Critical thinking level in nursing degree students according to sociodemographic and academic variables: A correlational study.

AIMS: To determine the level of critical thinking of undergraduate nursing students during their clinical practice, as well as to identify the relationship between sociodemographic and academic variables. BACKGROUND: Nursing degree programs should prioritize the development of critical thinking skills in their curriculum and regularly assess students to ensure the acquisition of core competencies. DESIGN: Multicenter, descriptive, cross-sectional, correlational, descriptive study. Participants included were students from the Degree in Nursing enrolled during the academic year 2020-2021. Students were selected by convenience from three universities located in Catalonia, Spain. Data were collected from 429 students, with 98 being excluded due to incomplete data. METHODS: Data were collected by administering the Nursing Critical Thinking in Students Questionnaire and an ad hoc form of sociodemographic and academic characteristics. The STROBE guidelines checklist were followed. The study involves a secondary analysis of data from a previous study that presented psychometric analysis. RESULTS: No significant differences were observed in total Critical Thinking scores across various parameters including academic year, current situation, work experience in healthcare, previous academic training, family situation, or recent stressful events. On average, students demonstrated moderate critical thinking scores. However, statistically significant relationships emerged between critical thinking scores and gender (p=0.046), institution attended for undergraduate studies (p=0.019) and having satisfactory social relationships despite experiencing stressful events (p=0.330). CONCLUSIONS: The study delves into the correlation between critical thinking skills and sociodemographic and academic factors, identifying students who may benefit from specific interventions and advocating for adaptable educational methods. It emphasizes the pivotal role of trust in fostering critical thinking in nursing education and suggests a connection between critical thinking and strong social relationships. In conclusion, evaluating critical thinking is crucial for addressing healthcare challenges, validating teaching strategies and promoting continuous improvement in nursing education.

A cinenurducation activity using Call the Midwife to teach about sexually transmitted infections and preeclampsia: design, implementation, and assessment.

BACKGROUND: Nursing students need to learn about sexually transmitted infections and preeclampsia. Cinenureducation is a rigorous method that uses materials from commercial movies or television series to teach health sciences students. OBJECTIVES: Using content analysis of the television series Call the Midwife, design a cinenureducation activity teaching nursing students about sexually transmitted infections and preeclampsia. Evaluate its effectiveness in knowledge acquisition. DESIGN, IMPLEMENTATION, AND PRE-POST ASSESSMENT OF KNOWLEDGE GAIN FOR TEACHING ACTIVITIES: The study comprised three main steps: designing the teaching activity, implementing it, and analyzing its pedagogical effectiveness through a pre-and-post study to assess knowledge acquisition resulting from the teaching activity. PARTICIPANTS: A six-member panel assessed the suitability of materials for the teaching goals. All second-year undergraduate nursing students in the course "Nursing management and leadership" at a nursing school in the 2022-2023 academic year were invited to participate (N = 160). METHODS: The panel conducted a content analysis of the first two seasons of the series to determine the usefulness of each episode for teaching the chosen topics. Students were randomly assigned to groups watching episodes emphasizing either sexually transmitted infections or preeclampsia, followed by discussion. Learning was gauged through a pre-post viewing 20-question multiple-choice test. Additionally, students' satisfaction was evaluated. RESULTS: A total of 142 nursing students participated. Significant differences between mean scores before and after intervention were found [6.90 vs. 6.42 on the preintervention assessment, p < 0.05; mean gain, 0.49 (95 % CI: 0.22-0.76)]. Most students were satisfied with the activity. CONCLUSIONS: The activity was useful for teaching about sexually transmitted infections and preeclampsia. The use of a television series portraying nurses enables the exploration of these critical topics. This has potential implications for integrating similar methods into nurse education curricula, emphasizing the broader impact of the research on pedagogical practices in healthcare education.

Percepción de estudiantes de ciencias de la salud sobre la violencia obstétrica / Perception of Health sciences and feminist medicine students about obstetric violence

Objetivo: Conocer la percepción sobre la violencia obstétrica en estudiantes de ciencias de la salud. Método: Diseño transversal en el que se empleó el cuestionario validado PercOV-S (Percepción sobre la Violencia Obstétrica de Estudiantes). El cuestionario se ofreció al alumnado que participó en el I Congreso de Medicina Feminista del CEEM (Consejos Estatal de Estudiantes de Medicina) celebrado el 12 de marzo de 2021. Este cuestionario se envió de manera online a través de Google Forms®. Resultado: La puntuación media obtenida en el total de la escala fue de 3,83 puntos (DS=0,61). Para la dimensión de la violencia obstétrica protocolizada-visible la puntuación media fue de 2,79 puntos (DS=0,84) y para la dimensión de violencia obstétrica no protocolizada-invisible se obtuvo una media de 4,16 puntos (DS=0,61). La puntuación global del cuestionario mostró diferencias estadísticamente significativas con la variable ámbito (p=0,019), curso (p=0,008), trato en función de la etnia (p=0,008), trato en función del status socioeconómico, condición de inmigrante (p<0,001) y conocimientos previos sobre el concepto de violencia obstétrica (p<0,001). Conclusiones: Los datos evidencian una marcada sensibilidad generalizada de la muestra hacia la temática de la violencia obstétrica, especialmente, frente a las características étnicas de las mujeres. Asimismo, se observa la necesidad de generar formación ético-actitudinal frente a la violencia obstétrica.(AU)

To measure of perception of obstetric violence in students of health sciences. Method: Cross-sectional design in which the validated questionnaire PercOV-S (Perception of Student Obstetric Violence) was used. The questionnaire was offered to the students who participated in the I Congress of Feminist Medicine of the CEEM (State Councils of Medical Students) held on March 12, 2021. This questionnaire was sent online through Google Forms. Results: The mean score obtained on the total scale was 3.83 scores (SD=0.61). For the dimension of protocolized-visible obstetric violence, the mean score is 2.79 points (SD=0.84) and for the dimension of non-protocolized-invisible obstetric violence, a mean of 4.16 points is obtained (SD=0.61). The global score of the displayed question differs statistically significantly with the variable scope (p=0.019), course (p=0.008), treatment according to ethnicity (p=0.008), treatment according to socioeconomic level, immigrant status (p <0.001), and prior knowledge about the concept of obstetric violence (p <0.001). Conclusions: The data show a marked generalised sensitivity of the sample to the issue of obstetric violence, especially with regard to the ethnic characteristics of the women. Likewise, the need to generate ethical-attitudinal training in the response to obstetric violence is observed.(AU)

Perception of health sciences and feminist medical students about obstetric violence.

OBJECTIVE: To measure the perception of obstetric violence among health sciences students. METHOD: Cross-sectional design in which the validated questionnaire PercOV-S (Perception of Student Obstetric Violence) was used. The questionnaire was offered to the students who participated in the I Congress of Feminist Medicine of the CEEM (State Councils of Medical Students) held on March 12, 2021. This questionnaire was sent online through Google Forms. RESULTS: The mean score obtained on the total scale was 3.83 scores (SD=0.61). For the dimension of protocolized-visible obstetric violence, the mean score is 2.79 points (SD=0.84) and for the dimension of non-protocolized-invisible obstetric violence, a mean of 4.16 points is obtained (SD=0.61). The global score of the displayed question differs statistically significantly with the variable scope (p=0.019), course (p=0.008), treatment according to ethnicity (p=0.008), treatment according to socioeconomic level, immigrant status (p<0.001), and prior knowledge about the concept of obstetric violence (p<0.001). CONCLUSIONS: The data show a marked generalised sensitivity of the sample to the issue of obstetric violence, especially with regard to the ethnic characteristics of the women. Likewise, the need to generate ethical-attitudinal training in the response to obstetric violence is observed.

Bienestar mental perinatal: el miedo como emoción movilizadora de técnicas de resiliencia / Perinatal mental wellbeing: fear as a mobilizing emotion for resilience techniques

Objetivo: Analizar las experiencias en torno a los sentimientos y emociones de las gestantes como eje movilizador, y las estrategias resilientes desarrolladas durante el periodo de pandemia y pospandemia de COVID-19 en España. Personas/Material y método: Diseño cualitativo, fenomenológico. Se realizaron entrevistas semiestructuradas a mujeres que dieron a luz en pandemia y pospandemia en España. Resultados: El miedo estaba presente en todas las narrativas, ocasionando un cambio en las expectativas. Asímismo, destaca el carácter multifactorial que llevó a las gestantes a tomar decisiones y acciones que nunca se habían planteado. El miedo a la falta de seguridad física, a la aceptación social o a la violencia obstétrica obstaculizaron la experiencia positiva del nacimiento. A pesar de la situación de vulnerabilidad a la que se enfrentaron, como respuesta adoptaron técnicas de resiliencia. Conclusiones: El miedo es una emoción frecuente en la gestación y parto –acentuada en pandemia–; sin embargo, puede transformarse en la medida en que existen ciertas características de las mujeres y del entorno. Las diversas técnicas resilientes permiten resignificar positivamente emociones no gratas. El buen trato, la empatía y la información son aspectos que propician experiencias positivas. (AU)

Objective: To analyze the experiences around the feelings and emotions of pregnant women as a mobilizing axis and the resilience strategies developed during the pandemic and post-pandemic period by COVID-19 in Spain. Persons/Materials and method: Qualitative, phenomenological design. Semi-structured interviews were conducted with women who gave birth during pandemic and post-pandemic periods in Spain. Results: Fear was present in all narratives, which caused a change in expectations. Likewise, the multifactorial nature that led them to make decisions and take actions they had never considered before stands out. Fear of lack of physical security, social acceptance or obstetric violence hindered the positive birth experience. Despite the vulnerable situation they faced, in their response they adopted resilience techniques. Conclusions: Fear is a frequent emotion in gestation and childbirth - accentuated in pandemic - however it can be transformed to the extent that certain characteristics of the women and the environment exist. The different resilience techniques allow us to positively re-signify unpleasant emotions. Good treatment, empathy and information are aspects that promote positive experiences. (AU)

Design and Validation of a Questionnaire to Measure the Perception of Nursing Degree Students about the Learning Process in Primary Care.

The aim of this study was to develop a tool for the evaluation of the learning process of the clinical practicum in primary care. The study was carried out in two phases: (1) identification of the categories that determine the perception of the nursing degree students about the learning process in the clinical practicum in primary care and the items for each category; and (2) cross-sectional study in a sample of 475 nursing degree students. The psychometric properties in terms of reliability (internal consistency) and construct validity were analyzed through a confirmatory factor analysis. Cronbach's alpha coefficient of internal consistency for the entire questionnaire was 0.93, and that for each of the categories was above 0.70 in all cases. The chi-squared test was statistically significant (2.84; p < 0.001). The confirmatory factor analysis produced a model of 6 dimensions and 41 items. The parameters were estimated through the least squares method. All saturations were statistically significant (p < 0.05). In view of the results of this study, it can be asserted that the questionnaire to measure the perception of the nursing degree students about the learning process in the community clinical practicum (QPCLP) presents good properties in terms of internal consistency and validity.

The nursing critical thinking in clinical practice questionnaire for nursing students: A psychometric evaluation study.

AIM: To adapt and validate the N-CT-4 Practice for use with Spanish nursing students. BACKGROUND: Promoting critical thinking is one of the primary objectives of nursing education programs all over the world. Using reliable and valid instruments to measure critical thinking is essential. The Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) is used internationally to assess critical thinking in nursing practice. However, little is known about the possible applications of this instrument in the context of nursing education. METHODS: Two-phase study: Phase I, adaptation of the N-CT-4 Practice for use with nursing students and verification of its content validity; phase 2, cross-sectional study to validate its psychometric properties in a sample of 331 nursing students from three university nursing schools. A subsample of 34 students completed the questionnaire on two occasions, with a time interval of two weeks. The construct validity and reliability of the instrument were tested using confirmatory factor analysis, convergent validity, internal consistency reliability and test-retest reliability. The STROBE guidelines and the COSMIN checklist were followed. RESULTS: All items obtained optimal content validity values. The model fit indices obtained from the confirmatory factor analysis supported the hypothesis of the four-dimensional structure on which the original questionnaire was based. Cronbach's alpha of 0.96 indicated high reliability. The correlations between the total score and the scores for the dimensions were statistically significant, positive and high, with values above r = 0.78 (p < 0.05). Lin's concordance correlation coefficient was 0.6 (p < 0.001). CONCLUSIONS: The adapted version of the N-CT-4 Practice is suitable for measuring critical thinking skills in the educational context of the degree course in nursing in Spain. Its psychometric validation yielded satisfactory results.

Moral sensitivity of nursing students. Adaptation and validation of the moral sensitivity questionnaire in Spain.

Ethical sensitivity is a requirement for people care as well as for decision-making in everyday practice. The aim is to present an adaptation and transcultural validation -in Spanish- of the Moral Sensitivity Questionnaire by Lützén et al. in Spain. In addition to that, we provide a practical implementation analysing the degree of moral sensitivity of nursing students. The data used for data collection were moral Sensitivity Questionnaire, socio-demographic data and a self-report questionnaire. The psychometric properties of the questionnaire were assessed, including validity and reliability. Fit indices of the overall model were computed. The fit indices of the Confirmatory Factor Analysis (CFA) indicate a poor fit, although the Exploratory Factor Analysis (EFA) revealed two dimensions that show a better fit of its indices. Women and those women with more experience in the clinical setting have a higher mean score, as well as those who study in centers where the strategic lines are the humanization of care. Female nursing students with more experience in the clinical setting and with more educational training present higher sensitivity indexes, as well as those who study in centers where the strategic lines are the humanization of care. The findings confirm that the Lützén et al. questionnaire is multidimensional. In the Spanish sample, it was necessary to group the three initial factors into two: sense of moral burden and moral strength-grouping the moral responsibility items into the above items to make the instrument more resilient.

The COVID-19 Pandemic in Spain: Experiences of Midwives on the Healthcare Frontline.

BACKGROUND: Midwives look after women during pregnancy, childbirth and puerperium. In Spain, the first wave of COVID was particularly virulent. There are few studies about the experiences of midwives providing care during the COVID pandemic and very few have been undertaken in the countries of southern Europe such as Spain. This article sets out to take a more in-depth look at the experiences of midwives who were on the frontline of care during the early months of the COVID-19 pandemic as well as to identify new needs and resilience strategies that can help midwives. METHODS: A qualitative methodology of phenomenological tradition was used, interviewing 10 midwives from primary care, hospital and independent care. RESULTS: After content analysis, three central categories emerged: (a) cascade of emotions; (b) professional occupation and concern for the women; (c) resisting the day-to-day; resilience and resistance strategies. CONCLUSIONS: Despite the difficulties, midwives are concerned about the loss of rights and autonomy and about the increased vulnerability of women. Midwives have become aware of the power they have in their actions both in health management and administration, as well as in the care of women, creating strategies to provide dignified care to their users.

Reliability and validity study of the Spanish adaptation of the "Student Satisfaction and Self-Confidence in Learning Scale" (SCLS).

The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach's alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.

Validity and reliability of the Spanish version of the "Wijma Delivery Expectancy/Experience Questionnaire" (W-DEQ-B).

The Wijma Delivery Expectancy/Experience Questionnaire (W-DEQ-B) is an instrument that allows the experiences around fear of childbirth to be examined after the birth. It is currently the most widely used to measure different aspects related to the fear of childbirth and enables healthcare and additional assistance to women after birth to be adapted according to their needs. The objective of this study was to translate the W-DEQ-B into Spanish and analyse its reliability and validity. The study was carried out in two phases: (1) transcultural adaption of the questionnaire to Spanish and (2) a transversal study in a sample of 190 postpartum women from Sexual and Reproductive Health Clinics in the province of Barcelona (Spain). The psychometric properties were examined in terms of reliability (internal consistency and temporal stability) and construct validity (confirmatory factorial analysis [CFA] and exploratory factorial analysis [EFA]). The results of the CFA did not confirm unidimensionality of the W-DEQ-B questionnaire. The EFA suggested four very similar, but not identical, dimensions to those obtained in other studies in which the W-DEQ-B has been evaluated. Both the Cronbach's alpha and the omega coefficient were adequate for the total questionnaire and for each of the four dimensions. The results of this study confirm that the W-DEQ-B is multi-dimensional. In the Spanish version of the W-DEQ-B-Sp four dimensions have been identified that allow the experiences around fear of childbirth to be examined after the birth. The Spanish version of the WDEQ-B (WDEQ-B-Sp) is reliable and valid for the measurement of fear of childbirth in clinical practice and for use in future research.

Reliability and validity study of the Spanish adaptation of the "Wijma Delivery Expectancy/Experience Questionnaire" (W-DEQ-A).

The Wijma Delivery Expectancy/Experience Questionnaire (W-DEQ-A) is an instrument that evaluates fear of childbirth through the expectations of women in relation to childbirth and their experience during the birth. The objective of this study was to translate the W-DEQ-A into Spanish and analyse its reliability and validity. The study was carried out in two phases: (1) adapting the questionnaire to Spanish and (2) a transversal study in a sample of 273 pregnant women in the Sexual and Reproductive Health centres in the Metropolitan Northern Barcelona in Catalonia (Spain). The psychometric properties were analysed in terms of reliability and construct validity. The confirmatory factorial analysis did not confirm the unidimensionality of the original structure of the WDEQ-A, as happened with the other studies in which it has previously been validated. The result of the exploratory factorial analysis suggests four factors, or dimensions, very similar but not identical to those obtained in other analysis studies of the W-DEQ-A. The Cronbach alpha and the omega scale were also adequate for all the scales and for each of the dimensions. The results of this study confirm the findings of other studies that suggest that the W-DEQ-A is multi-dimensional. In the Spanish version of the W-DEQ-A four dimensions have been identified to explore fear of childbirth in pregnant women. The Spanish version of the WDEQ-A (WDEQ-A-Sp) is reliable and valid for the measurement of fear of childbirth in clinical practice and for use in future research.

Reliability and validity study of the Spanish adaptation of the "Educational Practices Questionnaire" (EPQ).

The Educational Practices Questionnaire is an instrument for assessing students perceptions of best educational practices in simulation. As for other countries, in Spain, it is necessary to have validated rubrics to measure the effects of simulation. The objective of this study was to carry out a translation and cultural adaptation of the Educational Practices Questionnaire into Spanish and analyze its reliability and validity. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 626 nursing students. Psychometric properties were analyzed in terms of reliability and construct validity by confirmatory and exploratory factor analysis. The exploratory and confirmatory factor analyses showed that the one-dimensional model is acceptable for both scales (presence and importance). The results show that the participants' scores can be calculated and interpreted for the general factor and also for the four subscales. Cronbach's alpha and the Omega Index were also suitable for all the scales and for each of the dimensions. The Educational Practices Questionnaire is a simple and easy-to-administer tool to measure how nursing degree students perceive the presence and importance of best educational practices.

Miedo al parto: revisión bibliográfica de los instrumentos de medida / Fear of childbirth: literature review of measuring instruments

Objetivo: Analizar los instrumentos de evaluación del miedo al parto y sus características de validez. Metodología: Revisión bibliográfica en CINAHL, PubMed, Scopus y Cuiden de los estudios publicados entre 1982 y 2018, mediante combinaciones booleanas de palabras clave, que exploraran el miedo al parto mediante instrumentos validados o instrumentos con propiedades psicométricas de validez. Resultados: Se seleccionó un total de 12 artículos originales que presentan instrumentos de medición del miedo. Dos escalas evaluaban el miedo al parto antes del embarazo, mientras que las 10 restantes evaluaban el miedo durante el embarazo y/o el parto y tras el mismo. Todas las escalas muestran una buena fiabilidad con valores alfa de Cronbach >0,70. Conclusiones: La presente revisión ha permitido identificar 12 instrumentos que se han desarrollado con el fin de medir el miedo al parto. Presentan buenas propiedades psicométricas y han demostrado ser válidos en diferentes muestras culturales

Objective: Analyze the evaluation instruments of fear of childbirth and its validity characteristics. Methods: Bibliographic review in CINAHL, PubMed, Scopus and Cuiden of the studies published between 1982 and 2018, using Boolean combinations of keywords, which explore fear of childbirth through validated instruments or instruments with valid psychometric properties. Results: A total of 12 original articles were selected that present fear measuring instruments. Two scales assess the fear of childbirth before pregnancy while the other ten evaluate fear during pregnancy and/or delivery and after it. All scales show good reliability with Cronbach alpha values >0.70. Conclusions: The results of this review contribute to identify the instruments that have been developed in order to measure the fear of childbirth

La humanización del trabajo de parto: necesidad de definir el concepto. Revisión de la bibliografía / Humanising the job of childbirth: the need for a definition of the concept. Review of the bibliography

En los últimos años estamos asistiendo a un cambio en el modelo de atención sanitaria al parto, en el que se pone énfasis en el concepto de humanización asociado a la atención sanitaria al trabajo de parto. A pesar de la relevancia actual del concepto y de sus implicaciones socio sanitarias, hay poca bibliografía que lo defina. El objetivo de este artículo es conocer el origen y el significado del concepto de «humanización del parto» y sus características mediante una revisión bibliográfica de la literatura científica publicada al respecto. Los resultados de la revisión muestran que se trata de un término polisémico, que se basa en tres aspectos fundamentales: convertirá la mujer en el centro de la atención, facilitarle apoyo emocional y prestarle una atención clínica fundamentada en la evidencia científica (AU)

In recent years we have seen a change in the healthcare model at childbirth, whereby emphasis is placed on the concept of humanisation associated with healthcare in the job of childbirth. Despite the current relevance of the concept and its social and healthcare implications, little has been written when it comes to defining it. The aim of this paper is to find out the origin and meaning of the concept of “humanising childbirth “and its features, through a bibliographical review of published scientific literature. The results of the review show that it is a polysemousterm, based on three fundamental aspects: making the woman the centre of attention, giving her emotional support and providing her with clinical care based on scientific evidence (AU)