Investigating Obstetric Violence in Ecuador: A Cross-Sectional Study Spanning the Last Several Years.

This pilot cross-sectional study was designed to determine the profile of obstetric violence in Ecuador in recent years. An online survey was conducted between March 2022 and April 2022, including women over 18 years who granted their informed consent to participate (n = 1598). We used non-probabilistic sampling to obtain our sample. Fisher's exact test was performed to assess the association between violence and type of birth, healthcare facility, and education level. Out of the women who participated in the study, 89.2% (n = 1426) identified themselves as Mestiza. Additionally, 88.3% (n = 1411) had completed university-level education. The majority of the participants, specifically 63.6% (n = 1017), received their care in public institutions, and 98.2% (n = 1569) reported structural negligence, while 74.5% (n = 1190) reported violation of their right to information. The entire sample affirmed to have experienced violation of the right of presence. This report shows that obstetric violence is present in Ecuador in different ways and that women experience negligence and violation of their right to receive ethical healthcare during childbirth.

Unveiling the intersection: exploring obstetric violence in the Era of COVID-19 in Ecuador.

INTRODUCTION: Changes to healthcare delivery organization that have occurred to protect people from the virus COVID-19 may have led to harmful consequences to pregnant women intensifying obstetric violence. Prevalence of obstetric violence in Ecuador is high with a range between 30 and 70% approximately. METHODS: This cross-sectional study was performed with the participation of 1298 women who answered EPREVO questionnaire from June 2021 to January 2022. Obstetrics characteristics' relationship before and during COVID-19 were examined using Fisher exact test. RESULTS: From 1598 respondents, 1284 (80.4%) gave birth before March 2020 Most of the participants (73.6%; CI:73.59-73.61) experienced obstetric violence during childbirth. Vaginal examination, enemas and genital shaving, episiotomy and cesarean section decreased significantly as well as rooming with the baby during the pandemic. Half of the women did not breastfeed the baby in the first hour but there were not statistically significant differences between giving birth before or during the infection from COVID-19. CONCLUSIONS: Levels of obstetric violence in Ecuador remains high but without major differences due to the COVID-19 pandemic, however some harmful medical practices considered as obstetric violence decreased but maybe to the fear to be infected by the virus.

Is it compatible with breastfeeding? www.e-lactancia.org: Analysis of visits, user profile and most visited products.

INTRODUCTION: One of the factors to influence abandoning breastfeeding is mothers' use of medications. The www.e-lactancia.org website is a reliable source in Spanish and English for online free-access information about the compatibility of medications with breastfeeding. The aim of this study was to analyse the search profiles, and groups and products, searched the most on this website. MATERIALS AND METHODS: A retrospective and descriptive study of the e-lactancia.org website during 2014-2018. Google Analytics was used for data collection. The following variables were analysed: number of users and queries; professional profile; country; language; users' and groups' access modes/devices; most searched products. RESULTS: We found 16,821.559 users and 63,783.866 pages. Of users, 62.7 % were "mother/father", and 31.9 % were health professionals. Visits came mostly from: Spain (25.86 %); Mexico (16.87 %); Argentina (7.99 %); Chile (7.31 %). The preferred access mode and device were organic searches (62.1 %) and mobile phones (73.4 %), respectively. Phytotherapy (14.4 %), antibacterial agents (12.3 %) and NSAIDs (12.3 %) were the most searched groups, and ibuprofen (6.25 %) was the most popular product. CONCLUSION: Users and consultations in e-lactation increased significantly during the study period. Mothers/fathers were the main website users, followed by health professionals. The main consulted groups were antibacterial agents, NSAIDs and systemic phytotherapy. Ibuprofen, paracetamol and amoxicillin stood out as the most consulted products. These results revealed increase Internet resources use to solve parents and health professionals' breastfeeding doubts. Future research should study how users (parents, health professionals) interact with this information.

Cross-cultural adaptation and validation of Pamela Reed's Self-Transcendence Scale for the Spanish context.

OBJECTIVES: the current study aimed to adapt the Self-Transcendence Scale (STS) to the Spanish context and analyse its psychometric properties. METHOD: the STS was administered to a general Spanish population of adults (i.e., older than 20 years; n = 116) through an online platform. The Psychological Well-Being (PWB) and the Functional Assessment of Chronic Illness Therapy - Spiritual Well-being - modified version for healthy people (FACIT-Sp-Non-Illness) scales were also applied in two moments separated by an interval of 15 days. RESULTS: the results of the validation included the following statistics: α t = 0.772 (test) and α rt = 0.833 (retest); ICC = 0.278 (p = 0.097, intraclass) and 0.932 (p < 0.001, interclass); a Bland-Altman confirmation of the test/re-test (TRT) concordance; global content validity coefficient (S-CVI) = 0.92; r 1 = 0.636 (PWB) and r 2 = 0.687 (FACIT-Non-Illness; both p < 0.001); and three factors explained 42.3% of the variance. The STS showed positive apparent validity and feasibility. CONCLUSIONS: the Spanish version of the STS is valid for use in the general population, with updates relative to the Colombian version that include more natural wordings, syntactic corrections, inclusive language, a better definition of the concepts, and an alternative factor model.

Cooperative Learning and Hand Disinfection in Nursing Students.

OBJECTIVES: The study sought to evaluate the effectiveness of an educational intervention based on cooperative learning on the acquisition of knowledge and skills on hand washing. In addition, the interest and self-perception was studied of the participants on the acquisition of knowledge and skills. METHODS: This was a pre-post intervention study with 49 students from the second course of the Nursing degree, evaluating: i) acquisition of knowledge with an ad hoc questionnaire; ii) skills on hand washing by conducting the technique with reagent solution and verification with fluorescent lamp; and iii) interest and self-perception of the importance of acquiring knowledge and skills with specific questions. RESULTS: The mean age was 21.8 years, 83.7% were women, and 32.6% had prior studies related with health. Significant post-intervention improvement was evident in the level of knowledge (p< 0.001) and skills (p<0.001). Interest for the intervention (m=4.1±0.6) and perception on the acquisition of knowledge (m=4.4±0.6) and skills (m=4.3±0.5) were scored high (scale from 1 to 5). CONCLUSIONS: The cooperative learning intervention improved knowledge and skills on hand washing in nursing students and awakened their interest.

Effectiveness of an Evidence-Based Practice educational intervention with second-year nursing students.

OBJECTIVES: to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. METHOD: a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. RESULTS: the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). CONCLUSION: this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.

Aprendizaje cooperativo e higiene de manos en estudiantes de enfermería / Aprendizagem cooperativo e higiene de mãos em estudantes de enfermagem / Cooperative Learning and Hand Disinfection in Nursing Students

Objetivo. Evaluar la efectividad de una intervención educativa basada en el aprendizaje cooperativo sobre la adquisición de conocimientos y habilidades en lavado de manos. Métodos. Estudio pre-posintervención realizado con la participación de 49 estudiantes de segundo curso de grado en enfermería. Se evaluaron los siguientes aspectos: i) adquisición de conocimientos con un cuestionario ad hoc, ii) habilidades en lavado de manos mediante la realización de la técnica con solución reactiva y verificación con lámpara fluorescente, y iii) interés y autopercepción de la importancia de adquisición de conocimientos y habilidades con preguntas específicas. Resultados. La edad media fue 21.8 años, 83.7% mujeres y el 32.6% tenía estudios previos relacionados con salud. Hubo una mejoría significativa post-intervención en el nivel de conocimientos (p<0.001) y habilidades (p<0.001). El interés por la intervención (m=4.1±0.6) y la percepción sobre la adquisición de conocimientos (m=4.4±0.6) y habilidades (m=4.3±0.5) se calificaron como elevados (escala de 1 a 5). Conclusión. La intervención de aprendizaje cooperativo mejoró los conocimientos y habilidades sobre lavado de manos en estudiantes de enfermería, además, despertó su interés(AU)

Descriptores: enfermería; educación en enfermería; estudiantes de enfermería; desinfección de las manos; solución hidroalcohólica; aprendizaje. Aprendizagem cooperativo e higiene de mãos em estudantes de enfermagem Objetivo. Avaliar a efetividade de uma intervenção educativa baseada na aprendizagem cooperativa sobre a aquisição de conhecimentos e habilidades no lavado de mãos. Ademais, se estudou o interesse e a auto-percepção dos participantes sobre a aquisição de conhecimentos e habilidades neste assunto. Métodos. Estudo pré-pós intervenção realizada com a participação de 49 estudantes de segundo curso de grau em enfermagem. Se avaliou: i) aquisição de conhecimentos com um questionário ad hoc, ii) habilidades em lavado de mãos mediante a realização da técnica com solução reativa e verificação com luz fluorescente, y iii) interesse e auto-percepção da importância de aquisição de conhecimentos e habilidades com perguntas específicas. Resultados. A idade média foi 21.8 anos, 83.7% eram mulheres e 32.6% tinham estudos prévios relacionados com saúde. Houve uma melhoria significativa pós-intervenção no nível de conhecimentos (p<0.001) e habilidades (p<0.001). O interesse pela intervenção (m=4.1±0.6) e a percepção sobre a aquisição de conhecimentos (m=4.4±0.6) e habilidades (m=4.3±0.5) foram qualificados como elevados (escala de 1 a 5). Conclusão. A intervenção de aprendizagem cooperativo melhorou os conhecimentos e habilidades sobre lavado de mãos em estudantes de enfermagem e ademais despertou seu interesse.(AU)

Objective. The study sought to evaluate the effectiveness of an educational intervention based on cooperative learning on the acquisition of knowledge and skills on hand washing. In addition, the interest and self-perception was studied of the participants on the acquisition of knowledge and skills. Methods. This was a pre-post intervention study with 49 students from the second course of the Nursing degree, evaluating: i) acquisition of knowledge with an ad hoc questionnaire; ii) skills on hand washing by conducting the technique with reagent solution and verification with fluorescent lamp; and iii) interest and self-perception of the importance of acquiring knowledge and skills with specific questions. Results. The mean age was 21.8 years, 83.7% were women, and 32.6% had prior studies related with health. Significant post-intervention improvement was evident in the level of knowledge (p<0.001) and skills (p<0.001). Interest for the intervention (m=4.1±0.6) and perception on the acquisition of knowledge (m=4.4±0.6) and skills (m=4.3±0.5) were scored high (scale from 1 to 5). Conclusion. The cooperative learning intervention improved knowledge and skills on hand washing in nursing students and awakened their interest.(AU)

Effectiveness of an Evidence-Based Practice educational intervention with second-year nursing students / Eficácia de uma intervenção educativa de Prática Baseada em Evidências com estudantes do segundo ano de enfermagem / Eficacia de una intervención educativa de Práctica Basada en la Evidencia en estudiantes de segundo año de enfermería

ABSTRACT Objectives: to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. Method: a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. Results: the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). Conclusion: this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.

RESUMO Objetivos: avaliar a eficácia de uma intervenção educativa sobre os conhecimentos, competências e atitudes da prática baseada em evidências em estudantes do segundo ano do curso de enfermagem. Método: estudo quase-experimental, antes e depois. A população do estudo foi composta por 120 estudantes matriculados na cadeira de Cuidados de Enfermagem em Processos de Assistência Médica. A intervenção educativa foi baseada em aulas teóricas e práticas sobre o processo da prática baseada em evidências e o uso da técnica do incidente crítico durante o estágio clínico. A eficácia foi medida com o Questionário de Competências de Práticas Baseadas em Evidências em três medidas pareadas usando análise de variância de medidas repetidas. Resultados: os escores médios do Questionário de Competências da Prática Baseada em Evidências foram 79,83 (IC95% 78,63-81,03) para a medição basal, 84,53 (IC95% 83,23-85,83) para a medição intermédia e 84,91 (IC95% 83,26-86,55) para a medição final, com uma diferença estatisticamente significante entre as três medidas pareadas (p<0,001). Houve diferenças estatisticamente significantes em Atitudes (p = 0,034) e Conhecimento (p <0,001), mas não em Competências (p = 0,137). Conclusão: esta intervenção educativa baseada em aulas teóricas e práticas sobre o processo de prática baseada em evidências e o uso da técnica do incidente crítico durante o estágio clínico aumenta a competência de prática baseada em evidências em estudantes do segundo ano do curso de enfermagem.

RESUMEN Objetivos: evaluar la efectividad de una intervención educativa de práctica basada en la evidencia sobre los conocimientos, habilidades y actitudes del estudiantado de segundo año del grado en enfermería. Método: estudio cuasi-experimental (antes-después). La población de estudio consistió en 120 estudiantes inscritos en el curso de Cuidados de Enfermería en los Procesos de Atención Sanitaria. La intervención educativa se basó en clases teóricas y prácticas sobre el proceso de práctica basada en la evidencia y el uso de la técnica de incidentes críticos durante las rotaciones clínicas. La efectividad se midió con el Cuestionario de Competencia en Práctica Basada en la Evidencia por medio de tres medidas pareadas y utilizando el análisis de varianza de medidas repetidas. Resultados: las puntuaciones medias del Cuestionario de Competencia en Práctica Basada en la Evidencia fueron 79,83 (IC 95% 78,63-81,03) para la medición basal, 84,53 (IC 95% 83,23-85,83) para la medición intermedia, y 84,91 (IC 95% 83,26-86,55) para la medición final, con una diferencia estadísticamente significativa entre las tres medidas pareadas (p <0,001). Hubo diferencias estadísticamente significativas en Actitudes (p = 0,034) y Conocimientos (p <0,001), pero no en Habilidades (p = 0,137). Conclusión: la intervención educativa basada en clases teóricas y prácticas sobre el proceso de práctica basada en la evidencia y el uso de la técnica de incidentes críticos durante las rotaciones clínicas mejoran la competencia en práctica basada en la evidencia en estudiantes de segundo año de enfermería.

Cross-cultural adaptation and validation of Pamela Reed's Self-Transcendence Scale for the Spanish context / Adaptação cultural da Escala de Autotranscendência de Pamela Reed ao contexto espanhol / Adaptación y validación transcultural de la Escala de Autotrascendencia de Pamela Reed al contexto español

ABSTRACT Objectives: the current study aimed to adapt the Self-Transcendence Scale (STS) to the Spanish context and analyse its psychometric properties. Method: the STS was administered to a general Spanish population of adults (i.e., older than 20 years; n = 116) through an online platform. The Psychological Well-Being (PWB) and the Functional Assessment of Chronic Illness Therapy - Spiritual Well-being - modified version for healthy people (FACIT-Sp-Non-Illness) scales were also applied in two moments separated by an interval of 15 days. Results: the results of the validation included the following statistics: α t = 0.772 (test) and α rt = 0.833 (retest); ICC = 0.278 (p = 0.097, intraclass) and 0.932 (p < 0.001, interclass); a Bland-Altman confirmation of the test/re-test (TRT) concordance; global content validity coefficient (S-CVI) = 0.92; r 1 = 0.636 (PWB) and r 2 = 0.687 (FACIT-Non-Illness; both p < 0.001); and three factors explained 42.3% of the variance. The STS showed positive apparent validity and feasibility. Conclusions: the Spanish version of the STS is valid for use in the general population, with updates relative to the Colombian version that include more natural wordings, syntactic corrections, inclusive language, a better definition of the concepts, and an alternative factor model.

RESUMO Objetivos: o presente estudo teve como objetivo adaptar a Escala de Autotranscendência (Self-Transcendence Scale - STS) ao contexto espanhol e analisar as suas propriedades psicométricas. Método: a STS foi aplicada a uma amostra da população geral de espanhóis adultos (maiores de 20 anos de idade; n= 116) através de uma plataforma online. Também foram aplicadas as escalas de Bem Estar Psicológico (Psychological Well-Being-PWB) e Avaliação Funcional do Tratamento de Doenças Crônicas, Bem Estar Espiritual modificada para sujeitos saudáveis (Functional Assessment of Chronic Illness Therapy, Spiritual Well-being, modified version for healthy people-FACIT-Sp-Non-Illness) em dois momentos, com intervalo de 15 dias. Resultados: os resultados da validação incluem: α t = 0,772 (teste) e α rt = 0,833 (reteste); CCI = 0,278 (p = 0,097, intraclasse) e 0,932 (p < 0.001, interclasse); confirmação de concordância no teste-reteste (TRT) pelo método do Bland-Altman; coeficiente global de validade de conteúdo (CVC)= 0.92; r 1 = 0,636 (PWB) and r 2 = 0,687 (FACIT-Non-Illness; p < 0,001 em ambos); três fatores explicaram 42,3% da variância. A STS teve validade aparente e viabilidade positivas. Conclusões: a versão espanhola da STS é válida para uso na população geral, e traz atualizações em relação à versão colombiana, incluindo expressões mais naturais, correções sintáticas e linguísticas, melhor definição dos conceitos e um modelo fatorial alternativo.

RESUMEN Objetivos: el presente estudio tuvo como objetivo adaptar la Escala de Autotrascendencia (Self-Transcendence Scale, STS) al contexto español y analizar sus propiedades psicométricas. Método: la STS se administró a una población española general de adultos (es decir, mayores de 20 años, n = 116) por medio de una plataforma en línea. Las escalas de Bienestar Psicológico (EBP) y la de Evaluación Funcional para el Tratamiento de Enfermedades Crónicas - Bienestar Espiritual - versión modificada para personas sanas (FACIT-Sp-Non-Illness) también se aplicaron en dos momentos separados por un intervalo de 15 días. Resultados: los resultados de la validación incluyeron los siguientes parámetros estadísticos: αt = 0,772 (prueba) y αrt = 0,833 (reprueba); CCI = 0,278 (p = 0,097, intraclase) y 0,932 (p <0.001, interclase); una confirmación de Bland-Altman de la concordancia de test-retest (TRT, por sus siglas en inglés); índice global de validez de contenido (S-CVI, por sus siglas en inglés) = 0,92; r 1 = 0,636 (EBP) y r 2 = 0,687 (FACIT-Non-Illness; ambos p <0,001); y tres factores explicaron el 42.3% de la varianza. La STS mostró una validez aparente y viabilidad positivas. Conclusiones: la versión española de la STS es válida para su uso en la población general, con actualizaciones relativas a la versión colombiana que incluyen redacciones más naturales, correcciones sintácticas, lenguaje inclusivo, una mejor definición de los conceptos y un modelo alternativo factorial.

Cuestionario para medir la participación de los profesionales de enfermería en la tutela de estudiantes / Questionário para medir a participação dos profissionais de enfermagem na tutela de estudantes / Questionnaire to Measure the Participation of Nursing Professionals in Mentoring Students

Objective. The aim herein was to validate a questionnaire to measure the level of participation of clinical nursing professionals in the mentorship of nursing students during clinical practices. Methods. Design and validation of a questionnaire. The psychometric properties of the tool were determined through four phases: 1- literature review; 2- evaluation of content validity; 3- pilot test, cognitive pretest and intra-observer reliability study; 4- construct validity study through an exploratory factor analysis of main components with varimax rotation in a sample of 249 nursing professionals from primary care and hospital care from different Spanish provinces. The internal consistency was studied with Cronbach's alpha coefficient. Results. The global content validity was above 0.8. The final version of the questionnaire had 33 items, with a global intraclass correlation coefficient of 0.852 and Cronbach's alpha of 0.837. Factor analysis explained 55.4% of the total variance, with a solution of five factors that made up the dimensions: Implication, Motivation, Satisfaction, Obstacles, and Commitment. Conclusion. The questionnaire evaluated has adequate validity and reliability to permit determining the level of nurse participation in the mentorship of students. (AU)

Objetivo. Validar un cuestionario para medir el nivel de participación de los profesionales de enfermería clínicos en la tutela de estudiantes de enfermería durante las prácticas clínicas. Métodos. Diseño y validación de un cuestionario. Se determinaron las propiedades psicométricas de la herramienta mediante cuatro fases: 1- revisión de la literatura; 2- evaluación de la validez de contenido; 3- prueba piloto, pretest cognitivo y estudio de la fiabilidad intraobservador; 4-, estudio de validez de constructo mediante un análisis factorial exploratorio de componentes principales con rotación varimax en una muestra de 249 profesionales de enfermería de atención primaria y de atención hospitalaria de diferentes provincias españolas. La consistencia interna se estudió con el coeficiente Alfa de Cronbach. Resultados. La validez de contenido global fue superior a 0.8. La versión final del cuestionario fue de 33 ítems, con un CCI global de 0.852 y un alfa de Cronbach de 0.837. El análisis factorial explicó el 55.4% de varianza total, con una solución de cinco factores que formaron las dimensiones Implicación, Motivación, Satisfacción, Obstáculos y Compromiso. Conclusión. El cuestionario evaluado tiene validez y fiabilidad adecuadas que permite determinar el nivel de participación de las enfermeras en la tutela de estudiantes. (AU)

Objetivo. Validar um questionário para medir o nível de participação dos profissionais de enfermagem clínicos na tutela de estudantes de enfermagem durante as práticas clínicas. Métodos. Desenho e validação de um questionário. Se determinaram as propriedades psicométricas da ferramenta mediante quatro fases: 1- revisão da literatura; 2- avaliação da validez de conteúdo; 3- prova piloto, pré-teste cognitivo e estudo da fiabilidade intra-observador; 4-, estudo de validez de construto mediante uma análise fatorial exploratório de componentes principais com rotação varimax numa amostra de 249 profissionais de enfermagem de atenção primária e de atenção hospitalar de diferentes províncias espanholas. A consistência interna se estudou com o coeficiente Alfa de Cronbach. Resultados. A validez de conteúdo global foi superior a 0.8. A versão final do questionário foi de 33 itens, com um CCI global de 0.852 e um alfa de Cronbach de 0.837. A análise fatorial explicou que 55.4% de variância total, com uma solução de cinco fatores que formaram as dimensões; Implicação, Motivação, Satisfação, Obstáculos e Compromisso. Conclusão. O questionário avaliado tem validez e fiabilidade adequadas que permite determinar o nível de participação das enfermeiras na tutela de estudantes. (AU)

Questionnaire to Measure the Participation of Nursing Professionals in Mentoring Students.

OBJECTIVES: The aim herein was to validate a questionnaire to measure the level of participation of clinical nursing professionals in the mentorship of nursing students during clinical practices. METHODS: Design and validation of a questionnaire. The psychometric properties of the tool were determined through four phases: 1- literature review; 2- evaluation of content validity; 3- pilot test, cognitive pretest and intra-observer reliability study; 4- construct validity study through an exploratory factor analysis of main components with varimax rotation in a sample of 249 nursing professionals from primary care and hospital care from different Spanish provinces. The internal consistency was studied with Cronbach's alpha coefficient. RESULTS: The global content validity was above 0.8. The final version of the questionnaire had 33 items, with a global intraclass correlation coefficient of 0.852 and Cronbach's alpha of 0.837. Factor analysis explained 55.4% of the total variance, with a solution of five factors that made up the dimensions: Implication, Motivation, Satisfaction, Obstacles, and Commitment. CONCLUSIONS: The questionnaire evaluated has adequate validity and reliability to permit determining the level of nurse participation in the mentorship of students.

Level of involvement of clinical nurses in the evaluation of competence of nursing students.

OBJECTIVE: To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. METHODOLGY: Cross-sectional study, in which the "Clinical Practice Assessment Manual'' (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter "Nursing Care in Healthcare Processes ", from March to June 2013. RESULTS: 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. CONCLUSION: The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed.

Nivel de implicación de enfermeras clínicas en la evaluación de estudiantes de grado en enfermería / Nível de envolvimento de enfermeiras clínicas na avaliação de estudantes de graduação em enfermagem / Level of involvement of clinical nurses in the evaluation of competence of nursing students

Objetivo. Determinar el nivel de implicación de las enfermeras clínicas acreditadas por la Universitat Jaume I (España) como tutoras de prácticas (enfermeras de referencia) en la evaluación de competencias de los estudiantes de enfermería. Metodología.Estudio de corte transversal, en el que se analizaron las “Guías de Evaluación de Prácticas Clínicas” reportadas por 41 enfermeras de referencia (n=55). Se definieron tres criterios de calidad de la cumplimentación: que tenga información al menos del 80% de los datos requeridos, presencia de la firma y calificación final en el lugar adecuado. También se realizó la verificación de las actividades de aprendizaje. La recogida de datos se hizo de forma concurrente por las enfermeras de referencia y el profesorado de las asignaturas en las evaluaciones formativas del periodo de prácticas clínicas tuteladas de la materia “Cuidados de enfermería en procesos asistenciales” de marzo a junio de 2013. Resultados. El 63% de las Guías de Evaluación de Prácticas Clínicas se entregan cumplimentadas correctamente, sin alcanzar el umbral de calidad establecido (80%). La ausencia de la firma es el principal criterio de cumplimentación incorrecta (21%). De las 30 actividades de aprendizaje evaluadas en las guías, puede afirmarse que nueve de ellas no alcanzan el estándar de verificación establecido (80%), de forma que no puede asegurarse que estas actividades hayan sido realizadas por los alumnos y evaluadas por las Enfermeras tutoras a lo largo del periodo de prácticas clínicas. Conclusión. El nivel de implicación de las enfermeras de referencia debe mejorarse y para esto es necesario desarrollar estrategias que fomenten su implicación mediante la colaboración y la formación...

Objective. To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. Methodolgy. Cross-sectional study, in which the "Clinical Practice Assessment Manual” (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter "Nursing Care in Healthcare Processes ", from March to June 2013. Results. 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. Conclusion. The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed...

Objetivo. Identificar o nível de envolvimento das enfermeiras clínicas credenciadas pela Universitat Jaume I (Espanha) como tutoras de práticas (enfermeiras de referência) na avaliação de competências dos estudantes de enfermagem. Metodologia. Estudo de corte transversal, no que se analisaram as “Guia de Avaliação de Práticas Clínicas” reportadas por 41 enfermeiras de referência (n=55). Definiram-se quatro critérios de qualidade do preenchimento: que tenha informação pelo menos de 80% dos dados requeridos, presença da assinatura e qualificação final no lugar adequado. Também se realizou a verificação das atividades de aprendizagem. A recolhida de dados se realizou de forma concorrente pelas enfermeiras de referência e o professorado das matérias nas avaliações formativas do período de práticas clínicas tuteladas da matéria “Cuidados de enfermagem em processos assistenciais” de Março a Junho de 2013. Resultados. 63% das Guias de Avaliação se entregam preenchidas corretamente, sem atingir o umbral de qualidade estabelecido (80%). A ausência da assinatura é o principal critério de preenchimento incorreta (21%). Das 30 atividades de aprendizagem avaliadas nas guias, pode afirmar-se que nove delas não atingem o padrão de verificação estabelecido (80%), de forma que não pode assegurar-se que estas atividades tenham sido realizadas pelos alunos e avaliadas pelas Enfermeiras tutoras ao longo do período de práticas clínicas. Conclusão. O nível de envolvimento das enfermeiras de referência deve melhorar-se e para isto é necessário desenvolver estratégias que fomentem seu envolvimento através da colaboração e a formação...