The Effect of Brain Gym on Global Cognitive Function of Institutionalized Older People

Cognitive function of older adults is influenced by several factors such as age,sex,education,and physical activity so that it can impact the decrease in progressive cognitive function.It is necessary to implement cognitive training in old people’s care to prevent or delay the onset of age-related cognitive decline.Brain gym is a series of simple motion exercises and is an alternative therapy that stimulates the brain.This study aims to evaluate the effect of brain gym as a cognitive training intervention on global cognitive functioning of institutionalized older population.The study is a non-randomized quasi-experimental one using pre-and post-test control group design.The participants of the study were 65 years old or older who had been part of gerontological centers from a local community.They were divided into two groups:control and intervention,each one with 15 people.Mini-Mental State Examination was applied to the sample before and after the cognitive training.The brain gym training consists of bi-weekly group meeting for 12 weeks,lasting 50 min each.The treated group had a significantly better global cognitive function.Recalling(memory),orientation and language skills were the domains with the most significant changes(p<0.05).On the other hand,no significant changes were found in the participants of control groups during post test.Our results suggest that cognitive training based in brain gym improves global cognitive function of institutionalized older people lease type your abstract here.Abstract of a research paper is typically 200 to 400 words in length,and 150 to 300 words for a review paper.Abstract shall be running continuously(not structured)and shall not include reference citations.Abbreviations that appear only once in the abstract should be defined in full.If abbreviations appear more than once,the full definitions should be provided first before they can be used elsewhere.

墨西哥不同地区临床护理服务资源测量指数的研究

目的本研究旨在以孕产妇死亡率为基础,对相关护理数据和社会背景的因素进行分析,制订临床护理服务资源测量指数。方法采用来源于卫生部、国家统计和地理研究所的数据进行分析,包括:护理覆盖率指数、学士学位及以上护士比例、人类发展指数和人口密度。通过主成分分析法构建墨西哥护理资质指数(Index of Nursing Qualification in Mexico,INQM)。结果INQM与护理覆盖排序指数(The NursingCover-age PrioritisationIndex,NCPI)(0.849,P<0.01)及人口密度排序指数(The Population Density Prioritization in-dex,PDPI)(0.716,P<0.01)相关性均较高。通过主成成分分析提取3个公因子,INQM主要由模型中3个主要成分组成。INQM与孕产妇死亡率之间没有显示有统计学意义的相关关系。结论研究表明,形成INQM的要素可能会对严重的公共卫生问题产生影响,该结果为应用这些指标提供了参考,有助于确定临床护理服务资源测量指数的贡献。

Problem-Based Learning <i>in Situ</i>Applied to Students in the Assessment of Nursing Process

Background: Nursing is considered a science in the making that recognizes the nursing process (NP) as the scientific and methodological tool to provide care. The NP is composed of five stages of which the assessment is the first and fundamental to identify the health problems of the people. This research aimed to evaluate a pedagogical didactic strategy that is based on situated constructivism, the Based-Problem Learning (BPL), in order to improve significant learning. Methods: Quantitative research with an explanatory scope, was transversal, and it was applied to 30 students of the first year of the nursing career at the Faculty of Higher Studies Iztacala, National Autonomous University of Mexico. The sample was chosen considering the inclusion criteria. Data were collected using a Likert-type instrument validated in a previous investigation. Results: The average value obtained from the Likert scale to evaluate the intervention was 103.4, the highest score was 135 and the lowest was 83, which reflects that it was evaluated as good and particularly good. The grade given to the teacher as an agent of the ZPD, was between agree and totally agree, the highest percentages scored at 93%, since it provoked challenge in their thinking, and favored interaction among classmates. Conclusions: The application of the in situ teaching strategy, BPL favored significant learning of the assessment stage, the students were able to carry out the assessment in the hospital, the experience contributed to generate significant learning when students face real scenarios, which showed the effectiveness of the method.