Eficacia de la creación de un programa de Escuela de pacientes en la detección de necesidades en pacientes con Poliquistosis Renal Autosómica Dominante / Efficacy of the creation of a patient school program in the detection of needs in patients with autosomal dominant polycystic kidney disease

Introducción: La Poliquistosis Renal Autosómica Dominante es una enfermedad renal crónica responsable del 10% de los casos de insuficiencia renal terminal. La participación y los grupos de apoyo entre iguales son herramientas que mejoran el bienestar, evitando complicaciones y retrasando el avance de la enfermedad. Objetivos: Detectar necesidades informativas, así como recursos de apoyo, en este grupo de pacientes mediante la puesta en marcha de una Escuela de Pacientes con poliquistosis renal autosómica dominante. Material y Método: Se utilizó un diseño mixto (cuantitativo y cualitativo). El estudio se desarrolló mediante cuatro fases: 1) Grupo focal: pacientes con poliquistosis renal y sus cuidadores; 2) Selección de los pacientes expertos; 3) Elaboración de los contenidos del programa de la Escuela de pacientes con poliquitstosis renal autosómica dominante; 4) Pilotaje del programa. Resultados: Se detectaron necesidades de información referentes al tratamiento oral y al afrontamiento de la poliquistosis renal que no están cubiertas por los equipos de nefrología. Conclusiones: La Escuela de Pacientes ha demostrado ser una herramienta útil para detectar necesidades y recursos en pacientes con poliquistosis renal autosómica dominante que han de enfrentarse a una enfermedad crónica donde se requiere la participación del paciente para garantizar la adhesión al tratamiento

Introduction: Autosomal Dominant Polycystic Kidney Disease is a chronic kidney disease responsible for 10% of cases of end-stage renal failure. Participation and peer support groups are tools that improve well-being, avoiding complications and delaying disease progression. Objectives: To detect information needs, as well as support resources, in patients with autosomal dominant polycystic kidney disease trough a Patient School. Material and Method: A mixed design (quantitative and qualitative) was used. The study was developed through four phases: 1) Focus group: patients with autosomal dominant polycystic kidney disease and their caregivers; 2) Selection of expert patients; 3) Preparation of the contents of the program of the Patient School with autosomal dominant polycystic kidney disease; 4) Piloting the program. Results: Information needs regarding oral treatment and coping with autosomal dominant polycystic kidney disease were detected, which are not covered by nephrology teams. Conclusions: Patients School has proven to be a useful tool to detect needs and resources in patients with autosomal dominant polycystic kidney disease who have to face a chronic disease where patient participation is required to ensure adherence to treatment

Gestión de espacios de participación con personas con trastorno mental grave: primeras jornadas de participación de usuarios de la linea de rehabilitación psicosocial de hermanas hospitalarias / No disponible

El Modelo de Recuperación para personas con Trastorno Mental grave (TMG), es un modelo centrado en la persona, que enfatiza la atención sobre las potencialidades y fortalezas, más allá de la enfermedad. Se fundamenta en la necesidad de construcción de un proyecto vital y se promueve, entre otras cosas, mediante la educación y empoderamiento, para que asuman el cuidado de sí mismos y reivindiquen sus derechos de ciudadanía e inclusión social. El modelo de recuperación no se entiende si no se trabaja con las personas con TMG en alcanzar una participación plena y responsable, para lo que se hace necesaria la capacitación y la autodeterminación de las personas implicadas. Por lo tanto, uno de los elementos claves de la recuperación es la formalización de Espacios para la Participación. En este trabajo presentamos cómo surgieron y se organizaron las I Jornadas de Participación de usuarios de la LRHP, a partir de un proyecto de colaboración con usuarios y profesionales de la ciudad de París

The Recovery Model for people with severe mental disorders (TMD) is a person-centered model that emphasizes attention to potential and strengths, beyond the disease. It is based on the need to build a vital project and is promoted, among other things, through education and empowerment, so that they take care of themselves and claim their rights of citizenship and social inclusion. The recovery model is not understood if you do not work with people with SMI to achieve full and responsible participation, for which the training and self-determination of the people involved is necessary. Therefore, one of the key elements of the recovery is the formalization of Spaces for Participation. In this paper, we present how the 1st Conference of Participation of users of the LRHP, from a collaboration project with users and professionals from the city of Paris

Effectiveness of CenteringPregnancy on Breastfeeding Initiation Among African Americans: A Systematic Review and Meta-analysis.

While breastfeeding initiation rates for African American mothers are low, an innovative model of group prenatal care, CenteringPregnancy, holds promise to increase breastfeeding rates. The aim of this systematic review and meta-analysis was to examine the effects of CenteringPregnancy versus individual prenatal care on breastfeeding initiation among African American mothers. Using a systematic approach and PRISMA guidelines, 4 electronic databases were used to search the literature. English-language studies, comparing CenteringPregnancy and individual prenatal care, including African American participants, and specifying breastfeeding initiation as an outcome were screened for inclusion. Study strength and quality were assessed and 7 studies were systematically reviewed and meta-analyzed. Participation in CenteringPregnancy increased the probability of breastfeeding initiation by 53% (95% confidence interval = 29%-81%) (n = 8047). A subgroup analysis of breastfeeding initiation among only African American participants was performed on 4 studies where data were available. Participation in CenteringPregnancy increased the probability of breastfeeding initiation by 71% (95% confidence interval = 27%-131%) (n = 1458) for African American participants. CenteringPregnancy is an effective intervention to increase breastfeeding initiation for participants, especially for African Americans. To close the racial gap in breastfeeding initiation, high-quality research providing specific outcomes for African American participants in CenteringPregnancy are needed.

The effectiveness of a learning strategies program for university students / Eficacia de un programa de mejora de las estrategias de aprendizaje en la enseñanza superior

Background: University lecturers often complain about their students' lack of learning strategies, but not many universities in Spain offer specific courses in this area. Studies on their effectiveness are also rare. Method: This study presents the results of a Learning Strategies Course implemented at the School of Teacher Training and Education, University of Oviedo, Spain. A quasi-experimental design was used with an experi-mental (n = 60) and a control group (n = 57) of students on the Educational Psychology course. A Spanish adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ): the CEAMR2 was used as a pre and post-test measure. Group A (EG) received training in learning strategies, while group B (CG) received no training. Results: Post-test measures showed significant differences in five out of the ten learning strategies assessed: elaboration, organization, repetition, self-questioning and study space, and also an improvement in one out of the six motivational scales: control of learning beliefs. Discussion: The results suggest that learning strategies courses with proven effectiveness should be offered to university students (AU)

Antecedentes: los profesores universitarios se quejan de la forma de estudiar sus alumnos, pero escasean en nuestro país cursos específicos en este área y estudios sobre su eficacia. Método: presentamos los resultados obtenidos con el Curso de Estrategias de Aprendizaje en un grupo de estudiantes de la Facultad de Formación del Profesorado y Educación de la Universidad de Oviedo. Se utilizó un diseño quasi-experimental con grupo experimental (n = 60) y grupo de control(n = 57), formados por estudiantes de primer curso de la asignatura Psicología de la Educación. Se utilizó el Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM-R2), adaptación del MSLQ, como medida pre y post-test. El grupo A (GE) recibió entrenamiento en estrategias de aprendizaje, mientras que el grupo B (GC) no lo recibió. Resultados: el posttest muestra diferencias significativas en cinco de las diez estrategias de aprendizaje evaluadas: elaboración, organización, repetición, auto-interrogación y lugar de estudio, y también en una de las seis escalas motivacionales: creencias de control del aprendizaje. Discusión: los resultados sugieren que se deberían ofertar a los universitarios cursos de estrategias de aprendizaje eficaces (AU)

Noveno Encuentro de Profesorado de Ciencias de la Salud Instituto Nacional de Educación Física de Cataluña (Universidad de Barcelona): Barcelona, 1 - 3 de febrero de 2017 / No disponible

No disponible

"Rare place where I feel normal": Perceptions of a social support conference among parents of and people with Moebius syndrome.

BACKGROUND: Moebius syndrome is a rare congenital disorder resulting in impaired facial and eye movement. People with rare diseases like Moebius syndrome experience stigma and a lack of specialized information. Support conferences may provide important forms of social support for people with rare disorders. AIMS: To examine reasons for attending, benefits, and limitations of support conferences. METHODS AND PROCEDURES: 50 adults with Moebius syndrome and 57 parents of people with Moebius syndrome completed open-ended items in an online study. OUTCOMES AND RESULTS: Mixed- methods content analysis revealed that companionship and informational support were most frequently mentioned as reasons for and benefits of attending. Finances were the most frequently mentioned reason for not attending. Parents were more likely than people with Moebius to describe instrumental support as a conference benefit. When describing conference limitations, parents were significantly more concerned by lack of information relevance, while people with Moebius noted more often that conference attributes were not relevant to their age. CONCLUSIONS AND IMPLICATIONS: Being surrounded by others who share one's condition offers a unique opportunity for destigmatizing companionship support, which normalizes, reduces isolation, and promotes solidarity. Ways to increase facilitators and decrease barriers to accessing support for rare disorders should be investigated.

[BALINT GROUP AS A-MEANS FOR BURNOUT PREVENTION AND IMPROVEMENT OF THERAPIST-PATIENT RELATIONSHIP IN A GENERAL HOSPITAL - THE SOROKA EXPERIENCE].

Balint group (BG) is an experiential discussion group which deals with the various aspects of the therapist-patient relationship. BG was found to be effective for stress and burnout prevention among medical professionals. Burnout is expressed by emotional fatigue, de-personalization and sense of failure. Recent articles found connections between burnout and personal and systemic factors such as: workload, work conflicts, and work-life conflicts. Burnout can lead to medical mistakes, loss of empathy for the patient, coronary disease, and leaving work. Until now, BGs were held in community settings. We first describe organizing and leading BG for physicians and nurses in the Nephrology-Dialysis department. We present the process of group setting and leading as a procedure that also takes into consideration the organizational limits of the hospital setting. Conclusions and future suggestions will be presented.

Evaluation of a peer led parenting intervention for disruptive behaviour problems in children: community based randomised controlled trial.

OBJECTIVE: To evaluate the effectiveness of a peer led parenting intervention delivered to socially disadvantaged families. DESIGN: Randomised controlled trial. SETTING: Schools and children's centres in a socially deprived borough of inner London. PARTICIPANTS: Parental caregivers seeking help with managing the problem behaviours of 116 index children, aged 2-11 years; 59 families were randomised to the intervention and 57 to a waitlist control condition. INTERVENTION: Empowering parents, empowering communities is an eight week (two hours each week), manualised programme delivered to groups of parents by trained peer facilitators from the local community. MAIN OUTCOME MEASURES: Child problems (number and severity), parental stress, and parenting competencies were assessed before and after the intervention using standardised parent reported measures. RESULTS: Significantly greater improvements in positive parenting practices and child problems were observed in the intervention group compared with the waitlist group, with no difference in parental stress between the groups. An intention to treat analysis for the primary outcome measure, the intensity subscale of the Eyberg child behaviour inventory, showed an intervention effect size of 0.38 (95% confidence interval 0.01 to 0.75, P=0.01). The intervention group had high rates of treatment retention (91.5%) and user satisfaction. CONCLUSION: The peer led parenting intervention significantly reduced child behaviour problems and improved parenting competencies. This is a promising method for providing effective and acceptable parenting support to families considered hard to reach by mainstream services. TRIAL REGISTRATION: Current Controlled Trials ISRCTN01962337.

Las actitudes de los niños de minorías hacia los miembros de un equipo competitivo: el paradigma de grupo mínimo con niños británicos bengalíes / Ethnic Minority Children's Attitudes Towards Competitive Team Members: A Minimal Group Study with British Bengali Children

Desde su formulación a finales de los años 90, la teoría evolutiva de la identidad social (SIDT; Nesdale, 1999) ha sido apoyada por numerosos estudios sobre el paradigma de grupo mínimo, aunque estos se han realizado principalmente con niños del grupo mayoritario. Este trabajo adapta el paradigma experimental de grupo mínimo de Nesdale et al. (2003) para evaluar las predicciones de la SIDT en una muestra de niños de una minoría étnica. Se asignó a 148 niños británicos- bengalíes de 5-6, 7-8 y 9-10 años a un “equipo de dibujo‟ que poseía habilidades superiores a las de un equipo rival. Los miembros del equipo podían ser del mismo grupo étnico (británicos-bengalíes) o diferente (británicos-blancos). Se pidió a los niños que puntuaran su preferencia por el propio equipo y el rival, el grado en que se sentían semejantes a uno y otro, y si deseaban cambiar de equipo. Se encontró que los niños preferían su equipo en mayor medida que al equipo rival, independientemente de la etnia de sus miembros. Sin embargo, los niños se sentían más iguales a su propio equipo cuando estaba formado por miembros de su grupo étnico que por miembros de distinto grupo étnico. Los resultados se comparan con los obtenidos en estudios previos con niños del grupo mayoritario, y se discuten en relación con la SIDT (AU)

Since its inception in the late 1990s, the social identity development theory (SIDT; Nesdale, 1999) has been supported by various minimal group studies, although such work has invariably been done with ethnic majority group children. The present study adapted Nesdale et al.’s (2003) minimal group experiment to test the predictions from SIDT with a sample of ethnic minority children. One hundred and forty-eight British Bengali children aged 5-6, 7-8 and 9-10 years were allocated to a “drawing team‟ that had superior skills than a rival team. The team members were shown to be of the same (Bengali) or a different (white English) ethnicity. Children rated their liking for, and similarity to, their own team and the rival team, and the extent to which they wanted to change teams. It was found that the children preferred their own team members more than the rival team members, irrespective of the ethnic makeup of the teams. However, the children felt more similar to their own team when it was made up of same-ethnic members compared to when it was made up of different-ethnic members. The findings are discussed in relation to those in previous studies with ethnic majority children and support for SIDT (AU)

Assistindo mulheres adolescentes: um relato de experiência / Assisting adolescent women: a report on an experience

O texto relata a experiência junto a um grupo de mulheres adolescentes em uma Unidade Básica de Saúde, no município de Santa Maria, RS, Brasil, mediante projeto de extensão desenvolvido por docentes e acadêmicos dos Cursos de Enfermagem e Psicologia da Universidade Federal de Santa Maria (UFSM), cujo objetivo é realizar ações integradas que propiciem espaços de reflexão e discussão com adolescentes. Para tanto, adotou-se uma metodologia participativa, na qual os adolescentes atuam efetivamente no processo educativo. Os temas, dinamizados por meio de oficinas didáticas, têm possibilitado importantes reflexões entre os envolvidos, evidenciando a relevância de atividades dessa natureza no nível da atenção básica

Balint training makes GPs thrive better in their job.

In this study, we examined Balint group participants' sense of control and satisfaction in their work situation and their attitudes towards caring for patients with psychosomatic problems. Forty-one GPs filled in a questionnaire with a 10-point visual analogue scale. Of these, 20 had participated in Balint groups for more than one year and 21 were a reference group. The Balint physicians reported better control of their work situation (e.g. taking coffee breaks and participating in decision making), thought less often that the patient should not have come for consultation or that psychosomatic patients were a time-consuming burden, and were less inclined to refer patients or take unneeded tests to terminate the consultation with the patient. These results might indicate higher work-related satisfaction and better doctor-patient relationship.

Consciousness-raising groups as a multicultural awareness approach: an experience with counselor trainees.

This article discusses the usefulness of consciousness-raising (CR) groups in the training of multiculturally aware counselors, and provides a description of their use in a graduate course on multicultural and gender issues in counseling. The conceptual framework for this training experience is built on Young's (1992) analysis of oppression, Freire's (1971, 1973) theory of liberating pedagogy, and social constructionist philosophy. Course procedures and several CR activities are described; the training experience is evaluated in terms of student reactions to it and potential dilemmas an instructor might face in using this format for teaching.

"Experience-sharing" as an antidote to dependence-making behavior of general practitioners.

This article explores how group-dynamic interventions can be used to teach health professionals to counter impulses to make clients dependent on them. The basic assumption, derived from Kohut's work on narcissism, is that dependence-making behavior is connected with deep-rooted feelings of insufficiency resulting from a defective autonomy. A part of the standard Dutch General Practice (GP) training program, experience-sharing in groups of 12 GP trainees, offers opportunities to explore these feelings. The format of this experience-sharing (well-defined boundaries, minimal structure, facilitating leaders) often evokes behavior in which the peculiarities of the dependence-making behavior of the GP's vis-à-vis patients are mirrored: that is, dependent behavior. In order to analyze and influence this behavior, use can be made of Levine's model of group psychotherapy, which focuses on enhancing autonomy. In this paper we show, by means of four group cases, how Levine's framework can be used to enhance autonomy, lessen dependence, and thus diminish the tendency of GP's toward dependence-making behavior.

Cultural-sensitivity training in U.S. medical schools.

BACKGROUND: As the United States becomes more multicultural, physicians face the challenge of providing culturally sensitive and appropriate health care to patients with differing health beliefs and values. While a few schools are providing cultural-sensitivity training in response to the changing patient population, the pervasiveness of such training has not been thoroughly reported. METHOD: In 1991-92, all 126 U.S. medical schools were surveyed regarding their implementation and plans for future implementation of cultural-sensitivity training. The t-test was used to compare data from those schools that offered separate, formal cultural-sensitivity courses with data from the schools that did not offer such courses. RESULTS: Of the 126 schools surveyed, 98 (78%) responded. Only 13 of the responding schools offered cultural-sensitivity courses to their students, and all but one of these courses were optional. These 13 schools reported a greater perceived likelihood that their students would have contact with African-American patients (t = 2.88, p < .05). Despite the few courses offered and the common perception that recent graduates were only "somewhat prepared" to provide culturally sensitive clinical services, only 33 schools were planning to implement new courses. CONCLUSION: The results indicate needs for more cultural-sensitivity training and for further studies to determine the most effective type of training for students.

Resolving conflict in a multicultural nursing department.

As a result of the turn toward recruitment from overseas in the 1980s, various challenges must be met and obstacles overcome to achieve harmony among multicultural staffs. A program was implemented to address volatile multicultural issues as part of the Nursing Incentive Reimbursement Award project in New Jersey. Nurses who participated in this sensitive program gave positive feedback, generally reporting that awareness was raised and collegial relationships improved. Specific interventions for dealing with a multicultural staff are offered.