(1) Background: This study aims to reflect student nurses’ perceptions of professional values across the four training years. (2) Methods: This study was designed as a cross-sectional study; data were collected using the Nurses’ Professional Values Scale-Revised, adapted by Basurto-Hoyuelos. A total of 315 student nurses participated from a Nursing Faculty in Spain representing each of the four academic years. (3) Results: Students’ perceptions of professional values were significantly correlated with their academic year. Overall, students’ scores were higher in the ethics dimension. The two highest scores were for Maintain patient confidentiality for years 1 and 2 (4.77 and 4.68, respectively) and Safeguard patients’ right to privacy for years 3 and 4 (4.95 and 4.98, respectively). Lower scores were observed in the professional expertise dimension across all years, and corresponded to a single item Participate in peer review (3.51, 3.38, 3.98, and 3.26, respectively). (4) Conclusions: This study is relevant as it highlights how nursing students’ perceptions of professional values change overtime, even during the four years of their training. The ethics dimension was the most highly regarded across all academic years. However, the professional expertise dimension requires greater attention throughout the degree as students regarded it as less important for their immediate future.

Knowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-university-government partnerships to support research-based educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-university-government partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-based international cooperation profile. Emerging from this work is a three-component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-level, research-based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are elaborated, and an emerging model is developed to help communities establish effective partnerships and contribute to this evolving model.

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This study explores the use of mindfulness school-based intervention program in an elementary school. Mindfulness training is an accepted and effective didactic approach to improve the executive functions (EFs) of elementary school students. This study aimed to evaluate the effects of the Mind Yeti program on the executive functions of elementary school students. A diverse sample of third, fourth, and fifth grade elementary school students (n = 177) participated in their natural classroom setting, with six sessions per week for six weeks. Students self-reported their EFs on the Executive Function Student Questionnaire (EFSQ) pre-and posttest. Paired-sample t-tests indicated that students significantly improved on the three of the six EFs examined. Additionally, students in fifth grade responded better to Mind Yeti than students in third grade. Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students. 545 changes in the brain, which is thought to improve EFs as it "fosters enhanced resilience and more optimal brain function" [10].With regard to the use of instruments for assessing mindfulness with young children there are remarkable studies worth to mention like the Child Observation of Mindfulness Measure (C-OMM) [11] proving to be relevant during teacher-directed activities only or the Individualized Classroom Assessment Scoring System (In-Class) to assess children's behaviors as they pertain to desirable social behaviors requiring trained observers to note, interpret, and code select children's behaviors related to their experiences with teachers, peers and tasks [12].In addition, there are multiple MBI programs and curricula marketed to schools for use with elementary school students and they have "differences in the underlying content, methods, dosage, and effectiveness" [13]. For example, Semple et al. [14] conducted an open trial, pre-posttest design study where seven and eight year old elementary students with high levels of anxiety received six weekly, forty-five minutes MBI training using an adapted version of the adult Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) intervention programs. The intervention was implemented by a researcher in a small group setting outside of the students' regular classroom. The finding indicated that the mindfulness training improved students' anxiety and inattention. However, the sample size was extremely small (five students) and students received the intervention outside of their classroom setting. A recent study using a pretest and posttest pilot quasi-random assignment on 45 students between seven and nine years old was conducted by Nadler et al. [15]. The researchers implemented a 10-min mindfulness practice (mindful stretches with a guided breath-based meditation) or a quiet play activity led by outside instructors and found that students' self-reported calmness improved. Again, the sample was small, and the intervention was conduc...

Recibido 10 de junio de 2013 • Corregido 11 de julio de 2013 • Aceptado 31 de julio de 2013Este artículo presenta la evaluación del programa Yo aprendo y emprendo ejecutado en la ciudad de Antofagasta, Chile. El programa tiene como objetivo contribuir al desarrollo de jóvenes estudiantes a través de la entrega de herramientas que les permitan incorporar el espíritu emprendedor como actitud de vida y formación. Se realizó una evaluación de impacto mediante Propensity Score Matching, a una muestra de 150 estudiantes de cinco escuelas secundarias. En general, la evaluación sugiere que el programa tiene un efecto positivo sobre el puntaje obtenido por los estudiantes en la prueba de imaginación creativa y las subpruebas de creatividad narrativa y creatividad gráfica.