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Relationship between curvilinear sprint performance, hip strength, jump performance and reactive strength in elite youth soccer players
No full textThe aim of this study was to investigate the relationships between hip strength, vertical jump performance, reactive strength index, and curvilinear sprint (CS) performance and to compare these variables between different playing positions in youth soccer players. Thirty-four players completed two test sessions. Hip adduction and abduction strength was measured using a hand-held dynamometer. A force plate was used to measure the height of the countermovement jump and the drop jump as well as the contact time, from which the modified reactive strength index and the reactive strength index (RSI) were calculated. The CS was tested on the penalty arch of a soccer pitch. One way ANOVA was used to test the effects of playing position whereas the Pearson\u27s r was used to test the relationship between variables. There were no significant differences in the measured variables between defenders, midfielders and attackers (p≥ .140). Along with RSI, which showed significant moderate to large correlations (r = -0.39 to -0.59), hip abduction strength was also significantly associated with CS split times (r = -0.36 to -0.38). Results emphasize the relevance of ankle reactive strength and hip strength for CS performance and supports the inclusion of ankle and hip-specific strength exercises in the training of youth soccer players
Qualitative content analysis of COVID-19’s role in suicide attempts leading to hospital care
No full textIntroduction: The impact of the COVID-19 pandemic on suicide risk has been documented during the acute phase, but less is known about people who attempted suicide during the post-acute period. This study investigates how adults who attempted suicide during the post-acute pandemic period (2021–2023) understood COVID-19’s role in their attempt. Method: We analyzed interview data from 329 adults (59% female41% male), enrolled following a recent suicide attempt between 2021 and 2023. Participants were asked about the general impact of COVID-19 on their lives and then specifically about whether stress related to COVID-19 was a primary reason for their attempt or contributed to their suicidal thoughts. Results: When asked about their recent attempt, 11% of participants identified stress related to COVID-19 as the primary reason for their attempt, and an additional 23% indicated it contributed to their suicidal thoughts. When describing general impacts, participants reported effects across multiple domains: social isolation, physical health concerns, mental health impacts, and economic effects. Discussion: The attribution of suicide attempts to COVID-19-related stress during the post-acute period highlights the extended impact of public health crises on vulnerable individuals. These findings emphasize the need for sustained, integrated medical and mental healthcare following such crises
Digitalne kompetence bodočih učiteljev
No full textThe present article deals with the importance of digital competencies of future teachers, highlighting the role of ICT in education. The research was conducted on a convenience sample of 328 students of the Faculty of Education, University of Maribor, in the academic year 2023/2024. The data was obtained through an online questionnaire. The results show that students feel most confident performing basic digital tasks such as searching for information on social media and using digital calendars. However, they feel less confident performing advanced tasks such as web design and using licences. Overall, students of elementary education feel more competent than students of preschool education. The findings of the research highlight the necessity of enhancing digital literacy by providing further education and training for future teachers across all levels and disciplines. Only through such initiatives can the full potential of contemporary technology in education be achieved.Članek obravnava pomen digitalnih kompetenc bodočih učiteljev, pri čemer poudarja vlogo informacijsko-komunikacijske tehnologije (IKT) v vzgojno-izobraževalnem procesu. Raziskava je bila izvedena na priložnostnem vzorcu 328 študentov Pedagoške fakultete Univerze v Mariboru v študijskem letu 2023/2024. Podatki so bili zbrani s spletnim vprašalnikom. Rezultati raziskave so pokazali, da se študenti najsamozavestnejše počutijo pri osnovnih digitalnih nalogah, kot sta iskanje informacij na družbenih omrežjih in uporaba digitalnih koledarjev. Kljub temu pa so manj samozavestni pri naprednih nalogah, kot sta spletno oblikovanje in uporaba licenc. Ugotavljamo, da se študentje razrednega pouka v primerjavi s študenti predšolske vzgoje počutijo kompetentnejše. Rezultati raziskave poudarjajo, da so za izboljšanje digitalne pismenosti nujno potrebna dodatna izobraževanja in usposabljanja bodočih učiteljev na vseh stopnjah ter smereh izobraževanja, saj se lahko le tako izkoristijo prednosti sodobne tehnologije v izobraževalnem procesu
Učinkovite metode učenja s pomočjo tehnologije za povečanje znanja in praktičnih veščin med študenti zdravstvene nege
No full textThe utilisation of Technology-Enhanced Learning (TEL) methods in the field of nursing education provides students with the opportunity to engage in riskfree practice of clinical skills through the utilisation of interactive simulations and virtual laboratories. The incorporation of digital tools, such as e-learning modules and online assessments, facilitates enhanced knowledge retention and offers flexible learning opportunities that are tailored to the individual learning pace of the student. This literature review aims to summarize, analyze, and evaluate the effectiveness of TEL methods for developing knowledge and practical skills among nursing students. This literature review will assess methods utilized to enhance TEL skills among nursing students. Scientific publications in English languages published between 2013 and 2023 will be analyzed. Searches will be conducted in electronic databases including PubMed, Wiley library, SCOPUS, and Web of Science. The findings of seven studies were subjected to analysis. The findings of the review suggest that the utilisation of TEL learning methodologies has a beneficial impact on the skills and knowledge acquisition of nursing students. The integration of TEL educational interventions into nursing education has been demonstrated to be an effective approach for developing the knowledge and competencies of nursing students. The incorporation of digital educational interventions in nursing education has been demonstrated to result in higher knowledge scores and a reduction in cognitive load, thereby enabling students to engage more fully with the learning material.Uporaba metod tehnološko podprtega učenja (angl. technology-enhanced learning – TEL) v izobraževanju na področju zdravstvene nege študentom omogoča varno razvijanje kliničnih veščin preko interaktivnih simulacij in virtualnih laboratorijev. Vključevanje digitalnih orodij, kot so e-učenje in spletna preverjanja znanja, izboljšuje dolgoročno pomnjenje informacij ter ponuja prilagodljive učne možnosti, ki so usklajene s posameznikovim učnim tempom. Namen pričujočega pregleda literature je povzeti, analizirati in ovrednotiti učinkovitost metod TEL pri razvijanju teoretičnega znanja in praktičnih veščin študentov zdravstvene nege. Pregled literature bo zajemal analizo metod, uporabljenih za izboljšanje TEL-spretnosti pri študentih zdravstvene nege. Analizirane bodo znanstvene publikacije v angleškem jeziku, objavljene med letoma 2013 in 2023. Iskanje virov bo potekalo v elektronskih bazah podatkov, vključno s PubMed, Wiley Library, SCOPUS in Web of Science. Analiza je zajela ugotovitve sedmih raziskav. Pregled literature nakazuje, da imajo metode TEL pozitiven vpliv na pridobivanje znanja in razvoj veščin pri študentih zdravstvene nege. Integracija izobraževalnih intervencij TEL v izobraževanje na področju zdravstvene nege se je izkazala za učinkovito strategijo pri razvijanju znanja in kompetenc študentov. Uporaba digitalnih izobraževalnih pristopov vodi do boljših učnih rezultatov in zmanjšanja kognitivne obremenitve, kar študentom omogoča poglobljenejše učenje
Pedagogical foundations for the use of generative artificial intelligence in education
No full textRazvoja kompetenc 21. stoletja pri šolajočih predstavlja enega izmed pomembnih ciljev sodobnega izobraževanja. Kako ta cilj doseči s pomočjo smiselne rabe sodobne digitalne tehnologije, še posebej generativne umetne inteligence (GUI), je za raziskovalce in izobraževalce velik izziv. Tako kot pri vseh večjih tehnično-tehnoloških izumih in industrijskih revolucijah tudi pri razvoju GUI pričakujemo velike spremembe v družbi ter posledično v šoli (trg dela, ekonomija, etični izzivi itn.). Enostavna dostopnost tovrstne tehnologije izrazito vpliva na spremembe v celotni družbi in posledično tudi v šoli, kot smo to lahko opazili pri razvoju družbenih omrežij. Uporaba GUI in ostalih sodobnih digitalnih tehnologij v sodobni šoli mora biti zato pedagoško osmišljena. Potreben je premislek o filozofskih in pedagoško-psiholoških temeljih uvajanja tovrstnih tehnologij v proces poučevanja in učenja, da bo uporaba pedagoško osmišljena in da bo tehnologija v podporo didaktičnim pristopom poučevanja. Generativna umetna inteligenca v šoli ne predstavlja zgolj tehnološkega orodja, temveč transformativni dejavnik, ki lahko izboljša kakovost poučevanja in učenja. V članku so predstavljeni temeljni premisleki za uvajanje tovrstne tehnologije v šolski prostor.Developing 21st-century competences in learners represents one major goal of modern education. How to achieve this goal through meaningful use of modern digital technology, particularly generative artificial intelligence (GUI), is a major challenge for researchers and educators. As with all major techno-technological inventions and industrial revolutions, the development of GUI is expected to bring about major changes in society and, by extension, in schools (labour market, economy, ethical challenges, etc.). The ease of access to this type of technology has a marked impact on changes in society as a whole and, consequently, in schools, as we have seen with the development of social networks. Therefore, the use of GUI and other modern digital technologies in contemporary schools needs to be pedagogically sound. A reflection on the philosophical and pedagogical-psychological foundations of introducing such technologies into the teaching and learning process is needed to ensure that the use is pedagogically sound and that the technology supports didactical approaches to teaching. Generative artificial intelligence in schools is not merely a technological tool, but a transformative factor that can improve the quality of teaching and learning. This article presents fundamental considerations for the introduction of this type of technology in the school environment
The use of artificial intelligence in learning and teaching in compulsory education
No full textUmetna inteligenca (UI) je postala del našega vsakdana, pri čemer se, ko gre za področje vzgoje in izobraževanja, tako v javnosti kot tudi v stroki pojavljajo različni argumenti za in proti njeni rabi v vzgojno-izobraževalni praksi. Prav zato smo želeli preveriti, kaj kažejo doslej opravljene raziskave, in sicer smo iskali odgovora na dve vprašanji: (i) kakšne vrste raziskav o rabi UI v obveznem izobraževanju so bile opravljene doslej ter (ii) kaj kažejo izsledki raziskav o rabi UI v obveznem izobraževanju. V ta namen smo opravili integrativni pregled literature, ki je temeljil na protokolu PRISMA. Iskanje literature je bilo izvedeno v podatkovnih bazah Scopus, Web of Science in ACM Digital Library z uporabo vnaprej določenih vključitvenih ter izključitvenih kriterijev. V končno vsebinsko analizo je bilo vključenih skupno šest prispevkov. Zbrani podatki so bili analizirani z metodo vsebinske analize. Ugotovili smo, da je področje rabe umetne inteligence v obveznem izobraževanju izjemno slabo raziskano. Rezultati obstoječih raziskav nakazujejo, da je treba učencem omogočiti, da aktivno participirajo pri odločitvah o rabi UI pri učenju in poučevanju ter da je učiteljevo razumevanje vloge UI v izobraževanju pomemben dejavnik vključevanja UI. Slednje mora seveda podpirati tudi vodstvo šole, pri čemer se kot trenutno zelo smiselna usmeritev zdi sodelovanje šole z zunanjimi strokovnjaki, ki bi učitelje opolnomočili na tem področju. Analiza pokaže tudi, da so bile raziskave večinoma izpeljane na osnovi kvantitativnega raziskovalnega pristopa, s čimer je smiselno tudi intenzivneje nadaljevati, saj so rezultati teh raziskav ključni tako za (i) oblikovanje izobraževalne politike, ki temelji na empiričnih dokazih, kot tudi (ii) za smiselno implementacijo uporabe UI v neposredni vzgojno-izobraževalni praksiArtificial intelligence (AI) has become a part of our everyday life, and when it comes to education, different arguments for and against its use in educational practice are emerging both in the public and in academia. We therefore wanted to examine what the research conducted so far shows, with two objectives: (i) What types of research on the use of AI in compulsory education have been conducted so far, and (ii) What do the research findings on the use of AI in compulsory education show? To this end, an integrative literature review based on the PRISMA protocol was conducted. The literature search was carried out in the Scopus, Web of Science and ACM Digital Library databases using predefined inclusion and exclusion criteria. A total of 6 papers were included in the final content analysis. The data collected were analysed using the content analysis method. The results show that the use of AI in compulsory education is extremely under-researched. The results of existing research suggest that pupils need to be enabled to actively participate in decisions about the use of AI in learning and teaching, and that teachers‘ understanding of the role of AI in education is an important factor in the integration of AI. The latter must naturally be supported by the school management, and at the moment it seems a very sensible direction for the school to work with external experts to empower teachers in this area. The analysis also shows that the research has mostly been carried out on the basis of a quantitative research approach, and it makes sense to continue with this approach more intensively, as the results of this research are crucial both for (i) the design of educational policy based on empirical evidence, and for (ii) the meaningful implementation of the use of AI in direct educational practice
Optimising patient care in oncology nursing using the McGill Model of Nursing
No full textIzhodišča: McGillov model zdravstvene nege je celostni, sodelovalni pristop, ki poudarja aktivno vlogo pacienta, vključevanje bližnjih in krepitev psihosocialne podpore. Kljub uveljavljenosti v mednarodnem prostoru njegova uporaba v slovenski klinični praksi še ni bila raziskana. Namen raziskave je bil ovrednotiti, v kolikšni meri medicinske sestre na področju onkološke zdravstvene nege uporabljajo pristope McGillovega modela, ki vključujejo sodelovanje pacientov, vključevanje družinskih članov in krepitev psihosocialne podpore. Metode: V kvantitativni presečni raziskavi je bilo k sodelovanju povabljenih približno 400 medicinskih sester, zaposlenih na področju onkološke zdravstvene nege. Vprašalnik je pričelo izpolnjevati 166 oseb, od tega ga je popolnoma izpolnilo 126 (odzivnost 31,5 % glede na populacijo medicinskih sester zaposlenih na področju onkološke zdravstvene nege). Večina anketirancev je bila ženskega spola (77,8 %). Povprečna starost anketirancev je bila 37,71 leta (s = 8,07) s povprečno delovno dobo na področju onkološke zdravstvene nege 9,66 leta (s = 7,93). Analiza je temeljila le na popolnoma rešenih vprašalnikih. Podatke smo zbrali z novo razvito lestvico, ki temelji na McGillovem sodelovalnem modelu. Anketiranci so trditve ocenjevali na petstopenjski lestvici, ki meri pogostost izvajanja pristopov ali stopnjo strinjanja z izjavo. Izvedli smo eksploratorno in konfirmatorno faktorsko analizo, Wilcoxonove in Mann–Whitneyjeve teste ter Spearmanovo korelacijo. Rezultati: Faktorska analiza je potrdila tri konstrukte, ki pojasnjujejo 65,3 % skupne variance (KMO = 0,896Bartlett p < 0,001). Empirične mediane vseh treh konstruktov so bile statistično značilno višje od teoretičnih (p < 0,001), kar pomeni, da so anketiranci poročali o uporabi pristopov McGillovega modela. Anketiranci z dostopom do pisnih protokolov ali organizacijsko podporo so dosegali višje rezultate (p < 0,001). Ugotovljene so bile zmerne do visoke pozitivne korelacije med uporabo pristopov in zaznavo izboljšanja oskrbe ter psihosocialnega stanja onkoloških pacientov (p < 0,001). Zaključek: Rezultati potrjujejo, da se v onkološki zdravstveni negi pogosto uporabljajo pristopi McGillovega modela, kar pozitivno sovpada z zaznanim izboljšanjem kakovosti oskrbe. Model ima potencial za širšo in bolj formalizirano implementacijo v klinično prakso.Background: The McGill Model of Nursing is a holistic, collaborative approach that emphasises the active role of the patient, the involvement of the family and the strengthening of psychosocial support. Although it has been established in the international literature, its implementation in Slovenian clinical practise has not yet been systematically investigated. The aim of this study was to investigate the extent to which oncology nurses apply the principles of the McGill Model, including patient participation, family involvement and psychosocial support. Methods: Approximately 400 nurses working in the field of oncology nursing were invited to participate in this quantitative cross-sectional study. A total of 166 began the questionnaire and 126 completed it in full (response rate 31.5 %). Most of the respondents were female (77.8 %). Their mean age was 37.71 years (s = 8.07), with a mean length of professional experience in oncology nursing of 9.66 years (s = 7.93). The analysis was based solely on fully completed questionnaires. Data was collected using a newly developed scale based on the McGill Model of Nursing and on a five-point frequency and agreement scale. Exploratory and confirmatory factor analyses were performed, as well as Wilcoxon signed-rank tests, Mann-Whitney U tests and Spearman correlations. Results: The factor analysis confirmed a three-factor structure explaining 65.3% of the total variance (KMO = 0.896Bartlett’s p < 0.001). The empirical medians of all three constructs were significantly higher than the theoretical medians (p < 0.001), suggesting that respondents indicated the use of McGill Model approaches. Participants with access to written protocols or organisational support scored significantly higher (p < 0.001). Moderate to strong positive correlations were found between the use of these approaches and the perceived improvement in the quality of care and the psychosocial well-being of patients (p < 0.001). Conclusion: The results confirm that approaches based on the McGill Model are commonly used in oncological care and are positively associated with perceived improvements in quality of care. This model has the potential for wider and more formalised implementation in the clinical setting in Slovenia
The impact of hormonal contraceptives on skeletal muscle hypertrophy
No full textFemale reproductive hormones such as progesterone and estrogen play an important role in the body as they orchestrate functions of numerous cells including skeletal muscle cells. Onset of menses marks the beginning of reproductive life, whereas menopause marks its cessation. We distinguish three phases of the 28-day menstrual cycle namely follicular, ovulatory and luteal phases. The follicular phase is characterised by marked increases in estrogen, which triggers ovulation. During this phase, estrogen peaks, whereas progesterone levels are low. Following ovulation, the luteal phase commences marked by high progesterone levels and reduced estrogen. Indeed, these periodic fluctuations in reproductive hormones may affect rates of muscle protein synthesis and hence hinder sought adaptations such as skeletal muscle hypertrophy in female athletes. With the introduction of hormonal contraceptives, female athletes were able to have ameliorate the negative effects of the menstrual cycle by reducing menstrual cramping and bleeding. Hormonal contraceptives are constituted of a single or multiple synthetic hormones namely estrogen and progestin. Nevertheless, the impact of hormonal contraceptives on skeletal muscle hypertrophy remains elusive. In this review, we aim to present the potential implications of hormonal contraceptives on skeletal muscle hypertrophy
Which resources should be developed into tourist attractions?
No full textMotivation: Tourist attractions are key to the development of tourism, yet the process of tourism valorization—transforming resources like natural and cultural heritage or historical discoveries into attractions— remains relatively under-researched. In the phase of assessing the suitability and potential of these resources for tourism valorization, usually only experts and the tourism industry are involved, neglecting the views of key stakeholders: tourists and locals. Purpose: The main purpose of the research is to identify the indicators that determine the potential/suitability of resources to become tourist attractions and to assess the weight that each indicator has in the eyes of tourists and locals. Furthermore, we examine whether there are significant differences between tourists and locals in this respect that deserve special attention. Approach and methods: A set of indicators was compiled to assess the suitability of resources from previous research on tourism valorization. Surveys were carried out among tourists and locals in Piran, the most popular Slovenian tourist municipality, and the weights assigned to the indicators were compared between the two groups. Findings: Authenticity, accessibility, uniqueness, and preservation were identified as the most important indicators for assessing the potential/suitability of resources to be developed into attractions. The “Relevance to the community” indicator was identified as the most problematic, as tourists and locals attribute quite different importance to it, which can lead to conflicts in tourism development. In addition to the differences between stakeholders, some distinctions were also identified between the subsamples of each group. Policy implications: Policy-makers should devote more time and energy to involving and empowering the local population in the process of resource valorization. Inclusive destination management can contribute significantly to the quality of the tourism experience and thus to the competitiveness of the destination, as well as to a positive attitude of the local population towards tourism. The importance of authenticity suggests that the destination should be more inclusive of the hinterland, which has retained a high degree of authenticity. This would also alleviate current congestion in the overcrowded areas of the destination and diversify the offer