Early Intervention (EI) is a set of interventions focused on responding to the needs of children with or at risk of developmental problems. This study aimed to investigate the relationships between the perceived quality of service, satisfaction and family quality of life. Methods: to conduct a multi-centre, transversal study with a non-probabilistic sample. The participants (N = 1551) were families from 24 Early Intervention Centres (EICs) located in Spain. Results: The results indicated an adequate fit of the measurement and structural models, with the latter showing a capacity of 73% to predict the family quality of life. The structural model established that the perceived service quality was a positive and significant predictor of satisfaction (β = 0.85; p < 0.001). Both the perceived quality of service (β = 0.28; p < 0.001) and satisfaction (β = 0.33; p < 0.001) obtained a similar positive and significant relationship with family quality of life, which was slightly stronger than satisfaction. Conclusions: This study provided a better understanding of the importance of the services offered in EICs and their influence on the satisfaction and family quality of life of their users. Thus, delving into these relationships was highly relevant for decision-making in the context of EI.

Evaluating the service quality in early intervention (EI) from the perspective of professionals with knowledge in this area is essential for the improvement of EI centres. In this study, we aimed to test the reliability and validity of the adapted Inventory of Quality in Early Intervention Centres-P (IQEIC-P) in a sample of professionals who worked in EI centres. Three hundred and twenty-four professionals of 85 EI Spanish centres were recruited for this research. Various psychometric analyses were used to evaluate the factorial structure, the internal consistency, factorial validity and construct validity. A 5-dimension structure was obtained in the exploratory factor analysis (EFA). The results showed an adequate internal consistency (Cronbach's alpha values between 0.71 and 0.83, and composite reliability (CR) values higher than 0.70), as well as satisfactory convergent and discriminant validity (average variance extracted (AVE) values above 0.50). In the confirmatory factor analysis, good model fit indicators were observed. The IQEIC-P showed adequate psychometric properties, demonstrating to be a valid instrument for the evaluation of service quality in EI centres from the perspective of professionals. The benefits will influence the professionals themselves, and they will have a positive and direct impact on the families that are attended to in these centres.

Background: Nursing programs have distinguished themselves for being rigorous. The college experience emerges with new challenges and demands that require adaptation in order to cope with academic stress. Situation that could lead to a non adaptive institutional environment. Objective: The purpose of this research was to determine and analyze possible repercussions of academic stress in nursing students in a Puerto Rican private university and how it affects academic performance in students. Materials and Methods: The selected methodology is a cross-sectional study. The simple random sample was comprised of 168 nursing students who were enrolled in associate degree (29.2%) and bachelor's degree programs in nursing (70.8%). Data was collected through standardized Academic Stress (CEA, by its acronym in Spanish). Results: The study shows that academic stressors are correlated with the grade point average. In addition, correlation between academic stress and the performance rate was found, especially in terms of the difficulty to approve enrolled credits. Conclusions: Nursing students suffer from stress regardless their academic degree. Academic stress affects academic performance of students despite their use of management strategies.