Factores relacionados con el ajuste diádico conyugal en parejas con hijos en edad pediátrica / Factors related to dyadic adjustment in couples with children of pediatric age

Objetivo: Determinar si el apoyo social, el ciclo vital familiar, la transición familiar y los acontecimientos estresantes se relacionan con el ajuste diádico de parejas con hijos en edad pediátrica. Método: Estudio descriptivo, observacional y de corte transversal. Noventa y cinco parejas de la provincia de Sevilla fueron escogidas mediante muestreo consecutivo estratificado por cuotas, y cumplimentaron un cuestionario con las variables de estudio y las escalas Ajuste Diádico Conyugal y Apoyo Social Percibido. La recogida de datos se realizó en el último trimestre del 2015 con el visto bueno del Comité Ético de Investigación de la Universidad de Sevilla. Se aplicaron los test no paramétricos U de Mann-Whitney y Kruskal-Wallis. Para la relación entre variables se utilizó el test de correlación de Spearman y para demostrar correlaciones significativas se comprobó que p<0,05. Resultados: Las parejas mayoritariamente eran matrimonios con buen ajuste diádico y apoyo social. El 26,3% tenían hijos lactantes y el 73,7% en edad escolar. No existe influencia del ciclo vital y la transición familiar sobre el ajuste diádico. El comienzo-fin de la escolaridad influye en la cohesión conyugal y existen correlaciones positivas entre ajuste diádico y apoyo social, y negativas entre el número de hijos y el apoyo social, el consenso y la satisfacción de la pareja. Conclusiones: El apoyo social y el número de hijos se identifican como los principales factores condicionantes del ajuste diádico. En este sentido, es fundamental conocer los recursos de los que dispone cada pareja para hacer frente a las dificultades donde el apoyo social y la unión entre los cónyuges pueden ayudarles a enfrentar los desafíos.(AU)

Aim: To identify a relationship between social support, family life cycle, family transition and stressful events; and the dyadic adjustment among couples from Seville with children of pediatric age. Method: Descriptive, observational and cross-sectional study. Ninety-five Sevillian couples were recruited following a consecutive stratified sampling by quotas. They filled in a questionnaire with the study variables and the Dyadic Adjustment and Social Support scales. Data collection was carried out in 2015. The project was approved by the Research Ethics Committee of the University of Seville. Mann-Whitney U and Kruskall-Wallis non-parametric tests were used for statistical analysis, and Spearman test for correlation between variables. Significance was stated for P<.05. Results: The couples were mostly marriages with good dyadic adjustment and social support. A percentage of 26.3 had infant and 73.7% children of school age. No relationship between the life cycle nor the family transition and the dyadic adjustment were identified. The beginning-end of schooling was related to spousal cohesion and there were positive correlations between dyadic adjustment and social support; and negative correlations between the number of children and social support, consensus and satisfaction of the couple. Conclusions: Social support and the number of children are identified as the main conditioning factors of dyadic adjustment. In this sense, it is essential to know the resources available to each couple to face the difficulties where social support and the union between the spouses can help them face the challenges.(AU)

Factors related to dyadic adjustment in couples with children of pediatric age. / Factores relacionados con el ajuste diádico conyugal en parejas con hijos en edad pediátrica.

AIM: To identify a relationship between social support, family life cycle, family transition and stressful events; and the dyadic adjustment among couples from Seville with children of pediatric age. METHOD: Descriptive, observational and cross-sectional study. Ninety-five Sevillian couples were recruited following a consecutive stratified sampling by quotas. They filled in a questionnaire with the study variables and the Dyadic Adjustment and Social Support scales. Data collection was carried out in 2015. The project was approved by the Research Ethics Committee of the University of Seville. Mann-Whitney U and Kruskall-Wallis non-parametric tests were used for statistical analysis, and Spearman test for correlation between variables. Significance was stated for P<.05. RESULTS: The couples were mostly marriages with good dyadic adjustment and social support. A percentage of 26.3 had infant and 73.7% children of school age. No relationship between the life cycle nor the family transition and the dyadic adjustment were identified. The beginning-end of schooling was related to spousal cohesion and there were positive correlations between dyadic adjustment and social support; and negative correlations between the number of children and social support, consensus and satisfaction of the couple. CONCLUSIONS: Social support and the number of children are identified as the main conditioning factors of dyadic adjustment. In this sense, it is essential to know the resources available to each couple to face the difficulties where social support and the union between the spouses can help them face the challenges.

Nursing Students' Perception on the Effectiveness of Emergency Competence Learning through Simulation.

(1) Background: Simulation is a part of the day-to-day of the learning method in health sciences. The objective is to determine if the clinical simulation is useful for learning in the emergency setting, from the point of view of the nursing students. (2) Methods: A pre- and post-test exploratory study with an analytical and quasi-experimental design was used. The population is made up of nursing students from the Seville Red Cross Nursing Centre, who conducted a simulation exercise in the form of a drill for the care of multiple victims. A specific questionnaire was employed as a tool to analyse the dimensions of satisfaction, confidence and motivation, clinical experience, and decision making and technical abilities. (3) Results: There were favourable significant differences in the set of global responses, with p < 0.0001 for the "satisfaction" dimension and d = 1.25 for the "large" size of the effect, and p < 0.0069 for the "confidence and motivation" dimension and d = 0.58 for the "moderate-large" size of the effect. (4) Conclusions: The results are similar to those obtained in other studies in the scope of the 4 dimensions studied, thus coming to the conclusion that the perception of the nursing students on learning through clinical simulation is positive and favourable.