Salud, Ciencia y Tecnología (Journal)
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Palliative care nursing interventions to improve quality of life in oncological patients
Full text linkIntroduction: Palliative care is a fundamental aspect of medical care, addressing the physical, emotional and spiritual needs of patients with life-limiting illnesses. While global demand for these services is increasing, access remains limited, particularly in Latin America. Objective: To analyse nursing interventions that improve the quality of life of cancer patients receiving palliative care.Methodology: A qualitative and hermeneutic study was conducted including a literature review of articles published between 2020 and 2024. Data were extracted and analysed to identify key nursing interventions.Results: The results highlight the multifaceted role of nurses in palliative care. Effective symptom management, together with compassionate and supportive care, can significantly improve patients\u27 quality of life. However, further research remains necessary to explore the efficacy of specific interventions and to address current challenges nurses face in providing palliative care. Conclusion: Nursing interventions play a key role in improving the quality of life of cancer patients receiving palliative care. By addressing physical and psychosocial needs, nurses can provide invaluable support to patients and their families during difficult times. Future research should focus on the development and evaluation of innovative nursing interventions to improve the delivery of palliative care
Psychological stress of Covid-19 pandemic on radiography students in Nigeria: a single centre study
Full text linkBackground: Psychological stress triggers physical and emotional responses that can impact various bodily functions. This study aimed to assess the psychological stress experienced by radiography students at Nnamdi Azikiwe University during the COVID-19 pandemic and to identify their coping strategies. Methods: A cross-sectional survey was conducted using a questionnaire among 186 radiography students. The survey collected socio-demographic data, such as gender, age, and academic year, along with responses related to psychological distress. Descriptive and inferential statistical analyses were performed. Results: Among the 186 respondents, 96 (51.6%) were female, and 90 (48.4%) were male. The majority (62.4%) was aged 20-24 years, and the largest group (38.7%) was in their third year of study (300 Level). Over half (58.1%) of the students lived on campus, and most (87.6%) attended physical classes. A significant proportion (75.3%) reported somatic stress, with common symptoms including headaches (25.3%), physical fatigue (23.5%), and back pain (12.4%). Anxiety-related symptoms included sleep disturbances (36.6%), anger (31.2%), and anxiety (29.2%). Depression affected 87.6% of the respondents, with symptoms such as lack of motivation to study (34.9%), difficulty concentrating (25.3%), hopelessness (17.2%), and suicidal thoughts (10.2%). The main social factors contributing to psychological distress were difficulty in studying (36%), financial problems (22%), and challenges with learning modalities (18.8%). Excessive worrying (52.7%) was the most common psychological factor. The most prevalent impact of psychological distress was low motivation to work (29.6%). Social media was the most frequently used coping strategy (18.3%). There was no significant association between somatic stress and academic year/level (p = 0.319). However, a significant association was found between anxiety and academic level/year (p = 0.050) and between academic level/year and depression (p = 0.000). Conclusion: Radiography students experienced significant psychological stress during the COVID-19 pandemic, primarily manifested as somatic stress, anxiety, and depressio
HyFlex Teaching and Technological Competence: Advancing Inclusive and Flexible Education through TPACK and UDL Frameworks
Full text linkIntroduction: this study explores faculty readiness for the Hybrid-Flexible (HyFlex) teaching modality, a pedagogical approach that combines face-to-face and online instruction to ensure flexibility, inclusivity, and continuity of learning. The integration of HyFlex in higher education represents both a technological and pedagogical innovation, aligning with global trends in digital transformation and the need for resilient education systems.
Objective: this study examines faculty awareness, preparedness, and willingness to adopt HyFlex teaching using the TPACK framework and UDL principles, identifying strengths and gaps in technological competence, instructional design, inclusive pedagogy, and support systems for sustainable implementation..
Method: a quantitative-descriptive research design was employed with 75 permanent faculty members from a Philippine state university, selected through stratified random sampling. A validated survey instrument measured conceptual understanding, technological proficiency, pedagogical strategies, student engagement, assessment practices, and readiness to implement HyFlex. Data were analyzed using descriptive statistics, with findings interpreted through the HyFlex Model, TPACK, and UDL frameworks.
Result: Findings reveal that faculty demonstrated high levels of awareness and preparedness in technological and pedagogical domains, but moderate gaps in differentiated instruction, inclusive design, workload management, and technical troubleshooting. Over 85% of respondents expressed strong willingness to adopt HyFlex provided adequate training and infrastructure support are in place
The Impact of AI-induced Ethical Conflict and the Moderating Role of Psychological Safety on the Mental Health of Accountants in Financial Technology Enterprises in Vietnam
Full text linkAmid the rapid integration of Artificial Intelligence (AI) within Vietnam\u27s dynamic Fintech sector, this study investigates an emerging psychological challenge: AI-induced ethical conflict (AIEC). The study aims to test the impact of AIEC on the mental health (MH) of accountants, while also examining the moderating roles of psychological safety (PS) and work experience within the context of financial technology (Fintech) enterprises in Vietnam. To achieve this objective, a cross-sectional survey was conducted on a sample of 416 accountants. The data was analyzed using Structural Equation Modeling (SEM), including Confirmatory Factor Analysis (CFA) to validate the measurement scales and multi-group analysis to compare differences between experience groups. The analysis results show that AIEC has a strong, negative, and statistically significant impact on the mental health of accountants (β = 0,38). Notably, the study found that psychological safety, a traditional protective mechanism, did not demonstrate a moderating role in weakening this relationship. However, work experience emerged as a significant moderating factor, with the impact of AIEC on mental health being considerably stronger in the group of accountants with low experience compared to the high-experience group. These findings conclude that traditional psychological protection mechanisms, which focus on interpersonal interactions, may not be effective enough to cope with stressors that are systemic and algorithmic in nature. The study emphasizes the need to develop new intervention strategies, such as "algorithmic safety," and suggests that support programs should pay special attention to young employees, who are the most vulnerable
Development and Validation of the Asian AMD Age-Related Macular Degeneration Risk Scale
Full text linkIntroduction: This study aimed to develop a method for predicting the risk of developing macular degeneration in the early stages by facilitating prompt intervention by medical professionals. Methods: Using a cross-sectional design, 455 age-related macular degeneration (AMD) patients from Kazakhstan were recruited via random sampling. Demographic traits, familial AMD history, medical history, and eye-related characteristics were collected through a systematic questionnaire. The patient cohort comprised 169 Caucasians and 286 Asians, with 160 males and 295 females. Results: Notably, 117 individuals (25.7%) were classified as high AMD risk, 322 (70.8%) as moderate risk, and 16 (3.5%) as low risk. Additionally, eye-related findings revealed high-risk factors, including bright iris colors, increased UV exposure, and cataract surgery, alongside presbyopia and myopia. The study underscores the need for national/regional AMD risk stratification to inform monitoring and screening programs. Recognizing high-risk individuals holds paramount significance from both public health and therapeutic perspectives, offering opportunities for early detection and management to mitigate permanent vision loss. Conclusions: The findings elucidate the interplay between risk factors, shedding light on their collective impact on AMD risk. Overall, this study\u27s predictive model and risk categorization framework have substantial implications for ophthalmological practice, enabling timely preventive measures and potentially revolutionizing AMD management
Design and Development of the ACADEMIE Instructional Model: Integrating Project-Based Learning and Scientific Critical Thinking in Biology Education
Full text linkThe demand for 21st-century learning requires instructional models that strengthen higher-order thinking, inquiry, and collaboration. In biology education, however, teacher-centered methods still dominate and limit students’ scientific reasoning and process skills. This gap underscores the importance of developing models that integrate inquiry-based and critical thinking approaches.The study aimed to design, validate, and test the effectiveness of the ACADEMIE instructional model, which combines Project-Based Learning (PjBL) and Scientific Critical Thinking (SCT) to enhance conceptual understanding and science process skills in higher education biology. Using the ADDIE framework, the model development included five phases: analysis, design, development, implementation, and evaluation. Data were drawn from needs assessments, expert validations, small-scale practicality trials, and quasi-experimental testing. Quantitative data (Likert-scale rubrics, TCR percentages, t-test) and qualitative inputs (expert comments and student feedback) were analyzed. Thirty-two journal sources informed the theoretical basis of the study. Expert validation yielded scores above 4.3 for content, language, and design. The practicality index exceeded 82% for all products, while experimental testing showed significant improvement in students’ conceptual understanding and science process skills compared with traditional instruction (p < .001). The ACADEMIE model bridges the gap between theory and practice through inquiry and critical analysis in biology learning. Its high validity, practicality, and effectiveness confirm its potential as an innovative and adaptable instructional framework for developing essential 21st-century competencies
Strategic Analysis in Project-Based Learning Models (PJBL) To Encourage Self Regulated Learning: Systematic Literature Review
Full text linkStudents\u27 self-regulated learning (SRL) skills are one of the things that support the achievement of 21st century skills. The Project Based Learning (PjBL) model has been studied both empirically and theoretically to have suitability in its steps to teach SRL. The steps of the PjBL model and SRL are interrelated as pedagogical approaches and competencies that need to be achieved in an educational process. However, for the PjBl model to maximize students\u27 SRL, additional strategies are needed that can be used simultaneously. Empirical research in this regard has been conducted, thus the purpose of this study is to examine the kinds of additional strategies and ways to integrate them in the PjBl model so as to promote learners\u27 SRL. A systematic literature review method has been used. Six themes were generated related to the kinds of strategies used, namely the use of technology and digital platforms, integration of interdisciplinary approaches such as STEM/STEAM, data-driven analytic approaches, reflective and metacognitive strategies contextual and cultural learning, and self-management and social collaboration. How to integrate it in learning activities with the PjBl model is discussed next
Evaluating the Quality of Information on YouTube Regarding Fractures
Full text linkIntroduction: in today\u27s digital age, individuals have easy access to health information, particularly through platforms like YouTube. However, the quality of the information on YouTube is often questionable due to the vast number of videos uploaded. Therefore, it is essential for the public to possess good health literacy skills.Method: the MQ-VET is an instrument that can be used to assess the quality of information found on YouTube. This cross-sectional study aimed to evaluate the quality of YouTube videos related to fractures. The participants included healthcare workers and members of the general public from Kediri District Hospital. Respondents were divided into two groups and evaluated three specific videos. The assessment of video quality utilized the MQ-VET instrument. The data collected were analyzed using the Friedman test, the Wilcoxon signed-rank test, and the Mann-Whitney test.Results: the results of the study indicated significant differences in quality scores between videos 1 and 2, as well as between videos 1 and 3. However, there were no significant differences in quality scores between videos 2 and 3. Additionally, the study found no differences in scores between healthcare workers and the general public. This highlights the need to improve health literacy skills so that all individuals can critically assess the information they receive, especially from YouTub
The Influence of Gamified Learning and Linguistic Intelligence on Vocabulary Acquisition
Full text linkGamification has emerged as a captivating topic within the sphere of education. However, its efficacy often differs across contexts and student profiles. Understanding the interaction between gamification and individual differences—especially linguistic intelligence—is crucial for optimizing educational strategies. This study investigated the influence of gamified learning and linguistic intelligence, as well as their interaction, on vocabulary acquisition among secondary school students in Indonesia. A quasi-experimental design with a factorial (2x2) pretest-posttest nonequivalent control group model was employed. The study involved 64 eighth-grade students from Mrebet 2 State Secondary School, Purbalingga, Indonesia, who were selected using convenience sampling based on class availability. A vocabulary pretest and posttest served as the sources of data collection, along with a structured questionnaire measuring linguistic intelligence, and analyzed using two-way ANCOVA. The findings revealed significant differences in learning outcomes between the gamification and non-gamification groups, F(1, 60) = 27,29, p < 0,001. Learning outcomes also differed between students with strong and weak linguistic abilities, F(1, 60) = 4,90, p < 0,031. Moreover, an interaction effect was identified between gamification and linguistic intelligence on vocabulary acquisition, F(1, 60) = 5,90, p < 0,018. The study found that learners with low linguistic intelligence who were taught through gamification strategies achieved a slightly greater increase in vocabulary scores compared with learners possessing high linguistic intelligence. These results contributed to the ongoing debate on the integration of gamified elements in vocabulary learning, drawing attention to the necessity of linguistic intelligence as a moderating factor in shaping learning outcomes
Reading Race Across Borders: Indonesian Reception of African-American Literature in a Postcolonial Frame
Full text linkIntroduction: this study examines how Indonesian readers interpret racial issues in African American literature. Objective: the research analyses patterns of reader reception using Robert Jauss’s reception theory and postcolonial perspectives from Edward Said and Homi Bhabha, focusing on how readers construct meanings related to race, identity, and power.Method: a mixed-methods design was used. Data were collected through an online questionnaire completed by 250 university students from ten universities, followed by semi-structured interviews. Quantitative data captured general tendencies, while qualitative data explored deeper interpretive processes.Results: quantitative findings show strong interest in African American literature. Most respondents were attracted to themes of racial inequality and cultural identity (93,6 %), cultural representations of resilience (88,4 %), and emotionally engaging narratives (79,2 %). A desire to read more works was also prominent (92,8 %). Readers responded positively to cultural diversity in the texts (85,6 %). Postcolonial awareness was evident through understanding of slavery and colonialism (88.4 %), recognition of their role in shaping identity (96,4 %), and links to ongoing structural racism (89,6 %). They also viewed literature as resistance (84,4 %) and supported non-Western perspectives (80,4 %). Transnational awareness emerged through empathy for racial struggles (95,6 %), motivation to resist injustice (70,8 %), and feelings of cross-cultural solidarity (92,4 %). Qualitative data show that readers relate racial narratives to Indonesian inequalities, use local culture to interpret power, critique Western dominance, and link global racial issues to their own lives.Conclusions: indonesian readers use African American literature to build empathy, critical literacy, and postcolonial awareness, supporting cross-cultural understanding