Resumen Marco contextual: La hospitalización y la intervención quirúrgica son percibidas por el niño como acontecimientos amenazantes que repercuten en su comportamiento, concretamente en la ansiedad y el miedo. Objetivo: Evaluar la eficacia de una película preparatoria para los procedimientos que deben realizarse antes de la cirugía ambulatoria con el fin de reducir la ansiedad y el miedo. Metodología: Estudio aleatorizado y controlado en el que participaron 60 niños (de 6 a 14 años) sometidos a cirugía ambulatoria. El grupo de intervención vio una película en el periodo preoperatorio y el grupo de control recibió los cuidados habituales. La eficacia de la película se midió con la escala Children’s Anxiety Meter-State y el miedo con la Children’s Fear Scale. Resultados: No hubo diferencias significativas (p > 0,05) entre el grupo de intervención que vio la película y el grupo de control que siguió los cuidados preoperatorios habituales. Conclusión: Es importante evaluar con precisión si los costes de esta intervención compensan los beneficios. Se sugiere seguir investigando en este ámbito, ajustando otros programas que resulten más eficaces en este contexto.

Abstract Background: Children often perceive hospitalization and surgery as threatening events that can lead to feelings of anxiety and fear. These feelings may affect their behaviors. Objective: To evaluate the effectiveness of an educational video in reducing anxiety and fear before outpatient surgery. Methodology: A randomized controlled study was conducted with 60 children (6 - 14 years old) undergoing outpatient surgery. The intervention group watched an educational video during the preoperative period, while the control group received standard preoperative care. The effectiveness of the video was measured using the Children’s Anxiety Meter-State scale, and fear was measured using the Children’s Fear Scale. Results: No significant differences (p > 0.05) were found between the intervention group that watched the video and the control group that received standard preoperative care. Conclusion: An accurate assessment of whether the costs of this intervention outweigh the benefits is essential. Further research is recommended, particularly in adapting other programs that have proven more effective in this context.

Resumo Enquadramento: A hospitalização e a cirurgia são consideradas pela criança como eventos ameaçadores e com repercussões no seu comportamento, nomeadamente ansiedade e medo. Objetivo: Avaliar a efetividade de um filme preparatório para procedimentos a realizar antes de uma cirurgia de ambulatório visando a redução da ansiedade e medo. Metodologia: Estudo randomizado, controlado, envolvendo 60 crianças (6-14 anos), submetidas a cirurgia de ambulatório. O grupo de intervenção visualizou um filme no período pré-operatório e o grupo de controlo recebeu os cuidados habituais. A efetividade do filme foi medida através da escala de ansiedade Children’s Anxiety Meter-State e o medo pela escala Children’s Fear Scale. Resultados: Não se observaram diferenças significativas (p > 0,05) entre o grupo de intervenção que visualizou o filme e o grupo de controlo que seguiu os cuidados pré-operatórios habituais. Conclusão: Importa avaliar de forma precisa se os custos envolvidos nesta intervenção compensam os benefícios. Sugere-se mais investigação nesta área, ajustando outros programas que se revelem mais efetivos neste contexto.

ABSTRACT In Physical Education, motor laterality must be developed at an early age. The objective of this research was to comprehensively analyze the laterality of tenth-year students in Physical Education class, based on their needs and perceptions, for the design of inclusive recreational activities that address laterality disorders. The study was explanatory and cross-sectional with a mixed approach and was developed in eight private educational institutions in the city of Quito. 14 teachers were selected for the interview and 688 tenth-grade students were evaluated with the validated Harris test; 40 of them were identified with laterality disorder, and a survey was applied to them, so that an intervention proposal for inclusive recreational activities that address this disorder. The data was analyzed in Excel, after having applied a Likert scale in the survey, to understand the experiences, perceptions and adaptations in depth. This research sheds light on the importance of considering laterality in the design of inclusive recreational activities. It also showed that curricular adaptation and personalization are key to addressing the specific needs of these students.

RESUMO Na Educação Física a lateralidade motora deve ser desenvolvida desde cedo. O objetivo desta pesquisa foi analisar de forma abrangente a lateralidade dos alunos do décimo ano das aulas de Educação Física, a partir de suas necessidades e percepções, para o desenho de atividades lúdicas inclusivas que abordem os transtornos de lateralidade. O estudo foi explicativo e transversal com abordagem mista e foi desenvolvido em oito instituições de ensino privadas da cidade de Quito. Foram selecionados 14 professores para a entrevista e 688 alunos do décimo ano foram avaliados com o teste de Harris validado, 40 deles foram identificados com transtorno de lateralidade, e foi aplicado um questionário a eles, para que fosse apresentada uma proposta de intervenção para atividades lúdicas inclusivas que abordassem esse assunto; transtorno. Os dados foram analisados em Excel, após aplicação de escala Likert na pesquisa, para compreender em profundidade as experiências, percepções e adaptações. Esta pesquisa esclarece a importância de considerar a lateralidade na concepção de atividades recreativas inclusivas. Também mostrou que a adaptação curricular e a personalização são fundamentais para atender às necessidades específicas desses alunos.

RESUMEN En la Educación Física la lateralidad motriz se debe desarrollar a temprana edad. El objetivo de esta investigación fue analizar de manera integral la lateralidad de estudiantes de décimo año en la clase de Educación Física, a partir de sus necesidades y percepciones, para el diseño de actividades recreativas inclusivas que aborden trastornos de lateralidad. El estudio fue de tipo explicativo y corte transversal con un enfoque mixto y se desarrolló en ocho instituciones educativas particulares de la ciudad de Quito. Se seleccionaron 14 docentes para la entrevista y se evaluaron, con el test validado de Harris, a 688 estudiantes de décimo año, se identificó a 40 de ellos con trastorno de lateralidad, y se les aplicó una encuesta, con lo que se pudo diseñar una propuesta de intervención de actividades recreativas inclusivas que aborden este trastorno. Los datos se analizaron en Excel, luego de haber aplicado una escala de Likert en la encuesta, para comprender las experiencias, percepciones y adaptaciones en profundidad. Esta investigación arroja luz sobre la importancia de considerar la lateralidad en el diseño de actividades recreativas inclusivas, además se evidenció que la adaptación curricular y la personalización son claves para atender las necesidades específicas de estos estudiantes.

INTRODUCTION: South Africa has a high unemployment rate and few post-school employment opportunities for learners with disabilities. School-to-work transition programmes in special educational needs schools prepare learners with disabilities for work in the open labour market, optimizing post-school employment opportunities. Occupational therapists are the main key role players in facilitating school-to-work transition programme in many contexts of education. AIM: This study explores the perceptions of occupational therapists of a school-to-work transition programme at the school for learners with special needs. METHODS: This study was a descriptive qualitative study. The researchers conducted semi-structured interviews with six occupational therapists involved in delivering the programme at the school. To ensure ethical compliance, we obtained clearance from the UP-Research Ethics Committee. The collected data underwent reflective thematic analysis for interpretation. FINDINGS: Three prominent themes emerged from the data analysis: (1) The Significance of the Programme: Participants highlighted the importance and benefits of the program. (2) Facilitators affecting school-to-work transition programme: Various factors that positively influenced the smooth transition from school to the workforce were identified and discussed. (3) Barriers to school-to-work transition programme: Participants also pointed out obstacles and challenges that hindered the successful transition from school to the workforce. CONCLUSION: The school-to-work transition programme was influenced by personal, environmental, and occupational barriers and facilitators. The findings highlighted that the benefits of the programme should be viewed in a broader context, as learners mature and develop self-confidence. The value of the programme thus extends beyond employment opportunities. IMPLICATIONS FOR PRACTICE The research findings inform barriers that need to be focused on in order to have a successful and effective school-to-work transition programme. There are facilitators that show the perceived effectiveness of the school-to-work transition programme that could assist in motivating for more assistance from stakeholders of the school.

Resumen Reflexiono sobre la oportunidad que una investigación etnográfica significó para el desarrollo de una serie de prácticas de intervención y sobre sus posibles vínculos con la extensión. Busco responder —de forma situada— cómo se procesan sus lógicas y horizontes diferentes y cómo la primera puede significar un aporte a la segunda. Parto del análisis de registros de dos trabajos de campo con jóvenes de la periferia de Paraná en el marco de planes de trabajo como investigadora del Instituto de Estudios Sociales de la Universidad Nacional de Entre Ríos y del Consejo Nacional de Investigaciones Científicas y Técnicas y revisito un recorrido como extensionista en el Área de Comunicación Comunitaria de la Facultad de Ciencias de la Educación de dicha Universidad. Propongo la perspectiva etnográfica como oportunidad y escenario para una práctica de intervención que, realizada por una trabajadora del sistema científico–universitario, puede ingresar al ámbito de la extensión.

Abstract Reflection on the opportunity that ethnographic research meant for the development: a series of intervention practices as well as on its possible links with extension. Busco answers —situatedly— how their different logics and horizons are processed and how the first can mean a contribution to the second. I start from the analysis of records of two field works with young people from the periphery of Paraná within the framework of work plans as a researcher at the Institute of Social Studies of UNER and CONICET and revisit a previous journey as an extensionist in the Community Communication Area of the Faculty of Educational Sciences of said University. I propose the ethnographic perspective as an opportunity and favorable scenario for the beginning of an intervention practice that, carried out by a worker from the scientific–university system, can enter the scope of extension.

Resumo Reflito sobre a oportunidade que uma pesquisa etnográfica significou para o desenvolvimento de uma série de práticas de intervenção e os seus vínculos com a extensão. Procuro responder —de forma situada— como se processam suas diferentes lógicas e horizontes e como a primeira pode significar uma contribuição para o segundo. Parto da análise de registros de dois trabalhos de campo com jovens da periferia de Paraná no âmbito de planos de trabalho como pesquisadora do Instituto de Estudos Sociais da Universidade Nacional de Entre Rios (UNER) e do Conselho Nacional de Pesquisas Científicas e Técnicas (CONICET) e revisito uma trajetória anterior como extensionista na Área de Comunicação Comunitária Área na Faculdade de Ciências da Educação da referida Universidade. Proponho a perspectiva etnográfica como oportunidade e cenário favorável para uma prática de intervenção que, realizada por uma trabalhadora do sistema científico–universitário, pode ingressar ao âmbito da extensão.

Abstract: The aim of the following research is to report the results of the widespread application of the Eureka test to achieve its standardization in Chile. This test offers a psychopedagogical tool for the early diagnosis of specific learning difficulties (SLD), considering, on one hand, the Chilean national curriculum, and on the other, the cognitive skills necessary to achieve successful learning outcomes. Within this framework, a quantitative analysis was conducted on 2138 language test renditions and 2254 math test renditions given to students from 1st to 8th grade. In the current scenario, there is a noticeable absence of a contextualized assessment for Chilean students, and even at the Latin American level. The research results show that the Eureka test is an instrument that can diagnose SLD in students from first to eighth grade and assists in establishing intervention strategies that enhance teaching practices, tailored according to the results obtained.

Resumen: El objetivo de la siguiente investigación es dar cuenta de los resultados de la aplicación masiva de la prueba Eureka para lograr su estandarización en Chile. Esta prueba permite contar con un instrumento psicopedagógico para el diagnóstico temprano de Dificultades Específicas del Aprendizaje (DEA) considerando, por un lado, el currículum nacional chileno y por otro, las habilidades cognitivas necesarias para alcanzar niveles de aprendizaje exitosos. En este marco, se realizó un análisis cuantitativo de la aplicación de las 2138 rendiciones de la prueba de lenguaje y a 2254 rendiciones de la prueba de matemáticas a estudiantes desde primero hasta octavo básico. En el escenario actual se detecta la carencia de una evaluación contextualizada para los estudiantes chilenos e incluso a nivel latinoamericano. Los resultados de la investigación arrojan que la prueba Eureka es un instrumento que permite diagnosticar DEA en estudiantes de primero a octavo básico y ayuda a establecer estrategias de intervención que mejoran la práctica docente dirigidas de manera personalizada de acuerdo con los resultados obtenidos.

Resumo: O objetivo da seguinte pesquisa é relatar os resultados da aplicação massiva do teste Eureka para alcançar sua padronização no Chile. Este teste permite-nos ter um instrumento psicopedagógico para o diagnóstico precoce de Dificuldades Específicas de Aprendizagem (DET) considerando, por um lado, o currículo nacional chileno e, por outro, as competências cognitivas necessárias para alcançar níveis de aprendizagem bem sucedidos. Neste contexto, foi realizada uma análise quantitativa da aplicação dos 2.138 desempenhos da prova de linguagem e dos 2.254 desempenhos da prova de matemática a alunos do primeiro ao oitavo ano. No cenário atual, detecta-se a falta de uma avaliação contextualizada para os estudantes chilenos e mesmo em nível latino-americano. Os resultados da pesquisa mostram que o teste Eureka é um instrumento que permite diagnosticar DEA em alunos do primeiro ao oitavo ano e ajuda a estabelecer estratégias de intervenção que melhorem a prática docente direcionada de forma personalizada de acordo com os resultados obtidos.

RESUMEN Las tendencias pedagógicas actuales indican la factibilidad de poner en el centro al educando logrando un proceso formativo integrador, justificándose desde el diseño de seminarios integradores, tiene como objetivo: transformar eficientemente el estado actual del proceso enseñanza-aprendizaje desarrollador y el desempeño profesional en docentes de ciencias naturales, mediante el uso de mediadores tecnológicos como herramientas en la realización de seminarios integradores para elevar la calidad del proceso con enfoque interdisciplinario integrador, se realizó un estudio cuasi experimental de intervención educativa, deviniendo evolución eficiente del proceso de formación tecno-investigativa, coadyuvando a la proactividad y perfeccionamiento.

ABSTRACT Current pedagogical trends indicate the feasibility of putting the learner at the center, achieving an integrative formative process, justifying itself from the design of integrative seminars, aims to: To efficiently transform the current state of the developmental teaching-learning process and professional performance in natural science teachers, through the use of technological mediators as tools in the realization of integrative seminars to raise the quality of the process with an interdisciplinary integrative approach, a quasi-experimental study of educational intervention was conducted, becoming efficient evolution of the techno-investigative training process, contributing to proactivity and improvement.

RESUMEN Este trabajo de investigación tiene como principal objetivo el estudio de la autoestima en los Menores Extranjeros No Acompañados (MENAS) y su relación con los comportamientos disruptivos. Está dirigido a profesionales sociales y educativos, con la intención de ampliar el conocimiento sobre este tema y mejorar la intervención y bienestar de los menores extranjeros. A lo largo de la investigación se analizará el uso de las siglas MENA en los titulares de la prensa española, a través de un análisis cualitativo de contenido. En él, se concluye que los medios de comunicación españoles poseen una cobertura variada sobre estos menores, aunque tienden a enfocarse en la delincuencia asociada a ellos. Suelen utilizar términos que sugieren a estos individuos como una amenaza o problema, lo que supone un impacto negativo en su autoestima. Es por ello que se destaca la importancia de la conciencia crítica hacia los medios de comunicación, así como la mejora de la autoestima en el desarrollo personal y la adaptación social, impactando positivamente en la reducción de las conductas disruptivas.

ABSTRACT This research work has as its main objective the study of self-esteem in unaccompanied foreign minors and its relationship with disruptive behaviors. It is aimed at social and educational professionals, with the intention of expanding knowledge on this subject and improving the intervention and welfare of foreign minors. Throughout the research, the use of the acronym MENA in the headlines of the Spanish press will be analyzed through a qualitative content análisis. It concludes that the Spanish media have a varied coverage of these minors, although they tend to focus on the crime associated with them. They often use terms that suggest these individuals as a threat or problem, which has a negative impact on their self-esteem. That is why the importance of critical awareness towards the media is highlighted, as well as the improvement of self-esteem in personal development and social adaptation, positively impacting on the reduction of disruptive behaviors.

ABSTRACT Introduction: In unplanned surgery, stoma site marking is unusual, increasing the risk of complications. Data on stoma site marking in a hospital in the northern region of Portugal and guidance in emergency situations are unavailable. Objective: To increase bowel elimination stoma site marking for patients undergoing unplanned surgery. Methods: A protocol for a best practice implementation project based on the Plan-Do-Check-Act cycle and consists of 4 phases: identification of the problem; analysis of the causes and the definition of the specific objectives; planning and implementing the intervention, checking the results, proposing corrective measures, standardizing procedures, and training the team. Data will be gathered using questionnaires for nurses, analysis of existing information systems, and the implementation of an audit grid. Results: The first two phases allowed the identification of the main shortcomings and draft of a multimodal intervention that will comprise educational strategies, implementation of a decision-making algorithm, and audit. A decrease in skin complications is expected. Increased confidence, independence in stoma self-care, and awareness of stoma living are also anticipated. Implementing this project may lead to a reduction in healthcare costs and an overall improvement in the quality of life of the person with a stoma. Conclusion: Evidence suggests that stoma site marking is paramount to improve patient’s health outcomes. Results from this project may offer new strategies to cope with management shortcomings in health systems.

Resumen Introducción: En la cirugía no planificada, el marcaje del estoma es inusual, aumentando el riesgo de complicaciones. Objetivo: Aumentar el marcaje del sitio del estoma de eliminación intestinal en pacientes sometidos a cirugía no planificada. Métodos: Protocolo para un proyecto de implementación de buenas prácticas se basa en el ciclo plan, do, check y act/ajust, y consta de 4 fases; identificación del problema; análisis de las causas y definición de los objetivos específicos; planificación e implementación de la intervención y; comprobación de los resultados. Los datos se recopilarán mediante cuestionarios dirigidos al personal de enfermería, el análisis de los sistemas de información existentes y la aplicación de una parrilla de auditoría. Resultados: Las dos primeras fases permitieron identificar las principales deficiencias y elaborar una intervención multimodal que comprenderá estrategias educativas, implantación de algoritmo de toma de decisiones y auditoría. Se espera una disminución de las complicaciones cutáneas. También se prevé un aumento de la confianza, la independencia en el autocuidado del estoma y la concienciación sobre la vida con estoma. La puesta en práctica de este proyecto puede conducir a una reducción de los costes sanitarios y a una mejora general de la calidad de vida de la persona con un estoma. Conclusión: Las pruebas sugieren que la señalización de la zona del estoma es de suma importancia para mejorar los resultados de salud del paciente. Los resultados de este proyecto pueden ofrecer nuevas estrategias para hacer frente a las deficiencias de gestión en los sistemas sanitarios.

Resumo Introdução: A marcação do local do estoma em cirurgia não planeada não é usual. Não existem dados sobre a marcação do estoma num hospital na região norte de Portugal, assim como orientações para situações de urgência. Objetivo: Aumentar a marcação do local do estoma em doentes submetidos a cirurgia não programada. Métodos: Projeto de melhoria contínua da qualidade dos cuidados de enfermagem de acordo com o ciclo planear, fazer, verificar e atuar, e consiste em 4 fases: identificação do problema; análise das causas e definição dos objetivos específicos; planeamento e implementação da intervenção e verificação dos resultados, propondo medidas corretivas, normalizando procedimentos e formando a equipa. Os dados serão recolhidos através de questionários dirigidos aos enfermeiros, da análise dos sistemas de informação existentes e da implementação de uma grelha de auditoria. Resultados: As duas primeiras fases permitiram identificar as principais lacunas e elaborar uma intervenção multimodal que incluirá estratégias educativas, implementação de algoritmo de tomada de decisão e auditoria. Espera-se uma diminuição das complicações cutâneas. Prevê-se também um aumento da confiança, da independência no autocuidado do estoma e da consciencialização sobre a vida no estoma. A implementação deste projeto pode levar a uma redução dos custos dos cuidados de saúde e a uma melhoria global da qualidade de vida da pessoa com um estoma. Conclusão: A evidência sugere que a marcação do local do estoma é da maior importância para melhorar os resultados de saúde do doente. Os resultados deste projeto podem oferecer novas estratégias para fazer face às lacunas de gestão nos sistemas de saúde.

Abstract Objective: To evaluate the effectiveness of a family intervention in grief complicated by a couple breakup. Materials and method: Research with a mixed intervention approach in three stages (diagnosis-implementation-evaluation). In the first, an observational, cross-sectional, descriptive study was carried out, with a simple random sample with replacement n=99. Field's "Romantic Breakup Distress Scale" and Smilkstein's family APGAR were applied, with prior informed consent. Five families with complicated grief and family dysfunction were included. Methods and techniques of working with family were used. In the third stage, a quasi-experimental design was used with pretest and posttest of complicated grief and family APGAR. SPSS V25 was used to capture and analyze data, with descriptive and analytical statistics with Student's t test. Results: They were women 81.8%, with age Ⱦ=34.19-29 37.4%, high school 37.4%, separated 59.6%, divorced 49.4%. With complicated grief 14%, family dysfunction 13%. Families with complicated grief were dysfunctional 53.8%. Risk factors: conflict in paternalfilial subsystem, addictions, economy. Protective factors: religious, artistic, educational and medical groups. The actions focused on cognitive-behavioral-emotional intervention. In pretest/posttest evaluation, complicated grief presented a mean difference of Ⱦ=8.500, ŝ± 8.925, and 95% CI: Li: 3.347 Ls:13.653, with student's t=3.564 and df=13 and p value=0.003, statistically significant, mean difference for family Apgar of Ⱦ= 3.357 with ŝ±1.946, 95% CI: Li:2.234, Ls:4.481 with student's t=6.456 and df=13, p value=0.001, statistically significant. Conclusions: The effect of the family intervention modified complicated grief and improved family dynamics and functionality. Conclusions: The effect of the family intervention modified complicated grief and improved family dynamics and functionality.

Resumen Objetivo: Evaluar la eficacia de una intervención familiar en duelo complicado por ruptura de pareja. Materiales y método: Investigación con enfoque mixto de intervención en tres etapas (diagnóstica-implementación-evaluación). En la primera se realizó estudio observacional, transversal, descriptivo, con muestra aleatoria simple con remplazo n=99. Se aplicó “Escala de Distrés por Ruptura Amorosa” de Field y APGAR familiar de Smilkstein, previo consentimiento informado. Se incluyeron cinco familias con duelo complicado y disfunción familiar. Se emplearon métodos y técnicas de trabajo con familia. En la tercera etapa se utilizó diseño cuasi experimental con pretest y postest de duelo complicado y APGAR familiar. Para la captura y análisis de datos se empleó el SPSS V25, con estadística descriptiva y analítica con prueba t de student. Resultados. Fueron mujeres 81.8%, con edad Ⱦ=34,19-29 37.4%, bachillerato 37.4%, separados 59.6%, divorciados 49.4%. Con duelo complicado 14%, disfunción familiar 13%. Las familias con duelo complicado fueron disfuncionales 53.8%. Los factores de riesgo: conflicto en subsistema paterno filial, adicciones, economía. Factores protectores: grupos religiosos, artísticos, educativos y médicos. Las acciones se centraron en intervención cognitivo-conductual-emocional. En evaluación pretest/postest, el duelo complicado presentó diferencia de medias de Ⱦ=8.500, ŝ± 8.925, e IC95%: Li: 3.347 Ls:13.653, con t de student=3.564 y gl=13 y valor de p=0.003, estadísticamente significativo, diferencia de medias para Apgar familiar de Ⱦ= 3.357 con ŝ±1.946, IC95%: Li:2.234, Ls:4.481 con t de student=6.456 y gl=13, valor de p=0.001, estadísticamente significativo. Conclusiones: El efecto de la intervención familiar modificó el duelo complicado y mejoró la dinámica y funcionalidad familiar.

Abstract Cognitive profile of students with low intellectual performance. Associations between intelligence and creativity. Summary: Students with low intellectual performance are characterized by presenting alterations in different areas of cognitive, academic and behavioral functioning, which is why it is essential to know their cognitive profiles to make curricular adjustments and achieve better development in the individual. Based on the above, the objective of this article was to identify if there is a relationship between the levels of intelligence and creativity in a group of students with low intellectual performance, based on a psychopedagogical evaluation that helps determine their educational needs. This is a quantitative and correlational research. 23 students participated (M age 9.04, SD = 1.51) from three public primary schools located in Tlaxcala, Mexico, who were referred by their teachers to a psycho-pedagogical evaluation during the 2022-2023 school year. The Raven Colored Form Progressive Matrices Test, Wechsler Intelligence Scale for Children WISC-IV and the Creative Thinking Test Figural Version A were applied. The results found that the Raven test correlated with the titles dimension of the creativity test (rs = .462*, sig = .027), it was also observed that perceptual reasoning evaluated with the WISC-IV was associated with total creativity (rs = .498*, sig = .016) and with the fluency indicator (rs = .482*, sig = .020). The results found that the Raven test correlated with the titles dimension of the creativity test (rs = .462*, sig = .027), it was also observed that perceptual reasoning evaluated with the WISC-IV was associated with total creativity (rs = .498*, sig = .016) and with the fluency indicator (rs = .482*, sig = .020). The previous results allow us to recognize the cognitive profile of the students and serve as a basis for intervention proposals within the classroom.

Resumen El estudiantado con bajo rendimiento intelectual se caracteriza por presentar alteraciones en distintas áreas del funcionamiento cognitivo, académico y conductual. Por ello es indispensable conocer los perfiles cognitivos para realizar las adecuaciones curriculares pertinentes y lograr un mejor desarrollo en la persona. Con base en lo anterior, el objetivo del presente artículo fue identificar si existía relación entre los niveles de inteligencia y creatividad en un grupo de estudiantes con bajo rendimiento intelectual a partir de una evaluación psicopedagógica que ayudara a determinar sus necesidades educativas. Se trató de una investigación cuantitativa y correlacional en la que participaron 23 estudiantes (M edad 9.04, D. E = 1.51) de tres escuelas primarias públicas de Tlaxcala, México, que fueron remitidos por sus docentes a una evaluación psicopedagógica durante el ciclo escolar 2022-2023. Se aplicaron el Test de Matrices Progresivas de Raven Forma Coloreada, Escala Wechsler de Inteligencia para Niños WISC-IV y la Prueba de Pensamiento Creativo Versión Figural A. En los resultados se encontró que la prueba Raven correlacionó con la dimensión de títulos de la prueba de creatividad (rs = .462*, sig = .027), también se observó que el razonamiento perceptual evaluado con el WISC-IV se asoció con la creatividad total (rs = .498*, sig = .016) y con el indicador de fluidez (rs = .482*, sig = .020). Los resultados anteriores permitieron reconocer el perfil cognitivo del estudiantado y constituyeron la base para las propuestas de intervención dentro del aula de clase.

RESUMEN Introducción: las lesiones premalignas y malignas del complejo bucal se incrementan en la población, lo que demanda una correcta ejecución del Programa de Detección Precoz del Cáncer Bucal (PDCB). En el trabajo se exponen las transformaciones en el nivel de conocimientos de pacientes y estomatólogos acerca de las afecciones concernientes al PDCB para perfeccionar su ejecución. Método: se realizó una intervención educativa en el área de salud Julio Antonio Mella del municipio Camagüey desde mayo de 2022 hasta junio de 2023, con la participación de 36 pacientes y 30 estomatólogos. Las fuentes de información fueron la historia clínica, un cuestionario y una prueba de entrada y salida, aplicados a pacientes y estomatólogos respectivamente, antes y después de la intervención; para constatar las transformaciones. Resultados: antes de la intervención los pacientes estaban mal informados sobre las consecuencias nocivas de hábitos tóxicos, higiénicos y dietéticos, así como desconocimiento de la importancia del correcto autoexamen bucal; los que alcanzaron en su mayoría un alto nivel de conocimientos con la intervención. Los estomatólogos mejoraron sus conocimientos sobre diagnóstico y seguimiento de lesiones pre malignas y malignas del complejo maxilofacial. Discusión: la adecuada ejecución del PDCB descansa tanto en pacientes como en estomatólogos y aunque las investigaciones se enfocan a los primeros por los beneficios reportados; la superación de posgrado constituye una vía para sistematizar conocimientos y fortalecer competencias profesionales que impacten de manera positiva en el PDCB. La intervención educativa se considera satisfactoria al elevar el nivel de conocimientos de pacientes y estomatólogos, lo que demuestra sus potencialidades para perfeccionar la ejecución del PDCB.

ABSTRACT Introduction: premalignant and malignant lesions of de oral area increase in the population which demands a correct implementation of the Early Detection of Oral Cancer Program. In this work transformations are exposed knowledge level of both patients and dentists regarding lesions concerning the Early Detection of Oral Cancer Program (EDOCP). Method: educational intervention was carried out in Julio Antonio Mella health area of Camaguey municipality from May 2022 to June 2023 which 36 patients and 30 Deontologists. Information sources were the Clinical History, a questionnaire and a test applied to patients and Deontologists respectively, before and after the intervention, to confirm the transformations in the sample. Results: Prior to intervention patients were poorly informed about consequences of toxic, hygienic and dietetic habits combined with lack of knowledge regarding importance of a correct oral self-examination whose knowledge improved to reach a high level in most of them after the intervention. Deontologists improved their knowledge on diagnosis and follow-up of premalignant and malignant lesions affecting the maxillofacial complex. Discussion: correct application of the EDOCP depends on both patients and deontologists, however reserchers focus on the former due to the reported benefits; the postgraduate training is a way to systematize knowledge and strengthen professional competences with positive impact on EDOCP. The educational intervention was satisfactory since it improved the level of knowledge of both patients and dentists which shows its potential on a correct implementation of the Early Detection of Oral Cancer Program.

INTRODUCTION: The Work Ability Screening Profile (WASP) was conceptualised and developed by occupational therapists at the University of Durban Westville to provide a basic vocational screening assessment. Its purpose was to screen competence in generic work skills which reflected performance in activities essential to workplace participation relevant to the South African context. The assessment was revised in 2005 and renamed the WASP II. It was decided this screening assessment tool would be continuously reviewed using action research with clinicians involved in the ongoing evaluation so ensure validity and reliability for the population with which it is used. This study considered the clinical evaluation, useability and utility of the WASP II in order to inform further revision. METHOD: A cross sectional survey was used to gather data from 70 occupational therapy clinicians familiar with or using the WASP II in clinical practice. RESULTS: A sample of 70 respondents indicated the WASP II was suitable to assess current work ability and production speed with a variety of clients with physical and mental health dysfunction. Ten of the 12 subtests were used by at least 40% of the time by the 28 respondents who used the WASP II frequently. These respondents reported good to adequate useability in terms of cost, sensitivity to clients' educational level and ease of understanding instructions, incorporation into clinical practice contexts while supporting clinical reasoning and judgement. The accommodation of clients' language and provision of standard scores were indicated as inadequate. Utility was considered adequate for all aspects including discrimination of moderate to severe dysfunction, informing the choice of other assessmentsas well as supporting vocational rehabilitation intervention. The WASP II outcomes were also understood by other service providers, employers, referring parties as well asclients. CONCLUSION: While the WASP II was considered appropriate for use in the South African context and has adequate useability and utility, some subtests need to be updated and revised in terms of the standard times and content validity for current practice in the work environment. IMPLICATIONS FOR PRACTICE: The WASP II has useability • aligned with generic work skills of acquiring information or following directions numeracy, conveying information and written communication • for with those with work experience and with scholars and students yet to enter the workplace The WASP II has utility in relation to • cost and clients' educational levels • detailed instructions on the task layout but some standardisation needs to be interpreted with care • sensitivity to all aspects of assessment of generic work skills, except discrimination of mild dysfunction

Thirty-eight years into the HIV and AIDS pandemic, the world is still striving to reduce global HIV infections towards zero new infections and AIDS-related deaths by 2030. Sub-Saharan Africa continues to carry the burden of global HIV infections as governmental and nongovernmental agencies try out different prevention strategies (UNAIDS, 2024b). Several scholars have argued that comprehensive sexuality education (CSE) is the best preventive strategy to reach youth and key populations with factual information regarding HIV and AIDS. This paper draws from the project, Mentoring as a Method to Promote Women's Health in the Context of HIV-Prevention and Unequal Gender Relations, which employed memory work, photo-voice, drama, drawings, and focus group discussions with third-year student teachers in a life orientation module. Focussing on the data generated through drama, I present an arts-based activity that was used to teach about HIV transmission to student teachers in a bid to equip them with alternative ways of teaching school-learners about HIV and AIDS. The findings highlight student teachers' lived experiences and how they have shaped their perceptions of HIV infections and living with AIDS. I argue from the findings, that arts-based pedagogies allow for enhanced understanding of complex phenomena due to their participatory and in-built intervention nature. Thus, I posit that pedagogies that employ participatory, arts-based, and visual methodologies should be extensively employed in teacher-education towards reducing new HIV infections among the youth.

El artículo presenta reflexiones sobre antropología y educación a partir de una experiencia de enseñanza-aprendizaje con estudiantes de pregrado en Pedagogía. Está basado en el ejercicio de una propuesta pedagógica en la cual estudiantes de seis clases diferentes, a lo largo de tres años, fueron invitados a articular sus experiencias, imaginación y conocimiento antropológico en la escritura de ensayos breves sobre educación como parte del proceso evaluativo. De este modo, el experimento adquirió contornos metodológicos inspirados en la investigación-acción en la que se buscó combinar intervención pedagógica y producción de conocimiento. La apuesta por la libertad de escritura abrió espacio para una diversidad de descripciones sobre la educación categorizadas en cuatro dominios temáticos: infancias, trayectorias, ficciones y escuelas. En lo que respecta al contenido, los ensayos enfocan dramas y violencias simbólicas en la vida y en el contexto escolar, pero también experiencias educativas transformadoras y los significados de la educación en la vida de personas y grupos. Los resultados de este ejercicio indican caminos didácticos y evaluativos interdisciplinarios para los campos de la antropología y la educación desde una perspectiva antropológica que refuerza el estudio de la cultura como plataforma para la comprensión de las diferencias. Al mismo tiempo, señalan posibilidades para la práctica de la Antropología en diálogo con los intereses de estudiantes del área de educación.

The article presents reflections on anthropology and education based on a teaching-learning experience with undergraduate students in Pedagogy. It is based on the implementation of a pedagogical proposal in which students from six different classes, over three years, were invited to articulate your experiences, imagination, and anthropological knowledge in writing brief essays on education as part of the evaluation process. In these terms, the experiment took on methodological contours inspired by action research, aiming to combine pedagogical intervention and knowledge production. The emphasis on freedom of writing opened space for a diversity of descriptions about education categorized into four thematic domains: childhood, trajectories, fictions, and schools. With regard to content, the essays focus on dramas and symbolic violence in school life and context, but also transformative educational experiences and the meanings of education in the lives of individuals and groups. The results of this exercise indicate interdisciplinary didactic and evaluative paths for the fields of anthropology and education from an anthropological perspective that reinforces the study of culture as a platform for understanding differences. At the same time, they signal possibilities for the practice of Anthropology in dialogue with the interests of students in the field of education.

O artigo apresenta reflexões sobre antropologia e educação a partir de uma experiência de ensino-aprendizagem com estudantes de graduação em Pedagogia. Está baseado no exercício de uma proposta pedagógica na qual estudantes de seis turmas diferentes, ao longo de três anos, foram convidadas a articular suas experiências, imaginação e conhecimento antropológico na escrita de ensaios breves sobre educação como parte do processo avaliativo. Nestes termos o experimento ganhou contornos metodológicos inspirados na pesquisa-ação em que se buscou combinar intervenção pedagógica e produção de conhecimento. A aposta na liberdade de escrita abriu espaço para uma diversidade de descrições sobre a educação categorizadas em quatro domínios temáticos: infâncias, trajetórias, ficções e escolas. Em relação ao conteúdo, os ensaios enfocam dramas e violências simbólicas na vida e no contexto escolar, mas também vivências educacionais transformadoras e os significados da educação na vida de pessoas e grupos. Os resultados deste exercício indicam caminhos didáticos e avaliativos interdisciplinares para os campos da antropologia e da educação a partir de uma perspectiva antropológica que reforça o estudo da cultura como plataforma para compreensão das diferenças. Ao mesmo tempo, sinalizam possibilidades para a prática da Antropologia no diálogo com os interesses de estudantes da área de educação.

ABSTRACT Introduction: diabetes mellitus is a non-communicable disease with high comorbidity and especially linked to chronic kidney disease. Characterization of diabetic patients according to epidemiological variables and knowledge of their chronic kidney disease must precede the clinical assessment and educational intervention aimed at modifying lifestyles as part of primary health care. Objectives: to characterize diabetic patients from Santa Clara Polyclinic according to selected epidemiological variables as well as the comorbidity linked to chronic kidney disease. Methods: a descriptive exploratory study was carried out on diabetic patients belonged to the 16-11 doctor’s office in Santa Clara Polyclinic from October 2019 to June 2022. The population was made up of 79 diabetic patients and 60 formed the sample according to inclusion and exclusion criteria. Statistical analysis techniques such as descriptive statistics, simple frequency analysis and the Chi- square independence test were used. Results: males, age group 55-59 years, type 2 diabetes mellitus and high blood pressure levels correlated with diabetes predominated. Besides, a low level of knowledge on chronic kidney diseases was identified. Conclusions: the obtained results confirm the relevance of this type of studies to raise the level of knowledge on the relationship between diabetes mellitus and chronic kidney disease in order to contribute to the improvement of the quality of life of this population group through a previously oriented educational intervention.

RESUMEN Introducción: La diabetes mellitus es una enfermedad no transmisible con una elevada comorbilidad, sobre todo, vinculada a la enfermedad renal crónica. La caracterización del paciente diabético, según variables epidemiológicas y los conocimientos de la enfermedad renal crónica que presentan, deben preceder a la valoración clínica y a la intervención educativa dirigida a modificar estilos de vida como parte de la atención primaria de salud. Objetivos: Caracterizar a pacientes diabéticos del Policlínico Santa Clara, según variables epidemiológicas seleccionadas, y la comorbilidad vinculada con la enfermedad renal crónica. Métodos: Se realizó un estudio descriptivo-exploratorio a los pacientes diabéticos en el consultorio médico de la familia 16-11 del Policlínico Santa Clara, de octubre del 2019 a junio del 2022. La población estuvo conformada por 79 pacientes diabéticos y la muestra por 60, según criterios de inclusión y exclusión. Se utilizaron técnicas de análisis estadístico: análisis de frecuencias simples, estadística descriptiva y la prueba de independencia de Chi cuadrado. Resultados: Predominó el sexo masculino; grupo etario de 55-59; diabetes mellitus tipo 2 y cifras elevadas de tensión arterial correlacionadas con la diabetes. Además, existió un nivel bajo de conocimientos acerca de las enfermedades renales crónicas. Conclusiones: Los resultados obtenidos permiten confirmar la relevancia de este tipo de estudios para elevar el nivel de conocimientos sobre la relación entre el padecimiento de diabetes mellitus y la enfermedad renal crónica, para contribuir a mejorar la calidad de vida de este grupo poblacional a través de una intervención educativa previamente orientada.