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Patient education constitutes a relevant strategy to improve pain management. In the field of therapeutic patient education (TPE), we aimed 1) to assess pain impact in cancer patients, 2) to identify patients' educative needs in pain management, and 3) to refine research criteria for its future evaluation. Pain intensity, relief and interference were assessed in 75 cancer patients with unbalanced background pain. Self-assessment questionnaire evaluated i) patients' pain management and ii) their knowledge and needs in TPE. Most patients experienced pain for more than 6 months and 41.6% reported adequate pain relief. Understanding pain and pain management were major patients' preferences (>58%). Most patients declared they knew their pain treatments, but fewer than half of them were able to name them. However, education concerning pain treatment was considered as essential in <30% of patients. Almost all patients (97.1%) stated pain education as beneficial, with a preference for individualized sessions (41.2%). In addition, the assessment criteria for its future evaluation were refined. Targeted population mainly concerned patients with persistent pain. Only half of patients reported pain relief despite antalgics. Patient education was declared as beneficial for almost all participants. Tailoring a pain TPE on patients' needs has the potential to help them to optimally manage their pain daily.

Purpose: Patient education constitutes a relevant strategy to improve pain management. In the field of therapeutic patient education (TPE), we aimed 1) to assess pain impact in cancer patients, 2) to identify patients' educative needs in pain management, and 3) to refine research criteria for its future evaluation. Patients and methods: Pain intensity, relief and interference were assessed in 75 cancer patients with unbalanced background pain. Self-assessment questionnaire evaluated i) patients' pain management and ii) their knowledge and needs in TPE. Results: Most patients experienced pain for more than 6 months and 41.6% reported adequate pain relief. Understanding pain and pain management were major patients' preferences (>58%). Most patients declared they knew their pain treatments, but fewer than half of them were able to name them. However, education concerning pain treatment was considered as essential in <30% of patients. Almost all patients (97.1%) stated pain education as beneficial, with a preference for individualized sessions (41.2%). In addition, the assessment criteria for its future evaluation were refined. Conclusion: Targeted population mainly concerned patients with persistent pain. Only half of patients reported pain relief despite antalgics. Patient education was declared as beneficial for almost all participants. Practice implications: Tailoring a pain TPE on patients' needs has the potential to help them to optimally manage their pain daily.

Se presenta un estudio exploratorio para conocer qué piensa y siente respecto al desarrollo sostenible la población diana de la investigación. Su finalidad es detectar necesidades educativas de los estudiantes universitarios y servir de base al diseño de un programa formativo en el marco de la Década UNESCO por la educación para el desarrollo sostenible (2005-2014). Los resultados avalan la urgencia de diseñar e implementar programas que faciliten un conocimiento más preciso de la crisis medioambiental y sus raíces profundas pero, sobre todo, que logren desencadenar un compromiso decidido con los valores de la sostenibilidad y consolidar comportamientos ciudadanos propios de una sociedad con pretensiones de caminar en la senda de la equidad, la justicia social y el desarrollo sostenible. It is presented an exploratory study in order to know what the population, object of research, thinks and feels about the sustainable development. Its purpose is to identify the educative needs of the students from University and to be used as the base to design an educative program in the frame of the United Nations Decade of Education for Sustainable Development (2005-2014). The results endorse urgency for designing and implementing programs which make available accurate knowledge of the environmental crisis and his deep roots but, over all, that they might reinforce a compromise decided with values from the sustainability and they might allow to consolidate citizen behaviour appropriate for a society that is pretending to walk towards equity, social justice and sustainable development.

Cilj je ovog istraživanja utvrditi kakvi su stavovi nastavnika/ca razredne i predmetne nastave u 25 redovnih osnovnih škola prema uključivanju učenika s posebnim odgojno-obrazobnim potrebama (POOP) u njihove razrede. Korišten je upitnik koji je posebno napravljen za ovo istraživanje. Podatci su dobiveni od ukupno 879 nastavnika/ca. Ovim smo istraživanjem htjeli utvrditi broj učenika s POOP uključenih u redovnim školama, stavove nastavnika/ca o inkluzivnom obrazovanju kao i njihovo mišljenje o ulozi defektologa u redovitoj nastavi. Dobiveni rezultati pokazuju da veliki broj učenika s POOP u redovnim školama nemaju adekvatnu dokumentaciju, to jest nalaz i mišljenje i da nastavnici deklarativno prihvaćaju inkluzivno obrazovanje u svojim školama, ali ne i u svom razredu

Changes in society and in schools in particular have involved other changes in the organization of schools, that is what is known as attention to diversity, that means children with special needs educational support (ANEA). The principles of normalization and inclusion underpin the basic pillars of education for such students. The aim is to reflect on the education provided for teachers, more specifically, to the diversity that fills the classroom. It is a reflection from the daily practice, based on analyzing and deepening the center, the educational community, the faculty and parents, taking into account children with special educational needs (SEN) or disabilities resulting from conduct with serious disorders, which deserve the best health education. Los cambios en la sociedad en general y en la escuela en particular han implicado otros cambios en la organización de los centros educativos; esto es lo que se conoce como atención a la diversidad, puesto que hay que hacer un apartado muy grande y muy amplio para los niños con necesidades específicas de apoyo educativo (ANEAE). Los principios de normalización e inclusión sustentan los pilares básicos de la educación de este tipo de alumnado. Lo que se pretende es reflexionar sobre la educación que impartimos los docentes, más en concreto, ante la diversidad que inunda las aulas. Es una reflexión desde la práctica diaria, fundamentada en analizar y profundizar en el centro, la comunidad educativa, el claustro de profesores y los padres; teniendo muy en cuenta los niños y niñas con necesidades educativas especiales (NEE) derivadas de discapacidad o de trastornos graves de conducta, que merecen la mejor atención educativa. palabras clave: Atención a la diversidad, alumnos con necesidades específicas de apoyo educativo (ANEAE), inclusión, normalización.

Background: Insufficient protein and energy intake is a prevalent and serious problem in older hospital patients. Here, we describe the development of a program consisting of 1 ) an educative nutritional intervention (ENI) to support older hospital patients to participate in their own nutritional care using the eHealth solution Food’n’Go, and 2 ) a plan for education and support of healthcare professionals, enabling them to conduct the ENI. Further, we describe the evaluation of the acceptability of the program as perceived by nursing staff and dieticians. Methods: The Intervention Mapping (IM) framework was used to design and develop the ENI through six steps: 1 ) a logic model of the problem was developed; 2 ) performance objectives and related change objectives were defined for patients, relatives, and healthcare professionals; 3 ) the intervention was designed using relevant theory-based change methods; 4 ) program materials were produced; and finally, 5) implementation and maintenance were planned and 6 ) evaluation of the program was planned. End users (patients, relatives, and healthcare professionals) were involved in the design and development of the ENI. Results: Based on the logic model, the personal determinants (knowledge, skills, self-efficacy, outcome expectation, social support, attitude, and awareness) related to the patients and their relatives were addressed in the ENI, and those related to the healthcare professionals were addressed in the plan for their education and support. Theories of behavioral change, technology acceptance, and nutritional management for older persons were applied. A plan for evaluation of the effectiveness (intake of energy and protein) and feasibility of the ENI was conducted. The feasibility measurements were the behaviors and determinants related to the intervention outcome that were identified in the logic model of change. The ENI was perceived as acceptable by the nursing staff and dieticians. Conclusion: We developed a theory- and evidence-based intervention guided by the IM framework and a sociotechnical approach, which was perceived as acceptable and ready for use to support older hospital patients to eat sufficiently assisted by eHealth.

Research on teacher educators’ professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting teacher learning for several decades but have not yet been examined as a potential tool for supporting the learning of teacher educators . In this paper, we conceptualize a set of design heuristics to guide the development of educative curriculum materials for teacher educators. We illustrate how these heuristics guided the identification of specific educative features, which we included when developing prototype educative curriculum materials for elementary science teacher educators in content and/or method courses to support the development of preservice teachers’ content knowledge for teaching about matter and its interactions.

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments.