The effectiveness of an Instagram-based educational game in a Bachelor of Nursing course: An experimental study.

BACKGROUND: Gamification is a novel educational method that adopts elements of games to motivate students using participatory learning. The objective of this study was to measure the effect of participation in an Instagram-based educational game on learning outcomes. METHOD: Experimental design with 291 university students in a first-year course of the Bachelor of Nursing during the 2020-21 academic year. RESULTS: After ruling out pretest sensitization, we identified a positive effect of participation in the educational game. An average improvement of 0.62 points was observed in the final grade of the students belonging to the experimental groups. CONCLUSION: Nursing undergraduate students participating an Instagram-based educational game had better learning outcomes than their counterparts who did not participate in the game.

Gamification on Instagram: Nursing students' degree of satisfaction with and perception of learning in an educational game.

BACKGROUND: Gamification has been shown to lead to greater motivation and participation among students. Currently, many teachers use social networks to share supplementary course materials and student work, but they have not incorporated gamified educational activities into social networking sites. OBJECTIVE: To determine nursing students' satisfaction with an Instagram-based educational game and their perceptions of its effects on their learning. DESIGN: We conducted a cross-sectional, descriptive, observational study. PARTICIPANTS: First-year nursing students in the subject "Dietetics and Nutrition". RESULTS: Of the total sample, 71.7 % agreed that gamification had helped them assimilate the content. Between 66 % and 70 % agreed that the experience had motivated them to keep up with the subject and learn more about the topic, that it had helped them to better understand certain concepts of the subject, that they would recommend the experience to other students, and that they enjoyed the experience of playing a game while learning. 71.7 % of them were in favour of increased use of gamification in other subjects. CONCLUSIONS: The use of an Instagram-based educational game as a complement to in-class teaching was useful, enjoyable, and motivating for the acquisition of new knowledge.

Impacto de la gamificación en el aprendizaje sobre administración de fármacos en pediatría en estudiantes del grado en enfermería / Impact of gamification on learning of the administration of pediatric medication by nursing degree students

Introducción: La motivación con la que afronta el aprendizaje el alumnado es un aspecto clave que todo docente universitario debe tener en consideración.Objetivos: Analizar la eficacia de un seminario estructurado mediante metodología de gamificación en estudiantes del grado de enfermería durante su formación clínica en unidades hospitalarias pediátricas y determinar el grado de satisfacción con la actividad llevado a cabo.Métodos: Participaron un total de 244 estudiantes de 4º curso del Grado en Enfermería y 50 enfermeras tutoras clínicas de un centro hospitalario. Se llevó a cabo un test pre y post seminario. El caso constó de tres fases: una relacionada con las actividades al ingreso en una Unidad de Cuidados Intensivos, la segunda con el cálculo de medicación pediátrica y la tercera con los cuidados de enfermería a aplicar. Para valorar la eficacia en relación a la práctica clínica se elaboraron dos encuestas ad hoc, una dirigida a los estudiantes y otra a enfermeras asociadas docentes y/o tutoras clínicas. También se administró una encuesta de satisfacción.Resultados: La puntuación media obtenida en el pre test teórico fue de 9,1 puntos sobre 10 y, en el post test, de 9,73. Las tres preguntas relacionadas con el nivel de conocimientos, autoconfianza y seguridad del alumnado obtuvieron las siguientes puntuaciones: 4,09, 4,83 y 3,99 puntos sobre 10 pre seminario versus los 7,71, 7,75 y 7,21 puntos post seminario, observándose significación estadística (p<0.001). Se obtuvo significación estadística en las preguntas que relacionaban la “consecución de objetivos docentes en áreas asistenciales” (enfermero/a) y la de “adquisición de competencias clínicas específicas” (alumnado), p=0.04. El grado de satisfacción global fue de 8,66±1,43 puntos.Conclusiones: La gamificación es una metodología docente eficaz muy bien valorada por parte de las estudiantes, considerándola de gran utilidad. (AU)

Background: The motivation of students in their approach to learning should be a matter of concern to all university instructors.Aims: To analyze the effectiveness of a structured seminar using gamification methodology with nursing degree students during their clinical training in pediatric hospital units, and to determine their level of satisfaction with the activity as carried out.Methods: A total of 244 fourth-year nursing degree students participated, along with 50 nurse clinical tutors from a hospital. A pretest and a post-test were administered. The case had three stages: one related to activities at the time of patient admission to the pediatric intensive care unit, a second involving the calculation of pediatric medication dosages, and a third involving the nursing care to be given. Two ad hoc surveys were used to assess the effectiveness of the seminar, one directed at the students and the other at the nursing instructors and/or clinical tutors. A satisfaction survey was also given.Results: The average score for the theoretical pretest was 9.1 over 10; on the post-test it was 9.73. The three questions addressing the level of knowledge, self-confidence, and self-assuredness of the students yielded the following scores: 4.09, 4.83, and 3.99 over 10 pre- seminar vs 7.71, 7.75, and 7.21 post-seminar; this difference was statistically significant (p<0.001). There was statistical significance in the responses to the questions related to “achieving pedagogical aims in areas of care” (nurses) and “acquisition of specific clinical skills” (students), p=0.04. The overall level of satisfaction was 8.66±1.43 points.Conclusions: Gamification is an effective teaching methodology that is well-received by the students and seen by them as useful. (AU)

Alcohol Use and Sexual Violence among Nursing Students in Catalonia, Spain: A Multicentre Cross-Sectional Study.

(1) Background: Sexual violence (SV) has become common in universities for reasons related to unwanted social/peer pressures regarding alcohol/drug use and sexual activities. Objectives: To identify perceptions of SV and alcohol use and estimate prevalence among nursing students in Catalonia, Spain. (2) Methods: Observational descriptive cross-sectional study of a convenience sample of nursing students attending public universities. (3) Results: We recruited 686 students (86.11% women), who reported as follows: 68.7% had consumed alcohol, 65.6% had been drunk at least once in the previous year, 62.65% had experienced blackouts and 25.55% had felt pressured to consume alcohol. Drunkenness and blackouts were related (p < 0.000). Of the 15.6% of respondents who had experienced SV, 47.7% experienced SV while under the influence of alcohol and were insufficiently alert to stop what was happening, while 3.06% reported rape. SV was more likely to be experienced by women (OR: 2.770; CI 95%: 1.229-6.242; p = 0.014), individuals reporting a drunk episode in the previous year (OR: 2.839; 95% CI: 1.551-5.197; p = 0.001) and individuals pressured to consume alcohol (OR: 2.091; 95% CI: 1.332-3.281; p = 0.001). (4) Conclusions: Nursing instructors need to raise student awareness of both the effects of alcohol use and SV, so as to equip these future health professionals with the knowledge and skills necessary to deal with SV among young people.

Academic evaluation, management and satisfaction of clinical practicums among undergraduate students: software CliPrAS@UB.

AIM/OBJECTIVE: To determine the development of competency acquisition, the satisfaction of the agents involved and recording incidents with a digital platform CliPrAS @UB on the Clinical Placements I and II courses in the second and third years of the Bachelor's Degree in Nursing. BACKGROUND: The teaching of clinical practice subjects requires an analysis of the competence evolution, a management structure and an analysis of the satisfaction of the agents involved in the subject. DESIGN: Prospective, analytical, observational cohort study. METHODS: The study was carried out in a public university center in Barcelona with 387 students distributed in nine centers of the network of Health Institutions. RESULTS: An increase of 2.32 points was observed in the competence dimensions of Professional Practice and with a reduction in the average score in the skills of care provision, therapeutic communication and professional development of more than 0.08 points. Regarding the seminars, a reduction of the average global score of 0.58 points was observed. CONCLUSIONS: The use of the CliPrAS @ UB computer platform has improved the implementation of the mandatory documents, the recording of incidents and the overall satisfaction of the students.

Experiencia de un proyecto de aprendizaje-servicio de salud comunitaria en el desarrollo de trabajos final de grado / Experience in a community health service learning project in the development of final degree projects

No disponible

Trabajo en equipo en el grado de Enfermería. Evaluación. Validación de un instrumento para su medición / Teamwork in the nursery degree: evaluation

El cuestionario que se presenta ha sido desarrollado y validado por miembros del Grupo de Innovación Docente Consolidado (GIDC) Grup d'Infermeria Orientat a Tècniques Educatives Innova-dores (GIOTEI) reconocido por el Programa de Millora i Innovació Docent (PMID) de la Universitat de Barcelona (UB).El propósito del estudio es aportar la descripción y resultados de un proceso de validación del instrumento GIOTEI-UB, creado para medir la competencia transversal trabajo en equipo en la formación de grado de Enfermería. Las pruebas psicométricas que se presen-tan comportan una segunda ronda de validación. Se trata de un cuestionario integrado por 39 ítems distribuidos en seis dimensiones y subescalas que valoran la participación en el trabajo en equipo desde la percepción de los estudiantes, a partir de la realización de actividades y de las habilidades interpersonales. Ha sido suministrado a estudiantes de los cuatro cursos del grado de Enfermería en el curso académico 2015-2016, en modalidad online a través del campus virtual de la UB. Las respuestas obtenidas son n=450 a través de la evaluación por pares y n=344 a través de autoevaluación. En general, los resultados muestran la validez y fiabilidad del cuestionario. Su aplicación ha mostrado el potencial evaluativo y también formativo del instrumento, plausible de ser contemplado para la docencia y la investigación en educación superior

The questionnaire presented was developed and validated by members of a Consolidated Teaching Innovation Group (GIDC) Grup d'Infermeria Orientat a Tècniques Educatives Innovadores (GIOTEI) recognized by the Millora i Innovació Do-cent Program (PMID) of the University of Barcelona (UB) The purpose of the study is to provide description and results of a second round of a validation process of the GIOTEI instrument, created to measure the transversal competency of teamwork in nursing degree training. It is a questionnaire composed of 39 items distributed in six dimensions or subscales that evaluate the participation in teamwork based on the realization of activities and interpersonal skills. It has been provided to students of the four classes of the Nursing degree in the academic year 2015-2016, in online mode through the virtual campus of the University of Barcelona. The answers obtained were n=450 through peer evaluation and n=344 through self-evaluation. In general, the results show good validity and reliability of the questionnaire. The application has shown the evaluative and formative potential of the instrument, eligible for consideration for teaching and research in higher education

Enfermeras de cine: cómo son y qué hacen en la gran pantalla / Nurses in films: how they are and what they do in the big screen

El cine nos educa sentimental y emocionalmente sin que nos demos cuenta, porque utiliza los clichés y los estereotipos que forman parte del imaginario colectivo. Los profesionales de la Enfermería son objeto de estereotipos, es decir, de imágenes común y acríticamente aceptadas por la sociedad. En este texto se destacan seis estereotipos de enfermeras: religiosa, heroica, objeto sexual, secretaria obediente, diabólica y, finalmente, profesional; también se comenta cómo el cine muestra al enfermero. Para ello se han seleccionado algunos títulos de películas que ilustran las características de cada estereotipo. Se concluye que es esencial cuestionar y denunciar por parte de las asociaciones e instituciones profesionales el mal uso de la imagen de la enfermera, ya que el signo positivo o negativo de las imágenes tiene consecuencias no solo en la percepción de los pacientes y usuarios, sino también en la asignación de recursos y en las políticas sanitarias (AU)

Films will educate us sentimental and emotionally without our realizing it, because they use the clichés and stereotypes that are part of collective thinking. Nursing professionals are the object of stereotypes, that is to say, of images commonly and uncritically accepted by society. This text highlights six nurse stereotypes: religious, heroic, sexual object, obedient secretary, diabolic and, finally, professional. There is also a discussion about the way in which male nurses are shown in films. To this aim, there has been a selection of some films titles that illustrate the characteristics of each stereotype. The conclusion is that it is essential for professional associations and institutions to question and denounce the bad use of the nurse image, because the positive or negative use of the images will have consequences not only in the perception by patients and users but also in the assignment of resources and in healthcare policies (AU)

[Feeding and aging]. / Alimentación y envejecimiento.

Aging is characterized by an increase in relative population of 65 years and older, and can say that, in our country, it is a phenomenon demographic, political, social and health. Several studies have shown that the nutritional status of the general population and the elderly, in particular, is a valid indicator to predict longevity and quality of life of this group of people. The World Health Organization (who) pointed out that the elderly population is a group nutritionally very vulnerable as a result of anatomical and physiological changes associated with aging. Between 35-40 of the elderly has some kind of altered nutrition or malnutrition: protein or protein-energy malnutrition, selective deficiency of vitamins and minerals, inadequate water intake, obesity, etc. The best way to promote the quality of life and prevent disease is a proper diet, also called healthy eating, adapted to the special circumstances which older persons may present without forgetting gastronomy is not incompatible with health. In this article, some tips are also available for preparing and cooking food, as well as culinary strategies to introduce them in the daily menu.

Alimentación y envejecimiento / Feeding and aging

El envejecimiento se caracteriza por un aumento relativo de la población de 65 años y mayores, pudiendo afirmar que, en nuestro país, constituye un fenómeno demográfico, político, social y sanitario.Diversos estudios han demostrado que el estado nutricional de la población general y de los ancianos, en particular, es un indicador válido para predecir la longevidad y la calidad de vida de este grupo de personas. La Organización Mundial de la Salud (OMS) señaló que la población anciana es un grupo nutricionalmente muy vulnerable como consecuencia de los cambios anatómicos y fisiológicos asociados al envejecimiento. Entre el 35-40% de los ancianos presenta algún tipo de alteración nutricional o malnutrición: desnutrición proteica o proteico-energética, déficit selectivo de vitaminas y minerales, inadecuado aporte hídrico, obesidad, etc.La mejor forma de favorecer la calidad de vida y de prevenir la enfermedad es una adecuada alimentación, denominada también alimentación saludable, adaptada a las circunstancias especiales que pueden presentar las personas mayores, sin olvidar que la gastronomía no está reñida con la salud. En el presente artículo, además, se ofrecen algunos consejos para preparar y cocer los alimentos, así como estrategias culinarias para introducirlos en el menú diario(AU)

Aging is characterized by an increase in relative population of 65 years and older, and can say that, in our country, it is a phenomenon demographic, political, social, and health. Several studies have shown that the nutritional status of the general population and the elderly, in particular, is a valid indicator to predict longevity and quality of life of this group of people. The World Health Organization (who) pointed out that the elderly population is a group nutritionally very vulnerable as a result of anatomical and physiological changes associated with aging. Between 35-40 of the elderly has some kind of altered nutrition or malnutrition: protein or protein-energy malnutrition, selective deficiency of vitamins and minerals, inadequate water intake, obesity, etc. The best way to promote the quality of life and prevent disease is a proper diet, also called healthy eating, adapted to the special circumstances which older persons may present without forgetting gastronomy is not incompatible with health. In this article, some tips are also available for preparing and cooking food, as well as culinary strategies to introduce them in the daily menu(AU)