Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study.

The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.

Autopercepción en competencias docentes en tutores/as de formación sanitaria especializada: estudio transversal / Self-perception in teaching competences in specialized health training mentors: a cross-sectional study

Introducción: La figura del tutor/a en la formación de residentes es relevante y tiene un importante impacto en la formación del profesional. Es objetivo de este estudio conocer las competencias docentes percibidas por los/las tutores/as de formación sanitaria especializada. Material y métodos: Estudio con diseño cuantitativo, descriptivo, transversal y exploratorio, realizado en la Unidad Docente Multiprofesional de Atención Familiar y Comunitaria Costa Ponent. Se emplearon las escalas de competencia de las/los tutores/as (Mentors Competence Instrument) y de competencia cultural de los/las tutores/las (Mentors Cultural Competence Instrument) y 12 preguntas sobre antecedentes. La fiabilidad de las escalas se estimó mediante el coeficiente Alfa de Cronbach, considerándose como puntuación mínima aceptable 0.70. Resultados: Participó el 100% de la población diana (34 personas). El 50% (n=17) no había participado en formaciones de tutorización previamente. El 44,1% (n=15) hacía menos de una semana que había tutorizado estudiantes. El 35.3% (n=12) planificaba 30 minutos/día para la acción tutorial. El 76.5% (n=26) no tenía experiencia en tutorizar estudiantes con diversidad lingüística y cultural. La mayoría (91.2%; n=31) de las/los tutoras/es se perciben como competentes en: la “reflexión durante la tutorización”, las “características de la tutora o el tutor” y la “motivación del tutor/a”. Conclusión: Las/los participantes perciben poseer un elevado nivel competencial en la tutorización del estudiantado. Sin embargo, autoevalúan como medio-bajo su nivel en competencia cultural como tutor/a. Se requiere una formación en tutorización acreditada y continuada en la competencia docente y que potencie la competencia cultural de la tutorización. (AU)

Introduction: The role of the mentor in the training of speciality nursing students is relevant and has a relevant impact on the training of the professional. The objective of this study is to know the teaching competencies perceived by the mentors of specialized health training. Material and methods: A quantitative, descriptive, cross-sectional, and exploratory design study, carried out in the Multiprofessional Teaching Unit for Family and Community Care Costa Ponent. The Mentors Competence Instrument and the Mentors Cultural Competence Instrument were used to assess the participants’ self-perceived level of competency. Additionally, different sociodemographic characteristics of the population were also gathered through a 12-item questionnaire. The reliability of the scales was estimated using Cronbach’s alpha coefficient, considering 0.70 as a minimum acceptable score. Results: 100% of the target population (34) participated in the study: 50% of the sample (n = 17) had not previously participated in mentoring training; 44.1% (n = 15) had mentored students for less than a week; 35.3% (n = 12) planned 30 minutes / day for the mentoring action; 76.5% (n = 26) had no experience in mentoring students with linguistic and cultural diversity. The majority (91.2%; n = 31) perceived themselves as competent in: “reflection during the mentoring process”, the “characteristics of the mentor” and the “motivation of the mentor”. Conclusions: The participants perceive that they have a high level of competence in the students mentoring. However, they self-assess their level of cultural competence as a mentor as medium-low. Accredited and continuous training in mentoring is required in teaching competence and enhancing the mentors’ cultural competence. (AU)

Aproximación a la comunidad mediante una actividad docente / Approach to the community through a teaching activity

Introducción: En la formación comunitaria del personal sanitario en su paso por los centros de Atención Primaria, es oportuno incorporar el conocimiento de la comunidad de referencia donde van a realizar su actividad. Objetivo: Evaluar una actividad docente de aproximación a la comunidad en residentes de Enfermería y Medicina Familiar y Comunitaria y alumnado de grado que realiza su formación en un centro de Atención Primaria. Método: Investigación cualitativa de tipo exploratorio utilizando una actividad formativa docente que incluye el paseo comunitario como técnica principal con 13 participantes. Se utiliza el aprendizaje de pares para realizar la actividad, evaluada a través del instrumento CAP (Critico-Aplaudo-Propongo) y la diana de evaluación. Resultado: En el apartado «Critico» se identificó incluir la visión de un vecino del barrio, profundizar en las actividades y dimensionar el tiempo. En el apartado «Aplaudo», se constató que la actividad es útil para conocer los diferentes activos del barrio, además de un aprendizaje sobre técnicas de investigación cualitativa dinámicas, participativas, activas y amenas. En el apartado «Propongo» se incluyó la realización de la actividad al comienzo del período de la formación en el centro de Atención Primaria. Las dimensiones mejor evaluadas a través de la diana de evaluación fueron la metodología de trabajo y la aplicabilidad de los contenidos trabajados. Conclusión: La actividad permite aproximarse a la comunidad utilizando diferentes técnicas pedagógicas, aunque debe ser mejorada en cuanto a riqueza participativa de activos y bien dimensionada en tiempo. Se aconseja para residentes y alumnado de grado que inicien su período formativo en un centro de Atención Primaria. (AU)

Introduction: For community training of all health personnel in Primary Care Centres, it is appropriate to incorporate knowledge of the reference community where they are going to perform their activity. Objective. To evaluate a community approach teaching activity in nursing and family and community medicine residents in addition to undergraduate students training in a Primary Care Centre. Method. Qualitative exploratory research using a teacher training activity that includes the community walk as the main technique with a total of 13 subjects. Peer learning is used to perform the activity, which is evaluated by means of the CAP (I Criticise-Applaud-Propose) instrument and the evaluation target. Results. In the “I Criticize” section, including the vision of a neighbourhood resident, going further into depth in the activities and dimensioning time was identified. In the “I Applaud” section, it was found that the activity is useful to learn about the different neighbourhood assets, as well as learning about dynamic, participatory, active and enjoyable qualitative research techniques. In the “I Propose” section, the activity was included at the onset of the training period in the Primary Care Centre. The dimensions best evaluated by means of the evaluation target were the work methodology and applicability of the contents worked on. Conclusion. The activity facilitates a community approach using different pedagogical techniques. However, it must be improved in terms of the participatory wealth of the assets and well dimensioned in time. It is advisable for those residents and undergraduate students to start their training period in a Primary Care Centre. (AU)

Criterios a considerar en la elección de especialidad y Unidad Docente del futuro residente de Atención Primaria / Criteria for consideration in the choice of specialty and future resident Teaching Unit Primary Care

No disponible

Study protocol of psychometric properties of the Spanish translation of a competence test in evidence based practice: the Fresno test.

BACKGROUND: There are few high-quality instruments for evaluating the effectiveness of Evidence-Based Practice (EBP) curricula with objective outcomes measures. The Fresno test is an instrument that evaluates most of EBP steps with a high reliability and validity in the English original version. The present study has the aims to translate the Fresno questionnaire into Spanish and its subsequent validation to ensure the equivalence of the Spanish version against the English original. METHODS AND DESIGN: The questionnaire will be translated with the back translation technique and tested in Primary Care Teaching Units in Catalonia (PCTU). Participants will be: (a) tutors of Family Medicine residents (expert group); (b) Family Medicine residents in their second year of the Family Medicine training program (novice group), and (c) Family Medicine physicians (intermediate group). The questionnaire will be administered before and after an educational intervention. The educational intervention will be an interactive four half-day sessions designed to develop the knowledge and skills required to EBP. Responsiveness statistics used in the analysis will be the effect size, the standardised response mean and Guyatt's method. For internal consistency reliability, two measures will be used: corrected item-total correlations and Cronbach's alpha. Inter-rater reliability will be tested using Kappa coefficient for qualitative items and intra-class correlation coefficient for quantitative items and the overall score. Construct validity, item difficulty, item discrimination and feasibility will be determined. DISCUSSION: The validation of the Fresno questionnaire into different languages will enable the expansion of the questionnaire, as well as allowing comparison between countries and the evaluation of different teaching models.