Nursing student learning of biosciences through movies and concept maps: A mixed study.

BACKGROUND: acquisition of bioscience knowledge is challenging for nursing students. This calls for teaching methodologies that allow them to acquire this knowledge and add value in the nursing context. OBJECTIVE: to evaluate a teaching experience using a movie clip and the collaborative use of C-Maps in first-year bioscience learning in nursing students. DESIGN: embedded mixed methods study. PARTICIPANTS: 143 students. METHODS: data were collected in two phases: first, collecting quantitative data through a questionnaire on utility, satisfaction and perceived competency development, and collecting qualitative data on learning, teaching materials and developed competencies through an open-question instrument. The second phase consisted of a focus group to explore in greater depth learning experience. RESULTS: six themes emerged from the qualitative analysis: using C-Maps as a learning process; developing group competencies; knowledge integration and transfer; teacher-student relationship; art as a didactic support; and difficulties encountered and proposals for improvement. Regarding utility, the students highlighted learning and relating concepts. Elements of satisfaction were working in small groups and having the teacher as a guide. Finally, the competencies most developed were teamwork and learning ability. CONCLUSION: the combination of a movie clip and a C-Map is an innovative strategy motivating and valuable for learning biosciences.

The Nursing Diagnosis of "Death Anxiety": Content Validation by Experts.

PURPOSE: To validate the content of the NANDA-I diagnosis "death anxiety" (00147). METHODS: Descriptive study using the Fehring model with 202 Spanish nurses who were expert in end-of-life care to explore the adequacy of the components of the NANDA-I diagnosis "death anxiety" (00147) in the Spanish edition. FINDINGS: None of the diagnosis definitions were considered as representative. Furthermore, 5 of the 56 defining characteristics and 5 of the 26 related factors were validated as major. CONCLUSIONS: In general, the components of the diagnosis "death anxiety" (00147) in the Spanish edition are not representative according to experts. IMPLICATIONS FOR NURSING PRACTICE: The results support the need to either exclude the diagnosis from the taxonomy or adjust its content.

[Revision of the diagnostic label death anxiety]. / Revisión de la etiqueta diagnóstica ansiedad ante la muerte.

The inclusion of the diagnostic label of "death anxiety" by the North Americvan Nursing Diagnosis Association (NANDA) in the 2001-2002 taxonomy is justified by the interest in establishing the specific care required in terminal patients. Nevertheless, the definition of "death anxiety" does not delimit the concept precisely, since it does not clearly establish the difference between the terms "death anxiety" and "fear of death". Consequently, the need arose to design a project whose goal was to modify the nursing diagnostic label and defining characteristics proposed by the NANDA, as well as to formulate the related factors, which had not yet been developed. At the meeting of the Diagnostic Review Committee in February 2005, the NANDA considered the proposal, accepting both the modification of the definition of the diagnostic label and the inclusion of the related factors. The revision will be included in the 2007 NANDA taxonomy.