The purpose of this study was to ascertain the challenges faced by a group of TVET college students in establishing their own entrepreneurial ventures. It further aimed to explore how lecturers' current pedagogical approaches were or were not cultivating the entrepreneurial intentions of these students. The study employed a qualitative approach informed by an interpretive design. The sample participants included five (n=5) lecturers employed to teach entrepreneurship and business management across different courses, and thirty students (n=30) at a TVET college. The Theory of Planned Behaviour served as a barometer to both guide and frame the interpretation of results. A combined student- and teacher-centered approach was found, according to the views of the participants, to have a positive impact on the development of the participating students' entrepreneurial intentions. The findings also suggest that using real-life business challenges as part of pedagogy, has the potential to help TVET college students develop entrepreneurial intentions, together with the appropriate skills, values, and attitudes.

Resumo Introdução: A resistência muscular do corpo superior (UBME) e a capacidade aeróbica (AC) são componentes essenciais da aptidão física. Baixos níveis desses componentes estão relacionados a doenças cardiovasculares. Propósito: Avaliar a associação entre os níveis de UBME e AC em estudantes universitários de cultura física. Metodologia: Estudo transversal analítico realizado com 192 estudantes (169 homens, 23 mulheres; idade média 20 anos). Todos os participantes do estudo assinaram consentimento por escrito. UBME foi a variável dependente avaliada pelo teste de flexão de braço, e AC foi a principal variável independente avaliada pelo teste de corrida de vaivém de 20 m. Para analisar diferenças por sexo e semestre acadêmico, foram aplicados testes exatos de Fischer, t de Student e U de MannWhitney. Análises descritivas, bivariadas e multivariadas foram realizadas usando modelos de regressão logística. Resultados: 82,29 % dos participantes apresentaram níveis saudáveis de UBME. Respeitando o semestre acadêmico, os estudantes tiveram uma probabilidade maior de ter níveis saudáveis de UBME conforme os semestres aumentavam (OR: 1,23, IC 95 %: 1,06 a 1,44, p = 0,007). Em relação à AC, 58,33 % dos participantes registraram níveis saudáveis. Após ajuste por sexo, idade, nível socioeconômico e semestre acadêmico, o consumo máximo de oxigênio (VO2max) foi associado a níveis saudáveis de UBME (OR: 1,157, IC 95 %: 1,071 - 1,249, p <0,001). Conclusões: Os estudantes tiveram uma probabilidade maior de apresentar níveis saudáveis de UBME conforme os semestres de estudo aumentaram, e aqueles com um VO2max mais alto tiveram maior probabilidade de ter níveis saudáveis de UBME.

Abstract Introduction: Upper-body muscular endurance (UBME) and aerobic capacity (AC) are essential components of physical fitness. Low levels of these components are related to cardiovascular disease. Purpose: To assess the association between UBME and AC levels in college students of physical culture. Methodology: Analytical cross-sectional study carried out in 192 students (169 men, 23 women; median age 20 years). Every participant of the study signed written consent. UMBE was the dependent variable assessed by the push-up test, and AC was the main independent variable assessed using the 20 m shuttle run test. To analyze differences by sex, and academic semester, Fischer exact, Student's T, and U Mann-Whitney tests were applied. Descriptive, as well as bivariate and multivariate analysis, were realized using logistic regression models. Results: 82.29 % of participants had healthy levels of UBME. Respecting the academic semester, students had a higher probability of having healthy levels of UBME as semesters increased (OR: 1.23, 95 % CI: 1.06 to 1.44, p = 0.007). Concerning AC, 58.33 % of participants registered healthy levels. After adjusting by sex, age, socioeconomic level, and academic semester, maximum oxygen consumption (VO2max), was associated with healthy levels of UBME (OR: 1.157, CI 95 %: 1.O71 - 1.249, p=<0.001). Conclusions: Students had a higher probability of presenting healthy levels of UBME as semesters of study increased, and those with a higheVO2max were more likely to have healthy levels of UBME.

Resumen Introducción: La fuerza resistencia de miembros superiores (FRMS) y la capacidad aeróbica (CA) son componentes esenciales de la condición física. Bajos niveles de estos componentes están relacionados con la enfermedad cardiovascular. Propósito: El objetivo de este estudio fue evaluar la asociación entre los niveles de FRMS y la CA en estudiantes universitarios de cultura física. Metodología: Estudio transversal analítico realizado en 192 estudiantes (169 hombres, 23 mujeres; mediana de edad, 20 años). Cada participante firmó el consentimiento informado. FRMS fue la variable dependiente y se valoró con la prueba de flexiones de brazo, y la CA fue la variable independiente y se evaluó usando la prueba de ida y vuelta de 20 m. Para analizar las diferencias por sexo y semestre académico, fueron utilizadas las pruebas exacta de Fischer, T de Student y U de Mann-Whitney. Se realizaron análisis descriptivos, bivariados y múltiples, usando modelos de regresión logística. Resultados: El 82.29 % de los participantes registraron niveles saludables de FRMS. Respecto al semestre académico, se evidenció una probabilidad más alta de tener niveles saludables de FRMS al incrementarse los semestres de estudio (OR: 1.23, 95 % CI: 1.06 to 1.44, p = 0.007). En lo concerniente a la CA, el 58.33 % de los participantes registro niveles saludables. Después de realizar ajustes por sexo, edad, nivel socioeconómico y semestre académico, el consumo máximo de oxígeno (VO2máx), estuvo asociado con niveles saludables de FRMS (OR: 1.157, CI 95 % 1.O71 - 1.249, p=<0.001). Conclusiones: Los participantes presentaron una mayor probabilidad de tener niveles saludables de FRMS, a medida que incrementaron los semestres de estudio, y aquellos con niveles de VO2máx más alto, fueron más proclives a tener niveles saludables de FRMS.

Abstract Academic stress is the side effect of various demands and demands that college students face. The general objective of the study was to know and explain the benefit of implementing a program of active breaks to reduce academic stress in students of the Bachelor of Physiotherapy during the school period from January to December 2022, identifying the academic stressors. The investigation was mixed, the SISCO-VS 21 Inventory and a program of active breaks were applied; the sample consisted of 107 students, the sampling was non-probabilistic at convenience; the study was attached to the codes and deontological guidelines of Research, informed consent was applied. It was found that 70.1% are female and 29.9% male, with a mean of 24.3 years of age; 99% presented academic stress, with an average of 3.5 on a scale of one to five; the stressors predominate the overload of homework and school work (38.8%) and level of demand from my teachers (38.3%); the manifestations predominate reluctance to do school work (32.7%) and drowsiness or greater need to sleep (29.9%); coping strategies, listening to music or watching television (32.7%). The application of the active breaks program had a 95.66% decrease in stress and anxiety, increased concentration; rating it pleasant (30.4%), very pleasant (26%), excellent (39.1%). A high percentage of academic stress due to overload and demand from teachers was evidenced, the implementation of active breaks obtained acceptance and positive benefits.

Resumo O estresse acadêmico é o efeito colateral de várias demandas e demandas que os estudantes universitários enfrentam. O objetivo geral do estudo foi conhecer e explicar o benefício da implementação de um programa de pausas ativas para redução do estresse acadêmico em alunos do Bacharelado em Fisioterapia durante o período letivo de janeiro a dezembro de 2022, identificando os estressores acadêmicos. A investigação foi mista, foi aplicado o Inventário SISCO-VS 21 e um programa de pausas ativas; a amostra foi composta por 107 alunos, a amostragem foi não probabilística por conveniência; o estudo foi anexado aos códigos e diretrizes deontológicas de Pesquisa, foi aplicado o consentimento informado. Verificou-se que 70,1% são do sexo feminino e 29,9% do sexo masculino, com idade média de 24,3 anos; 99% apresentaram estresse acadêmico, com média de 3,5 em uma escala de um a cinco; os estressores predominam a sobrecarga de tarefas e trabalhos escolares (38,8%) e nível de exigência dos meus professores (38,3%); nas manifestações predominam a relutância em fazer trabalhos escolares (32,7%) e sonolência ou maior necessidade de dormir (29,9%); estratégias de coping, ouvir música ou ver televisão (32,7%). A aplicação do programa de pausas ativas teve redução de 95,66% no estresse e na ansiedade, aumento da concentração; avaliando agradável (30,4%), muito agradável (26%), excelente (39,1%). Evidenciou-se alto percentual de estresse acadêmico por sobrecarga e exigência dos professores, a implementação de pausas ativas obteve aceitação e benefícios positivos.

Resumen El estrés académico es el efecto colateral generado debido a diversas exigencias y demandas a las que los estudiantes universitarios se enfrentan. Por eso, el objetivo general del estudio fue conocer y explicar el beneficio de la implementación de un programa de pausas activas para la disminución del estrés académico en los estudiantes de la licenciatura en Fisioterapia durante el periodo escolar de enero a diciembre del 2022. La investigación fue mixta y se aplicó el inventario SISCO-VS 21, así como un programa de pausas activas. La muestra estuvo conformada por 107 estudiantes, mientras que el muestreo fue no probabilístico a conveniencia. El estudio estuvo apegado a los códigos y lineamientos deontológicos de investigación, por lo que se requirió el consentimiento informado. Los resultados demuestran que el 70.1 % de los participantes son del género femenino y el 29.9 % masculino, con una media de 24.3 años de edad. Además, el 99 % presentaron estrés académico, con una media de 3.5 de una escala de uno al cinco. En cuanto a los estresores, predominan la sobrecarga de tareas y trabajos escolares (38.8 %), así como el nivel de exigencia de los profesores/as (38.3 %). En lo relacionado con las manifestaciones, predomina el desgano por realizar las labores escolares (32.7 %) y la somnolencia o mayor necesidad de dormir (29.9 %), mientras que las estrategias de afrontamiento son escuchar música o ver televisión (32.7 %). La aplicación del programa de pausas activas tuvo el 95.66 % de disminución de estrés y ansiedad, así como un aumento de la concentración. La actividad propuesta fue calificada como agradable (30.4 %), muy agradable (26 %) y excelente (39.1 %).

RESUMEN: La trampa académica es una acción que realizan las personas para lograr el éxito de maneras que no son correctas. A menudo se hacen trampas académicas, desde instituciones educativas básicas hasta universidades o estudiantes. Los educadores deben tener moral para reducir las acciones de Trampa Académica que muchas veces se presenta a nivel educativo. La propensión a la culpa y la vergüenza determina el comportamiento poco ético, como por ejemplo si se producirán trampas académicas. Este estudio tiene como objetivo determinar el efecto de la propensión a la culpa y la vergüenza sobre el fraude académico en estudiantes de programas de estudio de formación docente de primaria. El estudio actual evaluó la deshonestidad académica entre estudiantes universitarios en programas de formación docente de escuela primaria. Doscientos ocho participantes informaron sobre su comportamiento de trampa y completaron la Escala de propensión a la culpa y la vergüenza. Los resultados de la prueba de regresión para la influencia de la propensión a la culpa y la vergüenza en el fraude académico obtuvieron un valor de probabilidad de sig. (p) = 0,000 (p<0,05) por lo que se acepta la hipótesis: La propensión a la culpa y la vergüenza influyen significativamente en el fraude académico. El valor R cuadrado = 0, 075 significa que la trampa académica contribuye efectivamente en un 7,5 % a la culpa. Se debe considerar la importancia de la inculcación moral en los candidatos a estudiantes-maestros para prevenir comportamientos poco éticos.

ABSTRACT Academic cheating is an action individuals take to achieve success in ways that are not right. Academic cheating is often done, ranging from basic educational institutions to universities or students. Educators must have morals to reduce the actions of Academic Cheating that often occurs at the education level. Guilt and Shame Proneness determines unethical behavior, such as whether academic cheating will occur. This study aims to determine the effect of Guilt and Shame Proneness on Academic Cheating in students of primary school teacher education study programs. The current study assessed academic dishonesty among college students in primary school teacher education programs. Two hundred and eight participants self-reported cheating behavior and completed the Guilt and Shame Proneness Scale. The regression test results for the influence of Guilt and Shame Proneness on Academic Cheating obtained a probability value of sig. (p) = 0.000 (p<0.05) so that the hypothesis is accepted: Guilt and Shame Proneness significantly influence Academic Cheating. R-square value = 0, 075 means that Academic Cheating effectively contributes 7.5% to guilt. The importance of moral inculcation in student-teacher candidates must be considered to prevent unethical behavior

Post-graduate online students studying in cohorts are expected to collaborate effectively with their peers and instructors in the virtual environment and are presumed to have the necessary skills needed for self-directed online learning. However, studies have shown that the low retention and success rates in online learning could be attributed to individual students experiencing a sense of isolation in a community of online students. Providing various non-academic support is as crucial for ensuring success as academic support services. More importantly, the support should acknowledge and address the unique set of skills, experiences, and expectations of the individual student in the community of online learners. This study aimed to ascertain whether professional and administrative student support that focused on the individual needs of the post-graduate student promotes retention and success in online studies. A qualitative case study at a business school at a South African higher education institution evaluated the professional and administrative support types, range and timing in promoting success in online post-graduate studies. This included the content analysis of key documents such as the self-evaluation report and the survey report on evaluation, impact and lifelong learning of a post-graduate qualification, followed by a focus-group session to ascertain staff perceptions of the professional and administrative services and resources in promoting success in online post-graduate studies. Using Simpson's Proactive Motivational Support model (PaMS) as a lens, the study revealed a lack of motivational aspects of student support for online post-graduate students. Furthermore, the results affirmed the presumption of post-graduate students as a homogenous group prepared to succeed in online learning communities. Moreover, that limited provision was made to support online postgraduate students from remote areas and for those with disabilities. The study concludes that a more personalised approach to student support will motivate post-graduate students to become successful self-directed students in a community of online learners. Moreover, a focused school, college and institutional approach and an integrated inter- and intra-institutional collaboration are needed to enhance self-directed learning, foster a sense of belonging, and promote success in online post-graduate studies.

BACKGROUND. Registrars in specialisation training programmes encounter numerous difficulties in completing the research component of the Master of Medicine degree. Poor patient record-keeping hinders the research process. OBJECTIVES. To investigate current types of medical patient record-keeping systems (electronic v. paper) in training health facilities, and the effect data accessibility has on specialist training and research. METHODS. This was a mixed-methods study that included both descriptive and analytical components. Of 610 postgraduate students enrolled in the University of KwaZulu-Natal College of Health Sciences Master of Medicine programme, 168 completed a cross-sectional survey to collect data and 11 did follow-up interviews. The survey and interviews explored issues related to medical record-keeping in the participants' department or hospital, emphasising their experiences with data access while conducting research. The quantitative data were analysed using descriptive statistics, and the qualitative data were analysed thematically. Ethical approval was obtained from the institution's Biomedical Research Ethics Committee. RESULTS. Of the 168 participants, 94 (56%) reported that problems with data access hindered their research, while 56 (33%) indicated that data access did not affect their research. Only 30 participants (18%) had no difficulty in obtaining data for their research, while the rest (n=138; 82%) experienced varying degrees of difficulty. A total of 110 participants (65%) indicated that paper-based record-keeping was mainly being used in their department or hospital, while electronic record-keeping was reported by the rest (n=58; 35%). Many (n=125; 74%) expressed the need to improve hospital data management practices, and 39 (23%) reported that plans were being implemented to improve these practices. Participants expressed frustration with regard to accessing data even in departments that used electronic systems, and they raised concerns regarding data security. CONCLUSION. The migration to electronic patient record-keeping has not yet been implemented in many hospitals, with poor patient record-keeping affecting training and research.

RESUMEN Objetivo: Evaluar las evidencias sobre la efectividad de las intervenciones para fortalecer las creencias de autoeficacia en estudiantes universitarios. Métodos: Revisión Integrativa realizada en las bases de datos Lilacs, PubMed, CinahL, Cochrane Collaboration Databases, Scopus y PsycInfo. La calidad metodológica de los estudios se evaluó utilizando herramientas propuestas por el Instituto Joanna Briggs y los resultados se analizaron de forma descriptiva. Resultados: De los 10 estudios seleccionados, seis demostraron que las intervenciones para fortalecer la autoeficacia fueron efectivas (niveles de evidencia II y III) y cuatro arrojaron resultados contrarios (niveles de evidencia I y II). Los programas dirigidos al fortalecimiento de la autoeficacia deben incluir contenido sobre salud mental positiva, estrategias de psicoeducación, abarcar un período de ocho a doce semanas y considerar la realización de ejercicios para hacer en casa. Conclusión: La síntesis de evidencia señala el camino para la construcción de un programa efectivo de fortalecimiento de las creencias de autoeficacia que debe implementarse en las universidades. Objetivo universitarios Métodos Lilacs PubMed CinahL Databases PsycInfo descriptiva Resultados 1 seleccionados niveles III II. . II) positiva psicoeducación casa Conclusión universidades

ABSTRACT Objective: To assess the evidence regarding the effectiveness of interventions aimed at strengthening self-efficacy beliefs in college students. Methods: Integrative Review conducted on the Lilacs, PubMed, CinahL, Cochrane Collaboration Databases, Scopus, and PsycInfo databases. The methodological quality of the studies was assessed using tools proposed by the Joanna Briggs Institute, and the results were analyzed descriptively. Results: Out of the 10 selected studies, six demonstrated that interventions aimed at strengthening self-efficacy were effective (Levels of Evidence II and III), and four revealed contrary results (Levels of Evidence I and II). Programs aimed at enhancing self-efficacy should include content on positive mental health, psychoeducation strategies, cover a period of eight to twelve weeks, and consider the completion of homework assignments. Conclusion: The synthesis of evidence pointed to pathways for building an effective self-efficacy strengthening program to be implemented in universities. Objective selfefficacy self efficacy students Methods Lilacs PubMed CinahL Databases Scopus databases Institute descriptively Results 1 Levels III, III , III) II. . II) health strategies weeks assignments Conclusion universities

RESUMO Objetivo: Avaliar as evidências sobre a efetividade das intervenções para fortalecer as crenças de autoeficácia em universitários. Métodos: Revisão Integrativa, realizada nas bases de dados Lilacs, PubMed, CinahL, Cochrane Collaboration Databases, Scopus e PsycInfo. A qualidade metodológica dos estudos foi avaliada por meio de ferramentas propostas pelo Joanna Briggs Institute e os resultados foram analisados de forma descritiva. Resultados: Dos 10 estudos selecionados, seis demonstraram que as intervenções para fortalecer a autoeficácia foram efetivas (níveis de evidências II e III) e quatro revelaram resultados contrários (níveis de evidências I e II). Os programas direcionados ao fortalecimento da autoeficácia devem possuir conteúdo sobre saúde mental positiva, estratégias de psicoeducação, abranger o período de oito a doze semanas e considerar a realização de exercícios para casa. Conclusão: A síntese das evidências apontou caminhos para a construção de um programa efetivo de fortalecimento das crenças de autoeficácia a ser implementado em universidades. Objetivo universitários Métodos Integrativa Lilacs PubMed CinahL Databases PsycInfo descritiva Resultados 1 selecionados níveis III II. . II) positiva psicoeducação casa Conclusão universidades

RESUMO O objetivo deste artigo é caracterizar como a escrita é ensinada e integrada em um programa de graduação em Estudos de Comunicação de uma universidade privada na Colômbia. A relevância desta tarefa está ligada ao papel crucial que a escrita desempenha na academia como facilitadora da aprendizagem que permite aos alunos pensarem e se comunicarem como especialistas nas suas disciplinas (Ávila Reyes et al., 2021; Navarro et al., 2022, Thompson et al., 2021). Para realizar este projeto, todos os docentes foram entrevistados e solicitados a compartilharem os materiais que utilizam para apoiar e avaliar a escrita dos alunos; informação esta que foi posteriormente contrastada com a percepção de um grupo de ex-alunos entrevistados. Os resultados obtidos fornecem uma perspectiva esclarecedora sobre como ocorre o ensino e a aprendizagem da escrita em um curso de graduação. Esta caracterização visa alinhar-se com as expectativas de professores e ex-alunos em relação ao papel da escrita em sua disciplina, lançando luz sobre as complexidades do ensino, da aprendizagem e da aplicação de habilidades de escrita em contextos acadêmicos e profissionais. Colômbia Ávila al al. 2021 2022 2021. . 2021) projeto exalunos ex alinharse alinhar disciplina profissionais 202 20 2

ABSTRACT The purpose of this article is to characterize how writing is taught and integrated within an undergraduate program in Communication Studies at a private research university in Colombia. The relevance of this task is connected to the crucial role that writing plays in college as a facilitator for learning that enables students to think and communicate as experts in their disciplines (Ávila Reyes et al., 2021; Navarro et al., 2022; Thompson et al., 2021). To carry out this project, all faculty members were interviewed and asked to share the materials they use to support and assess student writing; this information was later contrasted with the perception of a group of alums that were polled. The results gathered provide an insightful perspective on how writing teaching and learning occur in an undergraduate program. This characterization aims to align with faculty and alums expectations regarding the role of writing within their discipline, shedding light on the complexities of teaching, learning, and applying writing skills in both academic and professional contexts. Colombia Ávila al al. 2021 2022 2021. . 2021) project polled discipline contexts 202 20 2

ABSTRACT BACKGROUND AND OBJECTIVES: Health literacy is a topic that has been gaining traction in recent years, both on the policy and research agendas of many countries, however there is no evidence about temporomandibular disorders (TMD) and this topic. The objective was to evaluate the association between the level of functional literacy and the understanding of the Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) through self-report and to associate the time of TMD complaint with the levels of functional literacy. METHODS: This is an observational, cross-sectional study, comprising 56 patients from the Temporomandibular Disorders (TMD) clinic at São Leopoldo Mandic College. The DC/TMD questionnaire – axis I, a sociodemographic questionnaire, and tests of the Indicador de Alfabetismo Funcional (Functional Literacy Indicator - INAF) were applied. RESULTS: The outcomes showed that 85.7% of the sample were females and 14.3% males, mainly white (60.7%), with a schooling degree, predominantly from the 3rd grade of high school and professionally active. It was found that 22.5% of the sample were functionally illiterate and 77.5% were functionally literate, 30.6% of whom had elementary level schooling. There was a significant association between the schooling level and combined INAF (p=0.005), as well as between combined INAF and duration of complaint in intervals for jaw pain (p=0.037) when Chi-square tests were used. There is evidence to establish that the mean duration of headache complaints (in months) between literacy groups are different (p=0.001) when using the Student´s t-test. With these results, it is possible to suggest that lower levels of functional literacy are related to a poorly detailed perception of TMD complaints regarding the duration of the complaint and, mainly, to the association of headache with a complaint of TMD. CONCLUSION: Lower levels of functional literacy are related to a poorly detailed perception of TMD complaints regarding the duration of the complaint and, mainly, to the association of headache with a complaint of temporomandibular disorders. OBJECTIVES years countries (TMD DCTMD DC (DC/TMD selfreport self report METHODS observational crosssectional cross sectional study 5 College I Functional applied RESULTS 857 85 7 85.7 143 14 3 14.3 males 60.7%, 607 60.7% , 60 (60.7%) degree rd active 225 22 22.5 775 77 77.5 literate 306 30 6 30.6 p=0.005, p0005 p p=0.005 0 005 (p=0.005) p=0.037 p0037 037 (p=0.037 Chisquare Chi square used months p=0.001 p0001 001 (p=0.001 Students Student s ttest. ttest t test. test t-test results CONCLUSION 8 85. 1 14. 60.7 (60.7% 2 22. 77. 30. p000 p=0.00 00 (p=0.005 p=0.03 p003 03 (p=0.03 (p=0.00 60. (60.7 p00 p=0.0 (p=0.0 (60. p0 p=0. (p=0. (60 p=0 (p=0 (6 p= (p= ( (p

RESUMO JUSTIFICATIVA E OBJETIVOS: O letramento em saúde é um tema que vem ganhando força nos últimos anos, tanto nas agendas políticas como de investigação de muitos países, no entanto não existem evidências sobre as disfunções temporomandibulares e este tema. O objetivo foi avaliar a associação entre o nível de alfabetismo funcional e a compreensão dos Critérios Diagnósticos para Disfunção Temporomandibular (DC/DTM) por meio do autorrelato e associar o tempo de queixa de DTM com os níveis de letramento funcional. MÉTODOS: Trata-se de um estudo observacional, transversal, realizado com 56 pacientes do ambulatório de Disfunções Temporomandibulares (DTM) da Faculdade São Leopoldo Mandic. Para isso foram aplicados o questionário DC/DTM – eixo I, questionário sociodemográfico e testes do Indicador de Alfabetismo Funcional (INAF). RESULTADOS: Mostraram que 85,7% da amostra era do sexo feminino e 14,3% do sexo masculino, predominantemente brancos (60,7%), com escolaridade superior, predominantemente do 3º ano do ensino médio e profissionalmente ativos (57,1%). Verificou-se que 22,5% da amostra eram analfabetos funcionais e 77,5% eram alfabetizados funcionalmente, sendo que 30,6% possuíam nível fundamental. Houve associação significativa entre escolaridade e INAF combinado (p=0,005), bem como entre INAF combinado e tempo de queixa nos intervalos de dor mandibular (p=0,037) quando foram utilizados testes Qui-quadrado. Há evidências que estabelecem que a duração média das queixas de cefaleia (em meses) entre os grupos de alfabetismo é diferente (p=0,001) quando utilizado o teste t de Student. Com base nesses resultados, é possível sugerir que níveis mais baixos de alfabetismo funcional estariam relacionados a uma percepção pouco detalhada das queixas de DTM quanto à duração da queixa e à associação de cefaleia com queixa de DTM. CONCLUSÃO: Níveis mais baixos de alfabetismo funcional foram relacionados à percepção pouco detalhada das queixas de DTM quanto à duração e, principalmente, à associação de cefaleia com queixa de disfunção temporomandibular. OBJETIVOS anos países DCDTM DC (DC/DTM MÉTODOS Tratase Trata se observacional transversal 5 (DTM Mandic I INAF. . (INAF) RESULTADOS 857 85 7 85,7 143 14 3 14,3 masculino 60,7%, 607 60,7% , 60 (60,7%) superior º 57,1%. 571 57,1% 57 1 (57,1%) Verificouse Verificou 225 22 22,5 775 77 77,5 funcionalmente 306 30 6 30,6 fundamental p=0,005, p0005 p p=0,005 0 005 (p=0,005) p=0,037 p0037 037 (p=0,037 Quiquadrado. Quiquadrado Qui quadrado. quadrado Qui-quadrado meses p=0,001 p0001 001 (p=0,001 Student resultados CONCLUSÃO principalmente temporomandibular (INAF 8 85, 14, 60,7 (60,7% 57,1 (57,1% 2 22, 77, 30, p000 p=0,00 00 (p=0,005 p=0,03 p003 03 (p=0,03 (p=0,00 60, (60,7 57, (57,1 p00 p=0,0 (p=0,0 (60, (57, p0 p=0, (p=0, (60 (57 p=0 (p=0 (6 (5 p= (p= ( (p

Resumen El modelo de Psicología del Trabajo se ha destacado en estudios de carrera, explorando cómo las variables contextuales e individuales influyen en la trayectoria profesional. Un concepto clave es la volición, que representa la capacidad de la toma de decisiones de carrera frente a obstáculos. Este estudio buscó adaptar y presentar evidencias de validez de la estructura interna y externa para Brasil de la Work Volition Scale - Student Version. Participaron 590 estudiantes universitarios de diversos cursos y semestres, tanto de instituciones públicas como privadas, con predominio de mujeres (59%). Los análisis factoriales exploratorios y confirmatorios demostraron una estructura adecuada con dos dimensiones: restricciones y volición. Además, se identificaron evidencias externas al relacionarlas con la satisfacción en la vida y la carrera. Los resultados indican buenas cualidades psicométricas de la Work Volition Scale - Student Version en el contexto brasileño, contribuyendo a una mejor comprensión de las elecciones de carrera entre los estudiantes universitarios. profesional volición obstáculos 59 semestres privadas 59%. 59% . (59%) dimensiones Además brasileño 5 (59% (59 (5 (

Abstract The Psychology of Working Theory has achieved notable prominence in career studies for its focus on how various - both individual and contextual - influence careers and job outcomes. “Volition” stands out as one of the key elements of this theory, representing the individuals’ ability to make career choices despite obstacles. This study aimed to adapt and validate both internal and external structures of the Work Volition Scale - Student Version (WVS-SV) to Brazil. A total of 590 university students from public and private institutions of varied courses and semesters, mostly women (59%), took part in the study. Exploratory and confirmatory factor analyses indicated that the scale effectively measured two dimensions: volition and constraints. External evidence, including satisfaction with life and career, supported the theoretical aspects of this construct. The results indicated good psychometric properties of the scale to the Brazilian setting, contributing to a better understanding of career choices among university students. outcomes “Volition theory individuals obstacles WVSSV WVS SV (WVS-SV Brazil 59 semesters 59%, 59% , (59%) dimensions constraints evidence construct setting 5 (59% (59 (5 (

Resumo O modelo da Psicologia do Trabalhar tem se destacado nos estudos de carreira, abordando como variáveis contextuais e individuais influenciam a trajetória profissional. Um conceito-chave é a volição, que representa a capacidade de fazer escolhas de carreira diante de obstáculos. O objetivo desse estudo é adaptar e apresentar evidências de validade de estrutura interna e externa para o Brasil da Work Volition Scale - Student Version. Participaram 590 estudantes universitários de diferentes cursos e semestres, de instituições públicas e privadas, com uma predominância de mulheres (59%). As análises fatoriais exploratórias e confirmatórias mostraram uma estrutura adequada, composta por duas dimensões: restrições e volição. Além disso, identificaram-se evidências externas ao relacionar com a satisfação com a vida e a carreira. Os resultados indicam boas qualidades psicométricas da Work Volition Scale - Student Version no contexto brasileiro, contribuindo para melhorar a compreensão das escolhas de carreira entre os estudantes universitários. profissional conceitochave conceito chave volição obstáculos 59 semestres privadas 59%. 59% . (59%) adequada dimensões disso identificaramse identificaram brasileiro 5 (59% (59 (5 (

ABSTRACT Introduction: This study aimed to investigate the predictive value of the vasoactive-inotropic score (VIS) at different time points for postoperative prolonged mechanical ventilation (PMV) in adult congenital heart disease patients undergoing surgical treatment combined with coronary artery bypass grafting. Methods: Patients were divided into two groups that developed PMV or not. The propensity score matching method was applied to reduce the effects of confounding factors between the two groups. VIS at different time points (VIS at the end of surgery, VIS6h, VIS12h, and VIS12h max) after surgery were recorded and calculated. The value of VIS in predicting PMV was analyzed by the receiver operating characteristic (ROC) curve, and multivariate logistic regression was used to analyze independent risk factors. Results: Among 250 patients, 52 were in the PMV group, and 198 were in the non-PMV group. PMV rate was 20.8%. After propensity score matching, 94 patients were matched in pairs. At each time point, the area under the ROC curve predicted by VIS for PMV was > 0.500, among which VIS at the end of surgery was the largest (0.805). The optimal cutoff point for VIS of 6.5 could predict PMV with 78.7% sensitivity and 72.3% specificity. VIS at the end of surgery was an independent risk factor for PMV (odds ratio=1.301, 95% confidence interval 1.091~1.551, P<0.01). Conclusion: VIS at the end of surgery is an independent predictor for PMV in patients with adult congenital heart disease surgical treatment combined with coronary artery bypass grafting. Introduction vasoactiveinotropic vasoactive inotropic (PMV grafting Methods not VIS6h VISh h max calculated (ROC Results 25 5 group 19 nonPMV non 208 20 8 20.8% 9 pairs 0500 0 500 0.500 0.805. 0805 0.805 . 805 (0.805) 65 6 6. 787 78 7 78.7 723 72 3 72.3 specificity odds ratio1301 ratio 1 301 ratio=1.301 95 10911551 091 551 1.091~1.551 P<0.01. P001 P P<0.01 01 P<0.01) Conclusion 2 20.8 050 50 0.50 080 0.80 80 (0.805 78. 72. ratio130 30 ratio=1.30 1091155 09 55 1.091~1.55 P00 P<0.0 20. 05 0.5 08 0.8 (0.80 ratio13 ratio=1.3 109115 1.091~1.5 P0 P<0. 0. (0.8 ratio1 ratio=1. 10911 1.091~1. P<0 (0. ratio=1 1091 1.091~1 P< (0 ratio= 109 1.091~ ( 10 1.091 1.09 1.0 1.

RESUMEN La deserción universitaria constituye un importante problema en América Latina y el Caribe; en Colombia alrededor del 50% de los estudiantes que entran a la universidad, culminan sus estudios. Este fenómeno es multicausal, por tanto, es necesario realizar un análisis en diferentes escenarios, para crear estrategias que ayuden a la permanencia y graduación. Este trabajo presenta una alternativa para identificar algunos factores que llevan a que un estudiante deserte en la Universidad del Cauca, basada en metodologías de ciencia de datos. Se encontró que en la deserción influyen factores académicos, como las áreas de conocimiento, semestre y promedio, de contexto social como estrato y lugar de procedencia e individual como edad y género. Caribe 50 universidad estudios multicausal tanto escenarios graduación Cauca datos académicos conocimiento promedio género 5

ABSTRACT University dropout is a major problem in Latin America and the Caribbean; in Colombia, around 50% of students who enter university complete their studies. This phenomenon is multi-causal; therefore, it is necessary to perform an analysis in different scenarios, in order to create strategies that help permanence and graduation. This paper presents an alternative to identify some factors that lead a student to drop out of the Universidad del Cauca, based on data science methodologies. It was found that desertion is influenced by academic factors, such as areas of knowledge, semester and average, social context such as stratum and place of origin, and individual factors such as age and gender. Caribbean Colombia 50 studies multicausal multi causal multi-causal therefore scenarios graduation Cauca methodologies knowledge average origin gender 5

This article delves into the formidable obstacles first-generation students (FGS) encounter within the South African private higher education sector which locates the study on which it is based in the literature around the overall experience of first-generation students. Extensive research has underscored the various challenges faced by FGS, posing hindrances to their academic success in higher education. FGS often grapple with a complex journey fraught with challenges around finances, social adjustment, and epistemological access, to name a few. This research adopts a quantitative approach with a cross-sectional research design. The study utilises a 5-point Likert scale questionnaire supplemented by open-ended questions to gather data from a sample of 1 208 students. The study reveals that close to one-third (30.5%) of the sample found the academic requirements challenging, just less than two-thirds (63.6%) found the coursework overwhelming, and more than half (57.7%) received support from faculty and academic advisors. In terms of financial challenges, less than a quarter (21%) indicated that they face financial challenges most of the time. The results of this study are reflective of similar research on the challenges experienced by South African FGS. The authors suggest that more research is needed to examine the unique challenges the FGS experience at private universities in South Africa. Moreover, the authors argue that an overall systemic and structural transformation is needed to enable institutional changes that would ease the challenges of all students.

Cet article se penche sur les obstacles considérables que rencontrent les étudiants de première génération (EPG) dans le secteur de l'enseignement supérieur privé sud-africain. Il situe cette étude dans la littérature consacrée à l'expérience globale des étudiants de première génération. De nombreuses recherches ont mis en évidence les divers défis auxquels sont confrontés les étudiants de première génération et qui entravent leur réussite dans l'enseignement supérieur. Les EPG sont souvent confrontés à un parcours complexe parsemé de défis financiers, d'adaptation sociale et d'accès épistémologique, pour n'en citer que quelques-uns. Cette étude adopte une approche quantitative avec une conception de recherche transversale. L'étude s'appuie sur un questionnaire à échelle de Likert en 5 points complété par des questions ouvertes pour recueillir les données auprès d'un échantillon de 1208 étudiants. L'étude révèle que près d'un tiers (30,5 %) de l'échantillon a trouvé les exigences académiques difficiles, un peu moins des deux tiers (63,6 %) ont trouvé les activités de cours écrasantes, et plus de la moitié (57,7 %) ont reçu un soutien de la part des professeurs et des conseillers académiques. En ce qui concerne les défis financiers, moins d'un quart (21%) ont indiqué qu'ils étaient confrontés à des défis financiers la plupart du temps. Les résultats de cette étude reflètent des recherches similaires sur les difficultés rencontrées par les étudiants sud-africains de première génération. Les auteurs suggèrent que d'autres recherches sont nécessaires pour examiner les défis uniques auxquels les étudiants étrangers sont confrontés dans les universités privées d'Afrique du Sud. En outre, les auteurs soutiennent qu'une transformation systémique et structurelle globale est nécessaire pour permettre des changements institutionnels qui atténueraient les difficultés de tous les étudiants.

The shortage of nurses is a global crisis, particularly in remote and rural communities. Contributory factors are retirements, resignations, recent increased deaths due to the COVID-19 pandemic, and the reduced production of nurses because of high attrition rates. This article's purpose was to investigate the provision of student support in the nursing education institution (NEI) of the KwaZulu-Natal (KZN) province in South Africa and come up with a model to improve completion rates. The researchers intentionally selected three KZN campuses based on their demographical location and programme offerings for the study. For data collection through in-depth interviews, the study adopted a case study design and employed a qualitative explorative approach, purposely sampling the NEI's senior academic staff. Strauss and Corbin's stages of coding were used to conduct the data analysis. The findings suggest comprehensive orientation and academic support as strong measures applied by the NEI to provide student support services and highlighted a need to improve enabling resources. Psychosocial support was predominantly provided by the hospital, which implied a lack of on-site comprehensive support. A necessity for developing a comprehensive student support model for the NEI emerged from the study. The model is expected to enhance the support and, in turn, increase completion rates.

La pénurie du personnel infirmier est une crise mondiale, particulièrement dans les communautés rurales et isolées. Les facteurs qui y contribuent sont les départs à la retraite, les démissions, l'augmentation récente du nombre de décès due à la pandémie de COVID-19 et la diminution de la production en personnel infirmier en raison de taux d'attrition élevés. L'objectif de cet article est d'étudier l'aide apportée aux étudiants dans un institut de formation en soins infirmiers de la province du KwaZulu-Natal (KZN) en Afrique du Sud et de proposer un modèle pour améliorer les taux de réussite. Les chercheurs ont intentionnellement sélectionné trois campus du KZN en fonction de leur situation démographique et de leur offre de programmes sur lesquels porte cette étude. Pour la collecte des données par le biais d'entretiens approfondis, cette étude a adopté un modèle d'étude de cas et a utilisé une approche qualitative exploratoire, en échantillonnant de manière délibérée le personnel académique supérieur de l'institut de formation en soins infirmiers. Le codage par étapes de Strauss et Corbin a été utilisé pour l'analyse des données. Les résultats suggèrent que l'orientation globale et le soutien académique sont des mesures fortes appliquées par l'institut de formation en soins infirmiers pour fournir des services de soutien aux étudiants et soulignent la nécessité d'améliorer les ressources nécessaires. Le soutien psychosocial a été principalement fourni par l'hôpital, ce qui implique un manque de soutien global sur place. L'étude a mis en évidence la nécessité de développer un modèle complet de soutien aux étudiants pour l'institut de formation en soins infirmiers. Ce modèle devrait permettre d'améliorer le soutien et, par conséquent, d'augmenter les taux de réussite des étudiants.

Abstract Background: Acid-sensing ion channel 1a (ASIC1a) plays a critical role in physiological and pathological processes. To further elucidate the biological functions of ASICs and their relationships with disease occurrence and development, it is advantageous to investigate and develop additional regulatory factors for ASICs. Methods: In this study, cation exchange chromatography was used to separate seven chromatographic components from Naja naja atra venom. Capillary electrophoresis was employed to detect that Ⅶ peak component containing a main protein Ⅶ-2, which could bind to ASIC1a. The analgesic effects of Ⅶ-2 protein were determined using hot plate methods, and ASIC1a expression in spinal cord tissue from rats with inflammatory pain was detected using western blot. Results: The purified Ⅶ-2 protein named Naja naja atra venom-Ⅶ-2 (NNAV-Ⅶ-2) was obtained by Sephadex G-50 gel filtration, which exhibited a single band on sodium dodecyl sulfate-polyacrylamide gel electrophoresis with a molecular weight of 6.7 kD. Remarkably, the NNAV-Ⅶ-2 protein demonstrated a significant analgesic effect and downregulated ASIC1a expression in the spinal cord tissue of rats with inflammatory pain. Conclusions: The analgesic mechanism of the NNAV-Ⅶ-2 protein may be associated with its binding to ASIC1a, consequently downregulating ASIC1a expression in neural tissues. Background Acidsensing Acid sensing ASICa ASIC (ASIC1a processes development Methods study venom Ⅶ2, Ⅶ2 2, 2 Ⅶ- methods blot Results venomⅦ2 venom-Ⅶ- NNAVⅦ2 NNAV (NNAV-Ⅶ-2 G50 G 50 G-5 filtration sulfatepolyacrylamide sulfate polyacrylamide 67 6 7 6. kD Remarkably NNAV-Ⅶ- Conclusions tissues venomⅦ venom-Ⅶ NNAVⅦ (NNAV-Ⅶ- G5 5 G- NNAV-Ⅶ venom- (NNAV-Ⅶ NNAV- (NNAV- (NNAV