La càtedra DOTSS aposta per la transferència de coneixement i la divulgació científica, sense deixar al marge el donar a conèixer experiències de referència que tenen per objectiu el promoure estils de vida saludable entre els diferents sectors de la població.
MONOGRAFIES DOTS
FONS DOCUMENTAL DOTS
ACTIVITATS DE PROMOCIÓ
NOTÍCIES
MONOGRÀFIC 1: Ramos-Pla, A. y Selva, L. (2020). DOTS-educa. 10 meses, 10 retos. Madrid: Dykinson
MONOGRÀFIC 2: del Arco, I. y Guitard, M. L. (2020). La juventud en época de confinamiento. La verdadera sindemia en este sector poblacional. Madrid: Dykinson
MONOGRÀFIC 3: Espart, A. (2021). Salud, Educación y Conectividad. Madrid: Dykinson
MONOGRÀFIC 4: del Arco, I. (2021). Empoderamiento comunitario para la promoción de la salud. Madrid: Dykinson
MONOGRÀFIC 5: Espart, A. (2022). Inequidad y justícia social frente a la digitalización en educación y salud. Madrid: Dykinson.
MONOGRÀFIC 6: Selva, L. (2022). Modelos y teorías clave para la promoción de comportamientos y hábitos saludables. Madrid: Dykinson.
MONOGRÀFIC 7: Ramos-Pla, A. y Olondriz-Valverde, A. (2023). Construyendo un mundo sostenible: ODS clave para el cambio. Madrid: Dykinson.
MONOGRÀFIC 8: Flores-Alarcia, Ò. y Hernández, T. (2024) Conectados y conscientes: pantallas, educación y salud. Madrid: Dykinson.
MONOGRÀFIC 9: Olondriz-Valverde, A. (2025). Transformando la Educación Universitaria: Experiencias de innovación docente en los ámbitos de Salud y Educación. Madrid: Dykinson.
MONOGRÀFIC 10: Olondriz-Valverde, A. y Ramos-Pla, A. (2024). Descifrando lo invisible: Una perspectiva holística sobre el acoso escolar. Madrid: Dykinson.
MONOGRÀFIC 11: Flores-Alarcia, Ò. y Fornons Casol, L. (2024) Educación e Inteligencia Artificial: Horizontes de transformación. Madrid: Dykinson.
Ramos-Pla, A., Mentado Labao, T., del Arco, I., & Renta-Davids, A. I. (2026). Perception of sustainability competencies in students aged 11 to 16: analysis of the results of the eco-COMP questionnaire. Environmental Education Research, 1–25. https://doi.org/10.1080/13504622.2026.2730573
Flores-Alarcia, Ò., del Arco Bravo, I., & Llonch-Molina, N. (2026). Health promotion and hydration education in secondary and higher education settings: A systematic review. Health Education Journal, 0(0). https://doi.org/10.1177/00178969261478889
Fornons Casol, L., & Ramos-Pla, A. (2026). La implementación de la pedagogía de la muerte en las aulas: una revisión sistemática de la literatura. Bordón. Revista De Pedagogía, 78(2), 65–84. https://doi.org/10.13042/Bordon.2026.111053
Ramos-Pla, A., Olondriz-Valverde, A., Pantoja Silva, V. Espart, A. (2026). Perceptions of students in education and nursing studies regarding work on the SDGs. SN Social Sciences 6, 214 . https://doi.org/10.1007/s43545-026-01504-7
Fornons-Casol, L., del Arco, I., & Ramos-Pla, A. (2026). Physical Environments and Child Well-Being in Early Childhood Education: Current Evidence and Research Gaps. Education Sciences, 16(5), 810. https://doi.org/10.3390/educsci16050810
Castiblanco-Amaya, M. A., Selva-Pareja, L., Méndez-Arteaga, J. J., Paraíso-Pueyo, E., Alzuria-Alós, R. M., & Espart, A. (2026). Industrial Food Systems as Environmental Drivers of Women’s Health and Childhood Obesity: A Cross-National Ecological Study. Nutrients, 18(9), 1435. https://doi.org/10.3390/nu18091435
Flores i Alarcia, Ò. & Ramos-Pla, A. (2026) (Eds.). Conectados y conscientes. Edicions i publicacions de la Universitat de Lleida.
Fornons Casol, L., & Ramos-Pla, A. (2026). Pedagogía de la muerte en educación infantil y primaria: revisión sistemática sobre formación docente, prácticas pedagógicas e integración curricular. Perspectiva Educacional, 65(1), 174–197. https://doi.org/10.4151/07189729-Vol.65-Iss.1-Art.1685
Fornons-Casol, L., Ramos-Pla, A., Olondriz-Valverde, A., & Selva-Pareja, L. (2026). Educational practices for promoting healthy hydration in primary education in the face of climate change: A systematic review of the literature. BMC Pediatrics. https://doi.org/10.1186/s12887-026-06773-y
Paraíso-Pueyo, E., Vallès-Carvajal, C., Camí, C., Botigué, T., Selva-Pareja, L., & Alzuria-Alós, R. M. (2026). Hydration and Dehydration Prevention in Nursing Homes: Perspectives, Barriers, and Practices of Care Teams and Managers. Nutrients, 18(4), 630. https://doi.org/10.3390/nu18040630
Camí, C., Botigué, T., Roca, J., Alzuria-Alós, R. M., Paraíso-Pueyo, E., & Selva-Pareja, L. (2026). From Theory to Practice: A Methodology Article Describing the Eight-Stage Health Education Planning Instrument in Community Health Education. Healthcare, 14(4), 436. https://doi.org/10.3390/healthcare14040436
del Arco, I., Ramos-Pla, A., & Flores-Alarcia, Ò. (2026). Families in the digital divide: Impact on online learning of Spanish universities. Scientific Culture, 12(2.1), 4816–4828. https://doi.org/10.5281/zenodo.19100124
Olondriz-Valverde, A., & del Arco, I. (2025). Cycle coordinators leading teachers: Study of middle leadership practices in primary education. Educational Management Administration & Leadership, 0(0). https://doi.org/10.1177/17411432251400275
Ramos-Pla, A., Olondriz-Valverde, A., & Fornons Casol, L. (2025). Analysis of the implementation of health education in teacher training: a systematic review of the literature. Health Education, 125(6), 653-671. https://doi.org/10.1108/HE-06-2025-0088
Ramos-Pla, A., Fornons Casol, L., & Olondriz-Valverde, A. (2025). Health education in initial teacher education. Health Education, 125(5), 572-584. https://doi.org/10.1108/HE-02-2025-0024
Olondriz-Valverde, A., & del Arco, I. (2025). Middle Leadership Roles Questionnaire—School Edition (Catalan) (MLRQ-SE-CAT) as an Instrument to Study the Roles and Practices of Cycle Coordinators as Middle Leaders. Education Sciences, 15(5), 576. https://doi.org/10.3390/educsci15050576
Rodríguez-Gómez, D., Flores-Alarcía, Ò., Muñoz Moreno, J. L., & Ion, G. (2024). Climbing up through Self-Regulated Learning (SRL): A comparative analysis of SRL processes among pre-service and in-service schoolteachers. Revista Iberoamericana de Formación de Profesores, 10(39), 1-15. https://doi.org/10.47553/rifop.v100i39.1.99650
Ramos-Pla, A., & Fornons Casol, L. (2025). Health Education in Early Childhood Education: A Systematic Review of the Literature. Societies, 15(4), 106. https://doi.org/10.3390/soc15040106
Olondriz-Valverde, A., del Arco, I., & Teixidó, J. (2025). Education cycle coordinators as middle leaders: Key agents for educational organizations. Sustainability, 17(8), 3470. https://doi.org/10.3390/su17083470
Ramos-Pla, A., del Arco, I., Olondriz-Valverde, A., & Fornons Casol, L. (2025). Education and Nursing in the 2030 Agenda: Challenges and Opportunities for University Education. Sustainability, 17(6), 2757. https://doi.org/10.3390/su17062757
del Arco, I., Ramos-Pla, A., & Tintoré, M. (2025). Psychometric Analysis and Validation of the Crecer Instrument to Assess Leadership Changes During Crises. Leadership and Policy in Schools, 1–19. https://doi.org/10.1080/15700763.2025.2466488
del Arco, I., Flores, Ò., Ramos-Pla, A., & Álvarez-Álvarez, C. (2025). Estudiantes universitarios rurales y urbanos y su vulnerabilidad frente a lo tecnológico: Revisión sistemática. Educação e Pesquisa, 51. https://doi.org/10.1590/S1678-4634202551279787
Olondriz-Valverde, A., & del Arco, I. (2025). Los líderes intermedios: nuevas figuras esenciales en la gestión de las organizaciones educativas. Emerging Trends in Education, 7(14), 3-25. https://doi.org/10.19136/etie.v7n14.6313
Ramos-Pla, A., del Arco, I., & Mercadé-Melé, P. (2025). Bibliometric analysis of pedagogy of death. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1502231
del Arco, I., Ramos-Pla, A., Tintoré, M. and Cabral, I. (2024), “Personal leadership resources used by principals during a period of contingency”, International Journal of Educational Management. https://doi.org/10.1108/IJEM-07-2023-0319
Olondriz-Valverde, A., Del Arco, I., & Mercadé-Melé, P. (2024). El Liderazgo Intermedio en la Investigación Educativa: Un Estudio Bibliométrico. International Journal of Educational Leadership and Management, 12(3), 193–224. https://doi.org/10.17583/ijelm.14765
Álvarez-Álvarez C., Del Arco Bravo I., Flores-Alarcia Ó. y Olondriz-Valverde A. (2024). Prohibición del móvil en centros educativos: revisión sistemática de la literatura. Revista Complutense de Educación, 35(4), 741-750. https://doi.org/10.5209/rced.88983
(2023) Analysis of school principal training in Catalonia universities: transfer to the practice of principals, School Leadership & Management, 43:5, 546-563, DOI: 10.1080/13632434.2023.2232374
Ramos-Pla, A.; del Arco, I., & Espart, A. (2023). Pedagogy of death within the framework of health education: The need and why teachers and students should be trained in primary education. Heliyon, 9(4), e15050. https://doi.org/10.1016/j.heliyon.2023.e15050
Santafé-Madueño, A.; Ramos-Pla, A.; Selva-Pareja, L.; Barcenilla-Guitard, M.; Espart, A. (2023) Health literacy in childhood and adolescence. A bibliometric analysis of scientific publications and professionals’ involvement. Heliyon, 9 (1), e12896. https://doi.org/10.1016/j.heliyon.2023.e12896
Selva-Pareja, L., Camí, C., Roca, J., Espart, A., Campoy, C., & Botigué, T. (2023). Knowledge, attitudes, and practices about COVID-19 pandemic: A bibliometric analysis. Frontiers in Public Health, 11, Article 1075729. https://doi.org/10.3389/fpubh.2023.1075729
Navarro-Correal, E.; Ibarz, A.; Basagaña-Farres, M.; Feijoo-Cid, M.; Espart, A. & Selva, L. (2023). Educational interventions for newly diagnosed patients with inflammatory bowel disease: A scoping review. Gastroenterology Nursing, 46(1), 30-40. DOI: 10.1097/SGA.0000000000000688
Flores-Alarcia, Ò.; del Arco, I.; Ramos-Pla, A.; Espart, A. (2022) Without fear of change: the flipped classroom as a flexible model in different learning environments. Heliyon, 8(12), e12160. https://doi.org/10.1016/j.heliyon.2022.e12160
Ramos-Pla, A.; Reese, L.; Arce, C.; Balladares, J.; Fiallos, B. (2022) Teaching Online: Lessons Learned about Methodological Strategies in Postgraduate Studies. Educ. Sci. 2022, 12, 688. https://doi.org/10.3390/ educsci12100688
Del Arco I.; Flores-Alarcia, Ò.; González-Rubio, J.; Serey Araneda, D.; Lagos Olivos, C. (2022) Workloads and Emotional Factors Derived from the Transition towards Online and/or Hybrid Teaching among Postgraduate Professors: Review of the Lessons Learned. Educ. Sci. 2022, 12, 666.
https://doi.org/10.3390/educsci12100666
Del Arco I, Mercadé-Melé P, Ramos-Pla A and Flores-Alarcia Ò (2022) Bibliometric analysis of the flipped classroom pedagogical model: Trends and strategic lines of study. Front. Educ. 7:1022295. doi: 10.3389/feduc.2022.1022295
Selva-Pareja, L.; Ramos-Pla, A.; Mercadé-Melé, P.; Espart, A. (2022). Evolution of scientific production on health literacy and health education – a bibliometric analysis. International Journal of Environmental Research and Public Health, 19(7), 4356. https://doi.org/10.3390/ijerph19074356
Flores, Ò.; Ramos-Pla, A.; del Arco, I. (2022). The management of safety situations and assumable risk during transitions and recesses in different types of schools. International Journal of Environmental Research and Public Health, 19(7), 4117. https://doi.org/10.3390/ijerph19074117
Barcenilla Guitard, Maria; Espart Herrero, Anna. (2021) . Influence of Gender, Age and Field of Study on Hand Hygiene in Young Adults: A Cross-Sectional Study in the COVID-19 Pandemic Context. International Journal of Environmental Research and Public Health, 18(4), 13016. https://doi.org/10.3390/ijerph182413016
del Arco, I.; Ramos-Pla, A.; Zsembinszki, G.; de Gracia, A.; Cabeza, L.F. (2021). Implementing SDGs to a Sustainable Rural Village Development from Community Empowerment: Linking Energy, Education, Innovation, and Research. Sustainability, 13, 12946. https://doi.org/10.3390/su132312946
del Arco, I.; Ramos-Pla, A.; Flores, Ò. (2021). Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools. Sustainability 13, 10166. https://doi.org/10.3390/su131810166
Guitard, M. L.; Torres, J.; Carles, C. (2018). ¿Cómo manejan sus mochilas los escolares de primaria? Tendencias nacionales e internacionales en organización educativa: entre la calidad y el cambio. Barcelona: Wolters Kluwer
Bravo C.; Helvik Skjaerven Liv., Espart A.; Guitard Sein- Echaluce L.; Catalan-Matamoros D. (2018). Basic Body Awareness Therapy in patients suffering from fibromyalgia: A randomized clinical trial. Physiotherapy Theory And Practice.
Bravo C; Catalán-Matamoros D; Skjaerven LH; Guitard Sein-Echaluce L. (2018). Experiences from group Basic Body Awareness Therapy by patients suffering from fibromyalgia: a qualitative study. Physiotherapy Theory And Practice.
Moure L, Guitart Sein L; Aguado X; Llurda L; Casaña J; Aiguade R. Efectividad de los miniplatos inestables para la mejora del equilibrio en pacientes geriátricos institucionalizados con Síndrome de Desequilibrio Posterior. Ensayo clínico aleatorizado. Fisioterapia. 40 – 5, 249 – 256.
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Aleix Olondriz2026-10-27 17:32:002026-10-27 17:32:13Laura Fornons participa en una taula d’experiències de la UdL
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Aleix Olondriz2026-10-05 06:34:272026-10-05 06:34:27La Càtedra DOTSS, a la Nit de la Recerca!
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Aleix Olondriz2026-10-02 12:26:532026-10-02 12:26:53Tres membres de DOTSS-UdL publiquen un article a REICE sobre la universalització del primer cicle d’Educació Infantil
