Search Results (818)

Background/Objectives: Emotional eating has been linked to neurobiological mechanisms similar to those observed in addictive behaviors, and this occurrence appears not fully understood, even in academic communities/environments. To supplement existing information, a preliminary assessment of university students' emotional eating patterns, nutritional status, and the risk of developing type 2 diabetes has been performed in this current work. Methods: A cross-sectional study was conducted with 129 students from the University of Extremadura, Spain. Emotional eating was assessed using the Emotional Eating Questionnaire (EEQ) and the Three-Factor Eating Questionnaire—Spanish version (TFEQ-R18(SP)) questionnaires, while type 2 diabetes risk was evaluated through the Finnish Diabetes Risk (FINDRISC) score test. Anthropometric data, including height, weight, BMI, and body composition, were collected using standardized measurement protocols. Statistical analyses included ANOVA and Kruskal–Wallis tests. Results: Significant differences were observed in BMI (mean ± SD: 23.93 ± 5.36 kg/m²) and total EEQ score (mean ± SD: 9.82 ± 5.82) across FINDRISC risk categories (p < 0.001 and p = 0.001, respectively). The Very Emotional Eaters group presented higher BMIs and FINDRISC scores, along with greater score dispersion. No significant differences were identified in EEQ subscales. Conclusions: Emotional eating behaviors may serve as indirect indicators of metabolic vulnerability, particularly when combined with excess body weight. These findings underscore the importance of incorporating emotional regulation and mindful eating strategies into health promotion programs for young adults. Full article

This article analyses the role of the Spanish university system in promoting fair Trade (FT) and the sustainable development goals (SDGs), with a particular focus on the Universities for Fair Trade (UxFT) programme. A mixed methodology combining qualitative and quantitative approaches was used to review and analyse the websites of 90 Spanish universities (both public and private) to assess their commitment to FT and the SDGs. This was based on four variables: (1) reference to the SDGs; (2) a structured programme to promote the SDGs; (3) specific actions to promote or raise awareness of the SDGs; and (4) working on FT. The results show that, while most universities include the SDGs in their institutional strategies, only some have structured programmes. Regarding FT, several universities carry out activities linked to this movement, with some actively participating in the UxFT. Public universities demonstrate greater commitment. The SDGs that are most frequently addressed are 12 (Responsible consumption and production), 4 (Quality education) and 13 (Climate action), highlighting the close relationship between FT and sustainability. The study reveals a gap between discursive commitments to sustainability and the actual implementation of FT practices, suggesting that the integration of FT is not automatic even when SDG strategies are present. This has important implications: promoting FT within universities requires not only structured SDG strategies, but also explicit institutional policies, dedicated resources, and greater awareness of FT transformative potential. The findings underscore the need for stronger institutional commitment to move beyond isolated actions and toward a university model grounded in social justice and sustainability. Integrating the UxFT programme more broadly could help foster critical thinking, participatory governance, and more coherent practices aligned with the 2030 Agenda. Full article

Background/Objectives: E-cigarette use has increased substantially among university students in recent years, coinciding with a broader shift in nicotine consumption patterns globally. Despite initial perceptions of e-cigarettes as harm-reduction tools, growing evidence indicates significant health risks, misinformation, and limited awareness—especially within higher education environments. This structured literature review aims to synthesize peer-reviewed evidence on the health impacts, behavioral determinants, and the role of nursing in addressing e-cigarette use among university students. Methods: A literature search was conducted across five databases (PubMed, CINAHL, Scopus, Embase, Dialnet) between February and March 2025. Eligible studies were published between January 2020 and January 2025 in English or Spanish. A total of 43 studies were included. Data were synthesized narratively, and methodological quality was assessed using Joanna Briggs Institute checklists and The Scale for the Assessment of Narrative Reviews Articles. Results: E-cigarette use among university students showed wide variability in prevalence, with higher rates among males, students in non-health disciplines, and users of disposable devices. Key behavioral and social determinants included peer influence, curiosity, stress management, and social media exposure. Despite documented health risks—such as nicotine dependence, respiratory and cardiovascular impairment, and mental health concerns—misconceptions about safety and cessation efficacy were common, even among health science students. Nursing-led interventions hold great potential for prevention but remain underdeveloped within university settings. Conclusions: The findings underscore the urgent need for evidence-based prevention strategies—particularly those led by nurses—to reduce e-cigarette use, bridge knowledge gaps, and mitigate associated health risks in higher education. Future efforts should prioritize institutional policy reinforcement, improved health communication, and the integration of vaping-related education into nursing curricula and public health campaigns targeting emerging adults. Full article

Eating disorders are characterised by concerns about food, body image, and weight control and/or reduction. They are more frequently described in women, and emotion regulation plays a central role in both their development and persistence. The aim of this study was to analyse the sensitivity and specificity of emotion regulation in predicting disordered eating symptoms in a sample of female university students. Non-probabilistic sampling was used to recruit 558 female university students, with a mean age of 20.63 years (SD = 1.88). An adaptation in Spanish of the Difficulties in Emotion Regulation Scale (DERS) and the Spanish version of the Eating Disorder Examination Questionnaire (S-EDE-Q) were administered. The findings suggested that scores related to emotion dysregulation, emotional rejection, and emotional interference may help distinguish women with disordered eating symptoms associated with food restriction and eating concerns. It is important to have sensitive tools that can identify at-risk populations as well as relevant psychological constructs linked to eating disorders when developing intervention programmes. Full article

This study explores the use of virtual reality (VR) and artificial intelligence (AI) to predict the presence of dyslexia in Italian and Spanish university students. In particular, the research investigates whether VR-derived data from Silent Reading (SR) tests and self-esteem assessments can differentiate between students that are affected by dyslexia and students that are not, employing machine learning (ML) algorithms. Participants completed VR-based tasks measuring reading performance and self-esteem. A preliminary statistical analysis (t-tests and Mann–Whitney tests) on these data was performed, to compare the obtained scores between individuals with and without dyslexia, revealing significant differences in completion time for the SR test, but not in accuracy, nor in self-esteem. Then, supervised ML models were trained and tested, demonstrating an ability to classify the presence/absence of dyslexia with an accuracy of 87.5% for Italian, 66.6% for Spanish, and 75.0% for the pooled group. These findings suggest that VR and ML can effectively be used as supporting tools for assessing dyslexia, particularly by capturing differences in task completion speed, but language-specific factors may influence classification accuracy. Full article

Humor plays a vital role in human well-being and communication and is increasingly recognized as a beneficial resource in healthcare contexts. While prior studies have explored humor in general university populations, limited research has focused on nursing students, who face distinct interpersonal and emotional demands during their training. This pilot study aimed to describe multidimensional sense of humor among first-year nursing students in Spain using the validated Spanish version of the Multidimensional Sense of Humor Scale (MSHS), which includes a three-dimension model: humor competence, humor as a coping mechanism, and social attitudes toward humor. A total of 78 students completed the MSHS questionnaire via an online survey. The overall mean score was 66.8 (SD = 13.1) out of 96, with the highest mean observed in the dimension of humor as a coping mechanism (mean = 22.2, SD = 4.0). Individual item analysis revealed strong agreement with positively worded statements such as “I like a good joke” (mean = 3.36, SD = 0.82) and “Humor is a lousy coping mechanism” (reverse scored; mean = 3.69, SD = 0.67). These findings suggest that humor is a relevant personal and interpersonal resource among future healthcare professionals. Incorporating humor-related competencies in nursing education may support student resilience and enhance patient-centered care. Further research is needed to examine humor’s longitudinal development and its role in clinical practice. Full article

The incidence of allergic diseases has increased notably in recent years. The reasons for this increase include air pollution, diet, and infectious factors. This study aims to analyze the interactions between aeroallergens, environmental pollutants, and meteorological factors and their impact on allergenic sensitization in Toledo, Spain. An aerobiological study was conducted over the past 30 years (1994–2023) using a Burkard collector and the SEAIC (Spanish Society of Allergology and Clinical Immunology) methodology. Meteorological data were obtained from the State Meteorological Agency (AEMET) and pollutant data were acquired from the Castilla-La Mancha Air Quality Monitoring Network. Patients presenting with seasonal allergic symptoms at the University Hospital of Toledo were selected for skin testing with various types of airborne pollen. A total of twenty pollen taxa were identified in the Toledo atmosphere, as follows: Cupressaceae (26.53%); Olea europaea (21.62%); Quercus (21.12%); Poaceae (10.30%); Urticaceae (2.58%); Plantago (2.48%); Platanus (2.00%); Amaranthaceae (1.72%); Rumex (1.68%); and Morus, Pistacia, Populus, Artemisia, Fraxinus, Alnus, Carex, and Ericaceae (less than 1% each). The average temperature increased by 1.2 °C, while the level of precipitation remained stable. Among all pollutants, only a moderate increase in ozone levels was observed; however, the concentrations of particulate matter and nitrogen oxides decreased. The prevalence of pollen sensitization in allergic patients ranged from 8% for Pinus nigra to 84% for Phleum pratense. In conclusion, the rise in temperature due to climate change, coupled with high concentrations of pollutants such as ozone, can result in increased concentrations of the main types of wind-borne pollen. Thus, this can lead to a greater sensitivity to pollen and, consequently, more people becoming allergic to pollen. Full article

This feature paper explores the comparative pedagogical roles of concrete and virtual manipulatives in preservice mathematics teacher education. Based on a design-based research (DBR) methodology, this study investigates the effects of tangible tools (e.g., base-ten blocks, fraction circles) and digital applications (e.g., GeoGebra Classic 6, Polypad) on preservice teachers’ problem solving, conceptual understanding, engagement, and instructional reasoning. Data were collected through surveys (n = 53), semi-structured interviews (n = 25), and classroom observations (n = 30) in a Spanish university’s teacher education program. Key findings show that both forms of manipulatives significantly enhance engagement and conceptual clarity, but are affected by logistical and digital access barriers. This paper further proposes a theoretically grounded model for simulating manipulatives through ICT-based environments, enabling scalable and adaptive mathematics teacher training. By linking constructivist learning theory, the Technologically Enhanced Learning Environment (TELE) framework, and simulation-based pedagogy, this model aims to replicate the cognitive, affective, and collaborative affordances of manipulatives in virtual contexts. Distinct from prior work, this study contributes an integrated theoretical and practical framework, contextualized through empirical classroom data, and presents a clear plan for real-world ICT-based implementation. The findings provide actionable insights for teacher educators, edtech developers, and policymakers seeking to expand equitable and engaging mathematics education through simulation and blended modalities. Full article

Background/Objectives: Academic stress arises when students perceive that university demands exceed their coping resources, leading to cognitive, behavioral, and physiological stress responses. This study examines the predictive role of academic stressors and sociodemographic variables across five dimensions of stress response. Methods: The sample comprised 1014 Spanish university students (64.5% women, 35.5% men; M = 20.56, SD = 3.50). Participants completed the Academic Stressors Scale (E-CEA) and the Stress Responses Scale (R-CEA). Hierarchical regression analyses were conducted in two blocks: sociodemographic variables were entered in the first block, followed by academic stressors in the second. Results: Academic stressors accounted for substantial variance in all five stress response dimensions: negative thoughts (47.8%), physical exhaustion (39.5%), physical agitation (32.9%), irritability (29.7%), and sleep disturbances (26.8%). The most recurrent predictors were beliefs about performance, exams, and academic overload. In contrast, sociodemographic variables explained a much smaller portion of the variance (5.9%) and were specifically linked to higher irritability among women and younger students, more negative thoughts among students in Arts and Humanities, and fewer physical symptoms and sleep disturbances in students from science and technical fields. Conclusions: The findings reveal that academic stressors are key contributors to psychological distress among university students, highlighting the need for institutional interventions to alleviate the most frequent stressors. Identifying student groups particularly vulnerable to academic stress further supports the implementation of tailored strategies that address the diversity of students’ profiles and needs. Full article

The family-centred Early Intervention model based on routines and natural environments has been widely supported by international evidence in recent decades. Within this framework, Family-Centred Practices (FCP) and their development in natural environments have emerged as an evidence-based intervention model of reference, promoting parental empowerment, shared decision-making, and functional intervention through daily routines. However, its effective implementation in real contexts presents multiple challenges, especially from the perspective of families receiving the service. Background/Objectives: This study explores the experiences, meanings, and assessments of Spanish families with children who have disabilities or developmental difficulties in relation to the application of these professional practices. This study is carried out in the Spanish context, since Campus Capacitas (Campus Capacitas—Catholic University of Valencia, Spain) has been implementing, in recent years, the family-centred model as a model of early intervention. Methods: A qualitative, descriptive, and interpretative methodology was used. Data collection was carried out through semi-structured interviews and discussion groups with 30 families from the 17 Spanish autonomous communities. Data analysis was carried out through thematic coding following criteria of qualitative rigour such as triangulation and theoretical saturation. Results: The findings show a significant gap between the theoretical model of family-centred practices and their practical application. Families who have experienced a clinical model criticise the absence of personalised intervention, unidirectional communication, as well as lack of participation in decision-making. In that sense, it is the different specialists of the early intervention team who are responsible for making intervention decisions. Therefore, these families demand more emotional and educational support. On the other hand, other families report positive experiences associated with collaborative, transdisciplinary, and home-based models based on a family-centred model. Conclusions: The results highlight the urgent need to move towards early intervention that strengthens the active role of families, promotes professional co-responsibility, and adapts to real child development environments, in line with international recommendations. Regarding future lines of research, we are committed to the development of longitudinal studies on the sustainable effects of interventions centred on families and on the global development of children and families. To carry out comparative studies between autonomous communities, to assess the influence of regulatory factors and regional resources on the practices implemented, as well as to carry out triangulation studies of the professional practices implemented, incorporating the perspectives of professionals and other intervention agents to enrich the analysis. Full article

Background/Objectives: The Wolf Motor Function Test (WMFT) is a standardised assessment tool used to evaluate upper limb (UL) performance in individuals with acquired brain injury (ABI). It consists of 15 timed movement tasks, two strength measures, and a functional ability scale that assesses the quality of movement from 0 to 5. This study aimed to translate and culturally adapt the WMFT for Spanish-speaking individuals with ABI. Methods: The translation and cultural adaptation process followed established guidelines and involved researchers from the Rey Juan Carlos University (URJC) and from the Investigación en Terapia Ocupacional (InTeO) group. A joint committee of experts from both research groups unified two previous versions into the final Spanish version of the WMFT. The pilot study included 60 ABI survivors, who were evaluated for the clarity and usability of the adapted test. Descriptive statistical analysis was conducted to evaluate participant characteristics and test performance, with the results summarised for both the less-affected and most-affected UL. Results: The final version of the tool features inclusive language and a unified administration procedure. In the pilot study, execution times were longer when using the most-affected UL, particularly for tasks involving object manipulation, while grip strength was lower. Conclusions: The Spanish version of the WMFT is a suitable tool for evaluating UL function in ABI survivors and shows promising clinical and research implications. Full article

This study explores the perceptions of future educators, specifically Early Childhood Education students at the Universities of Cádiz and Gdansk, regarding the interconnections between critical thinking and sustainability. The work aims to provide valuable insights into general teacher training, examining how these students’ experiences are contextualized within their respective educational systems and cultural contexts. To achieve this, eleven group interviews (three in Cádiz, eight in Gdansk) were conducted using a structured and expert-validated script. The transcribed data were qualitatively analyzed using QDA MINER v.6 software. Key findings reveal divergent perceptions of critical thinking among pre-service teachers: while Spanish students leaned towards a subjective understanding, Polish students emphasized an objective, data-driven approach. This distinction has significant implications for the conceptualization and teaching of critical thinking in educator training. Despite these differences, both groups of participants highlighted the necessity of implementing active methodologies in higher education (such as cooperative learning, problem-solving, and debates) to foster critical thinking, both for their own development and for preparing for their future practice with young children. This study also identified an excessive emphasis on theoretical aspects of sustainability in these future teachers’ training and a limited understanding of their practical application in the classroom. Furthermore, explicit connections between critical thinking and sustainability were scarce in student responses, highlighting a gap in current educator training in these areas. Collectively, the results suggest significant weaknesses in current teacher training efforts regarding the development of critical thinking and its effective integration with sustainability competencies. Full article

Sexual health constitutes a fundamental aspect of overall well-being, with direct implications for individual development and the broader social and economic progress of communities. Promoting environments that ensure sexual experiences free from coercion, discrimination, and violence is a key public health priority. Sexuality, in this regard, should be understood as an inherent dimension of human experience, shaped by biological, cultural, cognitive, and ideological factors. Accordingly, sexual health education requires a holistic and multidimensional approach that integrates sociocultural, biographical, and professional perspectives. This study aims to examine the level of knowledge and training in sexual health among nursing students and healthcare professionals, as well as to assess the extent to which sexual health content is incorporated into nursing curricula at Spanish universities. A scoping review was conducted using the Dialectical Structural Model of Care (DSMC) as the theoretical framework. The findings indicate a significant lack of knowledge regarding sexual health among both nursing students and healthcare professionals, largely due to educational and structural limitations. Furthermore, sexual health education remains underrepresented in nursing curricula and is frequently addressed from a narrow, fragmented biomedical perspective. These results highlight the urgent need for the comprehensive integration of sexual health content into nursing education. Strengthening curricular inclusion is essential to ensure the preparation of competent professionals capable of delivering holistic, inclusive, and empowering care in this critical area of health. Full article

This study aims to provide a comprehensive overview of psychological distress among medical students in Spain, a growing concern given the high prevalence rates of anxiety, depression, and burnout reported across multiple medical schools and universities. To assess the scope and key characteristics of this phenomenon, a thorough literature search was conducted in the PubMed, ProQuest, and Web of Science (WoS) databases. Studies published between 2010 and 2024 in peer-reviewed scientific journals, written in English or Spanish, and specifically focused on medical students enrolled in Spanish universities were considered for inclusion. A total of 14 studies were analysed. The findings indicate that psychological distress often emerges early in medical training and tends to intensify as students progress academically. Female medical students are consistently more affected, as most of the studies reviewed indicate that they exhibit higher levels of depressive symptoms, trait anxiety, and perceived stress. Some research also suggests greater levels of burnout among female students compared to their male peers. Key contributing factors include academic overload and dissatisfaction, sleep deprivation, and the use of maladaptive coping strategies. Although awareness of the issue is increasing, available evidence suggests that institutional responses remain limited, and that only a small number of universities have implemented structured mental health programmes. Overall, the results underscore the urgent need for institutional reforms in Spanish medical education to safeguard students’ mental wellbeing. Key priorities include revising curricula, implementing structured emotional support programmes, and ensuring accessible services—requiring coordinated, long-term commitment across academic, healthcare, and policy sectors. Future research should explore longitudinal trends and the effectiveness of targeted interventions. Full article

Background and Objectives: A provegetarian (PVG) food pattern, also known as a plant-based food pattern, which prioritizes the consumption of plant-based foods without completely excluding animal-based foods has been associated with health benefits. However, not all plant-based foods are healthy. We prospectively evaluated the association between different PVG food patterns and the risk of total mortality in the “Seguimiento Universidad de Navarra” (SUN) cohort. Methods: The SUN Project is a Mediterranean cohort study involving Spanish university graduates. A validated 136-item semi-quantitative food frequency questionnaire was used. A PVG food pattern, as previously proposed, was calculated assigning positive scores to plant-based foods and inverse scores to animal-based foods. Participants were categorized into quintiles based on their adherence to this pattern. Additionally, healthy and unhealthy PVG food patterns were derived. Results: Data from 17,989 participants with a mean baseline age (standard deviation) 38 (±12) years were analyzed. Over a mean follow-up period of 12 years, 460 deaths (2.6%) were recorded. Participants with higher adherence to the PVG food pattern (Q5) exhibited a 32% lower risk of total mortality [hazard ratio (HR): 0.68 (95% CI: (0.50–0.93); p for trend = 0.020] as compared to those with lower adherence (Q1), after adjusting for multiple confounders. This inverse association persisted for the healthy PVG food pattern [HR: 0.65 (95% CI: 0.47–0.90); p for trend = 0.016]. In contrast, the unhealthy PVG food pattern did not show any significant association with mortality [HR: 1.31 (95% CI: 0.94–1.83)]. Conclusions: Higher adherence to a PVG food pattern, which emphasizes the consumption of plant-based foods, reduces the risk of total mortality in the SUN cohort. Full article