Sociodemographic Variables and Body Mass Index Associated with the Risk of Eating Disorders in Spanish University Students.

BACKGROUND: The passage through university is a complex experience that can heighten personal susceptibility to eating disorders. The objective of this research is to determine how gender, age, course, educational faculty, and body mass index (BMI) can influence the risk of eating disorders among university students. METHOD: A transversal and descriptive study is conducted with a sample of 516 Spanish students (57.2% female, 42.8% male; Mage = 21.7, SDage = 4.1) following 26 university degrees. The Inventory Eating Disorder-Reference criterion (EDI-3-RF) was administered to the students. Contingency tables were used between categorical variables with the chi-squared statistic, at a significance level of p < 0.05. The Student t-test was used for two independent samples and a one-way ANOVA test with the post hoc Bonferroni test for more than two groups. Pearson's correlation and a simple linear regression analysis were used to analyze the relationship between the variables in its quantitative version. RESULTS: It was found that the female students enrolled in the second year presented a greater obsession with thinness and body dissatisfaction (p = 0.029; d = 0.338); the male students practiced more physical exercise to control their weight (p = 0.003); and that students under the age of twenty (p < 0.010; d = 0.584) and students from both the Health (p = 0.0.13) and Law (p = 0.021) educational faculties showed greater bulimic behavior (d = 0.070). More females are underweight (z = 2.8), and more men are overweight (z = 2.4). Normal-weight students scored significantly higher in thinness obsession (p = 0.033). Overweight students scored significantly higher on thinness obsession (p < 0.001) and body dissatisfaction (p < 0.001). Obese students scored significantly higher on body dissatisfaction (p = 0.04). CONCLUSIONS: The data obtained in this study, reinforce the hypothesis that the female gender, at an age within the limits of early adolescence, in the first year of the degree courses, with specific university qualifications, and a high BMI constituted factors that could provoke an eating disorder. Consequently, it is necessary to implement preventive measures adapted to the circumstances of each university student.

Factores de riesgo de trastornos de la conducta alimentaria entre universitarios: Estimación de vulnerabilidad por sexo y edad / Risk factors of eating disorders in university students: Estimation of vulnerability by sex and age

Resumen Los trastornos de la conducta alimentaria (TCA) constituyen un problema de salud pública que ha venido incrementando. El objetivo de este estudio fue estimar la vulnerabilidad de los estudiantes universitarios a presentar un TCA. Se trabajó con una muestra probabilística de 561 estudiantes (M edad = 21.7; DE =4.1), 42.8% varones y 57.2% mujeres. Los datos fueron recabados con base al Inventario de Trastornos de la Conducta Alimentaria-Criterio de Remisión (EDI-3-RF), además de registrar algunos indicadores antropométricos. Destacan los siguientes resultados: las mujeres presentaron mayor obsesión por la delgadez e insatisfacción corporal que los varones; las conductas bulímicas estuvieron más presentes en estudiantes menores de 20 años; los varones recurren en mayor medida al ejercicio físico como forma de control del peso; 7.7% presentaron bajo peso y preocupación excesiva por la comida y el peso, condición que amerita remisión a atención especializada. Resulta apremiante reforzar los esfuerzos encaminados a la implementación de estrategias de prevención e intervención dirigidas específicamente a los estudiantes universitarios, a través del diseño de programas destinados a promover hábitos de alimentación saludables, mejorar la percepción de la imagen corporal y disminuir la preocupación obsesiva por la delgadez.

Abstract Eating disorders (ED) are a public health problem which it has been increasing. The aim of this study was to estimate the vulnerability of university students to an ED. We worked with a probabilistic sample of 561 students (M age = 21.7; SD = 4.1), 42.8% men and 57.2% women. They completed the Inventory Eating Disorder-Reference criterion (EDI-3-RF), also we took anthropometric measures. The results show that: women have a significantly more obsession with thinness and body dissatisfaction; the students under 20years old showed significant more bulimic behaviors; men prefer to do physical exercise as a way to control their weight; about 7.7% should be referred to a specialized center for having low weight along with excessive concern about food and weight. It is concluded that it is necessary to implement preventive programs and intervention measures aimed towards to the university students who promote healthy eating habits, improve the perception of their body image and diminish the obsessive preoccupation with thinness.

Aprendizaje Basado en Problemas y satisfacción de los estudiantes de Enfermería (AU) / Nursing students' satisfaction in Problem-Based Learning

Introducción: El objetivo de esta investigación fue determinar el grado de satisfacción de los estudiantes de Enfermería después de utilizar la metodología Aprendizaje Basado en Problemas. Material y métodos: Estudio descriptivo y transversal. La muestra estuvo formada por 134 estudiantes de 2º de Grado de Enfermería de la Universidad de Valladolid. Después de la implementación de ABP se administró la escala de satisfacción de la Universidad de la Colima (México). Para el análisis de datos se utilizó el programa SPSS y se realizó el análisis del contenido de las justificaciones de las respuestas. Resultados: A los estudiantes, los contenidos de los casos clínicos les resultaron interesantes, prácticos, útiles y variados. Un 55% de los discentes prefiere la metodología tradicional frente al Aprendizaje Basado en Problemas y a un 78% le gustó esta nueva metodología. El aprendizaje activo a través de Aprendizaje Basado en Problemas, supuso una alta motivación y una elevada satisfacción percibida por los estudiantes respecto a los contenidos, el proceso tutorial, y los roles del tutor y del alumno; mientras que el tiempo asignado y la mayor carga de trabajo es lo que menos les satisface, aunque la satisfacción en general fue elevada. Conclusiones: Utilizar una metodología ABP aporta una elevada satisfacción en los estudiantes de Enfermería. Resulta favorable la retroalimentación constante en el proceso de enseñanza-aprendizaje, tanto en sesiones de evaluación, como en el trato personal y se mejora la comunicación en el aula (AU)

Introduction: The objective of this research was used to evaluate the effect of Problem-Based Learning in the Nursing students' satisfaction. Material and Methodology: A descriptive transversal study. The task was conducted by 134 second-year Nursing students at the University of Valladolid. Scale satisfaction of the University of Colima (Mexico) was administered under PBL implementation.SPSS was used for data analysis and the content analysis on the participants’ responses. Results: Overall the participants described the contents of the clinical case as engaging, effective, practical and varied. 55% of students revealed their preference for traditional methodology compared to PBL. 78% liked this new methodology. Students’ perception of active learning through PBL showed a high level of motivation and satisfaction in regards to content, the tutorial process, the tutor and the students’ role; whereas the time assigned and the major workload is what least satisfied them. Nevertheless, satisfaction in general was high. Conclusion: The PBL methodology reported successful results according to nursing students’ opinions. It was reported that PBL improves communication and the students’ feedback is implemented. There is a correlation between the teaching and learning process not only in evaluation assessment but also in personal treatment in respect to the benefits to each other (AU)

''Learning to learn'' in Nursing Higher Education / ''Aprender a aprender'' en la Educación superior en Enfermería / ''Aprender a aprender'' na educação superior em enfermagem

Objective. This study sought to evaluate improvement in self-directed learning by nursing students at Universidad de Valladolid (Spain) after using problem-based learning methodology. Methodology. Ours was a quasi-experimental research with pre-test and post-test of a single group. The sample consisted of 127 of a 135 total of students from the 2nd degree course in Nursing enrolled in the Sexual and Reproductive Health assignment and who had the opportunity to attend all problem-based learning tutorials in the classroom and student group meetings outside the classroom. The Self-Directed Profile Inquiry Questionnaire instrument (CIPA, for the term in Spanish) by Cazares and Aceves was used for the self-regulated profile assessment, which consists of 41 reactives with options 1-5; the lower the score the better the profile for self-direction. It has five components: planning and selection of strategies, self-regulation and motivation, independence and autonomy, use of experience and critical conscience and interdependence, and social value. Results. The mean age was 23 years, 84.4% were women. The students had a very good scores in their self-regulated learning profile before using problem-based learning (82.5), and after its application, they showed a statistically significant improvement (74.2) both in the overall score and in each of its components. Conclusion. The students' self-regulated profile improved after using problem-based learning, a finding that is of utmost importance to achieve autonomy and self-regulation in learning. The development of the ''learning to learn'' skill allows learning for life, which is necessary in 21st century nursing professionals.

Objetivo. Evaluar el mejoramiento de la autodirección en el aprendizaje de los estudiantes de Enfermería de la Universidad de Valladolid (España) después de utilizar metodología Aprendizaje Basado en Problemas -ABP-. Metodología. Metodología. Estudio cuasiexperimental con pretest y postest de un solo grupo. La muestra estuvo compuesta por 127 alumnos de los 135 del total del 2° curso de Grado en Enfermería matriculados en la asignatura Salud Sexual y Reproductiva y que tuvieran la posibilidad de asistencia a todas las tutorías de ABP en el aula y a las reuniones del grupo de estudiantes por fuera de la misma. Para la evaluación del perfil de autodirección se utilizó el instrumento CIPA (Cuestionario de Indagación del Perfil Autodirigido) de Cázares y Aceves, el cual se compone de 41 reactivos con opciones de 1 a 5; a menor puntaje es mejor el perfil de autodirección. Tiene cinco componentes: planificación y selección de estrategias, autorregulación y motivación, independencia y autonomía, uso de la experiencia y la conciencia crítica, e interdependencia y valor social. Resultados. La edad media fue de 23 años; el 84.4%, mujeres. Los estudiantes mostraron un nivel muy bueno en el puntaje de su perfil de autodirección de aprendizaje antes de utilizar ABP (82.5), y tras la aplicación, lo mejoraron (74.2) de forma estadísticamente significativa tanto en la puntuación global como en la de cada uno de sus componentes. Conclusión. El perfil auto dirigido de los estudiantes mejoró después de utilizar ABP, hallazgo que es de suma importancia para el logro de la autonomía y autorregulación en su aprendizaje. El desarrollo de la competencia ''aprender a aprender'' permite un aprendizaje para toda la vida, necesario en los profesionales de enfermería del siglo XXI.

Objetivo. Avaliar o melhoramento da autodireção na aprendizagem dos estudantes de Enfermagem da Universidade de Valladolid (Espanha) depois de utilizar metodologia Aprendizagem Baseada em Problemas -ABP-. Metodologia. Estudo quase-experimental com pré-teste e pôs-teste de um só grupo. A mostra esteve composta por 127 alunos dos 135 do total do 2° curso de Graduação em Enfermagem matriculados na matéria Saúde Sexual e Reprodutiva e que tivessem a possibilidade de assistência a todas as tutorias de ABP na sala de aula e às reuniões do grupo de estudantes por fora da mesma. Para a avaliação do perfil de autodireção se utilizou o instrumento CIPA (Questionário de Indagação do Perfil Autodirigido) de Cázares e Aceves, o qual se compõe de 41 reativos com opções de 1 a 5, a menor pontuação é melhor o perfil de autodireção. Tem cinco componentes: planejamento e seleção de estratégias, auto-regulação e motivação, independência e autonomia, uso da experiência e a consciência crítica e interdependência, e, valor social. Resultados. A idade média foi de 23 anos, o 84.4% foram mulheres. Os estudantes mostraram um nível muito bom na pontuação do seu perfil de autodireção de aprendizagem antes de utilizar ABP (82.5), e depois da aplicação, melhoraram-no (74.2) de forma estatisticamente significativa tanto na pontuação global como na de cada um de seus componentes. Conclusão. O perfil auto dirigido dos estudantes melhorou depois de utilizar ABP, achado que é de suma importância para o lucro da autonomia e auto-regulação em sua aprendizagem. O desenvolvimento da concorrência ''aprender a aprender'' permite uma aprendizagem para toda a vida, necessário nos profissionais de enfermagem do século XXI.

Psicología para el profesorado de Educación Secundaria y Bachillerato / No disponible

No disponible

The efficacy of nonpharmacological treatment for dementia-related apathy.

OBJECTIVE: To determine the usefulness of a formal, structured, nonpharmacological treatment for apathetic dementia patients. PATIENTS AND METHODS: A controlled, cross-over, randomized, simple-blind, multicentre clinical trial. A total of 146 institutionalized or day care dementia patients with a stage 1 or 2 Clinical Dementia Rating, with no significant motor or sensory problems, or with rapidly evolving dementia and in a clinically stable state were recruited. A cognitive mini examination, and functional, depression, and potential toxicity scales, Neuropsychiatric Inventory Questionnaire (NPI-Q), and Dementia Apathy Interview and Rating (DAIR) scales were applied at baseline. Patients were randomized to initial intervention (music and art therapy and psychomotor activity) or initial control (free activities in the day room) and changed over at 4 weeks. NPI-Q and DAIR scales were administered at the end of weeks 4 and 8. RESULTS: A significant difference between intervention and control periods, as measured using the DAIR scale, was observed, with a difference of 0.21 (95% confidence interval: 0.07-0.34, P<0.005). The difference was very important in the patients with moderated apathy. However, differences were not so important in the patients with severe apathy and there were no differences at all in the non-apathetic patients. No significant differences were found with the NPI-Q scale, although there was a clear improvement trend in the "apathy" question on this scale. This effect seems to extend beyond the therapeutic intervention period. CONCLUSIONS: A structured, nonpharmacological, short-term occupational therapy intervention is more useful than activities of the patients' own choice for improving apathy in patients with mild or moderate dementia.