Changes in Resilience in Students of Occupational Therapy After Their First Exposure to Practice Placement Education.

Introduction: Resilience is a multidimensional and dynamic construct associated with positive growth and the capacity to transform stressful and negative factors into opportunities of personal development and self-improvement when faced with difficult experiences. The resilience process of each individual integrates multiple analysis levels, which range from genetic-environmental interactions to a complex process of adaptation between the individual and his/her family, friends, co-workers, society, and culture. Objective: To determine whether resilience improves in students of occupational therapy when exposed for the first time to practice placement education. Methodology: Quasi-experimental, prospective, observational, multi-center study with a sample composed of students from the Degree of Occupational Therapy of the public universities of Málaga (UMA) and Castilla-La Mancha (UCLM) (Spain). Two weeks prior to the beginning of the practice education period, the participants completed a questionnaire that included sociodemographic data and the area of their internships. They were also given the Spanish version of the Connor-Davidson's resilience scale (CD-RISC). All these instruments were also completed 1 week after the end of the clinical practice. Results: There were statistically significant differences between the variables that make up resilience and the different internship areas. On the other hand, there was a significant improvement of global resilience after the clinical practice period, in both women (13.85 points; p < 0.001) and men (7.72 points; p < 0.035), when the internship area was not considered. Conclusions: The results show that resilient students are more optimistic and work to improve a situation beyond doing simply what is expected of them, knowing how to control their feelings. This is beneficial for students in practice education, since, during these, they face difficult situations that require a resilient pattern, which helps reduce stress and the burnout syndrome.

Descripción de los factores que determinan la elección de prácticas clínicas de los estudiantes en el grado en terapia ocupacional / Descrição dos fatores que determinam a escolha das práticas clínicas dos estudantes de graduação em terapia ocupacional / Description of the factors that determine the choice of clinical practices of unfergraduation occupattional therapy students

Resumen Introducción La realización de prácticas en los contextos reales de trabajo supone uno de los aspectos clave en la organización, desarrollo y evaluación de los programas universitarios, tales como el Grado en Terapia Ocupacional. Además, permiten adquirir habilidades personales y profesionales, favoreciendo la integración de la teoría con la práctica, así como la identidad profesional. Método Estudio descriptivo transversal. 164 estudiantes de 2º, 3º y 4º curso del Grado en Terapia Ocupacional de la Universidad de Castilla-La Mancha fueron evaluados mediante un cuestionario online, tras el proceso de asignación de recursos. Se exploró la importancia que los estudiantes del Grado en Terapia Ocupacional atribuyen a su aprendizaje en recursos de prácticas y se identificaron los factores que determinan la elección de los dispositivos en los que realizarán su formación práctica. El reclutamiento de los estudiantes se llevó a cabo en el curso 2017-2018, siendo su participación voluntaria. Resultados Se obtuvieron diferencias estadísticamente significativas en función del curso académico (2º, 3º y 4º) entre las variables dependientes vinculadas con la valoración de las prácticas en el currículum académico: ayudan a solucionar problemas prácticos (p= 0,007) y enseñan habilidades interpersonales (p = 0,025). Más de la mitad de la muestra de estudiantes encuestados (51,2%) señaló la cercanía del centro de prácticas a su domicilio familiar como el factor más importante a la hora de seleccionar el dispositivo en el que realizará su formación práctica. Conclusiones Este trabajo contribuye a comprender el impacto de la toma de decisiones, así como a facilitar la mejora de dicho proceso por parte de los estudiantes, promoviendo experiencias en recursos de prácticas que resulten exitosas, así como un futuro desarrollo profesional satisfactorio.

Resumo Introdução A realização de ensino prático nos contextos reais de trabalho supõe um dos aspectos-chave na organização, desenvolvimento e avaliação dos programas universitários, como o Curso de Graduação em Terapia Ocupacional. Além disso, permite adquirir habilidades pessoais e profissionais, favorecendo a integração da teoria com a prática, assim como a identidade profissional. Método Estudo descritivo transversal. 164 alunos do 2º, 3º e 4º anos do Curso de Graduação em Terapia Ocupacional da Universidade de Castilla-La Mancha foram avaliados por meio de questionário on-line, após o processo de alocação de recursos. Foi explorada a importância que os alunos do curso de graduação em Terapia Ocupacional atribuem aos recursos de aprendizagem na prática e foram identificados os fatores que determinam a escolha dos dispositivos nos quais eles realizaram sua formação prática. O recrutamento dos alunos foi realizado no ano letivo 2017-2018, sendo sua participação voluntária. Resultados Foram obtidas diferenças estatisticamente significantes, dependendo do ano acadêmico (2º, 3º e 4º), entre as variáveis ​​dependentes vinculadas à avaliação de práticas no currículo acadêmico: ajudam a resolver problemas práticos (p = 0,007) e ensinam habilidades interpessoais (p = 0,025). Mais da metade da amostra de estudantes pesquisados ​​(51,2%) indicou a proximidade do centro de prática à casa da família como o fator mais importante na seleção do dispositivo no qual eles realizaram o estágio prático. Conclusão Este trabalho contribui para a compreensão do impacto da tomada de decisão, além de facilitar a melhoria do processo por parte dos alunos, promovendo experiências em recursos práticos bem-sucedidos, bem como o desenvolvimento profissional satisfatório futuro.

Abstract Introduction Carrying out internships within a real work context is one of the key aspects for the organisation, development and evaluation of university programmes such as the Degree in Occupational Therapy. In addition, it allows acquiring personal and professional skills, favouring this way the integration between theory and practice as well as the sense of a professional identity. Method This is a cross-sectional descriptive study. 164 students of 2nd, 3rd and 4th year of the Degree in Occupational Therapy of the University of Castilla-La Mancha were assessed by an online questionnaire after the process of allocation of resources. We explored the importance that students of the Occupational Therapy Degree attribute to their learning in practice resources and identified the factors that determine the choice of devices in which they will carry out their practical training. The selection of students was made during the 2017-2018 academic year and all of them participated voluntarily. Results Statistically significant differences were obtained depending on the academic year (2nd, 3rd and 4th) among the dependent variables linked to the assessment of the internship in the academic curriculum: it helps to solve practical problems (p = 0.007) and teach interpersonal skills (p = 0.025). More than half of the sample of students surveyed (51.2%) pointed out the proximity of the internship centre to their family home as the most important factor when selecting the device in which place where they would carry out their practical training. Conclusions This work helps to understand the impact of decision making as well as to facilitate the improvement of this process for students, promoting experiences in practical resources that are successful as well as a satisfactory future professional development.

The Functioning of psychopathy and trait aggression as predictive variables of criminal recidivism / Funcionamiento de la psicopatía y de la agresividad rasgo como factores implicados en la reincidencia delictiva

In the current study, several measures of aggression and psychopathy are analyzed as possible factors involved in prison recidivism. Sociodemographic data as well as aggression and psychopathy trait measures (Aggression Questionnaire, IPAS and TRIp) were obtained in a sample of 110 male inmates from a penitentiary center in Castilla-La Mancha (Spain). The sample consisted of two groups of 55 subjects, characterized by presenting, or not, mental disorder. The 55.8% of the participants were persistent offenders. Recidivism showed a statistically significant association (p < 0.05) with most of the dimensions studied for aggressiveness, with higher scores in this variable in the group of repeat offenders as well as in the group of inmates diagnosed with mental disorder. The variable that best predicted the likelihood of re-offending was psychopathic meanness. No statistically significant differences were found between the presence of a mental disorder and recidivism (p> 0.05), although it is observed that among the recidivists there is a greater proportion of people with a mental disorder (63.6%). Inmates with mental illness have a higher risk for criminal recidivism and this risk is associated with higher scores in trait aggressiveness as well as higher scores in disinhibition and psychopathic meanness

En el presente estudio, se analizan varias medidas de agresión y psicopatía como posibles factores involucrados en la reincidencia en la prisión. Se obtuvieron datos sociodemográficos, así como medidas de rasgos de agresión y psicopatía (Cuestionario de agresión, IPAS y TRIp) en una muestra de 110 reclusos varones de un centro penitenciario en Castilla-La Mancha (España). La muestra consistió en dos grupos de 55 sujetos, caracterizados por presentar o no trastorno mental. El 55,8% de los participantes eran delincuentes persistentes. La reincidencia mostró una asociación estadísticamente significativa (p < 0.05) con la mayoría de las dimensiones estudiadas para la agresividad, con puntuaciones más altas en esta variable en el grupo de delincuentes reincidentes, así como en el grupo de presos diagnosticados con trastorno mental. La variable que mejor predijo la probabilidad de reincidencia fue la mezquindad psicópata. No se encontraron diferencias estadísticamente significativas entre la presencia de un trastorno mental y la reincidencia (p > 0.05), aunque se observa que entre los reincidentes hay una mayor proporción de personas con un trastorno mental (63.6%). Los reclusos con enfermedades mentales tienen un mayor riesgo de reincidencia criminal y este riesgo se asocia con puntuaciones más altas en la agresividad del rasgo, así como puntuaciones más altas en desinhibición y maldad psicópata

Improving Self-Perceived Emotional Intelligence in Occupational Therapy Students Through Practical Training.

Background: In the field of healthcare, higher skills in emotional intelligence (EI) have been proven to have a positive impact on healthcare professionals in general and occupational therapists in particular and also on teamwork and patient care. The purpose of this research was to determine whether performing practical work included in the undergraduate Occupational Therapy program improves students' self-perceived EI, and whether there are any differences in the latter depending on the area in which this practical training is performed. Methods: It was conducted a multicenter, quasi-experimental, pre-post study with Occupational Therapy undergraduate students in the 2016-2017 academic year. A total of 184 students met the inclusion criteria. Of these, 10 (5.40%) declined to participate; therefore, the participation rate was 94.60% and the initial sample comprised 174 students. Mean age was 21.34 years (SD = 2.54) and 84.50% (n = 147) were women. Students' self-perceived EI was measured with the Trait Meta-Mood Scale-24 (TMMS-24). This measure was completed in the two weeks prior to the start of the practical training period and one week after the end of it. McNemar-Bowker and McNemar tests were used to analyze the differences in self-perceived EI between these two points in time. Results: After the practical training, an improvement in self-perceived EI was observed in women (Emotional Attention, Emotional Clarity, and Emotional Regulation dimensions). Regarding areas of practical training, results showed an improvement in EI in women who had received practical training in the areas of Physical Rehabilitation, Mental Health and Geriatrics and Gerontology. Conclusions: The findings contribute to a better understanding of the relation between practical training and an improvement in self-perceived EI. This insight can help make changes in the teaching methodology to enhance the emotional skills needed for a better professional performance.

Efectividad de un programa de juego basado en realidad virtual para la mejora cognitiva en la esquizofrenia / Effectiveness of a programme based on a virtual reality game for cognitive enhancement in schizophrenia

Objetivo: Evaluar la efectividad de un programa de juego basado en la realidad virtual para la mejora de los dominios cognitivos en pacientes con esquizofrenia. Método: Ensayo clínico aleatorizado con 40 pacientes con esquizofrenia, 20 en el grupo experimental y 20 en el grupo control. El grupo experimental recibió 10 sesiones con Nintendo Wii® durante 5 semanas, 50 minutos/sesión, 2 días/semana, además del tratamiento convencional. El grupo control sólo recibió tratamiento convencional. Resultados: Se encontraron diferencias estadísticamente significativas de las puntuaciones T-Score entre la preevaluación y la postevaluación en el grupo experimental en cinco de los seis dominios cognitivos evaluados: velocidad de procesamiento (F=12,04, p=0,001), atención/vigilancia (F=12,75, p=0,001), memoria de trabajo (F=18,86, p <0,01), aprendizaje verbal (F=7,6, p=0,009), y razonamiento y resolución de problemas (F=11,08, p=0,002). Conclusiones: La participación en intervenciones de realidad virtual dirigidas al entrenamiento cognitivo ofrece un gran potencial de ganancias significativas en los diferentes dominios cognitivos evaluados en pacientes con esquizofrenia (AU)

Objective: To evaluate the effectiveness of a programme based on a virtual reality game to improve cognitive domains in patients with schizophrenia. Method: A randomized controlled trial was conducted in 40 patients with schizophrenia, 20 in the experimental group and 20 in the control group. The experimental group received 10 sessions with Nintendo Wii® for 5 weeks, 50minutes/session, 2 days/week in addition to conventional treatment. The control group received conventional treatment only. Results: Statistically significant differences in the T-Score were found in 5 of the 6 cognitive domains assessed: processing speed (F=12.04, p=0.001), attention/vigilance (F=12.75, p=0.001), working memory (F=18.86, p <0.01), verbal learning (F=7.6, p=0.009), visual learning (F=3.6, p=0.064), and reasoning and problem solving (F=11.08, p=0.002). Conclusions: Participation in virtual reality interventions aimed at cognitive training have great potential for significant gains in different cognitive domains assessed in patients with schizophrenia (AU)

[Effectiveness of a programme based on a virtual reality game for cognitive enhancement in schizophrenia]. / Efectividad de un programa de juego basado en realidad virtual para la mejora cognitiva en la esquizofrenia.

OBJECTIVE: To evaluate the effectiveness of a programme based on a virtual reality game to improve cognitive domains in patients with schizophrenia. METHOD: A randomized controlled trial was conducted in 40 patients with schizophrenia, 20 in the experimental group and 20 in the control group. The experimental group received 10 sessions with Nintendo Wii(®) for 5 weeks, 50 minutes/session, 2 days/week in addition to conventional treatment. The control group received conventional treatment only. RESULTS: Statistically significant differences in the T-Score were found in 5 of the 6 cognitive domains assessed: processing speed (F=12.04, p=0.001), attention/vigilance (F=12.75, p=0.001), working memory (F=18.86, p <0.01), verbal learning (F=7.6, p=0.009), visual learning (F=3.6, p=0.064), and reasoning and problem solving (F=11.08, p=0.002). CONCLUSIONS: Participation in virtual reality interventions aimed at cognitive training have great potential for significant gains in different cognitive domains assessed in patients with schizophrenia.