Breast cancer survivors suffering from lymphedema: What really do affect to corporeality/body image? A qualitative study.

Breast cancer-related lymphedema is currently one of the most serious complications that most affect the quality of life of women undergoing breast cancer. The aim of this study was to explore in-depth the experience of women who suffer from lymphoedema after breast cancer and how does this condition affect corporeality, with no judgements. For this purpose, a qualitative methodology was followed. In-depth interviews, interviewer's field notes and participants' letters were used for data collection. The participants were twenty Spanish women with lymphoedema after overcome a breast cancer in the past. Healthcare specialists with experience in the topic were also included. Results showed 2 main categories: "From cancer to lymphedema, another disease another disease" and "Potential for transition and transformation towards a new way of life". As a conclusion, the difficulty in accessing adequate treatment, the need for greater awareness of lymphedema and the importance of the emotional and psychological dimension of this chronic disease. Highlighting the attitudes that these women develop for self-care and the concept of new corporeality. After breast cancer, women with lymphedema experience a drastic change that affects all areas of their lives. The adaptation process, and the search for resources and aid, play a fundamental role in overcoming this process.

Using a station within an objective structured clinical examination to assess interprofessional competence performance among undergraduate nursing students.

AIM/OBJECTIVE: To describe and analyse the use of a station within an OSCE to assess interprofessional competence performance in undergraduate nursing students. The specific objectives were: - To measure the students' level of competence performance in relation to the interprofessional competences Roles and Responsibilities, Communication and Teamwork. - To determine inter-observer concordance in the assessment of the interprofessional competences. BACKGROUND: Teamwork competencies are key to improving patient safety and avoiding medical errors. Today, healthcare professionals work in interdisciplinary teams. To foster a culture of safety, some of the measures that can be taken at the individual, team and organisational levels include fostering clear communication among team members, knowledge of respective roles and functions, and deepening team functioning through respect and trust in judgement and capabilities. The World Health Organization recommends starting to develop these competencies in university studies, through interprofessional education. There are numerous programmes in universities all over the world, but more research is needed on the assessment of interprofessional education activities, preferably through objective methods. Competency performance can be assessed by an external evaluator, in a simulated environment, with the Objective Structured Clinical Examination, which is widely used in nursing. DESIGN: Cross-sectional study. METHODS: 63 second-year nursing undergraduate students completed an interprofessional competencies station within an 8-station OSCE. Communication, Roles and Responsibility and Teamwork competences were assessed. The Interprofessional Collaborator Assessment Rubric (ICAR) was used as a model to assess the performance of students. Inter-observer concordance analysis was performed using the kappa coefficient and the concordance rate. RESULTS: 92.1% of students reached a good level in communication competence, 88.9% in roles and responsibility competence, and 55.6% in teamwork competence. The global concordance rate was 83.8%, and the kappa coefficient was 0.67. CONCLUSIONS: Most students have demonstrated interprofessional competence performance at a good level. However, the inter-observer concordance obtained for some of the items was not as expected. The assessment of interprofessional competencies, as it deals mainly with relational and communicative aspects, requires greater preparation both in terms of the specification of assessment items and in agreement between examiners.

Úlceras plantares verdes / Green foot ulcers

No disponible

El Trabajo fin de Grado en Enfermería: Conocimientos integrados y aprendizaje guiado / Final Project in Nursing Degree: Integrated knowledge and learning guide

El Trabajo fin de Grado (TFG) en Enfermería de la Universidad Europea (Madrid) es un trabajo orientado al mundo profesional, integrador y potenciador de los conocimientos adquiridos durante la titulación. Las características que definen su planteamiento son: formato semi-presencial, el estudiante escoge el tema guiado por un profesor-tutor, que es mentor del estudiante y le acompaña hasta finalizarlo. Todas las actividades se realizan a través de una plataforma virtual. El planteamiento y desarrollo del TFG se considera una "buena práctica" de departamento por los resultados alcanzados, según los estudiantes en cuanto a calidad de las asignaturas y del profesorado (4,5 sobre 5), y en la encuesta de satisfacción con el mentor (4,26 sobre 5, respecto a 27 profesores). Los estudiantes reconstruyen, desde un enfoque de transversalidad, el conjunto de conocimientos y habilidades, que les sitúa en las problemáticas actuales, les proyecta hacia el futuro profesional y les invita a continuar sus estudios

Final Project (FP) in Nursing Degree of UEM is a project oriented to the professional world, conciliatory and enhancer to the knowledge acquired during the degree work. The characteristics that define the approach are: blended learning, the student chooses the topic guided by a tutor-teacher who is the student's mentor and will guide him/her until the end of the proyect. All activities are performed through a virtual platform. The approach and development of the FP are considered as a "best practice" for the department, according to the results achieved based on the perceptions of students, regarding the quality of the courses and teachers ( 4.5 out of 5), and the satisfaction survey mentor (4.26 out of 5 ), about 27 teachers. The students reconstruct, from a mainstreaming approach, the group of knowledge and skills, which settle them on current issues, project themselves into the future career and invite them to continue their studies

Nevus anemicus: a distinctive cutaneous finding in neurofibromatosis type 1.

Nevus anemicus (NA) is a cutaneous anomaly characterized by pale, well-defined patches with limited vascularization after rubbing. They are largely known to be associated with neurofibromatosis 1 (NF1) and have received little attention in the literature until recently. We sought to characterize the prevalence and clinical features of patients with NA and NF1. We conducted an observational prospective study of 99 children with NF1 at the Hospital Niño Jesús, Madrid, Spain, from January 1, 2012, through July 31, 2013, and reviewed three other series of patients with NF1 and NA recently reported. The prevalence of NA in children with NF1 ranged from 8.8% to 51%, being much more prevalent at younger ages. Prospective studies yielded a higher prevalence than retrospective studies. NA was located most commonly on the trunk, particularly on the anterior chest wall, and was often multiple. Patients with segmental NF1 or isolated café au lait spots rarely had NA, and NA was absent in other genodermatoses. The collection of data was not homogeneous in all studies. NA has a high prevalence in individuals with NF1 patients but seems to be absent in connection with other genodermatoses, therefore its presence can assist in the diagnosis of suspected cases of NF1. The subtle clinical appearance of NA makes its detection difficult, and physicians involved in the care of children with NF1 must be aware of its possible presence and significance.

Actuación de enfermería ante el cuidado físico en el paciente terminal / Nursing action before the terminal patient physical care

Los cuidados paliativos son acciones ejercidas por los profesionales de enfermería para aumentar el confort y bienestar en pacientes con enfermedad terminal. La OMS define estos cuidados como «El enfoque que mejora la calidad de vida de los pacientes y familias que se enfrentan a los problemas asociados con enfermedades amenazantes para la vida, a través de la prevención y alivio del sufrimiento por medio de la identificación temprana e impecable evaluación y tratamiento del dolor y otros problemas físicos, psicológicos y espirituales» [1]. La precursora de los cuidados paliativos fue Cicely Mary Strode Saunders, quien explica la necesidad de modificar las Unidades de Cuidados Paliativos para mejorar la calidad de vida de los pacientes irreversibles. Los cuidados paliativos son necesarios en pacientes que presentan una enfermedad en situación terminal. El pronóstico de vida en este tipo de situaciones es inferior a seis meses. Se considera al ser humano un modelo biopsicosocial. Es por esta razón que el profesional de enfermería debe atender a todas las necesidades derivadas de estas tres dimensiones de la persona. En este artículo abordaremos los cuidados paliativos en el paciente terminal, teniendo en cuenta la faceta el profesional de enfermería como referente en la enseñanza de los cuidados al cuidador principal (AU)

Palliative care is a group of actions performed by nurses in order to increase the comfort and well-being of patients with terminal illnesses. The World Health Organization (WHO) defines this term as: «An approach that improves the quality of life of patients and their families facing the problem associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual [1]. Cicely Mary Strode Saunders is considered as the precursor of the palliative care, who explained the need to change the Palliative Care Units in order to improve the quality of life of patients with terminal illnesses. Palliative care is necessary for patients with a terminal illness. In such cases, the life expectancy is less than six months. Human being is considered a biopsychosocial model. For this reason, the nurse must take into account all the requirements arising from these three dimensions of the human being. In this essay, we deal with palliative care in patients with terminal illnesses, considering the role of the nurse as an important reference when teaching palliative care to the main carer (AU)

[NURSING ACTION BEFORE THE TERMINAL PATIENT PHYSICAL CARE]. / Actuación de enfermería ante e culdado físico en el paciente terminal.

Palliative care is a group of actions performed by nurses in order to increase the comfort and well-being of patients with terminal illnesses. The World Health Organization (WHO) defines this term as: An approach that improves the quality of life of patients and their families facing the problem associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual [1]. Cicely Mary Strode Saunders is considered as the precursor of the palliative care, who explained the need to change the Palliative Care Units in order to improve the quality of life of patients with terminal illnesses. Palliative care is necessary for patients with a terminal illness. In such cases, the life expectancy is less than six months. Human being is considered a biopsychosocial model. For this reason, the nurse must take into account all the requirements arising from these three dimensions of the human being. In this essay, we deal with palliative care in patients with terminal illnesses, considering the role of the nurse as an important reference when teaching palliative care to the main carer.

[Problem-based learning, a comparison in the acquisition of transversal competencies]. / Portafolio y aprendizaje basado en problemas (ABP).

In the European Higher Education Area (EEES in Spanish reference), a change in the pedagogical model has occurred: from teaching centered on the figure of the professor to learning centered on students, from an integral perspective. This learning must bring together the full set of competencies included in the program requirements necessary to obtain a degree. The specific competencies characterize a profession and distinguish one from others. The transversal competencies surpass the limits of one particular discipline to be potentially developed in all; these are subdivided in three types: instrumental, interpersonal and systemic. The authors describe and compare the acquisition of transversal competencies connected to students' portfolios and Problem-based Learning as pedagogical methods from the perspective of second year nursing students at the European University in Madrid during the 2007-8 academic year To do so, the authors carried out a transversal descriptive study; data was collected by a purpose-made questionnaire the authors developed which they based on the transversal competencies of the Tuning Nursing Project. Variables included age, sex, pedagogical method, perception on acquisition of those 24 competencies by means of a Likert Scale. U de Mann-Whitney descriptive and analytical statistics. The authors conclude that the portfolio and Problem-based Learning are useful pedagogical methods for acquiring transversal competencies; these results coincide with those of other studies. Comparing both methods, the authors share the opinion that the Problem-based Learning method could stimulate the search for information better than the portfolio method.

Portafolio y aprendizaje basado en problemas (ABP). Comparación en la adquisición de competencias transversales / Problem-based Learning, a comparison in the acquisition of transversal competencies

En el Espacio Europeo de Educación Superior (EEES) se produce un cambio de modelo educativo: de la enseñanza centrada en la figura del profesor al aprendizaje centrado en los estudiantes, desde una perspectiva integral. Este aprendizaje debe conjugar el conjunto de competencias presentes en la formación de los titulados. Las específicas caracterizan a una profesión y la distinguen de otras. Las transversales rebasan los límites de una disciplina para desarrollarse potencialmente en todas, dividiéndose en tres tipos: instrumentales, interpersonales y sistémicas. Se describe y compara la adquisición de competencias transversales ligadas a la utilización del Portafolio del estudiante y del Aprendizaje Basado en Problemas (ABP) como métodos pedagógicos, desde la visión de los estudiantes de Segundo curso de la Diplomatura de Enfermería de la UEM, durante el curso 2007-08. Para ello se efectúa un estudio descriptivo transversal, con recogida de datos mediante cuestionario de elaboración propia, basado en las competencias transversales del Proyecto Tuning de Enfermería. Como variables: edad, sexo, método pedagógico, percepción de adquisición de las 24 competencias (escala Likert). La estadística es descriptiva y analítica (U de Mann-Whitney). Se concluye que el Portafolio y el ABP son métodos pedagógicos útiles en la adquisición de competencias transversales, coincidiendo con resultados de otros estudios. Comparando ambos métodos, el ABP podría estimular la búsqueda de información más que el Portafolio(AU)

In the European Higher Education Area (EEES in Spanish reference), a change in the pedagogical model has occurred: from teaching centered on the figure of the professor to learning centered on students, from an integral perspective. This learning must bring together the full set of competencies included in the program requirements necessary to obtain a degree. The specific competencies characterize a profession and distinguish one from others.The transversal competencies surpass the limits of one particular discipline to be potentially developed in all; these are subdivided in three types: instrumental, interpersonal and systemic. The authors describe and compare the acquisition of transversal competencies connected to students' portfolios and Problem-based Learning as pedagogical methods from the perspective of second year nursing students at the European University in Madrid during the 2007-8 academic year. To do so, the authors carried out a transversal descriptive study; data was collected by a purpose-made questionnaire the authors developed which they based on the transversal competencies of the Tuning Nursing Project . Variables included age, sex, pedagogical method, perception on acquisition of those 24 competencies by means of a Likert Scale. U de Mann-Whitney descriptive and analytical statistics. The authors conclude that the portfolio and Problem-based Learning are useful pedagogical methods for acquiring transversal competencies; these results coincide with those of other studies. Comparing both methods, the authors share the opinion that the Problem-based Learning method could stimulate the search for information better than the portfolio method(AU)