Tunisian teachers of physical education and sport, and to identify the link between socialization and the pedagogical practice of physical education teachers in Tunisian schools. My colleagues and I collected data through participant observations and in-depth interviews with a representative sample of teachers. The results show that the socio-cultural origin, the type of training and the generational effect of physical education teachers in a teaching setting in Tunisian schools influence pedagogical behavior.

Sistematización de experiencias como método para la retroalimentación de la práctica educativa / Systematization of experiences as a method for feedback on educational practice

RESUMEN. El proceso de enseñanza-aprendizaje hace prioritario valorar las experiencias y perspectivas de los actores involucrados, para ello, es necesario promover la dialogicidad entre estudiantes y docentes, como una actividad de retroalimentación que oriente a la reflexión y análisis en busca de la adaptación y mejora del mismo. El objetivo del estudio fue valorar la práctica educativa sustentada en el enfoque de pensamiento complejo, a partir de la perspectiva estudiantil. El presente trabajo muestra los datos obtenidos a partir de sistematización de experiencias académicas desarrollada con 23 estudiantes del segundo semestre de Licenciatura en Educación Física, con respecto, al primer objeto de estudio del proyecto formativo implementado que atiende la asignatura Bases Psicopedagógicas en el semestre enero-junio 2018, para lo cual se atendieron tres fases procedimentales: reconstrucción, interpretación y potenciación de la experiencia. Haciendo uso de la videograbación y observación participante, se analizó como unidad de observación al pensamiento complejo y como unidades de análisis 1. La planeación analítica de clase compuesta por 2. Estrategias docentes innovadoras y 3. La metodología de evaluación. Los resultados muestran que los estudiantes manifiestan interés y motivación por las unidades de análisis 2 y 3, expresando que les favorecen las clases dinámicas y la valoración de su trabajo con un carácter formativo y no memorístico. En cuanto a la unidad de observación 1, manifestaron un dominio limitado acerca de la propuesta presentada por la docente. Se rescata su interés y satisfacción porque las asignaturas teóricas los sitúen en su realidad laboral.

ABSTRACT. In the teaching-learning process it becomes a priority to assess the experiences and perspectives of the actors involved, for this it is necessary to promote dialogue between students and teachers, as a feedback activity that guides reflection and analysis in search of adaptation and of the improvement of it. The objective was to assess the educational practice based on the complex thinking approach from the student perspective. The present work shows the data obtained from Systematization of Academic Experiences developed with 23 students of the second semester of the Degree in Physical Education, with respect to the first object of study of the formative project implemented that attends the subject Psychopedagogical Bases in the semester January -June 2018, for which three procedural phases were attended: reconstruction, interpretation and enhancement of the experience. Using video recording and participant observation, it was analyzed as a unit of observation to complex thinking and as units of analysis 1.The analytical class planning, 2. The teaching strategies implemented and 3. The evaluation methodology. The results show that the students express interest and motivation for the analysis units 2 and 3, expressing that they favor dynamic classes and the valuation of their work with a formative and non-memorial character. Regarding the observation unit 1, they expressed limited mastery of the proposal presented by the teacher. Their interest and satisfaction are rescued because the theoretical subjects place them in their work reality.

The Referee as an Educator: Assessment of the Quality of Referee-Players Interactions in Competitive Youth Handball.

Sport does not automatically generate educational benefits for players. For a sports field to become a child-friendly educational environment, it is essential that all actors involved in the organization of youth sport take deliberate educational measures. Among these actors are referees, who should be taken into account during the research on the educational value of sport for the youngest. The subject of the present study was handball referees, who interact with the players during matches. Assuming that the referee is an important actor in sport education and that referee-players interactions are the basic mechanism of the referee's educational influence, this study aimed to assess the quality of his or her interactions with players during handball matches for children aged 9 to 12 years. The research was conducted in a group of 25 handball referees who refereed matches of children in the region of Mazowieckie Voivodeship in Poland. The referees surveyed had current licenses issued by the Warsaw-Mazovian Handball Association. To assess the quality of referee-players interactions, the authors' direct observation tool (Referee-Players' Interaction Assessment Scoring System) was used. The educational referee-players interaction was studied in six dimensions: Positive climate, Responsiveness, Behavior management, Proficiency, Instructing, and Communicating. Data were statistically analyzed using chi-squared test, Mann-Whitney U test and exploratory factor analysis (EFA). Cronbach's alpha values were higher than 0.90 in the factors, showing adequate levels of reliability. The results of the research demonstrated that the assessment of the quality of the referee's educational influence on players was neither affected by the referees' experience nor by the outcome of the match. The quality of educational referee-players interactions in five of the six dimensions studied was assessed as average, whereas positive climate was assessed as poor (three-step scale: poor, average, good). If referees are to support coaches and parents in achieving their educational goals, the results indicate areas where they can improve. The research provided empirical evidence that could be used as a basis for the modification of previous training programs for referees developed by local and national sports associations. The referees should be trained to build a positive climate on the sport field, which consists in creating emotional ties with players (physical proximity, social conversation), expressed in an enthusiastic attitude and joy of contacts (smiling, engagement, positive affect reaction, positive comments, respectful and inclusive language, using players first names, listening to players). In addition, referees must be taught to actively monitor players' emotional, cognitive, social, and health needs, as well as to respond to the players' needs and solve problems.

Association Between Preschoolers' Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications.

Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (ß = 0.344, p = 0.025; ß = 0.349, p = 0.024, respectively) and overall academic competency (ß = 0.267, p = 0.065; ß = 0.493, p = 0.001, respectively). However, only Integration was associated with mathematics competency (ß = 0.476, p = 0.002). The "Discussion" section focuses on the educational implications of these results and future research. It highlights the importance of early assessment of fine motor skills to identify students likely to present inadequate subsequent academic performance and the need to apply instruction and interventions tailored to the specific needs of each child.

Pedagogical Function of Referees in Youth Sport: Assessment of the Quality of Referee-Player Interactions in Youth Soccer.

We assume that all institutions and individuals involved in the organization of sport for children and young people should utilize the educational potential of sport. We assessed the quality of referee interactions with children during sports competitions in soccer. Based on the developmental theory and research suggesting that interactions between kids and adults are the primary mechanism of their development and learning, we focused on the quality of the referee-player interactions in terms of (1) emotional support, (2) game organization, and (3) instructional support. Twenty-five soccer referees who refereed matches for children aged 9-12 years were recruited. The Referee Educational Function Assessment Scoring System (REFASS) was used to assess the quality of the referee-player interactions. This tool was developed based on Classroom Assessment Scoring System-Upper Elementary. Regarding the REFASS dimensions, the mean scores for positive climate, Sensitivity, behavior management, content understanding and quality of feedback were in the medium range, while productivity and negative climate in the high range. In the case of the positive climate variable, the lowest mean ratings were recorded compared to other assessed dimensions. The assessments of the quality of referee-player interactions obtained for particular dimensions translated into the ratings for the specified domains. The highest ratings were given to game organization (6.0 ± 0.8; Me = 6.0), whereas the emotional support and instructional support were in the medium range (4.6 ± 1.5; Me = 4.5, and 5.2 ± 1.8; Me = 6.0, respectively). Referees are usually not aware of their pedagogical function and the complexity of their respective responsibilities. They are commonly considered to be ordinary technicians and evaluators of performance in competition. Based on the results, a postulate was formulated that referees should consciously perform a pedagogical function in the youth sport. Therefore, it is necessary to train them in educational methods and techniques appropriate to the age and needs of the child. The referees will then be prepared to take actions to prevent negative behavior of players on the field and to encourage prosocial behavior.

Preschool Metacognitive Skill Assessment in Order to Promote Educational Sensitive Response From Mixed-Methods Approach: Complementarity of Data Analysis.

A child's metacognitive skills contribute significantly to their learning and success. However, very few studies are focused on these skills at early education and most of them are carried out from inappropriate methodological perspectives for the characteristics of the youngest students. To overcome such limitations, it is essential to carry out observational studies that analyze children's metacognitive behaviors in the natural and habitual context of children's learning, as well as appropriate tasks for their level of development. The aim of this study was to analyze the sequential and associative structure of the metacognitive skills used by 5-year-old children throughout the resolution of a playful task (a puzzle). It was interesting to know if there were different hidden structures in the use of metacognitive skills in the children who solved the puzzle and those who did not. From the methodological approach, this work was located in the perspective of mixed methods which is characterized by the integration of qualitative and quantitative elements. This integration was carried out from the "connect" option. The integration involved developing quantitizing, as one of its possibilities. Recent scientific literature has considered systematic observation, in which the QUAL-QUAN-QUAL macro stages take place, as a mixed method itself. Consequently, systematic observation was applied, because it was suitable for our aim. A Nomothetic/Punctual/Multidimensional observational design was used. The playful activity of 44 preschool children solving the puzzle individually was coded. It allowed us to obtain data matrices that respond to the QUAL stage. Regarding the QUAN stage, once the quality of data was controlled, the records were further analyzed by differentiating two groups of participants (those who had solved the puzzle and those who did not) using three quantitative techniques of observational analysis (T-pattern detection, lag sequential analysis, polar coordinate analysis). Finally data was returned to a QUAL stage to interpret the results. The use of these three techniques allowed a detailed and in-depth analysis of the children's activity. Results reveal differences in the metacognitive abilities of the children that solved and didn't solve the puzzle. These results have important implications for educational practice.

Treating and teaching: using publicly available data to explore the relationship between student and patient evaluations of teaching hospitals.

Introduction: Treating patients and teaching medical students are parallel activities that occur at teaching hospitals. However, the relationship between these activities is poorly understood. There have been multiple calls for assessing the quality of medical education by examining publicly available clinical data but there is minimal evidence linking these variables. Method: In this proof-of-principle study, the authors examined publicly available Hospital Consumer Assessment of Healthcare Providers and Systems (H-CAHPS)Ⓡ data collected during Calendar Year 2013 to explore the relationship between patient evaluations of their hospital experience and medical student evaluations of the educational experience at that site. Results: Pearson product-moment correlation coefficients were calculated for multiple variables. Patient ratings of doctor-patient communication correlated with student ratings of organization (R=0.882, p=0.048), educational value (R=0.882, p=0.048), teaching (R=0.963, p=0.008), and evaluation and feedback (R=0.920, p=0.027). Conclusion: These findings provide preliminary evidence for a relationship between patient experiences and the quality of education at that site. Further studies linking clinical and education outcomes are needed to explore this relationship in more depth. The contributions of specific hospital locations, providers, or clerkships need to be evaluated. Studies examining these relationships have the potential to improve both patient care and medical education.

Improvement of Planning Skills in Children With Autism Spectrum Disorder After an Educational Intervention: A Study From a Mixed Methods Approach.

The literature confirms that individuals with autism spectrum disorder (ASD) have planning deficits. However, few interventions have targeted these deficits. The aims of this study were to: (1) show that the mixed methods approach can be useful in studying planning skills of children with ASD during and after an educational intervention; (2) assess whether the planning skills of two groups of children with ASD improved during the intervention and if this progress was maintained 1 month after completing the intervention. The groups were formed depending on each child's severity level (SL) of ASD according to DSM-5: SL1 (requiring support) and SL2 (requiring substantial support). Each group was composed of four children. In the framework of mixed methods, we used observational methodology, which is considered as mixed methods in itself because it integrates qualitative and quantitative elements. A nomothetic/follow-up/multidimensional observational design was used. Planning skills manifested by children during the intervention were codified, as well as the scaffolding behaviors provided by the educational specialist. These skills and behaviors were also coded in one session, which took place 1 month after the intervention. Coded data of each group were submitted to prospective and retrospective lag sequential analysis. This informed of the sequential structure of planning skills performed by children in interaction with the educational specialist at the beginning and at the end of the intervention, as well as 1 month later after the intervention. The comparison of the patterns obtained in these three temporal moments allowed us to know the improvement of the two groups in the use of planning skills. Results showed that both groups improved their autonomous use of planning skills. However, SL1 group used successfully and autonomously complex planning skills, while SL2 group were unable to achieve this gain. SL2 group progressed in autonomy, but only using basic planning skills. Both groups can further improve their use of planning skills; therefore, the intervention should be adjusted to their characteristics and temporarily extended. These findings contribute to the, as yet, little studied field of intervention and assessment of planning skills in children with ASD using a mixed methods approach.

Prática educativa com pessoas que vivem com anemia falciforme: uma reflexão dialógica / Educational practice with people living with sickle cell anemia: a dialogic reflection

Estudo sobre a prática educativa do enfermeiro desenvolvida com pessoas que vivem com Anemia Falciforme (AF), por meio da consulta de enfermagem. As hemoglobinopatias constituem o distúrbio genético de maior frequência nos seres humanos, sendo a Doença Falciforme (DF), com destaque para a AF a de maior impacto clínico, social e epidemiológico. Objetivo geral: compreender a prática educativa em saúde desenvolvida na consulta de enfermagem com pessoas que vivem com AF e frequentam o ambulatório de um Hospital Especializado em tratamento de doenças do sangue. Estudo de natureza qualitativa, com abordagem participativa, do tipo estudo de caso. Os participantes foram 07 enfermeiros que atendem no ambulatório de DF e 14 pessoas que vivem com AF e que frequentam esse ambulatório. O cenário foi o ambulatório de DF do Hemorio/RJ. Pesquisa aprovada pelo CEP do HUAP/UFF, assim como o CEP do HEMORIO. Os dados foram coletados entre agosto e outubro de 2018 por meio de entrevista semiestruturada, rodas de conversa e observação participante. A análise dos dados ocorreu por meio da Análise de Conteúdo de Bardin, do tipo Temática. Foi elaborado um questionário sociodemográfico para caracterização dos participantes da pesquisa, onde os dados foram organizados em planilhas do Excel e passaram por análise univariada, utilizando medidas de estatística descritiva, frequência absoluta e relativa. As Unidades de Registros (URs) favoreceram a criação de duas categorias temáticas: Pessoas que vivem com Anemia Falciforme: uma perspectiva de autonomia por meio do diálogo; Vivências de Pessoas com Anemia Falciforme num ambulatório especializado, seguidas de suas sub-categorias. Na 1ª categoria, todos os enfermeiros relataram a importância do trabalho em equipe multidisciplinar para atingir um resultado de qualidade com essa população, apesar de esbarrarem em algumas dificuldades como a falta de recursos na instituição. Já na 2ª categoria, a maioria dos depoentes demonstrou a necessidade de continuar o tratamento no ambulatório de DF para manter sua qualidade de vida e diminuir as intercorrências relacionadas à doença. Além da adesão, os pacientes reforçaram as reorientações em relação aos seus hábitos de vida, a partir da implementação das orientações discutidas nas consultas de enfermagem. Os resultados demonstraram o forte caráter educativo das consultas de enfermagem com pacientes no ambulatório que contribuiu para melhoria da qualidade de vida destas pessoas. Conclui-se que a prática educativa em saúde desenvolvidas nas consultas de enfermagem repercute diretamente na forma dos pacientes verem e entenderem a AF, reconhecendo limitações e dificuldades no tratamento, contribuindo para o autocuidado e prevenção de complicações

Study on the educational practice of nurses developed with people living with sickle cell anemia (HF), through nursing consultation. Hemoglobinopathies are the most frequent genetic disorder in humans, with sickle cell disease (DF), with the highest incidence of clinical, social and epidemiological impact. General objective: to understand the educational practice in health developed in the nursing consultation with people living with FA and attend the outpatient clinic of a Specialized Hospital in the treatment of blood diseases. A qualitative study, with a participatory approach, of the case study type. The participants were 07 nurses who attend the DF outpatient clinic and 14 people who live with AF and who attend this outpatient clinic. The scenario was the outpatient clinic of DF do Hemorio / RJ. Research approved by the CEP of the HUAP / UFF, as well as the CEP of the HEMORIO. Data were collected between August and October 2018 through a semi-structured interview, talk wheels and participant observation. The analysis of the data occurred through the Content Analysis of Bardin, of the Thematic type. A sociodemographic questionnaire was developed to characterize the research participants, where the data were organized in Excel spreadsheets and passed through univariate analysis using descriptive statistics, absolute and relative frequency measurements. The Registry Units (URs) favored the creation of two thematic categories: People living with Sickle Cell Anemia: a perspective of autonomy through dialogue; Experiences of People with Sickle Cell Anemia in a specialized outpatient clinic, followed by their subcategories. In the first category, all nurses reported the importance of multidisciplinary teamwork to achieve a quality result with this population, despite encountering some difficulties such as lack of resources in the institution. In the second category, most of the interviewees demonstrated the need to continue treatment in the outpatient clinic of DF to maintain their quality of life and to reduce the complications related to the disease. In addition to adherence, the patients reinforced the reorientations in relation to their life habits, from the implementation of the guidelines discussed in the nursing consultations. The results demonstrated the strong educational character of nursing consultations with patients in the outpatient clinic that contributed to improve the quality of life of these people. It is concluded that the educational practice in health developed in nursing consultations directly affects the way patients see and understand PA, recognizing limitations and difficulties in the treatment, contributing to self-care and prevention of complications

HPE as a Field: Implications for the Production of Compelling Knowledge.

ISSUE: Research in education, including health professions education, has long struggled with the competing concerns of academic and practice-based stakeholders. Inspired partially by the work of Stokes and other theorists in science and technology studies, we propose that discussions about compelling research in health professions education might be usefully advanced by considering what it would mean if the community framed itself as a knowledge-producing field instead of aligning itself with either disciplinary or practical interests. EVIDENCE: Efforts to foreground disciplinary or practical interests in education research have been unproductive, leading to the privileging of one group's expertise at the expense of the other. Currently proposed principles and practices for responding to the divergence between these interests, such as knowledge translation or practitioner inquiry, have yielded comparatively little in the way of mutual satisfaction. IMPLICATIONS: As a field, health professions education research would not privilege either disciplinary or practical interests, nor would it attempt any sort of definitive blueprint for resolution to the tension. Rather it would regard these interests as inherently interconnected and, therefore, always in tension to varying degrees. The challenge for a field is not to resolve that tension but to harness it in productive ways through collaboration, negotiation, and compromise, through ever-shifting engagements that will not necessarily be comfortable but will nonetheless foster knowledge that resonates with all parts of the community.

Annual trainer peer-review: impact on educational practice and sense of community.

INTRODUCTION: The General Medical Council (GMC) requires all doctors to undertake annual appraisal for all roles for which they hold a licence to practise. General Practitioner (GP) educational supervisors (ES) in the North of Scotland have undertaken annual ES peer-appraisal since 2002 which focuses on their role as ES and is separate to GMC appraisal. AIM: To investigate whether participation in annual peer appraisal by GP trainers had affected their professional practice and sense of community Methods: Focus group methodology was utilised, supported by written reflective narratives. Thirty-five educational supervisors participated in three focus groups, moderated by educators from the north region of Scotland Deanery. The data included 35 narratives, flip charts and field notes. These were analysed using a thematic approach. RESULTS: Thirty-five trainers participated and themes emerged around four areas: organisational, process, outcomes and challenges. Due to its formative peer related features, peer appraisal was more valued than mandatory annual NHS appraisal. The value of a personally known peer as appraiser emerged as a major recurrent theme. Positive affective and effective outcomes were described by several participants. These included feeling more valued and confident. Some reported empowering and motivating effects to implement changes and tackle difficult situations. Some felt that appraisal added to the sense of community by developing new relationships and deepening existing ones. The risk of collusion was raised in several narratives and explored more deeply during focus group discussions. There was agreement that the process could be improved by making explicit what to do if concerns were identified. DISCUSSION: This study demonstrated the importance of peer appraisal for GP trainers, particularly in the context of locally based valued and trusted trainer groups. It affects their professional practice as educators and deepens their sense of community. This is of particular relevance to current discussions on medical educator appraisal in the context of re-approval and revalidation.