Deterioro cognitivo en ancianos de centros residenciales. Causas y variables sociodemográficas / Cognitive impairment of nursing homes. Causes and sociodemographic variables

Objetivo: Conocer la prevalencia del deterioro cognitivo y la patología con la que se vincula en una muestra de personas mayores que viven en residencias, e identificar la relación del deterioro cognitivo y el diagnóstico asociado con las variables sociodemográficas sexo, edad y nivel de estudios. Metodología: Estudio de naturaleza cuantitativa, observacional, descriptiva, correlacional y de corte transversal, con participación de 8 centros residenciales de atención sociosanitaria en la provincia de Pontevedra. La población de estudio son usuarios de nuevo ingreso (año 2017) que cumplían los siguientes requisitos: tener 60 años o más, tener una valoración cognitiva realizada al ingreso y que la presencia de deterioro cognitivo fuera permanente. Resultados: De 390 usuarios, 312 presentaban deterioro cognitivo (80%). La prevalencia del deterioro cognitivo en las mujeres fue del 86,2%, y en los que no poseen estudios o con estudios primarios, del 87%. Se estima que el deterioro cognitivo se deriva de los trastornos neurocognitivos en el 77,1% de los casos. La depresión está presente en el 27,5% de los usuarios con deterioro cognitivo. Conclusiones: El deterioro cognitivo estuvo presente en 8 de cada 10 ancianos, el trastorno neurocognitivo es el problema más frecuente del que deriva el deterioro cognitivo, seguido por la depresión. Ser mujer, tener más edad y un nivel de estudios bajo se relacionan con una mayor casuística de deterioro cognitivo (AU)

Objective: To know the prevalence of cognitive dysfunction (CD) and the pathology with which it is linked, in a sample of elderly people who live in residences, and to identify the relationship between the CD and the diagnosis associated with sociodemographic variables of sex, age and academic level. Methodology: Study quantitative, observational, descriptive, correlational and cross-sectional. Eight residential centers for socio-health care in the province of Pontevedra, Spain, participated. The study population was the newly elderly people registered (year 2017) who met the following requirements: being 60 years old or older, having a cognitive assessment performed on admission and a permanent CD diagnosis. Results: Out of 390 users, 312 presented CD (80%). The prevalence of CD in women was 86.2%, while in those with no or primary education it was 87%. It was estimated that CD derives from neurocognitive disorders (TNC) in 77.1% of cases. Depression was present in 27.5% of elderly people with CD. Conclusions: CD was present in 8 out of 10 elderly people, TNC is the most frequent illness associated CD, followed by depression. Being a woman and older as well as having a low level of education are related to a greater casuistry of CD (AU)

Involvement in self-care and psychological well-being of Spanish family caregivers of relatives with dementia.

The provision of continuous care to a dependent person can lead to a lack of self-care by the caregiver themselves with corresponding low levels of well-being. This well-being has been analysed mostly from within the perspective of the hedonic tradition, with the development of personal growth often being overlooked. This study aims to increase the understanding of the connection between this type of psychological well-being and involvement in self-care activities, and to be a starting point for the determination of categories that may serve in the screening of potential participants in social-health interventions where it is being promoted. Taking the hypothesis of a probable positive connection between psychological well-being and involvement in self-care, an observational study was carried out on 45 caregivers of relatives with dementia. In those caregivers showing greater dedication to self-care, a higher score was obtained on the well-being scales connected to personal significance and positive emotions and experiences. These findings were further reinforced by the identification of other positive connections, the involvement in self-care and the six dimensions of wellness contemplated by Ryff. It is possible to envisage the existence of a virtuous circle in respect of the caregiver, whereby a greater involvement in self-care is related to a higher psychological well-being, which in turn is related to greater self-care, and so on.

Physiotherapeutic intervention to promote self-care: exploratory study on Spanish caregivers of patients with dementia.

The caregivers of dependent persons should benefit from social-health interventions that empower them. Physiotherapists can play an important role as facilitators of self-care learning by boosting the mind-body interaction. The aim of this study was to analyse the efficacy of a physiotherapeutic intervention centered on the promotion of self-care within a sample of caregivers, members of four Spanish Associations of Relative of Alzheimer's and other dementias. To fulfill the study goal, a pre-experimental study was developed with two different groups. Group 1 participated in four training sessions based exclusively on the communication of information and which addressed, among other aspects, the most frequent health problems in caregivers and the powerful role of self-care to face such problems. Group 2 received the same theoretical information as group 1, followed by 10 sessions of practical training in several concrete strategies of body-mind self-care. The results obtained support the usefulness of combining theoretical and practical training in mind-body strategies (relaxation, self-massage and stretching), as such combination managed to favor their implication to self-care and certain dimensions of psychological well-being, while attenuating the burden. Conversely, training based solely on theoretical approaches was not beneficial. Besides evidencing the usefulness of combining passive and active methodologies to favor self-care, the data provided calls for greater consideration of aspects close to philosophical perspectives like personal growth.

Perfiles motivacionales y diferencias en variables afectivas, motivacionales y de logro / Motivational profiles and differences in affective, motivational and achievement variables

En este trabajo se pretende identificar si existen combinaciones de múltiples metas que dan lugar a diferentes perfiles motivacionales. La muestra está integrada por 1924 estudiantes universitarios. A través del análisis de conglomerados se han identificado seis perfiles motivacionales. Los resultados indican que el perfil motivacional que engloba a los estudiantes que están motivados para aprender, pero también para conseguir mejores resultados que los demás y para evitar dar una mala imagen ante ellos, son los que informan de un mejor rendimiento académico y los que creen también tener un nivel más alto de conocimientos en las materias académicas que están cursando. Por otro lado, los estudiantes con un perfil motivacional orientado al aprendizaje son los que hacen una valoración más alta de las tareas, los que tienen un mayor grado de control sobre su proceso de aprendizaje, y los que tienen unos niveles más bajos de ansiedad.

The purpose of this work is to identify whether there are combinations of multiple goals that lead to different motivational profiles. The sample is made up of 1924 university students. By means of cluster analysis, six motivational profiles were identified. The results indicate that the motivational profile that comprises students who are motivated to learn, but also to achieve better results that the rest and to avoid making a bad impression on them are the students who report better academic achievement and also the students who believe they have a higher level of knowledge in the academic subjects they are studying. However, students with a learning oriented motivational profile value the tasks more, have more control over their learning process, and have lower levels of anxiety.

Reflexiones sobre la motivación y el aprendizaje a partir de la ley orgánica de educación (LOE): “del dicho al hecho ” / Reflecting on motivation and learning in the new Spanish Act of Education (LOE): Talking vs. doing

Probablemente, la falta de motivación académica de muchos estudiantes se ha convertido en uno de los factores centrales quepueden explicar algunas situaciones problemáticas que se están viviendo en la educación escolar. Y es que la desmotivaciónde los alumnos puede ser tanto una consecuencia de los cambios y transformaciones que ha sufrido la sociedad en los últimosaños y que el sistema educativo todavía no ha sido capaz de asumir, como también un factor desencadenante de ciertos problemasy conflictos que se producen en los centros escolares. En este artículo se reflexiona sobre algunas de las variables quemás contribuyen a la motivación (o desmotivación) de los estudiantes de las escuelas e institutos de nuestro país

Probably, the lack of academic motivation of many students has become one of the central factors that can explain some problematicsituations that are being lived in the academic education. It could be that the lack of motivation of the students can eitherbe a consequence of the changes and transformations that society has undergone the in the last years, and that theeducational system has not still been able to assume, or a leading factor of certain problems and conflicts that take place inschools. In this article, it is reflected on some of the variables that more contribute to the motivation (or lack of motivation) of thestudents of primary and secondary schools of our country

Enfoques de aprendizaje en estudiantes universitarios / Approaches to learning in university students

En este trabajo se analizan enfoques de aprendizaje de los estudiantes universitarios y sus diferencias en autoconcepto académico, capacidad percibida, persistencia ante las tareas, metas académicas, elección de tareas, capacidad de adaptación al contexto académico, expectativas de éxito y rendimiento académico. Para establecer los diferentes grupos de estudiantes universitarios, según el tipo de enfoque de aprendizaje que suelen adoptar, hemos utilizado el cluster analysis. Los resultados reflejan la existencia de tres clusters: el cluster 1, integrado por aquellos estudiantes con una escasa utilización de ambos enfoques de aprendizaje; el cluster 2, formado por estudiantes con predominio de un enfoque profundo; y el cluster 3 formado por estudiantes con predominio de un enfoque superficial. El grupo de estudiants con predominio de un enfoque profundo (cluster 2) presenta el mayor nivel de autoconcepto académico positivo, el mayor nivel de capacidad percibida, persistencia, metas de aprendizaje, preferencia por tareas difíciles, expectativas de éxito, y rendimiento académico, y se fijan más en las características de la tarea y el estilo de enseñanza del profesor a la hora de estudiar (AU)

In this work university students’ approaches to learning and their differences in academic self-concept, perceived ability, task persistence, academic goals, task election, adaptation ability to the academic environment, success expectations and academic achievement are analysed. We used a cluster analysis to establish different groups of university students, according to the type of learning approach adopted by them. Results showed the existence of three clusters: cluster 1 students expressed little use of both approaches; cluster 2 students expressed a deep approach predominance; and cluster 3 students expressed a superficial approach predominance. The students group with a predominance of deep approach (cluster 2) is characterized by the most positive academic self-concept, the highest levels of perceived ability, persistence, preference for difficult tasks, learning goals, success expectations, and academic achievement, and pay more attention to the task characteristics and the teaching styles when it comes to study (AU)

Las estrategias de aprendizaje: revision teorica y conceptual / Learning strategies: theoretical and conceptual analysis

Se presenta un análisis teórico y conceptual de las estrategias de aprendizaje, uno de los temas mas importantes en los últimos años dentro de la Psicología la Educación. Las cuestiones esenciales que se abordan son las siguientes: el concepto de estrategia, los procesos y etapas implicados, los diferentes sistemas de clasificación, y la enseñanza de estrategias de aprendizaje.