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BACKGROUND: A combination of theoretical and practical approaches is required to learn and acquire ethical competencies in caring. Occasionally, reflection on practical action differs from theoretical learning. In the context of reflective learning, issues such as ethical values can be discussed since they evoke conflict among nursing students. AIM: To identify ethical conflicts encountered by nursing students during clinical placements and to determine their cooperation strategies. RESEARCH DESIGN: Qualitative study with a content analysis according to Elo and Kinglas framework. PARTICIPANTS AND RESEARCH CONTEXT: Students enrolled in a nursing program at a Spanish university aged between 22 and 35, mainly women. METHODOLOGY: The study includes 134 ethical reflections from nursing students in the last year of the nursing program, written during their clinical practices in a variety of learning environments. The research team analyzed the reflections using an inductive content analysis method. ETHICAL CONSIDERATIONS: Ethical permission was obtained by the management center according to Law 3/2028, and all the participants accepted to participate through the informed consent form. FINDINGS: Three main categories emerged from the analysis of the ethical reflections: (1) evaluation of professional performance and patient care; (2) the student as the protagonist of the dilemma; (3) student coping. Student dilemmas and concerns are related to ignorance, student-patient communication, mistakes made and self-confidence. Some situations conflict with the autonomy of patients and their rights, and can contribute to stressful situations for patients. Stress factors include hospital routines, which the patient cannot modify, and asymmetric relationships with staff, which encourage passivity. CONCLUSION: All ethical problems detected by the students begin with the professional-patient relationship, including issues related to bad news, errors or malpractice. Reflection on the ethical values of nursing, both in the classroom and in clinical practices, allows students to develop a greater ethical awareness of care, enhancing their decision-making skills in ethical dilemmas.
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Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Feminino , Adulto Jovem , Adulto , Masculino , Bacharelado em Enfermagem/métodos , Aprendizagem , Comunicação , Assistência ao Paciente , Pesquisa QualitativaRESUMO
BACKGROUND: The first wave of the COVID-19 pandemic caused a shortage of health care staff, forcing the hiring of senior nursing students. AIMS: To describe the psychosocial impact and coping strategies used by nursing students during the first outbreak of the COVID-19 pandemic and to understand the coping strategies they employed. METHOD: A qualitative exploratory study was conducted, based on Sandelowski's proposal. Purposive sampling was carried out to recruit 18 students hired during the pandemic. The students were interviewed between 18 March and 15 June 2020. Semi-structured interviews were conducted using a digital platform. An inductive thematic analysis was performed. FINDINGS: The students lived alone and isolated during their contract to protect their cohabitants from possible contagion. The impact of working during the pandemic leads to experiences of stress, insomnia, nightmares and anxiety. Nursing students coped with the emotional burden through mental disconnection and the support of co-workers and family members. CONCLUSION: Psychological support and tutoring should be provided by health centres. In addition, in these special circumstances, universities should adapt the training provided.
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COVID-19 , Estudantes de Enfermagem , Adaptação Psicológica , COVID-19/epidemiologia , Surtos de Doenças , Humanos , Pandemias , Estudantes de Enfermagem/psicologiaRESUMO
BACKGROUND: The first wave of the COVID-19 pandemic caused a shortage of qualified nurses in Spain. As a result, the government authorized the hiring of senior students. OBJECTIVES: To explore the ethical dilemmas and ethical conflicts experienced by final-year nursing students who worked during the first outbreak of the COVID-19 pandemic in Spain. RESEARCH DESIGN: A qualitative exploratory study was conducted using purposive sampling. Semi-structured interviews were carried out using a question guide. Interviews took place via a private video chat room platform. A thematic, inductive analysis was performed of the information gathered. PARTICIPANTS AND RESEARCH CONTEXT: Eighteen nursing students were recruited from two universities of Madrid, aged between 18 and 65 years old, enrolled in the fourth year of nursing studies and who were hired under a relief contract for health professionals during the pandemic. ETHICAL CONSIDERATIONS: The present study was carried out in accordance with the Declaration of Helsinki, and the study was approved by the Local Ethics Committee of Universidad Rey Juan Carlos. RESULTS: Three specific themes emerged: (a) coping with patient triage, (b) difficulties in providing end-of-life care, and (c) coping with patient death. Nursing students participated in the process of patient selection for resource allocation and ICU bed occupancy. They were shown how to care for patients who were not admitted to the ICU, in their last moments and were faced with the difficulties of applying end-of-life care. Finally, the nursing students were confronted with the death of their patients, in overwhelming numbers and under adverse conditions. CONCLUSIONS: These findings can help shed light on the ethical dilemmas and ethical conflicts faced by novice nursing students, incorporated into the workforce during the COVID-19 pandemic. Moreover, it was described that students may normalize the death due to the exhaustion and overwhelmed routine.
Assuntos
COVID-19 , Estudantes de Enfermagem , Adolescente , Adulto , Idoso , Humanos , Pessoa de Meia-Idade , Pandemias , Pesquisa Qualitativa , SARS-CoV-2 , Adulto JovemRESUMO
BACKGROUND: Clinical placements allow nursing students to develop the skills and attitudes necessary to provide care. Peer mentoring programmes seem to facilitate these achievements, but there are very few studies on the effects of peer mentoring on clinical placements and what it can bring to both mentors and mentees. AIM: To describe the perspectives of nursing students on a peer mentoring programme during their clinical placements. DESIGN: A qualitative descriptive and exploratory study. SETTINGS AND PARTICIPANTS: First year and third year nursing students were included. METHODS: Focus groups were conducted with students after they participated in a peer mentoring programme during their clinical practice rotation. RESULTS: The support received from the student mentors was very important both academically and personally. Mentors also acknowledged having improved their teaching and leadership skills. CONCLUSIONS: Our results can be applied to future studies to inform peer mentoring programmes as a complementary teaching tool in clinical placements to improve leadership and empowerment in nursing students.
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Bacharelado em Enfermagem , Grupos Focais , Tutoria , Mentores , Grupo Associado , Pesquisa Qualitativa , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Tutoria/métodos , Bacharelado em Enfermagem/métodos , Feminino , Mentores/psicologia , Masculino , Liderança , AdultoRESUMO
BACKGROUND: Social media provides us with easy access to information. For students, it is an additional learning resource used in different types of theoretical and practical teaching methodologies. OBJECTIVES: The aim of this paper was to describe the perspective of undergraduate nursing students on the use of Instagram during their clinical practicums in the midst of the COVID-19 pandemic. DESIGN: A qualitative descriptive and exploratory study based on an interpretative framework. SETTINGS AND PARTICIPANTS: First-year undergraduate nursing students at the Universidad Europea de Madrid were included. METHODS: In-depth interviews and researchers' field notes were used to collect the data. Purposive sampling and inductive thematic analysis were applied. During the interviews, themes such as accompaniment during practicums or training opportunities were identified. RESULTS: The use of Instagram helped students to feel closer to professors, identifying it as an opportunity to remedy the possible lack of connection between theory and practice. Moreover, Instagram helped them build an image of nursing in clinical practicum environments. By using Instagram, undergraduate nursing students were able to better integrate and apply the knowledge acquired at university during their clinical practicums in hospitals. CONCLUSIONS: Our results can be applied to future studies on the use of social media platforms as teaching tools in clinical practicum settings and to observe the evolution of the image and role of nursing and its relationship with social media.
Assuntos
COVID-19 , Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Preceptoria , Bacharelado em Enfermagem/métodos , Pandemias , Pesquisa QualitativaRESUMO
As shown in the previous literature, in view of the future responsibilities of nursing professionals and the consequences for healthcare, it is of great interest to examine their risk perceptions, coping behaviors, and sense of coherency during the COVID-19 pandemic. The purpose of this study is to design and to validate a specific questionnaire that evaluates the factors relating to perceived risk, coping behaviors, and preventive knowledge against COVID-19 infection among nursing students from Spain. This is a psychometric study of a questionnaire's design and its validation in 1562 nursing students at 16 undergraduate nursing institutions in Spain. An ad-hoc survey was designed by a panel of six experts drawing from the literature. After a trial test, the questionnaire was formed with four scales (perception, risk, coping, and knowledge of preventive practices for COVID-19), with a total of 69 items. The final questionnaire was composed of 52 items grouped into four scales, with good psychometric properties to measure risk perception (Cronbach's alpha 0.735), factors related to perceived risk (Cronbach's alpha 0.653), coping behaviors (Cronbach's alpha 0.80), and knowledge of preventive practices against COVID-19 (Cronbach's alpha 0.77). This questionnaire, specifically designed and validated for nursing students, is the first to address four important areas in the development of preventive measures against COVID-19.
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BACKGROUND: The first wave of the COVID-19 pandemic caused a shortage of qualified nurses in Spain. As a result, the government authorized the hiring of senior students. OBJECTIVES: To explore the perspectives of a group of final-year nursing students who were hired on the basis of a relief contract for health professionals during the first COVID-19 outbreak, regarding their learning process and their mixed role as students and novice nurses. DESIGN: A qualitative exploratory study was conducted. SETTINGS: The Nursing Department of the European University of Madrid, and the Red Cross College of Nursing. PARTICIPANTS: Eighteen nursing students were recruited, aged between 18 and 65 years old, enrolled in the fourth year of Nursing Studies and who were hired under a relief contract for health professionals during the pandemic. METHODS: Purposive sampling was used. Semi-structured, in-depth interviews were carried out using a question guide. Interviews were conducted in a private video chat room platform. Also, a thematic, inductive analysis was performed. This study was conducted according to the Consolidated Criteria for Reporting Qualitative Research and the Standards for Reporting Qualitative Research. RESULTS: Four specific themes emerged: a) The students' role during the relief contract; b) The learning process during the pandemic; c) Barriers to learning; and d) A unique learning opportunity. The students had an undefined mixed role, which hindered their skills and activities. Learning was self-directed, sometimes through trial and error, and through experiencing critical events. Time constraints and having to learn under pressure were experienced as difficulties for learning. Nevertheless, this was a unique professional learning opportunity. The students learned to be organized and effective, acknowledge their limitations, gain confidence, face their fears, and mature. CONCLUSIONS: These results can help inform nurse training programs and improve the organization and incorporation of nurses in health care facilities during the COVID-19 pandemic.
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COVID-19 , Estudantes de Enfermagem , Adolescente , Adulto , Idoso , Humanos , Pessoa de Meia-Idade , Pandemias , Pesquisa Qualitativa , SARS-CoV-2 , Espanha , Adulto JovemRESUMO
Objetivo: comparar la evaluación y la satisfacción de las personas participantes del debriefing facilitado por iguales frente al realizado por instructores en simulación clínica de alta fidelidad en un postgrado en Enfermería en Emergencias Extrahospitalarias. Método: estudio cuasiexperimental realizado en 2019 en la Universidad Rey Juan Carlos (Madrid). La población fueron todos los enfermeros matriculados por primera vez. Se asignaron a grupo control (debriefing facilitado por instructoras experimentadas - GC) o grupo intervención (facilitado por iguales a quienes se formó dos horas en debriefing - GI). Tras cada simulación (cuatro en total) se evaluaron los debriefing mediante el cuestionario EDSS© (29 ítems de mín. 1 a máx. 7 puntos) y la satisfacción (mín. 1 a máx. 7 puntos). Se efectuó estadística descriptiva y comparación de los resultados globales de las cuatro sesiones en ambos grupos. Resultados: participaron las 30 personas matriculadas. La evaluación con el cuestionario EDSS© fue similar en ambos grupos, excepto en la capacidad del facilitador para establecer un ambiente de aprendizaje estimulante (GC = 6,61; GI = 6,23; p= 0,019) y en el nivel de conocimientos de este y su empleo para ayudar al participante a mejorar su rendimiento futuro (GC = 6,74; GI = 6,33; p= 0,003). La satisfacción global fue similar en ambos grupos (GC = 6,63; GI = 6,55; p= 0,374). Conclusiones: el debriefing facilitado por un igual supone una alternativa al debriefing tradicional en la formación de enfermeras de postgrado en relación con los resultados de evaluación de participantes y su satisfacción, si bien han de evaluarse también otros aspectos.(AU)
Objective: to compare the assessment and satisfaction by participants for the debriefing provided by peers vs. the one conducted by instructors in a high fidelity clinical simulation at a post-graduate Nursing course on Out-of-Hospital Emergencies. Method: a quasi-experimental study conducted in 2019 at the Universidad Rey Juan Carlos (Madrid). The population consisted in nurses who had been enrolled for the first time. They were assigned to a control arm (debriefing provided by experienced instructors CA) or an intervention arm (provided by peers who received a 2-hour training on debriefing IA). After each simulation (four in total) debriefings were assessed through the EDSS© questionnaire (29 items from 1 to 7 scores), and satisfaction (from 1 to 7 scores). Descriptive statistics was conducted as well as comparison for the overall results of the four sessions in both arms. Results: all the 30 persons enrolled participated in the study. The evaluation with the EDSS© questionnaire was similar in both arms, except in the ability of the facilitator to establish a stimulating learning environment (CA = 6.61; IA = 6.23; p= 0.019) and in the level of knowledge of the facilitator and how they used it to help the participants to improve their future performance (CA = 6.74; IA = 6.33; p= 0.003). Overall satisfaction was similar in both arms (CA = 6.63; IA = 6.55; p= 0.374). Conclusions: debriefing facilitated by a peer represents an alternative to traditional debriefing in post-graduate nurse training, based on the evaluation results of participants and their satisfaction; however, other aspects should also be assessed.(AU)
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Humanos , Masculino , Feminino , Treinamento com Simulação de Alta Fidelidade , Enfermeiras e Enfermeiros , Enfermagem , Transtornos de Estresse Traumático/psicologia , Feedback Formativo , Assistência Pré-Hospitalar , Educação de Pós-Graduação em Enfermagem , Ensaios Clínicos Controlados não Aleatórios como Assunto , 28599RESUMO
INTRODUCCIÓN: La Organización Mundial de la Salud recomienda la educación interprofesional cuando estudiantes de 2 o más profesiones sanitarias aprenden juntos, para favorecer el desarrollo de las competencias interprofesionales que les van a permitir trabajar en equipo proporcionando la mejor asistencia sanitaria. En la Universidad Europea de Madrid existe un programa de educación interprofesional que trabaja las competencias de clarificación de roles, comunicación y autoridad, con estudiantes de diferentes titulaciones. Una de sus actividades es la de atención domiciliaria, en la que participan estudiantes de último curso de Medicina y de Enfermería. El objetivo de este estudio es analizar la percepción de los estudiantes que han participado en la actividad de atención domiciliaria durante el curso 2016-2017 en relación con las 3 competencias interprofesionales. MATERIAL Y MÉTODOS: Estudio cualitativo descriptivo, de corte fenomenológico. Análisis de los fragmentos de texto de las reflexiones de los estudiantes acerca de la actividad de atención domiciliaria mediante el método de comparaciones constantes (codificación abierta y codificación axial). RESULTADOS: Los estudiantes refieren que la actividad les ha ayudado a conocer mejor el rol y las tareas de los médicos y los enfermeros, de una forma diferente a las prácticas clínicas. En cuanto a la comunicación, la basan en el respeto y la confianza. Por último, en cuando a la autoridad, se decantan mayoritariamente por modelos democráticos y horizontales de toma de decisiones. DISCUSIÓN: Los estudiantes perciben que la actividad resulta útil para el desarrollo de las 3 competencias interprofesionales, lo cual coincide con la literatura científica
INTRODUCTION: The World Health Organization recommends implementing interprofessional education programs, where students from 2 or more health professions learn together, to improve interprofessional competency development that will help them to improve collaboration and the quality of care and services. At the Universidad Europea from Madrid there is a program on interprofessional education that develops the following competences: role, communication and authority, with students from several degrees. Home care is one of those activities, undertaken by students from the last years of medicine and nursing. The purpose of this research is to analyze the perception of the students about the interprofessional competences after taken the home care activity during the 2016-17 academic year. MATERIAL AND METHODS: Phenomenological qualitative design. Student's written comments were analyzed using the constant comparative method (open and axial coding). RESULTS: They got to know better the roles played by each other (doctors and nurses) thanks to the fact of working together. In relation to the way they communicate, they mentioned that adequate communication is based in respect and trust to each other. In relation to the different authority models, most of them tended to use and feel better in more horizontal and democratic ways of decision making. DISCUSSION: Students reported that the activity is useful for improving their interprofessional competencies. It is coincident with other studies
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Humanos , 57419/métodos , Ocupações em Saúde/educação , Educação Pré-Médica/organização & administração , Estudantes de Enfermagem/estatística & dados numéricos , Estudantes Pré-Médicos/estatística & dados numéricos , Educação em Enfermagem/organização & administração , Papel do Médico , Papel Profissional , Papel do Profissional de EnfermagemRESUMO
El proceso de aprendizaje que tiene lugar durante la formación práctico de los estudiantes genera algunos interrogantes: ¿de qué depende ese aprendizaje práctico? ¿Cómo se lleva a cabo?, ¿cuáles son las vivencias de los estudiantes durante esos meses de formación?, ¿cuáles son sus mayores dificultades de aprendizaje? etc. El objetivo de la investigación fue conocer y comprender cuáles fueron las vivencias y experiencias de los estudiantes de sus periodos de formación práctica ante la proximidad de convertirse en profesionales de la salud. Para ello, nos planteamos analizar las memorias reflexivas que los estudiantes de 4º de grado realizaron al finalizar las veinte semanas de prácticas correspondientes al Practicum IV. A través de los testimonios de los estudiantes se identifican tres aspectos significativos: la necesidad de la práctica reflexiva, los condicionantes de las relaciones humanas en el aprendizaje y valor de los aspectos invisibles del cuidado (AU)
The learning process that takes place during the practical training of students raises some questions: What does the practical learning depend on?, How is it done?, What are the experiences of the students during those months of training?, What are their greatest learning difficulties? The aim of the research was to know and to understand the students experiences during the practical training period and how they faced the proximity of becoming health professionals. Methodology: Qualitative research with phenomenological method. To do this, we have analysed the thoughtful reports that 4th grade students have performed at the end of twenty weeks of clinical practice in the Practicum IV. Conclusions: Three significant aspects are identified through the testimonies of students: The necessity of the thoughtful practice, the determinants of human relationships in learning and the value of the invisible aspects of care (AU)
O objectivo da pesquisa foi o de O processo de aprendizagem que ocorre durante a formação prática dos estudantes levanta algumas questões. De que aspectos dependem essa aprendizagem prática? Como é feita? Quais sao as vivências dos estudantes durante esse período formativo? Quais são as suas maiores dificuldades? Conhecer e compreender, quais foram as vivências e experiências dos alunos durante o período de treino profissional prático antes de se converterem em profissionais da saúde. Metodologia: Investigaçao qualitativa através do método fenomenológico. Para tal fim, analisámos os depoimentos reflexivos dos alunos do 4º ano da licenciatura em Enfermagem, sobre as práticas feitas no hospital durante as vinte semanas de duração do Practicum IV. Conclusoes: Através dos depoimentos dos alunos, pudemos identificar três dos aspectos mais significativos deste período de treino profissional: a necessidade de uma prática reflexiva, os condicionantes das relações humanas para uma boa aprendizagem e o valor dos aspectos invisíveis do cuidado (AU)