Background
People with intellectual disability experience poorer health and healthcare access issues. As a leading role in healthcare provision for people with intellectual disability nurses are key ...to supporting person‐centred care and health outcomes. However, little is known about specialist intellectual disability nursing and their contribution to care provision for people with intellectual disability.
Methods
A systematic scoping review. Searches of seven academic databases including MEDLINE, Cumulative Index to Nursing and Allied Health Literature, Academic Search Complete, PsycINFO, Embase, Scopus and Web of Science were conducted to identify relevant literature. Literature addressing intellectual disability nursing or nursing care for people with intellectual disability in intellectual disability centres/units/care homes were reviewed and reported as per PRISMA‐ScR checklist and PRISMA flow diagram.
Results
The published literature (n = 68) is extensive and describes the value and contribution of intellectual disability nursing across all domains of professional practice and supports a biopsychosocial‐educational approach to addressing the physical, mental and social needs of clients with intellectual disability across the care continuum of health management, health promotion and health education.
Conclusions
Despite the importance of the review question and the large volume of publication evidence detailing wide‐ranging professional nursing roles and responsibilities, there remains limited literature on the assessment and intervention strategies employed by intellectual disability nurses that highlight their specialist knowledge and skill. Future research should focus on making the role of the nurse more visible and presenting their unique contributions to client care, service delivery, policy and ultimately to the art and science of nursing.
The students’ academic performance is influenced by a complex interplay among several factors. Traditional educational approaches often struggle to accommodate the diverse needs of students, leading ...to suboptimal learning outcomes.
This article aims to comprehensively understand the role of study strategies and learning disabilities in shaping academic performance. Through the integration of artificial intelligence (AI) tools, the purpose is to propose a decision support system (DSS) for recommendations to improve the educational approach.
To identify features with higher explanatory power based on empirical data, we employed an artificial neural network (ANN) to recognize patterns of association between study strategies, learning disabilities, and academic performance. Using the pondered features, a Fuzzy-based AI was built for offering recommendations into effective educational interventions.
The findings underscore the significance of study strategies in mitigating the negative impact of learning disabilities on academic performance. By leveraging the proposed AI tools framework, educators can make informed decisions to tailor educational approaches, catering to the unique cognitive profiles of students. Personalized interventions based on identified patterns can lead to improved academic outcomes and greater inclusivity in the learning environment.
Educators and policymakers can adopt the proposed data-driven strategies to enhance teaching methodologies, thereby accommodating the varying needs of students with learning disabilities. This approach fosters a more inclusive and equitable educational landscape, promoting academic success for all learners.
Purpose This study aimed to compare the effectiveness of an educational approach between adolescents and adults with patellofemoral pain syndrome. Participants and Methods The PROSPERO protocol ...number is CRD42022362680. Four databases (PubMed, CINAHL, Scopus, Cochrane) were searched. Randomized control trials on the effectiveness of the educational approach for patellofemoral pain syndrome were compared between adolescents and adults. Two investigators independently screened eligible studies. Two randomized control trials proceeded through meta-analysis with a visual analogue scale in the mid-term (from 18 weeks to 6 months). Results The meta-analysis results indicated that no significant difference was observed between education and combined education with exercise. A tendency to improve in the intervention of combined education with exercise for adolescents was noted, whereas no effect of education for adults was observed. Conclusion Treatment strategies combining education with exercise for patellofemoral pain syndrome may differ between adolescents and adults.
Sport specialization is an actual trend in youth athletes, but it can increase injury risk. The aim was to determine the eventual correlation between sports specialization and injury risk in various ...sports, using a biopsychosocial approach.
169 sport-specialized athletes completed (38 female, 131 male); overall (11.2 ± 2.7 years), (56.28 ± 15.72 kg), (161.3 ± 15.52 cm) a self-reported questionnaire regarding sociodemographic (age, gender, educational level), physical-attitudinal, injuries and psychological-attitudinal To analyze data univariate and correlate analyses were used.
Of 169 athletes enrolled, 53% were single-sport specialized (reported participation in one sport and trained > 8 months/year). In team sports (100%, OR = 0.75;
= 0.022) a high risk of having to remain at rest for up to 1 month because of overuse was observed. Males who suffered direct trauma (70%; OR = 1.03;
= 0.006) in the team group (95%, OR = 0.09;
= 0.008) were more exposed to that type of injury, and also the type of specialization figured significantly (
= 0.047). In addition, interoceptive awareness correlates with injury (95%, 1.04,
= 0.01). This study shows that, even though young athletes seem to be at a high risk of becoming injured, early team sport specialization and a high performance level cannot be considered to be the only risk factors.
Morals is influenced by both education and the process of religious values internalizing to the children. The foundations of moral education is the obligation of parents and it is also the duty of ...teachers, society, and the government through various educational institutions. This article also examines the verses of the Qur'an relating to an educational approach based on the story of father and son that later can be used to teach the children character in their family. One of the main tasks of a parents is to teach their children moral education beside people who they live with, teachers, and government. This paper discusses the learnings found in the Qur an, the story of Father and their Sons and discuss how it contribute a family character education. This research was categorized a descriptive qualitative, described the history of a Father and his son in the Qur’an and how it should be implemented in a family moral education. The techniques of collecting the data were interview and observation. The findings show the role of father use several approaches in teaching his children which are still relevant with the current context. These approaches include experiential approach, the habituation approach and the emotional approach. Several families that became the object of research have implemented the three approaches.
Objectives : This study aimed to investigate the effects of the Neuropsychological Educational Approach to Cognitive Remediation (NEAR) in improving cognitive function and its sustainability in ...patients with schizophrenia or schizoaffective disorders. Methods : The z-scores of the Brief Assessment of Cognition in Schizophrenia (BACS) of patients who had experienced NEAR during psychiatric day care in the past were compared using results at the baseline, post-NEAR, and a follow-up evaluation. To investigate changes in cognitive function over time, a correlation analysis was conducted between the number of days from post-NEAR to follow-up and the degree of change in z-scores. Living conditions were compared between the group with maintained z-scores and the group with declined z-scores. Results : 34 patients (22 men) participated. Repeated-measures analysis of variance showed that participants had significantly higher z-scores at the post-NEAR stage than at the baseline (p<.01). The follow-up evaluation showed a slow decline in z-scores. Participants in the group that had declined z-scores tended to be younger and had a longer follow-up period. Of them, 52.94% were admitted to a psychiatric hospital during the followup period. Conclusion : The increase in z-scores post-NEAR suggests that NEAR is effective in improving cognitive function. Decline in cognitive function during the follow-up period was slight and gradual over subsequent years. In the case of participants whose z-scores had decreased, it is likely that unstable disease conditions had affected the decline in their cognitive function because over half of them were hospitalised during the follow-up period.
Objectives : This study aimed to investigate the effects of the Neuropsychological Educational Approach to Cognitive Remediation (NEAR) in improving cognitive function and its sustainability in ...patients with schizophrenia or schizoaffective disorders. Methods : The z-scores of the Brief Assessment of Cognition in Schizophrenia (BACS) of patients who had experienced NEAR during psychiatric day care in the past were compared using results at the baseline, post-NEAR, and a follow-up evaluation. To investigate changes in cognitive function over time, a correlation analysis was conducted between the number of days from post-NEAR to follow-up and the degree of change in z-scores. Living conditions were compared between the group with maintained z-scores and the group with declined z-scores. Results : 34 patients (22 men) participated. Repeated-measures analysis of variance showed that participants had significantly higher z-scores at the post-NEAR stage than at the baseline (p＜.01). The follow-up evaluation showed a slow decline in z-scores. Participants in the group that had declined z-scores tended to be younger and had a longer follow-up period. Of them, 52.94％ were admitted to a psychiatric hospital during the followup period. Conclusion : The increase in z-scores post-NEAR suggests that NEAR is effective in improving cognitive function. Decline in cognitive function during the follow-up period was slight and gradual over subsequent years. In the case of participants whose z-scores had decreased, it is likely that unstable disease conditions had affected the decline in their cognitive function because over half of them were hospitalised during the follow-up period.
Cognitive impairment, a core feature of schizophrenia, is associated with poor outcomes. Pharmacotherapy and psychosocial treatment, when used alone, have inadequate effect sizes for cognitive ...impairment, leading to recent interest in combination interventions. A previous study examined the additive effect of cognitive remediation on lurasidone in patients with schizophrenia, which was negative. Although improvement in cognitive function was suggested for lurasidone, it was inconclusive because there was no antipsychotic control in the study. To clarify whether lurasidone has a meaningful impact on cognitive function in combination with cognitive remediation, we use paliperidone as a control antipsychotic in this study. We hypothesize that combination with lurasidone will improve cognitive and social function to a greater extent than paliperidone.
The valuable interaction with cognitive remediation and optimal antipsychotics for recovery in schizophrenia study is a multicenter, interventional, open-label, rater-blind, randomized comparison study, comparing the effect of lurasidone plus cognitive remediation with that of paliperidone plus cognitive remediation in patients with schizophrenia. The Neuropsychological Educational Approach to Remediation (NEAR) is used for cognitive remediation. Eligible patients will be randomized 1:1 to receive lurasidone or paliperidone combined with NEAR (6 weeks antipsychotic alone followed by 24 weeks combination antipsychotic plus NEAR). The primary endpoint is the change from baseline in the tablet-based Brief Assessment of Cognition in Schizophrenia composite T-score at the end of the NEAR combination treatment period. Secondary endpoints will include change from baseline in social function, schizophrenia symptoms, and quality of life at the end of the NEAR combination treatment period. Furthermore, change from baseline to the end of the pharmacotherapy period and change from the end of the pharmacotherapy period to the end of the NEAR combination treatment period will be assessed for all endpoints. Safety will also be evaluated.
Achievement of adequate cognitive function is central to supporting social function, which is a key treatment goal for patients with schizophrenia. We think this study will fill in the gaps of the previous study and provide useful information regarding treatment decisions for patients with schizophrenia.
Japan Registry of Clinical Trials ID, jRCTs031200338.
