http://hdl.handle.net/20.500.12020/5 2026-09-21T11:39:19Z http://hdl.handle.net/20.500.12020/2092 Estrategias para una evaluación significativa: inteligencias múltiples y e-portfolio en el aula López Martín, Eloisa; Caballero-García, Presentación A. Introducción: En el contexto actual, la educación se enfrenta al reto de adaptarse a una sociedad caracterizada por la diversidad, la innovación tecnológica y la necesidad de desarrollar competencias para el siglo XXI. Esto exige replantear los modelos tradicionales de enseñanza y evaluación, incorporando enfoques que promuevan la personalización del aprendizaje y la inclusión educativa. En este marco, las teorías pedagógicas y las herramientas digitales se convierten en aliados estratégicos para transformar la práctica docente. Este estudio analiza la integración de la teoría de las inteligencias múltiples en los procesos de evaluación educativa, con especial atención al uso del e-portfolio como herramienta innovadora en el área de Ciencias Sociales en la educación secundaria. El objetivo principal es explorar cómo este enfoque puede favorecer una evaluación más inclusiva y adaptada a la diversidad de estilos de aprendizaje. Métodos: Se realizó una revisión sistemática de literatura científica reciente siguiendo el método PRISMA. El análisis incluyó aportaciones teóricas y empíricas sobre la aplicación de las inteligencias múltiples en la evaluación escolar, así como estrategias y modelos que permiten incorporar este enfoque en la práctica docente. Además, se recopilaron evidencias sobre el impacto y la eficacia del e-portafolio y se elaboró una propuesta didáctica para su implementación en Ciencias Sociales en secundaria. Resultados: Los hallazgos muestran que la integración de las inteligencias múltiples y el uso del e-portfolio contribuyen a una evaluación más inclusiva, significativa y personalizada. Este enfoque mejora la motivación, la autonomía y el rendimiento académico del alumnado, favoreciendo la reflexión metacognitiva y la autoevaluación. Sin embargo, se identificaron retos importantes, como la necesidad de formación docente, el desarrollo de herramientas específicas y la superación de barreras institucionales y tecnológicas. Discusión: El estudio subraya la importancia de avanzar hacia modelos de evaluación más flexibles y personalizados que respondan a la diversidad del alumnado. Se propone continuar investigando la implementación efectiva de estas metodologías en el contexto educativo español, considerando tanto los beneficios como los desafíos detectados. 2026-01-01T00:00:00Z http://hdl.handle.net/20.500.12020/2091 Chd4 and ThPOK cooperate to preserve structural and electrophysiological integrity of the adult heart through Sprr1a repression El Abdellaoui-Soussi, Fadoua; Novillo, Apolonia; Brea, Rocío; Ysbert, Marta; Cussó, Lorena; Pizarro-Sánchez, Gonzalo; Desco, Manuel; Hernández, Iván; Armesilla, Angel L.; Pérez de Castro, Ignacio; Folgueras, Alicia R.; Redondo, Juan Miguel; Gómez del Arco, Pablo The structural and electrophysiological stability of the adult heart depends on coordinated transcriptional repression governed by chromatin remodeling and nuclear architecture. The Chd4/NuRD complex is essential to maintain cardiomyocyte identity, and its deletion leads to arrhythmias, aberrant expression of skeletal muscle sarcomeric genes, and dysregulation of key components of the cardiac conduction system, including Hcn4, Cntn2, and Cx40. However, while the mechanisms by which Chd4 cooperates with additional transcriptional regulators to preserve adult cardiac homeostasis remain poorly understood, previous studies have identified ThPOK, a lamina-associated transcription factor, as a candidate Chd4 partner in cardiomyocytes. Using cardiomyocyte-specific conditional mouse models, we show that combined loss of Chd4 and ThPOK markedly exacerbates conduction defects, leading to more severe arrhythmias and accelerated sudden cardiac death compared with Chd4 loss alone. Transcriptomic profiling revealed a synergistic upregulation of Sprr1a, a protein normally expressed in the epidermis where it contributes to keratinocyte differentiation and cornification. Sprr1a induction correlated with downregulation of the cardioprotective microRNA miR-150-5p, a change driven by Chd4 deletion; however, miR-150-5p levels were not further reduced in double-knockout hearts, indicating that ThPOK contributes to Sprr1a de-repression through a distinct mechanism. Notably, Sprr1a upregulation was also observed in Lmna mutant hearts, suggesting a link between its de-repression and cardiac-specific nuclear lamina dysfunction. Together, these findings uncover a cooperative Chd4;ThPOK regulatory axis that preserves transcriptional integrity and safeguards structural and electrical homeostasis in the adult murine heart. 2026-01-01T00:00:00Z http://hdl.handle.net/20.500.12020/2090 A systematic review of the best-practice return to play programs in tennis players Martín-Castellanos, Adrián; Barba-Ruíz, Manuel; Herrera-Peco, Iván; Amor-Salamanca, María Soledad; Rodríguez-González, Eva María; Hermosilla-Perona, Francisco Tennis is one of the most practiced sports in the world and with high injury rates across professional players and effective strategies to return to sport after an injury are necessary. Thus, this systematic review aims to assess and identify the most effective and evidence-based protocols developed during the return to play process in tennis players. The search was conducted using Web of Science, PubMed, and Scopus electronic databases. Studies that report a structure training program after suffering an injury in tennis players published before October 12, 2023, were identified. A total of 1164 studies were identified, after removal of duplicates and assess full text for eligibility 5 studies were included in the systematic review. RTP (return-to-play process) should be divided in three phases. Firstly, training should be focused on restoring ROM through mobility exercises, the inclusion of technical training are also available. Following, prioritize reaching preinjury strength levels, integrating more technical training increasing hitting velocity. Finally,include serve technique while gradually increasing velocity. Trainers and coaching staff professionals’ needs consider that the duration and progression of RTP should be tailored to the individual characteristics of each player. 2025-01-01T00:00:00Z http://hdl.handle.net/20.500.12020/2089 Assessment of the Educational Needs of Spanish Nurses in the Care and Management of Patients with Diabetes Fontán-Vinagre, Guadalupe; Ruíz-Núñez, Carlos; Domínguez-Fernández, Silvia; Ayuso-Murillo, Diego; Herrera-Peco, Iván Introduction: The rising prevalence of chronic diseases such as diabetes poses significant challenges to healthcare systems globally, requiring specialized care and management. Nurses play an essential role in educating and caring for patients, but current continuing education programs often fail to meet the practical needs of clinical settings. Methods: This study used a qualitative descriptive–interpretative approach, conducting semi-structured interviews with 24 nurses working in primary care and hospital settings across Spain. The interviews focused on their experiences, perceptions, and educational needs in diabetes care. A thematic analysis was performed to identify key trends and insights. Results: Nurses emphasized the importance of ongoing education in building professional confidence and improving patient care outcomes. However, they reported significant barriers, including limited time, high costs, and a lack of practical focus in existing training programs. Participants favored hybrid learning models, which combine the flexibility of online training with the hands-on experience of in-person sessions. Nurses in rural areas highlighted the value of virtual training to overcome geographic constraints, while those in urban environments preferred hybrid approaches. Additionally, nurses called for accessible and concise resources, such as digital libraries and clinical simulations, to support decision making in real time. Conclusions: To be effective, diabetes- and ostomy-focused continuing education must align with nurses’ clinical realities and individual needs. Combining digital tools with practical in-person learning can enhance accessibility and foster the practical application of skills. These findings provide actionable insights for designing education programs that advance both patient care and nurses’ professional development. 2025-01-01T00:00:00Z