Gut Microbial Metabolome and Dysbiosis in Neurodegenerative Diseases: Psychobiotics and Fecal Microbiota Transplantation as a Therapeutic Approach-A Comprehensive Narrative Review.

The comprehensive narrative review conducted in this study delves into the mechanisms of communication and action at the molecular level in the human organism. The review addresses the complex mechanism involved in the microbiota-gut-brain axis as well as the implications of alterations in the microbial composition of patients with neurodegenerative diseases. The pathophysiology of neurodegenerative diseases with neuronal loss or death is analyzed, as well as the mechanisms of action of the main metabolites involved in the bidirectional communication through the microbiota-gut-brain axis. In addition, interventions targeting gut microbiota restructuring through fecal microbiota transplantation and the use of psychobiotics-pre- and pro-biotics-are evaluated as an opportunity to reduce the symptomatology associated with neurodegeneration in these pathologies. This review provides valuable information and facilitates a better understanding of the neurobiological mechanisms to be addressed in the treatment of neurodegenerative diseases.

Design and Validation of a Questionnaire on Risk Perception, Coping Behaviors and Preventive Knowledge against COVID-19 among Nursing Students.

As shown in the previous literature, in view of the future responsibilities of nursing professionals and the consequences for healthcare, it is of great interest to examine their risk perceptions, coping behaviors, and sense of coherency during the COVID-19 pandemic. The purpose of this study is to design and to validate a specific questionnaire that evaluates the factors relating to perceived risk, coping behaviors, and preventive knowledge against COVID-19 infection among nursing students from Spain. This is a psychometric study of a questionnaire's design and its validation in 1562 nursing students at 16 undergraduate nursing institutions in Spain. An ad-hoc survey was designed by a panel of six experts drawing from the literature. After a trial test, the questionnaire was formed with four scales (perception, risk, coping, and knowledge of preventive practices for COVID-19), with a total of 69 items. The final questionnaire was composed of 52 items grouped into four scales, with good psychometric properties to measure risk perception (Cronbach's alpha 0.735), factors related to perceived risk (Cronbach's alpha 0.653), coping behaviors (Cronbach's alpha 0.80), and knowledge of preventive practices against COVID-19 (Cronbach's alpha 0.77). This questionnaire, specifically designed and validated for nursing students, is the first to address four important areas in the development of preventive measures against COVID-19.

Digitized Prenatal Newsletter: Impact on Obstetric Patient Satisfaction and Loyalty.

The high demand for health information from pregnant women has encouraged the creation of an informative program through a weekly digital newsletter. The objective of this study is to evaluate its quality as a digital communication medium, in terms of satisfaction and loyalty to the pregnancy follow-up and delivery service. A cross-sectional, prospective study was carried out, surveying 179 patients by means of an online self-referral questionnaire including variables related to humanization, information needs, perceived accompaniment and satisfaction, as well as factors related to its influence on their decision to remain loyal to the center. A total of 81.2% of the participants showed high levels of satisfaction with the program. Satisfaction among nulliparous patients was significantly lower in several aspects. The resolution of doubts and the perception of peace of mind following the information received was positive for 54.8%. Of the patients in the program, 88.8% finally remained at the center, showing a strong influence of the program on their decision (mean value 75 on 1 to 100 scale). A weekly digital newsletter with specific information reduced the demand for information from pregnant women, generating high levels of satisfaction and positively influencing the decision to remain loyal to the Center.

Percepciones de los estudiantes de enfermería sobre el uso del portafolio en la integración teórico-práctica / Nursing students' perceptions on the use of the portfolio in theoretical-practical integration

Objetivo: explorar las percepciones de los estudiantes sobre el uso del portafolio y su potencial para integrar la teoría y la práctica. Metodología: estudio descriptivo e interpretativo con un enfoque cualitativo. Se realizó analizando los datos recopilados de los portafolios y cuestionarios de los estudiantes de enfermería de cuarto año, haciendo prácticas durante el año 2014-2015. Resultados: las percepciones de los estudiantes corroboran que el portafolio permite establecer un vínculo entre la teoría y la práctica, así como poner en práctica lo aprendido. Conclusiones: El análisis de los portafolios ha revelado que la teoría y la práctica se retroalimentan mutuamente, lo que hace que los estudiantes tengan el papel principal. El componente reflexivo ha contribuido a reducir el llamado choque de la realidad, permitiendo una transferencia de teoría a una práctica dinámica. (AU)

Objective: exploring the students' perceptions of the use of the portfolio, and its potential to integrate theory and practice. Methods: To illustrate that, a descriptive and interpretative study was carried out with a qualitative approach. The study was carried out analysing the data collected from the portfolios and questionnaires from the 4th year nursing students, doing practicum during the 2014-2015 academic year. Results: The students' perceptions corroborate that the portfolio allows to establish a link between theory and practice, as well as to put into practice what has been learned. Conclusions: The analysis of portfolios has revealed that theory and practice mutually feedback each other, having the students the leading role in that. The reflective component has contributed to reduce the so-called reality shock, allowing a transfer of theory into a fully dynamic practice. (AU)

Lateral Kangaroo Care in Hemodynamic Stability of Extremely Preterm Infants: Protocol Study for a Non-Inferiority Randomized Controlled Trial CANGULAT.

INTRODUCTION: This study aims to assess the efficacy of the modified kangaroo care lateral position on the thermal stability of preterm neonates versus conventional kangaroo care prone position. MATERIAL AND METHODS: A non-inferiority randomized parallel clinical trial. Kangaroo care will be performed in a lateral position for the experimental group and in a prone position for the control group preterm. The study will take place at the neonatal intensive care unit (NICU) of a University Hospital. The participants will be extremely premature infants (under 28 weeks of gestational age) along the first five days of life, hemodynamically stable, with mother or father willing to do kangaroo care and give their written consent to participate in the study. The sample size calculated was 35 participants in each group. When the premature infant is hemodynamically stable and one of the parents stays in the NICU, the patient will be randomized into two groups: an experimental group or a control group. The primary outcome is premature infant axillary temperature. Neonatal pain level and intraventricular hemorrhage are secondary outcomes. DISCUSSION: There is no scientific evidence on modified kangaroo care lateral position. Furthermore, there is little evidence of increased intraventricular hemorrhage association with the lateral head position necessary in conventional or prone kangaroo care in extremely premature newborns. Kangaroo care is a priority intervention in neonatal units increasing the time of use more and more, making postural changes necessary to optimize comfort and minimize risks with kangaroo care lateral position as an alternative to conventional prone position kangaroo care. Meanwhile, it is essential to ensure that the conventional kangaroo care prone position, which requires the head to lay sideways, is a safe position in terms of preventing intraventricular hemorrhage in the first five days of life of children under 28 weeks of gestational age. Trial registration at clinicaltrials.gov: NCT03990116.

Impacto de la evaluación de competencias en la calidad del aprendizaje: percepción de discentes y docentes de Grado en Enfermería / Competency assessment impact in quality of learning: nursing degree learner's and teacher's perception

Introducción: El enfoque de educación basada en competencias pretende reducir la brecha entre educación y empleo buscando lograr un aprendizaje profundo, significativo, para toda la vida, transferible a situaciones reales, complejas y cambiantes. Conceptualizar la evaluación a partir de este enfoque implica asumir su carácter multidimensional diseñando una evaluación para el aprendizaje y no sólo del aprendizaje, en la búsqueda de formas de evaluación capaces de mejorar la calidad del mismo. La conciencia del impacto de la evaluación en el aprendizaje obliga a plantear la evaluación como un proceso compartido que sea simultáneamente causa y efecto de los aprendizajes. En este contexto, el objetivo de este estudio es conocer la percepción de discentes y docentes en relación a las prácticas actuales de evaluación de competencias y su impacto en la calidad del aprendizaje. Metodología: Estudio descriptivo interpretativo. Análisis cualitativo de los datos recogidos mediante cuestionarios abiertos y grupos de discusión de discentes y docentes del Grado en Enfermería. Resultados: Ambos grupos consideran que las prácticas actuales de evaluación de competencias condicionan el aprendizaje, sin embargo, existen grandes diferencias en sus percepciones. Los docentes perciben este impacto como negativo y afirman que para los estudiantes la evaluación consiste sólo en superar asignaturas. Los estudiantes manifiestan que la evaluación les influye positivamente al orientar su aprendizaje y ofrecerles oportunidades de mejora. Conclusiones: Los docentes perciben dificultades para superar la orientación tradicional de la evaluación, mientras los estudiantes perciben su función más formativa y demandan para ella un feedback suficiente y de calidad

Introduction: Competency based education offers the promise of reducing the gap between education and employment and concerns in Higher Education have revolved around how to achieve deep and meaningful learning, a long life learning, so that learning transfer to real situations, complex and changing, would be possible. Conceptualizing assessment from competency based education approach requires assuming its multidimensional character and designing an assessment for learning and not only assessment of learning seeking to improve learning quality. Awareness of the assessment impact on learning requires raising evaluation as a shared process able to be simultaneously cause and effect of learning. In this context, the aim of this study is to determine learners and teachers perceptions about current practices of competence assessment and its impact on the quality of learning. Methodology: Interpretative descriptive study. Qualitative analysis of data collected through open questionnaires and discussion groups with Degree in Nursing learners and teachers. Results: Both teachers and learners believe that current assessment practices determine learning skills, but there are big differences in their perceptions. Teachers perceive negatively this impact and claim that for student’s evaluation is only overcoming subjects while students state that assessment influences them positively, guiding their learning and offering improvement opportunities. Conclusions: teachers perceive difficulties in overcoming evaluation`s traditional, while students perceive its most formative function and demand for it sufficient and quality feedback

[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)