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Canciones infantiles para el desarrollo del lenguaje oral de los niños de Educación Inicial II
No full textNursery rhymes are important for the oral language development of children in early childhood education. Nursery rhymes allow children to acquire new linguistic skills, recognize and associate new words with existing words, as well as help in pronunciation, recognize sounds and manage a rhythm of words appropriate for their growth, highlighting what is fundamental for the development of oral language. The objective of this study is to understand, analyze and detail the children's songs for the development of oral language of the children of Initial Education II in the School of Basic Education “Arcadio Soto Santana” of the Vinces canton. In which it could be observed that the established problem is detailed through descriptive research, in which deductive and inductive methods are based for a better understanding, with a non-experimental design and a qualitative approach that allow the execution of the present research study. The results of the research show benefits that children acquire through children's songs in it are oral expression, language development, language comprehension, communication, pronunciation, gestural expression and socialization, as a conclusion it is detailed that the processes that favor the development of oral language of children influences the linguistic and oral expression that is achieved through children's songs in which they develop oral language skills.Nursery rhymes are important for the oral language development of children in early childhood education. Nursery rhymes allow children to acquire new linguistic skills, recognize and associate new words with existing words, as well as help in pronunciation, recognize sounds and manage a rhythm of words appropriate for their growth, highlighting what is fundamental for the development of oral language. The objective of this study is to understand, analyze and detail the children's songs for the development of oral language of the children of Initial Education II in the School of Basic Education “Arcadio Soto Santana” of the Vinces canton. In which it could be observed that the established problem is detailed through descriptive research, in which deductive and inductive methods are based for a better understanding, with a non-experimental design and a qualitative approach that allow the execution of the present research study. The results of the research show benefits that children acquire through children's songs in it are oral expression, language development, language comprehension, communication, pronunciation, gestural expression and socialization, as a conclusion it is detailed that the processes that favor the development of oral language of children influences the linguistic and oral expression that is achieved through children's songs in which they develop oral language skills.La canción infantil es importante para el desarrollo del lenguaje oral de los niños de Educación Inicial, las canciones infantiles permiten a los niños adquirir nuevas habilidades lingüísticas, reconocer y asociar nuevas palabras con palabras ya existentes, así mismo, ayuda en la pronunciación, reconocer sonidos y a manejar un ritmo de palabras adecuadas para su crecimiento, destacando qué es fundamental para el desarrollo del lenguaje oral. El presente estudio tiene como objetivo comprender, analizar y detallar las canciones infantiles para el desarrollo de lenguaje oral de los niños de educación Inicial II en la Escuela de Educación Básica “Arcadio Soto Santana” del cantón Vinces. En la que se pudo observar que la problemática establecida se detalla a través de una investigación descriptiva, en la que se fundamentan los métodos deductivos e inductivos para una mayor comprensión, con un diseño no experimentado y un enfoque cualitativo que permiten la ejecución del presente estudio de investigación. Los resultados de la investigación demuestran beneficios que los niños adquieren a través de las canciones infantiles en ella están la expresión oral, el desarrollo del lenguaje, la comprensión lingüística, comunicación, pronunciación, expresión gestual y socialización, como conclusión se detalla que los procesos que favorecen el desarrollo del lenguaje oral de los niños influye en la expresión lingüística y oral que se logra a través de canciones infantil en la que estás desarrollan las capacidades del lenguaje oral
Estilos de crianza y conductas disruptivas en adolescentes de la Unidad Educativa Replica Eugenio Espejo en la ciudad de Babahoyo
No full textThe main objective of this study is to determine the correlation between parenting styles and disruptive behaviors in adolescents of the Eugenio Espejo Educational Unit of Babahoyo, this research adopts a quantitative approach allowing data collection through the application of the Steinberg parenting styles scale and the CDIS disruptive behaviors scale.
For the development of this study there was a population composed of 225 students where a non-probabilistic sampling by convenience was applied, obtaining a representative sample of 92 students between 14 and 18 years of age, of which 47 were male and 45 were female, since these adolescents met the characteristics established for the optimal development of the research.
Through the application of the instruments, results were obtained in which the most prevalent parenting style in this study sample is the permissive parenting style represented by 76% while the most frequent disruptive behavior manifested by these students is alteration in the classroom with 43%, which is why the correlation matrix shows a weak negative correlation between the research variables, however, there is a statistically relevant relationship.The main objective of this study is to determine the correlation between parenting styles and disruptive behaviors in adolescents of the Eugenio Espejo Educational Unit of Babahoyo, this research adopts a quantitative approach allowing data collection through the application of the Steinberg parenting styles scale and the CDIS disruptive behaviors scale.
For the development of this study there was a population composed of 225 students where a non-probabilistic sampling by convenience was applied, obtaining a representative sample of 92 students between 14 and 18 years of age, of which 47 were male and 45 were female, since these adolescents met the characteristics established for the optimal development of the research.
Through the application of the instruments, results were obtained in which the most prevalent parenting style in this study sample is the permissive parenting style represented by 76% while the most frequent disruptive behavior manifested by these students is alteration in the classroom with 43%, which is why the correlation matrix shows a weak negative correlation between the research variables, however, there is a statistically relevant relationship.Este estudio tiene por objetivo principal determinar la correlación entre los estilos de crianza y las conductas disruptivas en los adolescentes de la Unidad Educativa Replica Eugenio Espejo del cantón Babahoyo, esta investigación adopta un enfoque cuantitativo permitiendo recolectar datos mediante la aplicación de la escala de estilos de crianza de Steinberg y la escala de conductas disruptivas CDIS.
Para el desarrollo de este estudio se contó con una población compuesta por 225 estudiantes en donde se aplicó un muestreo no probabilístico por conveniencia obteniendo una muestra representativa de 92 estudiantes en edades comprendidas entre los 14 y 18 años de edad los cuales 47 eran de género masculino y 45 de género femenino dado que estos adolescentes cumplían con las características establecidas para el desarrollo optimo de la investigación
Mediante la aplicación de los instrumentos se obtuvieron resultados en donde el estilo de crianza con mayor prevalencia en esta muestra de estudio es el estilo de crianza permisivo representado por un 76% mientras que la conducta disruptiva con mayor frecuencia manifestada por estos estudiantes es alteración en el aula con un 43%, es por esto que en la matriz de correlación se evidencia una correlación negativa débil entre las variables de investigación, sin embargo existe una relación estadísticamente relevante
El rumor como cultura organizacional y sus efectos en el clima laboral de los docentes de la Facultad Ciencias Jurídicas, Sociales y de la Educación de la Universidad Técnica de Babahoyo
No full textThe research work focuses on analyzing how rumor, as a component of organizational culture, influences the working climate of teachers at the Faculty of Legal, Social and Education Sciences of the Technical University of Babahoyo. The rumor, an unverified informal form of communication, has a significant impact on labour relations and the working environment, the main objective is to analyse the relationship between the rumor and the work climate, while specific objectives include identifying the existence and veracity of rumours, assessing the working climate and establishing the relationship between these two phenomena. The methodology employed is quantitative, with a correlational approach, using surveys, interviews and direct observation to collect data on the frequency and type of rumours and their relationship to the work environment, for data collection, tools such as the Organizational Rumour Perception Scale (PORS) and the Work Climate Questionnaire (CLA), adapted for this context. The research was carried out on a total sample of 130 teachers, without selection of sample, given the limited size of the population. The bivariate analysis allowed to identify significant relationships between variables, providing useful information for improving management of internal communication and work climate in the faculty. This study highlights the importance of invisible cultural aspects, such as rumours, in the academic environment and how they can affect working life and teacher performance.The research work focuses on analyzing how rumor, as a component of organizational culture, influences the working climate of teachers at the Faculty of Legal, Social and Education Sciences of the Technical University of Babahoyo. The rumor, an unverified informal form of communication, has a significant impact on labour relations and the working environment, the main objective is to analyse the relationship between the rumor and the work climate, while specific objectives include identifying the existence and veracity of rumours, assessing the working climate and establishing the relationship between these two phenomena. The methodology employed is quantitative, with a correlational approach, using surveys, interviews and direct observation to collect data on the frequency and type of rumours and their relationship to the work environment, for data collection, tools such as the Organizational Rumour Perception Scale (PORS) and the Work Climate Questionnaire (CLA), adapted for this context. The research was carried out on a total sample of 130 teachers, without selection of sample, given the limited size of the population. The bivariate analysis allowed to identify significant relationships between variables, providing useful information for improving management of internal communication and work climate in the faculty. This study highlights the importance of invisible cultural aspects, such as rumours, in the academic environment and how they can affect working life and teacher performance.El trabajo de investigación se enfoca en analizar cómo el rumor, como componente de la cultura organizacional, influye en el clima laboral de los docentes de la Facultad de Ciencias Jurídicas, Sociales y de Educación de la Universidad Técnica de Babahoyo. El rumor, una forma de comunicación informal no verificada, tiene un impacto significativo en las relaciones laborales y el ambiente de trabajo, el objetivo principal es analizar la relación entre el rumor y el clima laboral, mientras que los objetivos específicos incluyen identificar la existencia y veracidad de los rumores, evaluar el clima laboral y establecer la relación entre ambos fenómenos. La metodología empleada es cuantitativa, con un enfoque correlacional, utilizando encuestas, entrevistas y observación directa para recolectar datos sobre la frecuencia y tipo de rumores y su relación con el ambiente laboral, para la recolección de datos, se utilizaron herramientas como la Escala de Percepción de Rumores Organizacionales (PORS) y el Cuestionario de Clima Laboral (CLA), adaptados para este contexto. La investigación se realizó en una muestra total de 110 docentes, sin selección de muestra, dado el tamaño limitado de la población. El análisis bivariado permitió identificar las relaciones significativas entre las variables, proporcionando información útil para mejorar la gestión de la comunicación interna y el clima laboral en la facultad. Este estudio resalta la importancia de los aspectos culturales invisibles, como los rumores, en el entorno académico y cómo estos pueden afectar la convivencia laboral y el rendimiento de los docentes
Efectos de la migración parental en el estado emocional de los estudiantes de bachillerato de la Unidad Educativa Ciudad de Valencia
No full textThrough this work we analyze the effects of parental migration on the emotional state of high school students at the Ciudad de Valencia Educational Unit. The absence of parental figures generates feelings of sadness, anxiety and stress. This situation has a direct impact on the academic performance and emotional development of adolescents. It is a descriptive cross-sectional study, of a mixed nature. The population under study was made up of children of migrant parents; questionnaires and observation forms were used. The selected sample was of convenience, meeting the inclusion and exclusion criteria, as well as the ethical principles of the research. The results indicate the need to implement emotional and academic support programs for these young people. Furthermore, the advantages of using ICTs as a tool to maintain emotional ties between migrant parents are highlighted.Through this work we analyze the effects of parental migration on the emotional state of high school students at the Ciudad de Valencia Educational Unit. The absence of parental figures generates feelings of sadness, anxiety and stress. This situation has a direct impact on the academic performance and emotional development of adolescents. It is a descriptive cross-sectional study, of a mixed nature. The population under study was made up of children of migrant parents; questionnaires and observation forms were used. The selected sample was of convenience, meeting the inclusion and exclusion criteria, as well as the ethical principles of the research. The results indicate the need to implement emotional and academic support programs for these young people. Furthermore, the advantages of using ICTs as a tool to maintain emotional ties between migrant parents are highlighted.A través del presente trabajo analizamos los efectos de la migración parental en el estado emocional de los estudiantes de bachillerato de la Unidad Educativa Ciudad de Valencia. La ausencia de las figuras paternales genera sentimientos de tristeza, ansiedad y estrés. Esta situación tiene u impacto directo al rendimiento académico y el desarrollo emocional de los adolescentes. Es un estudio descriptivo de corte transversal, de carácter mixto. La población objeto de estudio estuvo integrada por hijos de padres migrantes, se utilizaron cuestionarios y ficha de observación. La muestra seleccionada fue de conveniencia cumpliendo los criterios de inclusión y exclusión, así como los principios éticos de la investigación. Los resultados indican la necesidad de implementar programas de apoyo emocional y académico a estos jóvenes. Además, se destaca las ventajas del uso de las TICS como una herramienta para mantener los vínculos afectivos entre los padres migrantes
EL RENDIMIENTO ACADÉMICO: LA INFLUENCIA DEL PROGRAMA DE ALIMENTACIÓN ESCOLAR EN ESTUDIANTES DE BÁSICA, CANTÓN VALENCIA
No full textAnemia in particular affects many students with clear consequences on health and learning performance. The objective of the research was to determine how the school feeding program influences academic performance in elementary school students, Valencia canton. The type of research was descriptive explanatory with a quantitative approach to analyze the relationship between the study variables. The study population were representatives of student tutors who make up the Corazón de Jesús Educational Unit, which in total are 70. The results allowed to show the situation of the academic performance of the students, highlighting that there is little capacity to manage the stress of the students, a situation that alters their emotional well-being and academic responsibility that they have, likewise, academic progress has been altered by low academic results and that in part all this is related to the nutritional status they have. It was also possible to identify that the school feeding program, the consumption of food is not responding to an adequate nutritional plan, in addition, the nutritional value that school food presents is inappropriate, requiring a greater quantity of fresh products. Concluding that the way in which the variables School Feeding Program and Academic Performance are related is significantly positive, the correlation was Rho = 0.782 which establishes a high relationship between the variables and that the adequate School Feeding Program explains the levels of Academic Performance in the Educational Unit "Corazón de Jesús" by 61.15%.Anemia in particular affects many students with clear consequences on health and learning performance. The objective of the research was to determine how the school feeding program influences academic performance in elementary school students, Valencia canton. The type of research was descriptive explanatory with a quantitative approach to analyze the relationship between the study variables. The study population were representatives of student tutors who make up the Corazón de Jesús Educational Unit, which in total are 70. The results allowed to show the situation of the academic performance of the students, highlighting that there is little capacity to manage the stress of the students, a situation that alters their emotional well-being and academic responsibility that they have, likewise, academic progress has been altered by low academic results and that in part all this is related to the nutritional status they have. It was also possible to identify that the school feeding program, the consumption of food is not responding to an adequate nutritional plan, in addition, the nutritional value that school food presents is inappropriate, requiring a greater quantity of fresh products. Concluding that the way in which the variables School Feeding Program and Academic Performance are related is significantly positive, the correlation was Rho = 0.782 which establishes a high relationship between the variables and that the adequate School Feeding Program explains the levels of Academic Performance in the Educational Unit "Corazón de Jesús" by 61.15%.La anemia en particular afecta a muchos estudiantes con claras consecuencias sobre la salud y de desempeño en aprendizajes. El objetivo de la investigación fue determinar la forma en que el programa de alimentación escolar influye en el rendimiento académico en estudiantes de básica, cantón Valencia. El tipo de investigación fue descriptivo explicativo con un enfoque cuantitativo para analizar la relación entre las variables de estudio. La población de estudio fueron representantes tutores de estudiantes que conforman la Unidad Educativa Corazón de Jesús que en total son 70. Los resultados permitieron evidenciar la situación del rendimiento académico de los estudiantes, resaltando que hay poca capacidad para manejar el estrés de los estudiantes, situación que les altera el bienestar emocional y la responsabilidad académicas que tienen, asimismo, el progreso académico se ha visto alterado por los bajos resultados académicos y que en parte todo esto se relaciona con el estado alimenticio que tienen. También se pudo identificar que el programa de alimentación escolar el consumo de alimentos no está respondiendo a un adecuado plan nutricional, además el valor nutritivo que presentan los alimentos escolares son inapropiados, requiriéndose mayor cantidad de productos frescos. Concluyendo que la forma en que se relaciona las variables Programa de alimentación escolar y Rendimiento académico es significativamente positiva, la correlación fue de Rho = 0,782 lo que establece una alta relación entre las variables y que el adecuado Programa de alimentación escolar explica los niveles de Rendimiento académico en la Unidad Educativa “Corazón de Jesús” en 61,15%
Adicción a las redes sociales y su influencia en el rendimiento académico en estudiantes de la unidad educativa Babahoyo
No full textThis study aims to analyze the relationship between social media addiction and academic performance in the students of Unidad Educativa Babahoyo. The Primary Mental Abilities Test (PMA) was used to measure intellectual quotient and various cognitive factors, and the Internet Addiction Test (IAT) by Kimberly Young was employed to assess the levels of social media addiction. The results indicate a weak and negative correlation between internet addiction levels and students' academic performance. While a significant portion of students displayed a mild or moderate level of addiction, no strong relationships were found that demonstrated a direct negative impact on their academic performance. The findings suggest that other factors, beyond social media addiction, may influence academic performance, opening the door for future research to explore the underlying causes of this phenomenon.This study aims to analyze the relationship between social media addiction and academic performance in the students of Unidad Educativa Babahoyo. The Primary Mental Abilities Test (PMA) was used to measure intellectual quotient and various cognitive factors, and the Internet Addiction Test (IAT) by Kimberly Young was employed to assess the levels of social media addiction. The results indicate a weak and negative correlation between internet addiction levels and students' academic performance. While a significant portion of students displayed a mild or moderate level of addiction, no strong relationships were found that demonstrated a direct negative impact on their academic performance. The findings suggest that other factors, beyond social media addiction, may influence academic performance, opening the door for future research to explore the underlying causes of this phenomenon.El presente estudio tiene como objetivo analizar la relación entre la adicción a las redes sociales y el rendimiento académico en los estudiantes de la Unidad Educativa Babahoyo. Se utilizó el Test de Aptitudes Mentales Primarias (PMA) para medir el coeficiente intelectual y diferentes factores cognitivos, y el Test de Adicción a Internet (IAT) de Kimberly Young para evaluar los niveles de adicción a las redes sociales. Los resultados obtenidos indican una correlación débil y negativa entre los niveles de adicción a internet y el rendimiento académico de los estudiantes. Aunque se observó que una parte significativa de los estudiantes presentan un nivel leve o moderado de adicción, no se encontraron relaciones fuertes que evidenciaran un impacto negativo directo en su rendimiento académico. Los hallazgos de este estudio sugieren que otros factores, además de la adicción a las redes sociales, podrían influir en el rendimiento académico de los estudiantes, lo que abre la puerta para investigaciones futuras que exploren las causas subyacentes de este fenómeno
Juego de roles en el desarrollo socio emocional de niños en Educación Inicial 2
No full textThe present study aims to determine the impact of role-playing games on the socio-emotional development of children in Early Childhood Education 2 at the Isabel la Católica Basic Education School. Within the early childhood classrooms, children have difficulties in their socio-emotional development. Despite the activities implemented by teachers, some children have problems regulating their emotions, establishing interpersonal relationships and resolving conflicts appropriately. In addition, the limited use of these games and resources limits the opportunities for children to practice skills such as empathy, cooperation and communication. Because of this problem, the research aims to identify how role-playing games contribute significantly to learning and socio-emotional development. The research focuses on a non-probabilistic convenience sample which includes 31 children from Early Childhood Education 2 and a teacher from the same institution. For this purpose, a documentary, field and descriptive research was used, through which valuable information was collected. The qualitative approach was applied, followed by the non-experimental design, that is, only the subject under study was observed and described; as a data collector, an interview and an observation form were carried out. As a result, role-playing games are fundamental tools for the comprehensive development of children, since through them children explore different situations, express their emotions and improve social skills, and through these games children enhance creativity and imagination. It was concluded that role-playing games as a pedagogical strategy are fundamental in early education, which have proven to be important tools for the socio-emotional development of infants.The present study aims to determine the impact of role-playing games on the socio-emotional development of children in Early Childhood Education 2 at the Isabel la Católica Basic Education School. Within the early childhood classrooms, children have difficulties in their socio-emotional development. Despite the activities implemented by teachers, some children have problems regulating their emotions, establishing interpersonal relationships and resolving conflicts appropriately. In addition, the limited use of these games and resources limits the opportunities for children to practice skills such as empathy, cooperation and communication. Because of this problem, the research aims to identify how role-playing games contribute significantly to learning and socio-emotional development. The research focuses on a non-probabilistic convenience sample which includes 31 children from Early Childhood Education 2 and a teacher from the same institution. For this purpose, a documentary, field and descriptive research was used, through which valuable information was collected. The qualitative approach was applied, followed by the non-experimental design, that is, only the subject under study was observed and described; as a data collector, an interview and an observation form were carried out. As a result, role-playing games are fundamental tools for the comprehensive development of children, since through them children explore different situations, express their emotions and improve social skills, and through these games children enhance creativity and imagination. It was concluded that role-playing games as a pedagogical strategy are fundamental in early education, which have proven to be important tools for the socio-emotional development of infants.El presente estudio se ha planteado como objetivo determinar la incidencia del juego de roles en el desarrollo socioemocional de los niños en Educación Inicial 2 de la Escuela de Educación Básica Isabel la Católica. Dentro de las aulas de inicial los niños presentan dificultades en su desarrollo socioemocional. A pesar de las actividades implementadas por los docentes, algunos niños tienen problemas para regular sus emociones, establecer relaciones interpersonales y resolver conflictos de manera adecuada. Además, la escasa utilización de estos juegos y recursos limita las oportunidades para que los niños practiquen habilidades como la empatía, la cooperación y la comunicación. A causa de esta problemática la investigación tiene como objetivo identificar como los juegos de roles contribuyen de manera significativa en el aprendizaje y desarrollo socio emocional. La investigación se centra en una muestra no probabilística por conveniencia la cual cuenta con 31 niños de Educación Inicial 2 y una docente de la misma institución. Para ello se empleó una investigación documental, de campo y descriptiva, a través de esta se logró recolectar información valiosa. Se aplicó el enfoque cualitativo, seguido del diseño no experimental es decir solo se observó y describió el tema en estudio, como recolector de información se llevó a cabo una entrevista y una ficha de observación. Como resultado los juegos de roles son herramientas fundamentales para el desarrollo integral de los niños, pues mediante este los niños exploran diferentes situaciones, expresan sus emociones y mejoran las habilidades sociales, además mediante estos juegos los niños potencian la creatividad y la imaginación. Concluyendo que los juegos de roles como estrategias pedagógicas son fundamentales en la educación inicial, los cuales han demostrado ser herramientas importantes para el desarrollo socio emocional de los infantes
Factores de riesgos y su relación en la trombosis venosa profunda en pacientes hospitalizados del IEES Babahoyo, octubre 2024 - mayo 2025
No full textThe main objective of this research was to identify and analyze the risk factors associated with deep vein thrombosis (DVT) in hospitalized patients at the IESS Babahoyo, during the period from October 2024 to May 2025. A descriptive and cross-sectional approach was applied, conducting surveys with 80 patients and 29 nurses to gather information about their sociodemographic characteristics, lifestyle habits, clinical and family history, as well as the prevention strategies implemented. In addition, the Caprini scale was modified to classify the risk of DVT in each patient, considering factors such as age, coexisting diseases, acute situations (trauma, infections, recent surgeries) and special conditions (long trips, use of oral contraceptives). The findings revealed that most of the patients belong to intermediate and advanced age groups, with a male predominance and a high prevalence of coexisting diseases and family history of chronic diseases. The use of the Caprini scale showed that the majority had a moderate score (3–4 points), placing these patients in a moderate risk category for the development of DVT. A greater use of pharmacological prophylaxis was also observed, complemented to a lesser extent with physical interventions and educational actions. In summary, this research highlights the relevance of carrying out a complete assessment of DVT risk using tools such as the Caprini scale and the adoption of integrated and personalized preventive measures. Ongoing education of both nursing staff and patients is essential to improve hospital care and minimize DVT- related complications.The main objective of this research was to identify and analyze the risk factors associated with deep vein thrombosis (DVT) in hospitalized patients at the IESS Babahoyo, during the period from October 2024 to May 2025. A descriptive and cross-sectional approach was applied, conducting surveys with 80 patients and 29 nurses to gather information about their sociodemographic characteristics, lifestyle habits, clinical and family history, as well as the prevention strategies implemented. In addition, the Caprini scale was modified to classify the risk of DVT in each patient, considering factors such as age, coexisting diseases, acute situations (trauma, infections, recent surgeries) and special conditions (long trips, use of oral contraceptives). The findings revealed that most of the patients belong to intermediate and advanced age groups, with a male predominance and a high prevalence of coexisting diseases and family history of chronic diseases. The use of the Caprini scale showed that the majority had a moderate score (3–4 points), placing these patients in a moderate risk category for the development of DVT. A greater use of pharmacological prophylaxis was also observed, complemented to a lesser extent with physical interventions and educational actions. In summary, this research highlights the relevance of carrying out a complete assessment of DVT risk using tools such as the Caprini scale and the adoption of integrated and personalized preventive measures. Ongoing education of both nursing staff and patients is essential to improve hospital care and minimize DVT- related complications.El principal objetivo de esta investigación fue identificar los factores de riesgo asociados a la trombosis venosa profunda (TVP) en pacientes hospitalizados del IESS Babahoyo, durante el periodo de octubre 2024 a mayo 2025. Se aplicó un enfoque descriptivo y transversal, realizando encuestas a 80 pacientes y 29 enfermeros para reunir información acerca de sus características sociodemográficas, hábitos de vida, antecedentes clínicos y familiares, así como las estrategias de prevención implementadas. Además, se utilizó la escala de Caprini para clasificar el riesgo de TVP en cada paciente, considerando factores como la edad, enfermedades coexistentes, situaciones agudas (traumas, infecciones, cirugías recientes). Los hallazgos revelaron que la mayor parte de los pacientes pertenece a grupos etarios intermedios y avanzados, con un predominio masculino y una alta prevalencia de enfermedades coexistentes y antecedentes familiares de enfermedades crónicas. El uso de la escala de Caprini evidenció que la mayoría presenta un puntaje moderado (3–4 puntos), situando a estos pacientes en una categoría de riesgo moderado para el desarrollo de TVP. También se constató un mayor uso de profilaxis farmacológica, complementado en menor grado con intervenciones físicas y acciones educativas. Esta investigación destaca la relevancia de realizar una evaluación completa del riesgo de TVP mediante herramientas como la escala de Caprini y la adopción de medidas preventivas integradas y personalizadas. La educación constante tanto del personal de enfermería como de los pacientes es esencial para mejorar la atención hospitalaria y minimizar las complicaciones relacionadas con la TVP
Autoeficacia y manejo del estrés en estudiantes de la Unidad Educativa “Aguirre Abad” del Recinto Pisagua Alto del cantón Montalvo
No full textThis research analyzes the relationship between self-efficacy and stress management in students at the "Aguirre Abad" Educational Unit in the Pisagua Alto area, Montalvo canton. The aim is to determine how self-efficacy influences students' ability to manage academic stress. The research is relevant because poorly managed stress and low self-efficacy can affect students' academic performance and mental health.
A descriptive design with a quantitative approach and qualitative techniques was used. Data was collected using the General Self-Efficacy Scale by Schwarzer and Baessler, and the Perceived Stress Scale (PSS) by Cohen, complemented with interviews and observations. The analysis of the results provides key insights for developing intervention programs that strengthen self-efficacy and improve stress coping strategies for students.
The research provides valuable conclusions for Educational Psychology, focusing on addressing learning and emotional issues, and offers recommendations for educators and mental health professionals. Additionally, key psychological indicators for assessing self-efficacy were identified, such as confidence in one's abilities, perseverance through obstacles, and self- perception of competence. The impact of stress perception on self-efficacy was analyzed, revealing how high stress can reduce students' ability to cope with challenging situations. Students with high self-efficacy tend to be more resilient to stress, showing traits of self-education, efficient organization, and adaptability. This comprehensive approach highlights the importance of cultivating self-efficacy to improve students' ability to cope with stress and achieve academic and personal success, while also safeguarding their emotional well-being.This research analyzes the relationship between self-efficacy and stress management in students at the "Aguirre Abad" Educational Unit in the Pisagua Alto area, Montalvo canton. The aim is to determine how self-efficacy influences students' ability to manage academic stress. The research is relevant because poorly managed stress and low self-efficacy can affect students' academic performance and mental health.
A descriptive design with a quantitative approach and qualitative techniques was used. Data was collected using the General Self-Efficacy Scale by Schwarzer and Baessler, and the Perceived Stress Scale (PSS) by Cohen, complemented with interviews and observations. The analysis of the results provides key insights for developing intervention programs that strengthen self-efficacy and improve stress coping strategies for students.
The research provides valuable conclusions for Educational Psychology, focusing on addressing learning and emotional issues, and offers recommendations for educators and mental health professionals. Additionally, key psychological indicators for assessing self-efficacy were identified, such as confidence in one's abilities, perseverance through obstacles, and self- perception of competence. The impact of stress perception on self-efficacy was analyzed, revealing how high stress can reduce students' ability to cope with challenging situations. Students with high self-efficacy tend to be more resilient to stress, showing traits of self-education, efficient organization, and adaptability. This comprehensive approach highlights the importance of cultivating self-efficacy to improve students' ability to cope with stress and achieve academic and personal success, while also safeguarding their emotional well-being.Esta investigación analiza la relación entre la autoeficacia y el manejo del estrés en los estudiantes de la Unidad Educativa “Aguirre Abad” en el recinto Pisagua Alto, cantón Montalvo. El objetivo es determinar cómo la autoeficacia influye en la capacidad de los estudiantes para manejar el estrés académico. La investigación es relevante, ya que el estrés mal gestionado y la baja autoeficacia pueden afectar el rendimiento académico y la salud mental de los estudiantes. cohese recolectaron mediante la Escala de Autoeficacia General de Schwarzer y Baessler, y el Cuestionario de Estrés Percibido (PSS) de Cohen, complementados con entrevistas y observaciones. El análisis de los resultados proporciona información clave para desarrollar programas de intervención que fortalezcan la autoeficacia y mejoren las estrategias de afrontamiento del estrés en los estudiantes.
La investigación aporta valiosas conclusiones para la Psicología Educativa, enfocándose en el manejo de problemas de aprendizaje y emocionales, y ofrece recomendaciones para educadores y profesionales de la salud mental. Además, se identificaron indicadores psicológicos clave para evaluar la autoeficacia, tales como la confianza en las propias habilidades, la persistencia ante obstáculos y la auto-percepción de competencia. Se analizó cómo la percepción del estrés impacta negativamente en la autoeficacia, reduciendo la capacidad de los estudiantes para manejar situaciones difíciles. Los estudiantes con altos niveles de autoeficacia tienden a ser más resilientes ante el estrés, mostrando características de autoeducación, organización eficiente y adaptabilidad. Este enfoque integral resalta la importancia de cultivar la autoeficacia para mejorar la capacidad de los estudiantes para enfrentar el estrés y lograr el éxito académico y personal, cuidando así también su bienestar emocional
Impacto del Bullying en la autoimagen corporal de los estudiantes de Educación Básica Superior de la Unidad Educativa Eugenio Espejo, del cantón Babahoyo
No full textBullying is a problem that affects the emotional and academic development of students. This study focused on investigating its impact on the body self-image of students in Higher Basic Education at the Eugenio Espejo Educational Unit in Babahoyo. The general objective was to determine the relationship between bullying and body perception, establishing the prevalent types of bullying and evaluating the levels of body dissatisfaction. Methodologically, a mixed approach was used: quantitative surveys (BSQ and OBQ) to measure the prevalence of bullying and the degree of body dissatisfaction, and qualitative interviews with the psychological team, which allowed to delve into the personal experiences of the students. The results showed that verbal and psychological bullying were the most common forms, generating avoidance behaviors, low self-esteem and marked body dissatisfaction in the victims. Likewise, a significant impact on academic performance and emotional well-being was detected, corroborating previous findings that point to the need for timely interventions. Among the conclusions, the relevance of promoting an inclusive and safe school climate, where families and teachers work together to prevent bullying and strengthen the self-esteem of young people was highlighted. The study recommends the implementation of prevention and support strategies, including awareness workshops and early detection protocols. These measures not only address the bullying itself, but also have a direct impact on the comprehensive education of students. Thus, student mental health and development are protected.Bullying is a problem that affects the emotional and academic development of students. This study focused on investigating its impact on the body self-image of students in Higher Basic Education at the Eugenio Espejo Educational Unit in Babahoyo. The general objective was to determine the relationship between bullying and body perception, establishing the prevalent types of bullying and evaluating the levels of body dissatisfaction. Methodologically, a mixed approach was used: quantitative surveys (BSQ and OBQ) to measure the prevalence of bullying and the degree of body dissatisfaction, and qualitative interviews with the psychological team, which allowed to delve into the personal experiences of the students. The results showed that verbal and psychological bullying were the most common forms, generating avoidance behaviors, low self-esteem and marked body dissatisfaction in the victims. Likewise, a significant impact on academic performance and emotional well-being was detected, corroborating previous findings that point to the need for timely interventions. Among the conclusions, the relevance of promoting an inclusive and safe school climate, where families and teachers work together to prevent bullying and strengthen the self-esteem of young people was highlighted. The study recommends the implementation of prevention and support strategies, including awareness workshops and early detection protocols. These measures not only address the bullying itself, but also have a direct impact on the comprehensive education of students. Thus, student mental health and development are protected.El bullying es una problemática que afecta el desarrollo emocional y académico de los estudiantes. Este estudio se centró en investigar su impacto en la autoimagen corporal de los alumnos de Educación Básica Superior de la Unidad Educativa Eugenio Espejo, en Babahoyo. El objetivo general fue determinar la relación entre el bullying y la percepción corporal, estableciendo los tipos de acoso prevalentes y evaluando los niveles de insatisfacción corporal. Metodológicamente, se empleó un enfoque mixto: encuestas cuantitativas (BSQ y OBQ) para medir la prevalencia de bullying y el grado de insatisfacción corporal, y entrevistas cualitativas con el equipo psicológico, que permitieron profundizar en las experiencias personales de los estudiantes. Los resultados evidenciaron que el bullying verbal y psicológico eran las formas más comunes, generando en las víctimas conductas de evitación, baja autoestima y una marcada insatisfacción corporal. Asimismo, se detectó un impacto significativo en el rendimiento académico y el bienestar emocional, corroborando hallazgos previos que señalan la necesidad de intervenciones oportunas. Entre las conclusiones, se destacó la relevancia de promover un clima escolar inclusivo y seguro, donde las familias y docentes trabajen conjuntamente para prevenir el acoso y fortalecer la autoestima de los jóvenes. El estudio recomienda la implementación de estrategias de prevención y acompañamiento, incluyendo talleres de concienciación y protocolos de detección temprana. Estas medidas no solo abordan el acoso en sí, sino que inciden directamente en la formación integral de los estudiantes. Así, se protege la salud mental estudiantil y desarrollo