Programs In Spain Research Articles

Implications of Digital Inclusion: Digitalization in Terms of Time Use from a Gender Perspective

The implications of digital technologies for the transformation of gender relations and identities have been discussed since the early days of the internet. Although gender studies have identified clear gender gaps in terms of digital inclusion as well as potentialities for the transformation of women’s subjectivity, there is a lack of empirical evidence of the impact of digitalization in terms of time use from a gender perspective. Public policies have begun to address the digital gender gap, but the incorporation of a gender perspective in digital inclusion programmes which promotes women’s emancipation by challenging the gender division of time through use of the internet has been not incorporated in the digital policies agenda. This article aims to provide empirical evidence of the mutual interrelation between the time allocation and digital inclusion from a gender perspective. It considers how gender inequalities in time use shape women’s experience of digital inclusion and, at the same time, how digital inclusion promotes the reconfiguration of time in women’s everyday lives. Qualitative analysis based on episodic interviews explored the representations and practices of internet use by women in their everyday lives. The sample was made up of 32 women who were digitally included through a lifelong learning programme in Spain and had experienced the effects of the Spanish economic crisis. The article argues that digital inclusion does not automatically lead to a more egalitarian allocation of time use for women, but rather places greater value on women’s free time.

Evaluation of implementation strategies of the Best Practices Spotlight Organisations (BPSO) Project in Spain.

To identify favourable elements and barriers to implementation in the Program of Best Practice Spotlight Organization® that establish clinical practice guidelines of the Registered Nurse' Association of Ontario, so that future experiences could benefit from the assessments presented here. Evaluation research study of the process of implementing guidelines in institutions that make up the first two cohorts of the programme in Spain, through analysis of contents of implantation reports and inductive process, reading, interpretation, coding and categorized according to SWOT structure: Strengths, weaknesses, opportunities and threats. Reports from 18 centres in 12 Autonomous Communities have been analyzed, including 22 different guidelines. As weaknesses, problems related to information systems and their exploitation stand out for frequency and intensity. Other elements related to dissemination of results, to professionals, care and factors related to the institution are presented. Standing out as threats are the instability of staff and continued changes in Senior Management or corporate policies. Among the strengths, the exclusive dedication of personnel to the project and its link to institutional objectives are distinguished. As opportunities, the possibility of standardized comparison of own results with others, as well as the dissemination of results are highlighted. A useful pattern is set up to approach implementation in other scenarios, where changes in professional culture, training, communication and leadership, as well as aligning interests of managers and politicians, facilitate ideal conditions for Evidence-Based Practice.

Nurse Manager Core Competencies: A Proposal in the Spanish Health System.

Nurses who are capable of developing their competencies appropriately in the field of management are considered fundamental to the sustainability and improvement of health outcomes. These core competencies are the critical competencies to be developed in specific areas. There are different core competencies for nurse managers, but none in the Spanish health system. The objective of this research is to identify the core competencies needed for nurse managers in the Spanish health system. The research was carried out using the Delphi method to reach a consensus on the core competencies and a Principal Component Analysis (PCA) to determine construct validity, reducing the dimensionality of a dataset by finding the causes of variability in the set and organizing them by importance. A panel of 50 experts in management and healthcare engaged in a four-round Delphi study with Likert scored surveys. We identified eight core competencies from an initial list of 51: decision making, relationship management, communication skills, listening, Leadership, conflict management, ethical principles, collaboration and team management skills. PCA indicated the structural validity of the core competencies by saturation into three components (α Cronbach >0.613): communication, leadership and decision making. The research shows that eight competencies must be developed by the nursing managers in the Spanish health system. Nurse managers can use these core competencies as criteria to develop and plan their professional career. These core competencies can serve as a guideline for the design of nurse managers’ development programs in Spain.

Evaluation of implementation strategies of the Best Practices Spotlight Organisations (BPSO) Project in Spain

ObjectiveTo identify favourable elements and barriers to implementation in the Programme of Best Practice Spotlight Organization® that establish clinical practice guidelines of the Registered Nurse’ Association of Ontario, so that future experiences could benefit from the assessments presented here. MethodEvaluation research study of the process of implementing guidelines in institutions that make up the first two cohorts of the programme in Spain, through analysis of contents of implantation reports and inductive process, reading, interpretation, coding and categorized according to SWOT structure: strengths, weaknesses, opportunities and threats. ResultsReports from 18 centres in 12 Autonomous Communities have been analyzed, including 22 different guidelines. As weaknesses, problems related to information systems and their exploitation stand out for frequency and intensity. Other elements related to dissemination of results, to professionals, care and factors related to the institution are presented. Standing out as threats are the instability of staff and continued changes in Senior Management or corporate policies. Among the strengths, the exclusive dedication of personnel to the project and its link to institutional objectives are distinguished. As opportunities, the possibility of standardized comparison of own results with others, as well as the dissemination of results are highlighted. ConclusionA useful pattern is set up to approach implementation in other scenarios, where changes in professional culture, training, communication and leadership, as well as aligning interests of managers and politicians, facilitate ideal conditions for evidence-based practice.

Using autobiographical comics to explore life stories and school experiences of pre‐service early childhood educators

Exploring one’s life‐history in order to unearth how one’s past influences current conceptions of teaching is commonly employed in teacher education. Recognising the constructed and situated nature of autobiographical memory, this study examines autobiographical comics completed by pre‐service early childhood educators as part of the first year of pre‐service programme in Spain. Analysing the completed comics through the lens of autobiographical memory, the study found that the comics presented common general events and lifetime periods and drew on archetypal images of teaching and schools to represent their educational past. The study also found that the pre‐service students drew on a common life script representing an uncomplicated journey towards educational success. The article highlights the beliefs and assumptions that are revealed in their analysis and how teacher educators can use such resources to interrogate the social and cultural norms of the pre‐service educators.

Impact of the Public Management Model on the Implementation of Urban Regeneration Policies: Evidence of the Case of the Basque Country, Spain

ABSTRACTSince 2000, urban regeneration programmes in Spain have progressively involved greater integration and complexity. As a result, the management of the regeneration process has taken on greater significance. One of the determining factors has been rehabilitation companies. The paper examines the impact of their characteristics on the implementation of the programmes. A comparison of the 22 companies in operation in the Basque Country of Spain shows that more integrated approaches are considerably greater in those municipalities in which the companies are operating. Supra-municipal organizations are more effective than municipal ones in small-scale poly-nuclear urban systems such as the Basque Country.

Assessing preferences for wildfire prevention policies in Spain

Recent data show that fire concentration is becoming rather predominant in Southern European areas. Specifically, 2017–2018 were some of the worst years on record for fires in Europe. We conduct a survey among households in order to understand citizens' preferences towards fire prevention programs in Spain, aiming to reduce the occurrence of megafires. In the survey, special attention is given to prevention policies and the role played by the perceived risk associated with wildfire occurrence. Through the application of a Discrete Choice Experiment (DCE), it was found that Spanish households are willing to support forest fire prevention programs to reduce the frequency of occurrence of the most aggressive wildfires, although it is noteworthy that this support in terms of Willingness to Pay (WTP) estimates is not greater in high risk areas. That is, there is a certain level of discouragement among citizens in high frequency areas when dealing with policies against wildfires, which may be associated with the “risk paradox”.

Men’s experiences in short-term study abroad: masculinity, temporality, and vulnerability

ABSTRACT This manuscript draws from a naturalistic participant-observation study, focused on Midwestern United States men’s experiences in a short-term study abroad (STSA) programme in Spain, exploring gendered performances during the course. As global student engagement in study abroad programming continues to increase, gender demographics remains relatively unchanged with women participating at higher rates than men. Little research on men’s experiences in STSA has been conducted. We argue that men’s consciousness of temporality fostered through STSA discourse saturates their experience, including their feelings of vulnerability, efforts to bond quickly, the gendered roles they adopt during a short trip, and the sense of how this time would serve their future.

Implementation of the individual placement and support pilot program in Spain.

This article describes the adoption of Individual Placement and Support (IPS) supported employment between 2013 and 2017 in Catalonia (Spain) in the context of high unemployment and a predominance of traditional preemployment training approaches. It reports the experience of implementing IPS to promote competitive job placement of people with mental disorders. The Avedis Donabedian Research Institute (FAD) designed, trained, implemented, and evaluated the project. We used a longitudinal, mixed-methods approach. The demonstration project comprised 7 employment services and 12 ambulatory mental health centers. It followed up programs and participants from October 2013 to December 2017. The project added 1,188 new competitive jobs, increased the rate of competitive employment from 16% to 43%, and improved the fidelity of IPS by 44% on the organizational dimension and by 34% on services dimension. The quality of employment was similar to the overall employment market, with 94% of temporary jobs. The qualitative analysis confirmed several areas of improvement, including the vision of recovery, collaborations between vocational and mental health services, work patterns of practitioners, and views of work as an important treatment. A strong leadership team, consistent training, and commitment to model fidelity have established IPS in the pilot region as an important intervention to obtain and maintain competitive employment and recovery for people with a mental health condition. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Profiles of opinions among farmers and veterinarians towards the Tuberculosis Eradication Programme in cattle in Spain

The level of commitment among farmers and veterinarians may have a significant influence on the effectiveness of control efforts against tuberculosis in cattle (bTB), facilitating or hindering the achievement of its eradication. In this study, we investigated the opinions and attitudes of farmers and veterinarians towards the bTB eradication programme in Spain. Our aim was to assess the existence of groups of people that share the same arguments and outline their characteristic features. Data was collected through a structured questionnaire using a telephone survey in a random sample of 706 farmers and 180 veterinarians. The relationships between the variables and individuals were explored by using Multiple Correspondence Analysis. Afterwards, we applied Hierarchical Clustering on Principal Components in order to identify and characterise the opinion profiles. We identified three different groups of opinions characterised by the attitude towards bTB diagnostic tests, the perception on the importance and the zoonotic impact of bTB, and the perceived importance of other domestic reservoirs. There were people with positive and people with negative attitudes towards the programme, and a third group with a tendency to not respond. The presence of opposite profiles was observed among farmers. Veterinarians, on the other hand, were more homogeneous, especially the group of veterinarians working in the official veterinary services, as the vast majority of them expressed a positive attitude towards the programme. Nevertheless, there were also a few veterinarians who showed the same negative attitude as farmers. Education and communication are of paramount importance to ensure the adequate commitment of all people involved in the eradication programme, and our results highlight that, in Spain, both should be improved. However, this alone may not be enough to change people’s behaviours, and more complex change interventions might be necessary for people with a negative attitude. Such strategies should target the perception on the role of wildlife reservoirs, the uncertainty of ante-mortem tests results, as well as the beliefs on the importance of bTB.

The implementation of Best Practice Guidelines in Spain through the Programme of the Best Practice Spotlight Organizations®

The implementation of Best Practice Guidelines is effective in improving clinical practice and reducing clinical variability. The Best Practice Guidelines of the Ontario Nurses Association have been implemented in Spain since 2012 following the principles of the Canadian programme of the Best Practice Spotlight Organisations®. The Nursing and Healthcare Research Unit (Investén-isciii) coordinates this programme in Spain, having been nominated BPSO host by the Ontario Nurses Association.Four strategies were followed. Translation of the Best Practice Guidelines, dissemination of same and of the programme, implementation of the Best Practice Guidelines and assessment of the results in competitively selected centres and, finally, the development of sustainability mechanisms.Implementation is based on the theoretical Knowledge to Action model, which establishes a cycle of six phases. Identification of the problem and training of selected BPSO®; adaptation to the local context; assessment of facilitators and barriers; adaptation and implementation of interventions; monitoring and evaluation of results and sustainability. Each of these phases incorporate evidence-based elements that promote the effectiveness of implementation, such as the competitive selection of candidates to participate in the programme, selection by the institution of the guidelines to be implemented, leadership by nurses with a multi-professional approach, planning of the process from work structures that are non-vertical but with the support of the institution, the simultaneous use of multiple strategies, ongoing assessment and feedback of results. All of which is mentored and supported by the BPSO Host.There are currently 27 institutions in Spain of different characteristics that implement a total of 20 clinical guidelines. The scope and structure of the programme has recently been extended with regional BPSO Host coordinating centres, which has brought the number of institutions to 36 and the number of implemented clinical guidelines to 22.The programme has had a positive impact on organisations and the system, on care processes and on patient health. This is evidenced by enriched evidence-based professional practice, the promotion of collaborative networking and by improved patient health outcomes and the quality of care provided.

Home literacy environment and reading comprehension in Spanish primary education

BackgroundResearch has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions.MethodData have been drawn from measures of reading competence and the Learning to Read Survey undertaken for the Progress in International Reading Literacy Study (PIRLS) 2016 assessment in Spain. Our secondary analysis of the PIRLS 2016 data has enabled the production of two multiple regression models from a sample of 14,595 Spanish pupils aged 9–10 years old.ResultsThe analyses performed have allowed us to determine the limiting environment elements that relate to the reading comprehension results. Moreover, they have highlighted the importance of the literacy interface prior to schooling. Both variables of the home literacy environment appear to be linked with the reading comprehension results taken from the PIRLS 2016 and may orientate the improvement of reading skills at home.ConclusionsOur research supports the implementation of family literacy programmes in Spain, especially for low‐income families, which might enhance their literacy interaction with their children in the early stages. The promotion of family literacy programmes oriented to preschool children could improve not only emergent literacy skills but also the social value of literacy from a sociocultural perspective.HighlightsWhat is already known about this topic Reading comprehension is a crucial skill in education. Owing to its links with the common teaching and learning methods in primary education, a weak or late development of reading comprehension may impede academic outcomes. Literacy development may be influenced by the socioeconomic status of families. Although important, there are other familial factors influencing children's literacy development. For this reason, the concept ‘home literacy environment' offers a wider perspective on the nature of the links between families and literacy. The home literacy environment has been described as the mixture of two different dimensions: the literacy interface and the limiting environment. An analysis of both dimensions shows the importance of the activities promoted and carried out by families (the literacy interface). What this paper adds There is a scarcity of research about the development of reading comprehension among primary pupils and its relationship with the home literacy environment in Spain. Family context is currently one of the less well‐understood aspects of the Spanish educational system. The current research points to the Spanish families' limiting environment as one of the elements that may predetermine, from early childhood, the later development of reading comprehension. The research identifies variables within the home literacy environment which are more relevant to the development of reading comprehension. Implications for theory, policy or practice The first implication is that literacy development and reading comprehension depend not only on the socioeconomic status but also on the number, nature and diversity of activities offered within a family. Improvement and enrichment of these activities could enhance pupils' reading comprehension. Both a limiting environment and the literacy interface have a fundamental role in Spanish pupils' reading comprehension, in line with previous research in other countries. Consequently, family programmes that aim to address specific aspects of the literacy interface and limiting environment could improve the literacy development of children. At the moment, for the most part, the Spanish education system has little opportunity to influence the limiting environment of children. Therefore, there needs to be more emphasis on the implementation of programmes designed for families, supporting and assessing activities related to the literacy interface. In Spain, these programmes are rare; so, for this reason, educational institutions and relevant social agents should collaborate to design and implement such programmes.

Histopathological Findings in European Mink (Mustela lutreola) from a Captive Breeding Programme in Spain Between 2013 and 2018

Histopathological Findings in European Mink (Mustela lutreola) from a Captive Breeding Programme in Spain Between 2013 and 2018

Education Professionals as Facilitators of Study Abroad Programs in Spain: Formal Training Needs

This paper investigates an aspect of study abroad programs that has rarely been studied before: the training needs of local education professionals in Spain. Through a mixed-method, using a questionnaire completed by 103 participants, and interviews with 15 of them, we focus on their previous formal specific training and their perspective on the group of students they work with. Results show that most of them have rarely been trained on how to work as cultural facilitators for students from the US. This fact often creates a cultural gap and prevents the teachers from fulfilling their role as cultural bridges for students. Specific action needs to be taken in order to solve this lack of preparation in this group of professionals.

Stepping into the translator trainees’ shoes: a descriptive study

In the growing field of translation pedagogy little has been discussed about the importance of key central concepts such as translation problems, translation strategies or translator competence through empirical studies. This article examines the theoretical background as the starting point of the empirical study performed at five different universities in Spain: Universitat Jaume I (UJI), Universidad de Salamanca (USAL), Universidad Pablo de Olavide (UPO), Universidad Pontificia de Comillas (UPCO) and University of Granada (UGR). The research presented here focuses specifically on the development of translator competence and, particularly, the students’ capacity to identify translation problems. The study results demonstrate no regular patterns for the development of translator competence within the undergraduate translators and interpreters training programs in Spain.

EL DESARROLLO INTERCULTURAL DURANTE ESTANCIAS CORTAS EN EL EXTRANJERO: EL PAPEL DEL CONTACTO LINGÜÍSTICO INTENSIVO EN LA SENSIBILIDAD INTERCULTURAL

The present study examines second language (L2) learners’ development of cross-cultural sensitivity (CCS) during short-term study abroad (STSA) programs and explores the role intensity of interaction may play on CCS. Participants in this study were 19 US college students enrolled in an 8-week STSA program in Spain. Before they went abroad, learners completed the Inventory of Cross-Cultural Sensitivity (ICCS, Mahon & Cushner, 2014), which consists of 4 subscales: cultural behavior integration, cultural anxiety, cognitive flexibility, and cultural inclusion. While overseas, they completed 10 weekly journal entries about their experiences. At the end of their stay, they retook the ICCS, and completed a language contact survey, which measured the amount and nature of their interactions in Spanish in different situations. Results revealed that their STSA program afforded gains in their overall CCS, and more specifically in their cultural behavioral integration. Interestingly, the participants experienced a decrease in their cognitive flexibility, suggesting that after participating in an STSA program, they still felt like tourists and did not have time to develop a positive attitude toward local folks. As for the role of intensity of interaction, a partial effect on CCS was observed. This is due to the fact that only the subscale of cultural anxiety was related to amount of interaction in Spanish. All in all, this study represents a key contribution to the fields of intercultural competence and the study abroad (SA) context, providing data relevant for program planning decisions and for preparation of students prior to undertaking an international experience.

Routine infant vaccination of pneumococcal conjugate vaccines has decreased pneumonia across all age groups in Northern Spain

ABSTRACT Since the early 2000s, pneumococcal conjugate vaccines (PCVs) have been shown to be effective in the prevention of pneumonia and invasive pneumococcal diseases. In 2011, the Galician region incorporated PCV in the routine infant immunization, the very first stable program in Spain. We aim to assess direct and indirect benefits of PCV vaccination on all-cause pneumonia in the region across different age groups using an ecological study design. For this, we calculated the annual hospitalization rates using a hospital-based disease registry. We identified all-cause pneumonia, pneumococcal pneumonia and pneumococcal invasive diseases within the registry. Hospitalization rates were computed and compared across three study periods: pre-vaccination (1998–2003), early-vaccination (2005–2009) and routine-vaccination (2011–2015). Across Northern Spain, we identified 114,873 all-cause pneumonia hospitalizations, of which 24,808 were further diagnosed with pneumococcal pneumonia. The majority were elderly > 64 years (67.3%). Hospitalizations from all-cause pneumonia had a net increase from 20.6 (pre-PCV) and 21.4/10,000 (early) to 28.4/10,000 (routine) (+32.7%, p < .0001), this is attributed to the huge number of cases in the elderly age group. In contrast, a net reduction of incidence of hospitalized pneumococcal pneumonia was observed from 6.3/10,000 (pre-PCV) and 5.7/10,000 (early) to 2.4/10,000 (routine) cases (−57.9%, p < .0001). Thus, routine infant vaccination may have resulted to an overall decline of pneumococcal pneumonia in infants, as well as in elderly age groups. However, a paradoxical increase on all-cause pneumonia was observed in Galicia, mostly attributed to the growing number of cases in the elderly population.

Spanish doctoral theses in physical activity and sports sciences and authors’ scientific publications (LUSTRUM 2013–2017)

The purpose of a doctorate is educating new researchers to later produce scientific articles derived from their doctoral thesis. The objective of this study is to verify if obtaining a doctorate degree favors scientific production. Scientific production of researchers is analyzed based on doctoral theses in sport sciences in Spain. The methodology followed used the TESEO database and Web of Science. Results showed a total of 487 theses (97.4 theses/year) and more than 1358 papers published in Web of Science. Almost half of the doctors published the results from their doctoral thesis in Web of Science journals. The production of articles derived from doctoral programs is satisfactory. However, many new doctors do not publish in Web of Science after completing their doctoral thesis. This paper represents the first mapping of scientific production of doctoral programs in Spain. More studies must be conducted in the future in order to monitor and assess them.

Communication skills training in undergraduate nursing programs in Spain

Objectivesof the present cross sectional study were to analyze the offer of subjects with communication skills in the nursing degree in Spain and to describe the distribution of these subjects. Documentary, systematic and independent search of web pages from Spanish universities was carried out to collect the following variables: subjects with communication skills, course in which the subject is taught, type of teaching (exclusive or combined), type of subject (compulsory or optional) and number of credits on communication skills. Although an average of 3.6 subjects per center was offered, most of the subjects were combined and with little communication content load. In one third of the centers, the offer was below 2.3 credits. Only 1 in 6 centers had exclusive communication skills subjects, and a quarter of them were optional. The teaching load of communication contents was highest in optional subjects. The offer of communication skills contents in Spanish Nursing Schools was scarce and very heterogeneous between centers and between courses in a center, with excessive presence of combined and optional subjects. Our results may be useful when developing the teaching guides for subjects with communication skills, as well as when defining communication competencies in the different Nursing Schools.

Study to Characterise Patients Receiving Benralizumab in the Framework of an Individualized Access Program in Spain

This website is for sale! casemedicalresearch.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, casemedicalresearch.com has it all. We hope you find what you are searching for!