Mental Health Nursing Student's Perception of Clinical Simulation about Patients at Risk of Suicide: A Qualitative Study.

Suicide is a serious public health problem, with a global mortality rate of 1.4% of all deaths worldwide and the leading cause of unnatural death in Spain. Clinical simulation has proven to be a beneficial tool in training nursing students. Such experiences allow them to develop cognitive and affective skills that are fundamental for the detection of warning signs and the use of interventions in cases of people who want to take their own lives. Working in a mental health environment can be difficult for nursing students; therefore, the purpose of this study was to explore the perceptions of nursing students on the approach, management, and intervention of suicidal crisis through clinical mental health simulation. METHODS: qualitative descriptive phenomenological study through focus groups and reflective narratives in a sample of 45 students. A thematic analysis was performed using ATLAS-ti. RESULTS: After the analysis, three themes were obtained: (a) management and handling of emotions, (b) identification of suicide motives, and (c) intervention in suicidal crisis. DISCUSSION: Clinical simulation in mental health allows students to exercise clinical judgment reasoning, detect warning signs for a better treatment approach, and provide tools for effective intervention and management of patient care. The results of this study indicate that nursing students face challenges in approaching mental health clinical simulation due to a lack of prior exposure.

Validation of a short version of the high-fidelity simulation satisfaction scale in nursing students.

BACKGROUND: Clinical simulation provides a practical and effective learning method during the undergraduate education of health professions. Currently there is only one validated scale in Spanish to assess nursing students' satisfaction with the use of high-fidelity simulation, therefore, our objective is to validate a brief version of this scale in undergraduate nursing students with or without clinical experience. METHOD: A cross-sectional descriptive study was performed. Between 2018 and 2020, the students from all academic courses of the Fundación Jiménez Díaz nursing school completed the satisfaction scale at the end of their simulation experiences. To validate this scale, composed of 33 items and eight dimensions, exploratory factor analysis (EFA) of the principal components was performed, the internal consistency was studied using Cronbach's alpha, and the corrected item-test correlation of each of the items of the total scale was reviewed. RESULTS: 425 students completed the scale, after the exploratory factor analysis, a scale consisting of 25 items distributed into six subscales, each containing between two and six items, explained a variance of 66.5%. The KMO test (Kaiser-Meyer-Olkin) obtained a value of 0.938, Bartlett's sphericity test was < 0.01 and Goodness of Fit Index (GFI) was 0.991. CONCLUSION: The modified ESSAF scale, reduced from 33 to 25 items and divided into six subscales, is as valid and reliable as the original scale for use in nursing students of different levels, with, or without clinical experience.

[THERAPEUTIC LIMITATION OF INTENSIVE CARE UNIT]. / La limitación terapéutica en la Unidad de Cuidados Intensivos.

The therapeutic limitation is a relatively common in Intensive Care Units practice. There are different types of therapeutic limitation, and the patient can be classified according to measures likely to withdraw or not start. Among such measures include removal of stand mechanical ventilation with the analgesia and sedation applied to the end of life of the patient.

La limitación terapéutica en la Unidad de Cuidados Intensivos / Therapeutic limitation of intenseve care unit

La limitación terapéutica es una práctica relativamente frecuente dentro de las Unidades de Cuidados Intensivos. Existen distintos tipos de limitación terapéutica, y se puede clasificar al paciente en función de las medidas susceptibles de retirarse o no iniciarse. Entre dichas medidas, cabe destacar la retirada de la ventilación mecánica junto con la analgesia y la sedación aplicadas al final de la vida del paciente (AU)

The therapeutic limitation is a relatively common in Intensive Care Units practice. There are different types of therapeutic limitation, and the patient can be classified according to measures likely to withdraw or not start. Among such measures include removal of stand mechanical ventilation with the analgesia and sedation applied to the end of life of the patient (AU)

[Constructing the nursing profession from the perspective of gender. A weakness or strength?]. / Deconstrucción de la profesión de enfermería. Desde la perspectiva del género. Debilidad o fortaleza?

To care for someone is a life-giving act whose existence goes so far back that it is lost in human memory. Despite the fact that the concept of health has evolved over the course of time, there is a constant factor, both in the social as in the practical context which ties care-giving implicitly to women. Innate qualities in the feminine sex, including vocation, kindness, dedication, softness, have contributed to undervalue professional work and to grant it little social recognition. As a group, nurses have been placed in the paradigm of oppression, due to the hierarchical vigilance medicine, a field located at the apex of power; has exercised over this profession. At present times, the humanization of caregiving and the role change by patients act favorably so that nurses begin to question the current situation their profession is in and to ask what can be done so their profession evolves independently

Deconstrucción de la profesión de enfermería Desde la perspectiva del género. ¿Debilidad o fortaleza? / Constructing the Nurisng Profession from the Perspective of Gender. A Weakness or Strength?

El cuidado es un acto de vida cuya existencia se remonta hasta donde se pierde la memoria del ser humano. A pesar de que el concepto de salud ha evolucionado a lo largo del tiempo, existe una constante tanto en el contexto social, como en la práctica, que lo liga de manera implícita a la mujer. Cualidades innatas del sexo femenino, como la vocación, la ternura, la entrega, el cariño han contribuido a infravalorar el trabajo profesional y a dotarlo de escaso reconocimiento social. Como colectivo, la Enfermería ha estado sumida en el paradigma de la opresión, debido a la vigilancia jerárquica que sobre la profesión ha ejercido la medicina, disciplina situada en la cima de la pirámide del poder. Actualmente, la humanización del cuidado y el cambio de rol de los pacientes está favoreciendo que las enfermeras comiencen a cuestionarse la situación actual de la disciplina y qué hacer para evolucionar como profesión independiente(AU)

To care for someone is a life-giving act whose existence goes so far back that it is lost in human memory. Despite the fact that the concept of health has evolved over the course of time, there is a constant factor, both in the social as in the practical context, which ties care-giving implicitly to women. Innate qualities in the feminine sex, including vocation, kindness, dedication, softness, have contributed to undervalue professional work and to grant it little social recognition. As a group, nurses have been placed in the paradigm of oppression, due to the hierarchical vigilance medicine, a field located at the apex of power, has exercised over this profession. At present times, the humanization of care-giving and the role change by patients act favorably so that nurses begin to question the current situation their profession is in and to ask what can be done so their profession evolves independently(AU)

Hacia un practicumreflexivo en Enfermería / Towards a reflexive Nursing practicum

Los nuevos requerimientos exigidos por el marco del Espacio Europeo deEducación Superior (EEES) enfocan la práctica docente hacia la implantaciónde nuevas metodologías que favorezcan el aprendizaje reflexivo. Elreto para los responsables de la formación de los futuros profesionales esconseguir la autonomía del estudiante en la gestión de su aprendizaje, ejerciendoun rol activo-participativo. Las prácticas clínicas suponen un elementoclave para favorecer ese aprendizaje reflexivo y aumentar la calidad en laprestación de los cuidados enfermeros. Una de las principales inquietudesde los docentes de las Escuelas de Enfermería ha sido, y sigue siendo, elproceso enseñanza-aprendizaje que tiene lugar durante las prácticas clínicas,en los contactos con el futuro profesional y con los pacientes. Esteartículo pretende invitar a la reflexión sobre cuáles son los aspectos másrelevantes de la situación actual de las prácticas de los estudiantes de Enfermeríay de qué manera contribuir al cambio en el currículum de los futurosprofesionales (AU)

The new requirements established by the European Higher EducationArea (EHEA) focus teaching towards the implementation of new methodologiesthat favour reflexive learning. The challenge for those in chargeof training future professionals is to achieve the students’ autonomy in themanagement of their own learning, exercising an active-participative role.Clinical practice represents a key element in favouring reflexive learningand increasing the quality of nursing care delivery. One of the main concernsof nursing school teaching staff has been, and still is, the teachinglearningprocess that takes place during clinical practice sessions, in thecontact with the professional future and with patients. This article aimsto ignite reflexion on what the most relevant aspects in the current situationof nursing students’ practice sessions are and how to contributeto change in the curriculum of future professionals (AU)