Narrative photography with an expert patient as a method to improve empathy: a satisfaction study with health sciences students.

OBJECTIVES: To assess health sciences students' satisfaction with narrative photography with an expert patient as an empathy-fostering teaching method. METHODS: Nineteen students from a public medical sciences university in Barcelona (Spain) voluntarily completed six online training sessions using narrative photography and expert patient. Data were collected using an anonymous online satisfaction questionnaire verified by experts, including 29 quantitative and qualitative questions that were analyzed descriptively. RESULTS: Eighteen valid questionnaires were obtained (90% response rate). All students evaluated the teaching method as highly satisfactory. The main positive aspects of the teaching method were being able to express one's emotions and reflections. Students felt the activity enhanced their empathy and helped them minimize their prejudices, specifically to patients living with HIV. Students also evaluated the online format as less optimal than if it were delivered in person. CONCLUSION: The students found the teaching method to have a personal and professional impact, which facilitated the integration of empathy in their daily practice when caring for people living with HIV.

Understanding the expectations of nursing students following the first clinical internship: A qualitative study.

This study aimed to describe how nursing students' expectations are achieved in their first clinical internship, as part of a longitudinal qualitative study conducted in a public nursing school in Barcelona, Spain. Data in the current phase were collected in 2019 from students (n = 15) after completing an internship for the first time, recruited with purposive sampling until data saturation was reached in semi-structured interviews, and thematic analysis was performed on the interview content. Positive factors that had a powerful influence on students included the accessibility at the internship location and the experience with the clinical instructor, when these provided assessment and integration of the student in the health team. Practical learning is mediated by chance in terms of the center, service, teacher, and clinical instructor assigned. It is crucial to establish consensual measures among all the actors involved to facilitate the efficacy of teaching and learning.

El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas: Una revisión integradora / The Diary of a Nursing Student in Clinical Practice Compared Diaries Kept in Other Disciplines: An Inclusive Review / O diário do estudante de enfermagem no estágio clínico ante os diários realizados em outras disciplinas: Uma revisão integradora

El presente artículo es una revisión integradora de la literatura cuyo objetivo fue identificar, en revistas nacionales e internacionales indexadas en las bases de datos Isi Web of Knowledge, Eric, PubMed, EbscoHost, Scopus, SciELO, Cuiden, Cuidatge y Scirus, en el periodo comprendido entre 1995 y 2011, datos que contribuyeran a determinar cómo la escritura del diario reflexivo ayuda al estudiante de enfermería durante sus prácticas clínicas, así como a establecer diferencias y similitudes con los diarios realizados por estudiantes de otras disciplinas. Se llevó a cabo una revisión amplia de la cual se seleccionaron 54 artículos científicos con base en criterios de inclusión y exclusión, sin descartar ninguna metodología de investigación e incluyendo aquellos que analizaran el diario del estudiante, fueran o no del ámbito de la enfermería. Se concluye que la escritura del diario reflexivo que realiza el estudiante de enfermería durante sus prácticas clínicas tiene beneficios tales como la mejora de la comunicación con el paciente, fundamental para el cuidado. La escritura del diario debería ser incluida en todos los planes de estudio de grado en el ámbito de las prácticas clínicas.

This article is an inclusive literature review intended to identify data in national and international journals indexed in several databases between 1995 and 2011. The databases consulted were Isi Web of Knowledge, Eric, PubMed, EbscoHost, Scopus, SciELO, Cuiden, Cuidatge and Scirus. The objective was to help determine how writing an introspective journal is of assistance to student nurses during their clinical practice, and to identify differences and similarities with the diaries kept by students in other disciplines. A broad review was conducted and 54 scientific articles were selected on the basis of inclusion and exclusion criteria, without ruling out any research methodology and including those that analyze student journals, in nursing or otherwise. It was concluded that writing an introspective diary during clinical practice has a number of benefits for nursing students, such as improved communication with the patient, which is fundamental for care. Keeping a diary should be part of all undergraduate curricula in the field of clinical practice.

O presente artigo é uma revisão integradora da literatura cujo objetivo foi identificar, em revistas nacionais e internacionais indexadas nas bases de dados Isi Web of Knowledge, Eric, PubMed, EbscoHost, Scopus, SciELO, Cuiden, Cuidatge e Scirus, no período compreendido entre 1995 e 2011, dados que contribuíssem para determinar como a escrita do diário reflexivo ajuda o estudante de enfermagem durante seu estágio clínico, bem como para estabelecer diferenças e similitudes com os diários realizados por estudantes de outras disciplinas. Realizou-se uma revisão ampla da qual foram selecionados 54 artigos científicos com base em critérios de inclusão e exclusão, sem destacar nenhuma metodologia de pesquisa e incluindo aqueles que analisaram o diário do estudante, fossem ou não do âmbito da enfermagem. Conclui-se que a escrita do diário reflexivo que o estudante de enfermagem realiza durante seu estágio clínico tem benefícios como a melhora da comunicação com o paciente, fundamental para o cuidado. A escrita do diário deveria ser incluída em todos os planos de estudo de graduação no âmbito dos estágios clínicos.

[Factors influencing the choice of nursing studies]. / Factores que influyen en la elección de los estudios de enfermería.

OBJECTIVE: To explore the factors that influenced first year students in their choice of nursing studies. METHOD: Qualitative, descriptive and exploratory study with a phenomenological focus carried out in 2009 in the Vall d'Hebron University Nursing School (EUIVH). Semi-structured, individual, guided in-depth interviews were used. The study population was made up of students registered for the first year of the course. RESULTS: The factors influencing the decision to take a degree in nursing are numerous, with no single factor appearing as dominant. However, aspects such as personal contacts in the healthcare world, the duration of the course and expectations in the employment market are those considered as motivators for the choice. Contact with the theoretical content of the course positively changed students' perceptions with respect to the professional role and to increase loyalty among those who did not put nursing in first place. CONCLUSIONS: Nursing is one of the most solicited university degrees. The absence of a clear determining factor in choosing it, as well as the complexity of the caring profession, and the possible use of this degree as a way in to other preferred courses make continuity in professional practice difficult. The question arises as to whether interventions to minimise the lack of professionals in the field should be aimed at those factors that are positive for choosing these courses, or at those that influence the later abandonment of the profession.