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Predicting academic performance is of key importance to the success, wellbeing and prosperity of students, their families, the economy, and the society at large. This study investigates the relationship between academic engagement, psychological capital (PsyCap) and academic performance. Data were collected in two different universities, one in Spain and another in Portugal. Students completed two self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. The samples consisted of 389 and 243 undergraduate students, respectively. Results showed a positive relationship between academic engagement and PsyCap, on the one hand, and academic performance on the other, in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of PsyCap, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance.

To identify overall costs generated by surgical site infections (SSI) patients, including indirect costs. A prospective study of case series of patients who have undergone major surgical treatment was undertaken. Patients who suffered SSI were compared with controls (nested case-control design). Centers for Disease Control and Prevention definitions were followed and SSI established. Overall costs and indirect related morbidity/mortality costs were estimated. The study was performed in a general, tertiary hospital (Valencia, Spain) for 4.5 years. Surgical site infections patients were 9.02% of the total people who underwent surgery. Their stays were prolonging by 14 days, and resources were used more intensely and for longer periods than in controls. Excess hospital costs were $10,232 per patient of which 37% corresponded to prolonged stays. Health costs only accounted for 10% of overall costs; $97,433 per patient including indirect social costs. Studies merely assessing excess costs due to prolonged stays of SSI patients do not reflect the entire scenario as they simply represent 35% of real hospital costs. A comprehensive appraisal shows that total healthcare expenditures represent a tenth of overall costs, which strengthens the claims that investment in preventing SSI would be highly cost-effective.

Background: Addressing surgical site infection (SSI) is accomplished, in part, through studies that attempt to clarify the nature of many essential factors in the control of SSI. We sought to examine the link between multiple risk factors, including environmental factors, and SSI for prevention management. Methods:We conducted a longitudinal prospective study to identify SSIs in all patients who underwent interventions in 2014 in 8 selected hospitals on the Mediterranean coast of Spain. Risk factors related to the operating theatre included level of fungi and bacterial contamination, temperature and humidity, air renewal and differential air pressure. Patient-related variables included age, sex, comorbidity, nutrition level and transfusion. Other factors were antibiotic prophylaxis, electric versus manual shaving, American Society of Anaesthesiologists physical status classification, type of intervention, duration of the intervention and preoperative stay.Results: Superficial SSI was most often associated with environmental factors, such as environmental contamination by fungi (from 2 colony-forming units) and bacteria as well as surface contamination. When there was no contamination in the operating room, no SSI was detected. Factors that determined deep and organ/space SSI were more often associated with patient characteristics (age, sex, transfusion, nasogastric feeding and nutrition, as measured by the level of albumin in the blood), type of intervention and preoperative stay. Antibiotic prophylaxis and shaving with electric razor were protective factors for both types of infection, whereas the duration of the intervention and the classification of the intervention as "dirty" were shared risk factors. Conclusion:Our results suggest the importance of environmental and surface contamination control to prevent SSI.Contexte : La lutte contre les infections du site opératoire (ISO) passe entre autres par des études visant à clarifier la nature de nombreux facteurs essentiels de contrôle. Nous avons donc cherché à examiner le lien entre divers facteurs de risque, notamment de nature environnementale, et les ISO, dans une optique de prévention.

In spite of the potential benefits that coaching-based leadership interventions can bring to organizations, basic questions remain about their impact on developing coaching skills and increasing psychological capital (PsyCap), work engagement and in-and extra-role performance. In a controlled trial study, 41 executives and middle managers (25 in the experimental group and 16 in the waiting-list control group) from an automotive sector company in Spain received pre-assessment feedback, a coaching-based leadership group workshop, and three individual executive coaching sessions over a period of 3 months. The intervention program used a strengths-based approach and the RE-GROW model, and it was conducted by executive coaching psychologists external to the organization. Participants (N = 41) and their supervisors (N = 41) and employees (N = 180) took part in a pre-post-follow up 360-degree assessment during the research period. Quantitative data were analyzed using Analyses of Variance (ANOVA) with a 2 × 2 design, paired-samples t-tests, and univariate analyses between groups. Results indicated that the intervention program was successful in increasing the participants' coaching-based leadership skills, PsyCap, work engagement, and in-and extrarole performance. Qualitative measures were also applied, and results from individual responses provided additional support for the study hypotheses. Regarding practical implications, the results suggest that the Coaching-based Leadership Intervention Program can be valuable as an applied positive intervention to help leaders develop coaching skills and enhance well-being and optimal functioning in organizations.

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The interest in developing a high quality educational system requires constant research of the variables involved in the teaching-learning process. Among these variables, social and academic facilitators are important because there is empirical evidence about their positive relationship with engagement, commitment, selfefficacy, happiness and satisfaction in the academic context. Moreover, the psychological well-being of university students (i.e., engagement) showed to positively affect future academic success. In line, the aim of this study is twofold. First, the relevance of social and university academic facilitators was analyzed depending on the faculty of belonging. Second, the effect of social (e.g., Good relationship with classmates) and academic facilitators (e.g., Updated website with new information and easily accessible) as well as academic engagement on academic performance (i.e., GPA) was tested. The sample consisted of 965 University students. The ANOVAs' results showed the existence of statistically significant differences in social and university academic facilitators among the different faculties. Regression analyses demonstrated that social (but not university's) facilitators and academic engagement were positively related to academic performance. Additionally, the interaction between social facilitators and academic engagement was positively related to academic performance. The effect was also significant when controlling for gender and faculty. The identification of different facilitators allows to develop different activities depending on the faculty, as well as leading to the optimization of teaching-learning process. Moreover, academic facilitators do not affect academic performance. From a practical view, it means that specific interventions can be implemented during the course so that students' social facilitators and engagement increase.

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