Sarcopenia and Nutrition in Elderly Rheumatoid Arthritis Patients: A Cross-Sectional Study to Determine Prevalence and Risk Factors.

OBJECTIVE: To describe the prevalence of sarcopenia in rheumatoid arthritis (RA) patients aged ≥65 years and identify the risk factors associated with sarcopenia. METHODS: This is a multicenter, controlled, cross-sectional study of 76 RA patients and 76 age- and sex-matched healthy controls. Sarcopenia was defined according to the revised criteria of the European Working Group on Sarcopenia in Older People (EWGSOP2). Whole-body dual-energy X-ray absorptiometry (DXA) was performed. Binary regression was used to assess the relationship between sarcopenia and sex, age, duration of RA, Mini Nutritional Assessment (MNA) score, and Short Physical Performance Battery (SPPB) score in patients with RA. RESULTS: Nearly 80% of participants were female, and the average age was >70 years. Patients with RA had lower muscle mass and greater adiposity (fat-to-muscle ratio mean [SD] 0.9 [0.2] vs. 0.8 [0.2]; p = 0.017) than controls, mainly in the central area (android/gynoid ratio, median [p25-p75]: 1.0 [0.9-1.2] vs. 0.9 [0.8-1.1]; p < 0.001). Twelve patients (15.8%) and three controls (3.9%) had confirmed sarcopenia (p = 0.014). Sarcopenic obesity was observed in 8/76 patients with RA (10.5%) and in 1/76 controls (1.3%) (p = 0.016). The factors associated with sarcopenia were male sex (OR [95% CI]: 9.3 [1.1-80.4]; p = 0.042), disease duration (OR [95% CI]: 1.1 [1.0-1.2]; p = 0.012), and nutritional status according to the MNA (OR [95% CI]: 0.7 [0.5-0.9]; p = 0.042). CONCLUSIONS: Our results suggest that patients with RA aged ≥65 years may be at increased risk for sarcopenia, adiposity, and malnutrition (especially male patients with long-standing disease) and have poor nutritional status.

Elección De Estrategias De Enseñanza. Influencia de los estilos de aprendizaje del alumnado de enfermería / Influence of learning styles of nursing students on teaching strategies choice

El objeto de estudio de la investigación se centra en el marco de las estrategias docentes, a través del conocimiento de los estilos de aprendizaje como primera determinación, y en relación a los cambios que en estos se van produciendo, pretendiendo identificar las estrategias de enseñ;anza mejor valoradas y preferidas por el alumnado. Se trata de un trabajo de diseñ;o prospectivo de cohorte abierta sobre la promoción 2007/2010 de Diplomados de Enfermería de la Universidad de Córdoba. Conocida la población de ingreso en primer curso (primer análisis), se realizaron cortes anuales hasta concluir la titulación. Para el estudio de los estilos de aprendizaje se aplicó el cuestionario CHAEA y para la determinación de las preferencias por las estrategias de enseñ;anza se empleó una escala de ponderación de 1 a 10 (1=mayor, 10=menor). Los resultados ponen de manifiesto la gran variabilidad del que aprende (hasta 11 estilos). Aun así, el estilo dominante es el reflexivo seguido del teórico y del prágmático. El menos desarrollado es el activo. Con el paso de los cursos se aprecia una tendencia a la dualidad (reflexivo-teórico) y homogeneidad de estos. En relación a los datos en las estrategias de enseñ;anza, son preferidas las localizadas en medios profesionales, talleres y debates. Se aprecian, igualmente, cambios importantes en las preferencias conforme avanzan los cursos. Los resultados establecen una relación significativa concreta entre estilos de aprendizaje y estrategias de enseñanza(AU)

The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1=highest, 10=lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies(AU)

[Influence of learning styles of nursing students on teaching strategies choice]. / Elección de estrategias de enseñanza. Influencia de los estilos de aprendizaje del alumnado de enfermería.

The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.