[History and challenges of clinical simulation in the learning of procedural skills by nursing students]. / El rol de la simulación en el aprendizaje de habilidades procedimentales en estudiantes de enfermería: historia y desafíos.

Procedural skills are essential in the nursing profession and should be acquired during undergraduate training according to new regulations. Clinical simulation is a good alternative to teach such skills. During COVID pandemic, face-to-face learning activities were reduced to a minimum amount, thus hampering the use of clinical simulations. Since simulations should adapt to the new scenario, their virtual implementation appears as an alternative. The latter should become an important teaching tool while restrictions in mobility last. We herein review the evolution of clinical simulation as a teaching tool and to determine its future challenges.

[Perceptions about the elisa test of people diagnosed at the aids stage]. / Percepción de la vivencia del acceso oportuno al diagnóstico del VIH, en personas viviendo con VIH/SIDA: Acceso oportuno al test de VIH.

BACKGROUND: The delay in the diagnosis of AIDS results in higher treatment costs. AIM: To reveal the experiences of people who were diagnosed in the AIDS stage about the access to the ELISA test. MATERIAL AND METHODS: In depth interviews were carried out to 15 participants from public hospitals who were in the AIDS stage at the moment of the diagnosis. The main questions asked were about the motivations to take the test, the barriers found and the help received from the health care personnel. All interviews were recorded and analyzed according to Kripperdorff. RESULTS: The three categories that emerged were the motivations to take the test, the facilitators found and the difficulties to access to the test. The main motivation was a condition of vulnerability due to the suspicion or certainty of being infected. The main facilitator was the sensation of being accepted and not discriminated. The main difficulties were the fear of having a positive test and of being discriminated and the lack of information. CONCLUSIONS: Knowing these experiences will help to improve the early detection of HIV infections.

[Identification of educational needs among patients with HIV and their health care providers]. / Necesidades educativas de un grupo de personas viviendo con VIH: diagnóstico basado en la perspectiva de los usuarios y de los profesionales que los atienden.

BACKGROUND: The success of educational interventions depends on the integration of educational programs into clinical practice. AIM: To determine the educational needs and perceived barriers of people living with HIV (PHIV) and their health care providers (HCP). MATERIAL AND METHODS: Qualitative study conducted in 60 PHIV and 10 HCP. For data collection, a semi-structured in-depth interview was applied, addressing the educational needs (content, methodology, person, time, physical location) and identified barriers to implement an educational program for PHIV Content analysis technique was used for data analysis. RESULTS: PHIV and their HCP identified the same educational needs as the following: general-related content, psychological, sexual and secondary prevention aspects of the disease. Individual sessions with written material and web pages were identified as important resources to support education. Both PHIV and professionals expressed their willingness to participate in educational programs, but the most commonly identified barrier was lack of time. CONCLUSIONS: This study identifies the key elements to include in an educational program for Chilean PHIV from the user and professional perspective.

El rol de la simulación en el aprendizaje de habilidades procedimentales en estudiantes de enfermería: historia y desafíos / History and challenges of clinical simulation in the learning of procedural skills by nursing students

Procedural skills are essential in the nursing profession and should be acquired during undergraduate training according to new regulations. Clinical simulation is a good alternative to teach such skills. During COVID pandemic, face-to-face learning activities were reduced to a minimum amount, thus hampering the use of clinical simulations. Since simulations should adapt to the new scenario, their virtual implementation appears as an alternative. The latter should become an important teaching tool while restrictions in mobility last. We herein review the evolution of clinical simulation as a teaching tool and to determine its future challenges.

Percepción de la vivencia del acceso oportuno al diagnóstico del VIH, en personas viviendo con VIH/SIDA: Acceso oportuno al test de VIH / Perceptions about the elisa test of people diagnosed at the aids stage

Background: The delay in the diagnosis of AIDS results in higher treatment costs. Aim: To reveal the experiences of people who were diagnosed in the AIDS stage about the access to the ELISA test. Material and Methods: In depth interviews were carried out to 15 participants from public hospitals who were in the AIDS stage at the moment of the diagnosis. The main questions asked were about the motivations to take the test, the barriers found and the help received from the health care personnel. All interviews were recorded and analyzed according to Kripperdorff. Results: The three categories that emerged were the motivations to take the test, the facilitators found and the difficulties to access to the test. The main motivation was a condition of vulnerability due to the suspicion or certainty of being infected. The main facilitator was the sensation of being accepted and not discriminated. The main difficulties were the fear of having a positive test and of being discriminated and the lack of information. Conclusions: Knowing these experiences will help to improve the early detection of HIV infections.

Necesidades educativas de un grupo de personas viviendo con VIH: diagnóstico basado en la perspectiva de los usuarios y de los profesionales que los atienden / Identification of educational needs among patients with HIV and their health care providers

Background: The success of educational interventions depends on the integration of educational programs into clinical practice. Aim: To determine the educational needs and perceived barriers of people living with HIV (PHIV) and their health care providers (HCP). Material and Methods: Qualitative study conducted in 60 PHIV and 10 HCP. For data collection, a semi-structured in-depth interview was applied, addressing the educational needs (content, methodology, person, time, physical location) and identified barriers to implement an educational program for PHIV Content analysis technique was used for data analysis. Results: PHIV and their HCP identified the same educational needs as the following: general-related content, psychological, sexual and secondary prevention aspects of the disease. Individual sessions with written material and web pages were identified as important resources to support education. Both PHIV and professionals expressed their willingness to participate in educational programs, but the most commonly identified barrier was lack of time. Conclusions: This study identifies the key elements to include in an educational program for Chilean PHIV from the user and professional perspective.