O ensino sobre a sistematização da assistência de enfermagem em um curso de graduação / Teaching the systematization of the nursing care in an undergraduate course / Enseñanza sobre la sistematización de la asistencia de enfermería en un curso de pregrado

Objetivo: compreender a percepção de estudantes de um curso de graduação em enfermagem sobre o ensino da sistematização da assistência de enfermagem. Método: pesquisa de métodos mistos, realizada com 156 estudantes de um curso de graduação em enfermagem de uma instituição privada de Belo Horizonte, Minas Gerais, Brasil. Foi utilizado um questionário estruturado e, posteriormente, dez estudantes selecionados aleatoriamente foram entrevistados, sendo utilizado um roteiro semiestruturado. Resultados: os estudantes revelaram ter segurança e conhecimento para implementar a sistematização da assistência de enfermagem e entendem sua importância para a autonomia, segurança e visibilidade profissional, além de avaliar positivamente a forma com que o ensino sobre a temática é desenvolvido na instituição. Conclusão: compreende-se que práticas positivas e metodologias ativas devem ser potencializadas durante a graduação, sendo necessário esforço coletivo que forneça meios para o desenvolvimento da sistematização da assistência de enfermagem.

Objective: to understand the perception of undergraduate nursing students about teaching the systematization of nursing care. Method: mixed methods research, carried out with 156 students from an undergraduate nursing course at a private institution in Belo Horizonte, Minas Gerais, Brazil. A structured questionnaire was used and, later, ten randomly selected students were interviewed, using a semi-structured script. Results: the students showed confidence and knowledge to implement the systematization of nursing care and understand its importance for autonomy, security and professional visibility, in addition to positively evaluating the way in which teaching on the subject is developed in the institution. Conclusion: it is understood that positive practices and active methodologies should be strengthened during graduation, requiring a collective effort to provide means for the development of the systematization of nursing care.

Objetivo: comprender la percepción de los estudiantes de un curso de graduación en enfermería sobre la enseñanza de la sistematización de la asistencia de enfermería. Método: investigación de métodos mixtos, realizada con 156 estudiantes del curso de graduación en enfermería de una institución privada en Belo Horizonte, Minas Gerais, Brasil. Se utilizó un cuestionario estructurado y, posteriormente, se entrevistó a diez estudiantes seleccionados al azar, utilizando un guión semiestructurado. Resultados: los estudiantes mostraron confianza y conocimiento para implementar la sistematización de la asistencia de enfermería y comprender su importancia para la autonomía, seguridad y visibilidad profesional, además de evaluar positivamente la forma en que se desarrolla la enseñanza sobre el tema en la institución. Conclusión: se entiende que las prácticas positivas y las metodologías activas deben ser fortalecidas durante la graduación, requiriendo un esfuerzo colectivo para proporcionar medios para el desarrollo de la sistematización de la asistencia de enfermería.

Percepciones de estudiantes de enfermería con el uso de la herramienta "Libro" de Moodle / Perceptions of Nursing Students regarding the Use of the "Libro" Moodle Tool

Introducción: La formación de las enfermeras en administración y liderazgo tiene una importante repercusión sobre el presente y el futuro de la profesión. Sin embargo, la docencia y la evaluación realizadas en el nivel de pregrado, en su primer contacto con la materia, pueden generarles insatisfacción. Objetivo: Describir las percepciones de estudiantes de Enfermería sobre una innovación docente basada en el uso del "Libro" de Moodle como herramienta pedagógica, dentro de un enfoque general de clase invertida. Métodos: Estudio mixto exploratorio, realizado entre octubre y diciembre de 2020 en la Universidad de Huelva (España), mediante encuesta anónima sobre una muestra de 140 alumnos (del total de 145 estudiantes del 3º curso). Los datos fueron procesados en Excel y analizados de forma descriptiva (datos cuantitativos) y por categorías (datos cualitativos). Resultados: La valoración media del uso de la herramienta "Libro" fue de 9,10 sobre 10. El 92,00 por ciento de los estudiantes se mostró satisfecho con la metodología de enseñanza y 92,90 por ciento con la evaluación. Los estudiantes manifestaron haber mejorado su opinión sobre los contenidos gracias a la metodología empleada. Conclusión: La mayoría de los estudiantes participantes en este estudio se han mostrado satisfechos con el uso de la herramienta de Moodle dentro de un contexto de docencia a través de clase invertida(AU)

Introduction: The training of nurses in management and leadership has an important impact on the present and future of the profession. However, the teaching and evaluation carried out in the undergraduate level, in their first contact with the subject, can generate dissatisfaction. Objective: To describe the perceptions of students of Nursing Administration and Management regarding a teaching innovation based on using the "Libro" tool in the framework of teaching by means of a flipped classroom. Methods: Exploratory and mixed study carried out between October and December 2020 at the University of Huelva, Spain, by means of an anonymous survey conducted with a sample of 140 students (of the total of 145 students from the third academic year). The data were processed in Excel and analyzed descriptively (quantitative data) and by categories (qualitative data). Results: The average evaluation of using the "Libro" tool was 9.10 out of 10. 92.00 percent of the students were satisfied with the teaching methodology and 92.90 percent were satisfied with the evaluation. The students stated that their opinion of the contents had improved thanks to the methodology used. Conclusion: Most of the students participating in this study were satisfied with the use of the Moodle tool within a teaching setting of flipped classroom(AU)

Conditional Process Analysis for Nursing Education Researchers.

Nurse faculty need methodologically rigorous yet accessible techniques to evaluate the impact of their teaching strategies and build a strong body of evidence in nursing education science. Conditional process analysis is one such technique that allows researchers to include multiple variables in a single model to disentangle complex influences that instructional processes, student characteristics, and classroom variables have on learning outcomes. Researchers are encouraged to consider conditional process analysis to test and explain the effects of their educational strategies. Practical tools and resources are described that make conditional process analysis feasible for faculty with a basic understanding of statistical methods. [J Nurs Educ. 2020;60(5):249-251.].

A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions.

There is nearly a century of educational research that has demonstrated that three option multiple-choice questions (MCQs) are as valid and reliable as four or five option, yet this format continues to be underutilized in educational institutions. This replication study was a quasi-experimental between groups research design conducted at three Canadian schools of nursing to examine the psychometric properties of three option MCQs when compared to the more traditional four option questions. Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or mean examination scores when MCQs were administered with three versus four option answer choices.

Educational hypermedia in nursing assistance at birth: building and validation of content and appearance / Hipermedia educativa sobre asistencia de enfermería al parto: construcción y validación de contenido y apariencia / Hipermídia educativa sobre assistência de enfermagem ao parto: construção e validação de conteúdo e aparência

ABSTRACT Objective: to build an educational hypermedia about nursing care at usual risk birth and to perform validation of content and appearance. Method: methodological research carried out following the following stages: content and planning of modules; media production and organization of tutorial units; organization of student space, tutor and communication between them; availability of hypermedia; assessment by experts in nursing and informatics; and implementation of proposed suggestions. Results: educational hypermedia showed to be a validated material, since it presented an optimum index of global content of 0.97 and statistical significance in the binomial test for the content and appearance. Conclusion: it is believed that the use of this material with undergraduate students in nursing will contribute to the quality of obstetric care, considering that it is an illustrated technology capable of favoring teaching-learning about normal humanized childbirth.

RESUMEN Objetivo: construir una hipermedia educativa sobre la asistencia de enfermería al parto de riesgo habitual y realizar la validación de contenido y de apariencia. Método: investigación metodológica, realizada siguiendo las siguientes etapas: el levantamiento del contenido y la planificación de los módulos; la producción de los medios de comunicación y la organización de las unidades de tutoría; organización del espacio del alumno, tutor y de comunicación entre ellos; elaboración de la hipermedia; disponibilidad de la hipermedia; evaluación por especialistas en Enfermería e Informática; y aplicación de las sugerencias propuestas. Resultados: la hipermedia educativa se mostró como un material validado, ya que presentó un óptimo índice de validez de contenido global de 0,97 y significancia estadística en el test binomial para el contenido y apariencia. Conclusión: se cree que el uso de este material con alumnos de la graduación en Enfermería contribuirá con la calidad de la asistencia obstétrica, teniendo en vista que se constituye en una tecnología ilustrada capaz de favorecer la enseñanza-aprendizaje sobre parto normal humanizado.

RESUMO Objetivo: construir uma hipermídia educativa sobre a assistência de enfermagem ao parto de risco habitual e realizar a validação de conteúdo e de aparência. Método: pesquisa metodológica, realizada seguindo as seguintes etapas: levantamento do conteúdo e planejamento dos módulos; produção das mídias e organização das unidades tutoriais; organização do espaço do aluno, tutor e de comunicação entre eles; elaboração da hipermídia; disponibilização da hipermídia; avaliação por especialistas em Enfermagem e Informática; e implementação das sugestões propostas. Resultados: a hipermídia educativa mostrou-se como um material validado, visto que apresentou um ótimo índice de validade de conteúdo global de 0,97 e significância estatística no teste binomial para o conteúdo e aparência. Conclusão: acredita-se que o uso deste material com alunos da graduação em Enfermagem contribuirá com a qualidade da assistência obstétrica, tendo em vista que se constitui em uma tecnologia ilustrada capaz de favorecer o ensino-aprendizagem sobre parto normal humanizado.

Educational hypermedia in nursing assistance at birth: building and validation of content and appearance.

OBJECTIVE: to build an educational hypermedia about nursing care at usual risk birth and to perform validation of content and appearance. METHOD: methodological research carried out following the following stages: content and planning of modules; media production and organization of tutorial units; organization of student space, tutor and communication between them; availability of hypermedia; assessment by experts in nursing and informatics; and implementation of proposed suggestions. RESULTS: educational hypermedia showed to be a validated material, since it presented an optimum index of global content of 0.97 and statistical significance in the binomial test for the content and appearance. CONCLUSION: it is believed that the use of this material with undergraduate students in nursing will contribute to the quality of obstetric care, considering that it is an illustrated technology capable of favoring teaching-learning about normal humanized childbirth.

Assessment of feedback for the teaching of nursing practice / Evaluación del proceso de feedback para la enseñanza de la práctica de enfermería / Avaliação do processo de feedback para o ensino da prática de enfermagem

ABSTRACT Objective: Construct and validate instrument content for nursing consultation in an adult chemotherapy outpatient clinic. Method: Methodological study composed of two stages: elaboration of the instrument and validation of content. A literary review of the dimensions of customer care was carried out in the light of Theory of Basic Human Needs Theory, culminating in two instruments: one for admission consultation and other for follow-up. The content was validated by the evaluation of listed experts based on the adapted Fehring's Validation Model. Results: In the first round, two items of the admission instrument and three items of follow-up required reformulation. In the second round, there was an increase in agreement rate: 11% in the instrument of admission and 10% in follow-up. Final Consideration: The instrument represents a guideline for the Nursing Process and future research, but it cannot be seen as a substitute for nurses' knowledge and clinical reasoning.

RESUMEN Objetivo: Construir y validar contenido de instrumento para consulta de enfermería en ambulatorio de quimioterapia de adultos. Método: Estudio metodológico compuesto por dos etapas: elaboración del instrumento y validación de contenido. Se realizó una revisión literaria de las dimensiones del cuidado de la clientela, a la luz de la Teoría de las Necesidades Humanas Básicas, culminando en dos instrumentos: uno para consulta de admisión y otro de seguimiento. El contenido fue validado por la evaluación de expertos listados con base en el Modelo de Validación de Fehring adaptado. Resultados: En la primera ronda, dos ítems del instrumento de admisión y tres de seguimiento necesitaban reformulación. En la segunda ronda, hubo aumento de la tasa de concordancia: 11% en el instrumento de admisión y 10% de seguimiento. Consideraciones Finales: El instrumento representa un orientador del proceso de enfermería y de futuras investigaciones, pero no puede ser visto como un sustituto del conocimiento y del raciocinio clínico del enfermero.

RESUMO Objetivo: Construir e validar conteúdo de instrumento para consulta de enfermagem em ambulatório de quimioterapia de adultos. Método: Estudo metodológico composto por duas etapas: Elaboração do instrumento e validação de conteúdo. Foi realizada revisão literária das dimensões do cuidado da clientela, à luz da Teoria das Necessidades Humanas Básicas, culminando em dois instrumentos: Um para consulta de admissão e outro de seguimento. O conteúdo foi validado pela avaliação de experts listados com base no Modelo de Validação de Fehring adaptado. Resultados: Na primeira rodada, dois itens do instrumento de admissão e três de seguimento necessitaram de reformulação. Na segunda rodada, houve aumento da taxa de concordância: 11% no instrumento de admissão e 10% de seguimento. Considerações Finais: O instrumento representa um norteador do Processo de Enfermagem e de futuras pesquisas, mas não pode ser visto como um substituto do conhecimento e do raciocínio clínico do enfermeiro.

Developing a Universal Nursing Competencies Framework for Registered Nurses: A Mixed-Methods Approach.

PURPOSE: To develop a methodology for identifying the universal nursing competencies required for registered nurses (RNs). DESIGN: A mixed-methods approach was used. METHODS: The research in this article entails a combination of different methodological approaches, namely the Delphi technique and an empirical quantitative nonexperimental study. A total of 14 experts with credentials in the nursing field participated in the former. Consensus was defined as at least 80% agreement. Subsequently, a purposive sample of 321 RNs participated in the empirical quantitative nonexperimental study. The data were collected during 2014. FINDINGS: In the study's first stage, 39 professional nursing competencies were identified using the Delphi technique. In the second stage, factor analysis resulted in seven factors: professional nursing clinical practice; professional communication and quality in nursing; determinants of health and safety in nursing; critical thinking and self-planning of professional work; new knowledge and knowledge transfer in nursing; management and coordination in nursing; and nursing research. Together they explain 74.9% of the variance. CONCLUSIONS AND CLINICAL RELEVANCE: In the future, the identification of the national nursing competencies should be considered. The study has some limitations; however, the proposed methodology revealed in this study may be the first step in overcoming them.

Pain Assessment Documentation After Opioid Administration at a Community Teaching Hospital.

PURPOSE: To compare pain assessment documentation postopioid administration in hospitalized patients before and after implementing nurse education. METHODS: Patients 18 years and older were randomly selected for inclusion if they received 1 opioid dose while admitted to the hospital. Through retrospective chart review, opioid data, including date and time, were collected for each opioid administered. Pain score data, including time and date of documentation, were recorded for analysis. The primary objective of this study was to determine whether a nursing education intervention would improve documentation of pain scores within an appropriate time frame postadministration of an opioid medication. The intervention was a training presentation uploaded to the institution's intranet with an assessment. The primary outcome was measured by comparing the frequency by which nurses documented pain scores following opioid administration before and after education. RESULTS: Three hundred twenty patients (160 patients per time period) were evaluated. The percentage of pain scores recorded within the appropriate assessment time following opioid administration increased from 32.9% to 37.8% ( P = .003). The proportion of appropriate pain score documentation increased 4.9% (95% confidence interval [CI]: 1.6%-8.2%). CONCLUSION: An increase in the documentation of efficacy assessments after opioid administration was demonstrated after nursing education. Further studies should be done to identify additional strategies to increase monitoring as well as to identify a benchmark for institutions with regard to pain management monitoring.

The system of nursing in Chile: Insights from a systems theory perspective.

Nursing is possible owing to a series of intricate systemic relations. Building on an established tradition of sociological research, we critically analysed the nursing profession in Chile, with an emphasis on its education system, in the light of social systems theory. The paper's aim was to explore basic characteristics of nursing education as a system, so as to outline its current evolution. Drawing on recent developments in nursing, we applied an empirical framework to identify and discuss functionally differentiated systems that are relevant to nursing and observe communications between them. We found that the dynamics of nursing as a whole develop from communications with closely related systems, including the nursing profession and the education system more broadly. While the discipline (as a system of representations) strives to control the profession (as an applied occupational field), the necessities of practicing nurses imply other forces mediating the making of the profession, a process framed by market dynamics in education and health.

Effects of different education methods in peritoneal dialysis application training on psychomotor skills and self-efficacy of nursing students.

BACKGROUND: Applying the proper technique for connections in Peritoneal Dialysis (PD) is crucial in preventing potential infectious complications. OBJECTIVES: The aim of this study is to investigate the effects of different education methods in PD application training on the psychomotor skills and self-efficacy of nursing students. METHODS: The randomized controlled and experimental study was conducted with a total of 28 nursing student participants. The PD training was provided theoretically and by using a PD simulator for the experimental group and by using videos for the control group. At the end of the training, each student who was included in the experimental and control group were asked to perform PD on the PD simulator one by one. Psychomotor skills were evaluated according to the PD application skill evaluation criteria. Self-efficacy of the students before and after the application was also measured. RESULTS: Psychomotor skill scores of the students were found to be significantly higher in the experimental group, and there was no significant difference between the experimental and control groups in terms of self-efficacy scores. No statistically significant difference was detected between the self-efficacy scores of the experimental group regarding pre-test and post-test results. CONCLUSION: This technique can be used to improve the development of psychomotor skills, since the demonstration of the PD application with the simulation technique is effective in the development of psychomotor skills.

Proceso Atención de Enfermería desde la perspectiva docente / Nursing Care Process from the teaching perspective

Fundamento: no es posible lograr una atención completa solo con el cumplimiento de los tratamientos médicos, se necesita de un pensamiento científico donde se aplique la base teórica de la profesión, el Proceso de Atención de Enfermería. Objetivo: argumentar el contenido sobre el Proceso Atención de Enfermería desde la perspectiva docente. Métodos: se realizó una revisión bibliográfica a través de una búsqueda realizada entre los años 1996 al 2017, donde se consultaron bases de datos especializadas y se seleccionaron 25 publicaciones científicas sobre el tema. Desarrollo: el Proceso de Atención de Enfermería se caracteriza por tener una base teórica, pues es un proceso concebido a partir de conocimientos sólidos que le permite al estudiante y al profesional plantear y organizar sus acciones de enfermería, con la finalidad de dirigir y alcanzar un objetivo: la interacción entre enfermera-paciente, familia y comunidad, al establecer relaciones recíprocas e interdisciplinarias donde el proceso sea dinámico y flexible para lograr que en el ejercicio de la Enfermería se adapten a los ámbitos clínico y comunitario o en áreas especializadas, que respondan a las necesidades actuales. Conclusiones: el Proceso de Atención de Enfermería desde la perspectiva docente, ha contribuido a comprender y adaptar un trabajo permanente con los estudiantes para alcanzar la integración docencia-asistencia(AU)

Background: it is not possible to achieve complete attention only with compliance with medical treatments, scientific thought is needed where the theoretical basis of the profession is applied, the Nursing Care Process.Objective: to argue the content about the Nursing Care Process from the teaching perspective. Methods: a bibliographic review was carried out through a search conducted between 1996 and 2017, where specialized databases were consulted and 25 scientific publications on the subject were selected. Development: the Nursing Care Process is characterized because it has a theoretical basis, as it is a process conceived from solid knowledge that allows the student and the professional to plan and organize their nursing actions, in order to direct and achieve a goal : the interaction between nurse-patient, family and community, establishing reciprocal and interdisciplinary relationships, being dynamic and flexible, trying in the Nursing practice to adapt it to the clinical and community spheres or in specialized areas, and responding to current needs Conclusions: the Nursing Care Process from the teaching perspective, has contributed to understand and adapt a permanent work with the students building to achieve the teaching-assistance integration(AU)

What's in a Name? Revisiting Pilot Studies in Nursing Education Research.

Pilot studies are a commonly described type of study in the nursing education literature. Although nursing education researchers continue to label small, single-site, hypothesis-driven studies as pilot studies, the consensus in other fields as to what constitutes a pilot study has changed over time to focus more narrowly on issues of feasibility and acceptability of study interventions and interactions. Nursing education researchers are encouraged to adopt more modern definitions of pilot studies that substantially reduce (or eliminate) the focus on inferential statistical testing while increasing the focus on practical and procedural aspects of study design and implementation. This article highlights the historical evolution of the term pilot study and provides researchers with suggestions about the purpose and focus of pilot studies that support development of the science of nursing education. [J Nurs Educ. 2018;57(8):457-459.].

Statistical Power in Nursing Education Research.

Nursing researchers have been encouraged for decades to address the validity of their statistical conclusions in part by accumulating evidence from studies that are capable of correctly identifying relationships between variables when those relationships are truly present. However, it has been noted that only a fraction of nursing studies appear to have undertaken power analyses to help mitigate the risk of Type II statistical conclusion errors. This Methodology Corner article reviews some of the major aspects of power analysis procedures and reiterates recommendations that researchers who plan to use inferential statistical analyses also conduct a power analysis to guide decision making about target sample sizes to increase the validity of study findings. [J Nurs Educ. 2018;57(5):262-264.].

El sentido de un final de estudios: El proceso de aprendizaje durante el grado de enfermería a partir del cuaderno de progresión transversal / Giving sense to finishing studies: nursing degree learning process and the transversal progress notebook

Introducción: El objetivo de este estudio es comprender la percepción de los estudiantes sobre su proceso de aprendizaje durante el grado de Enfermería, al final de la promoción 2011-15, mediante la utilización del Cuaderno de Progresión Transversal (CPT) como herramienta metodológica. Metodología: Estudio cualitativo interpretativo desde un enfoque biográfico-narrativo del CPT de la promoción 2011-15. Sesenta y un narrativas se codificaron y se analizaron a partir de un análisis de contenido interpretativo. Resultados: El análisis interpretativo permitió identificar cinco temas del proceso reductivo de las narrativas que ayudaron a comprender la percepción del estudiante sobre su proceso de aprendizaje; estos fueron: estudios de enfermería, Escola Universitària d’Infermeria de Sant Pau, profesorado, proceso de aprendizaje y balance personal. Conclusion: Los estudiantes, al terminar sus estudios, percibieron haber adquirido un aprendizaje complejo basado en competencias y dieron sentido al trayecto realizado y a nuevos horizontes a través de la reflexión; encontraron coherencia entre sus estudios, la visión humanista y la práctica; consolidaron su identidad y valores profesionales, así como su pericia reflexiva crítica. Finalmente, percibieron nuevas transiciones hacia los ámbitos laboral y formativo con sentimientos ambivalentes

Introduction: The aim of this study is to understand students’ learning process perception at the end of their Nursing Bachelor studies at the Nursing University EUI-Sant Pau. The group studied were senior students from the 2011-15 year, using the Transversal Progress Notebook (TNB) as a methodological tool. Methodology: Qualitative interpretive study from a biographical-narrative approach of the 2011-15 year’s TNB. The sixty-one narratives were codified and analyzed using interpretative content analysis. Results: The interpretative analysis identified five topics from the narrative reductive process that helped understand the students’ perception of their learning process. These were: Nursing Studies, Sant Pau Nursing School, Teaching Staff, Learning Process, and Personal Assessment. Conclusion: When finishing their studies, students perceive that they have acquired a complex learning process based on competencies. They give meaning to their journey as students and to new upcoming horizons through reflection and self-knowledge. They perceive coherence between their studies, the humanistic vision, and fieldwork. They also perceive the strengthening of identity and professional values as well as the ability for critical reflection and finally, perceive how their learning process changes as they make a new transition towards the working and training environment, having contradictory feelings of joy and uncertainty

Habilidades investigativas en estudiantes de 2do año de Licenciatura en Enfermería: ocasión para su desarrollo / Researching skills in 2nd year students of the Bachelor in Nursing career: occasion for their development

Fundamento: la actividad científica debe ser asumida como componente esencial en la formación integral de los estudiantes de las ciencias médicas desde el pregrado. Objetivo: diagnosticar el desarrollo de las habilidades investigativas en los estudiantes de 2do año de Licenciatura en Enfermería, desde la asignatura Farmacología I. Métodos: se realizó un estudio descriptivo transversal en la Facultad de Ciencias Médicas de Cienfuegos durante el primer semestre del curso 2016-2017. Se utilizaron métodos del nivel teórico: analítico-sintético, inductivo-deductivo e histórico-lógico; del nivel empírico: el análisis documental y la observación, y matemático-estadísticos. Resultados: se constató que la mayoría de los estudiantes presentaron dificultades en la elaboración de los objetivos de investigación, la definición de las variables, la selección de métodos y técnicas y en el análisis de la información recolectada. Con menos dificultades resultaron la búsqueda bibliográfica, la redacción del informe escrito y la exposición oral. Conclusiones: se diagnosticaron las principales dificultades que presentaron los estudiantes de segundo año en cuanto a las habilidades investigativas, lo cual permite la retroalimentación de los docentes para ofrecer continuidad a su desarrollo a partir de nuevas estrategias.

Background: scientific activity must be assumed as an essential component in the comprehensive education of medical sciences students since the undergraduate level. Objective: to diagnose the development of researching abilities in the students of 2nd year of the Bachelor in Nursing career, through the subject Pharmacology I. Methods: a cross-sectional descriptive study was carried out in Cienfuegos Faculty of Medical Sciences during the first semester of the 2016-2017 academic year. Methods of the theoretical level were used: analytic-synthetic, inductive-deductive and historical-logical; of the empirical level: documentary analysis and observation, and mathematical-statistics. Results: it was found that most of the students presented difficulties in the elaboration of the research work objectives, the definition of the variables, the selection of methods and techniques and in the analysis of the information collected. The bibliographic search, the writing of the written report and the oral presentation were less difficult. Conclusions: the main difficulties that second-year students presented in terms of research skills were diagnosed, which allows feedback from teachers to offer continuity to their development based on new strategies.

The Single-Group, Pre- and Posttest Design in Nursing Education Research: It's Time to Move on.

Studying the effectiveness of educational interventions is centrally important to building the science of nursing education. Yet, the design most commonly used in the study of nursing education interventions-the single-group, preand posttest design-provides limited evidence to support claims of intervention effectiveness. In this Methodology Corner installment, the limitations of the single-group, preand posttest design are outlined and a review of the requirements for establishing stronger arguments for causality is presented. To overcome the limitations of single-group, preand posttest designs, nursing education researchers are encouraged to employ study designs and procedures that can significantly strengthen researchers' claims of intervention effectiveness. [J Nurs Educ. 2018;57(2):69-71.].

The Purpose and Power of Reporting Effect Sizes in Nursing Education Research.

Like many other fields and subfields within the social sciences, education, and medicine, nursing education research has a long history of giving p-values associated with common statistical tests a position of primary importance in interpreting study findings. Global, transdisciplinary efforts are underway to diminish the role p-values play in making judgements about the significance of study findings by changing the threshold p-value used to pronounce statistical significance, through the use of Bayesian statistics, and through efforts to report effect sizes alongside p-values. In this month's Methodology Corner installment, the focus is on effect sizes and their role in enhancing the value and utility of nursing education research studies. [J Nurs Educ. 2017;56(11):645-647.].

Navigating the Faculty-Student Relationship: Interacting With Nursing Students With Mental Health Issues.

BACKGROUND: There is an increase in students enrolled in higher education diagnosed with mental illness or experiencing symptoms suggestive of mental health issues (MHI). This has a significant impact on the faculty-student relationship. OBJECTIVES: The purpose of this study was to identify the basic social psychological process that occurs when nursing faculty interact with students with MHI. DESIGN: Grounded theory methodology was implemented to identify the basic social psychological process that occurs when faculty encounter students with MHI. Thirteen nursing faculty were interviewed. Data were analyzed using line by line coding and constant comparative analysis. RESULTS: The resulting substantive theory, navigating the faculty-student relationship in the context of student MHI, is an iterative four-phase process: noticing, responding, experiencing, and reflecting. CONCLUSION: This theory provides a framework for understanding how nursing faculty recognize and address student MHI. The theory can be used to establish interventional strategies and best practice guidelines.