Auxilio sanitario en tiempos de pandemia. Impacto sobre los estudiantes de enfermería / Health aid in pandemic time. Impact on nursing students

Introducción: La crisis sanitaria de la COVID-19 y la falta de enfermeras precipitó la contratación e incorporación de estudiantes de enfermería como auxilio sanitario. Objetivo: analizar el impacto de la pandemia en los estudiantes de cuarto curso de enfermería, con tratados como auxilio sanitario. Metodología: Estudio observacional, descriptivo y retrospectivo de los estudiantes de último año del grado de enfermería de la EUI-Sant Pau de Barcelona contratados en concepto de auxilio sanitario durante los meses de marzo a mayo de 2020. Se evaluó el impacto de la pandemia mediante el uso de un cuestionario de elaboración propia. Variables analizadas: edad, género, impacto sobre la actividad académica y satisfacción con la colaboración durante el auxilio sanitario. Resultados: De los 90 estudiantes de cuarto matriculados, 53 se incorporaron como auxilio sanitario de los cuales 38 (71,7%) respondieron al cuestionario. El 63,1% de los estudiantes vivían con la familia y de estos un 57,9% se separaron de esta para evitar contagios. El 73,7% no tenían experiencia laboral. La mitad de los estudiantes fueron ubicados en la UCI del hospital universitario. El 85% recibieron una formación exprés sobre el manejo del paciente crítico y el 60,6% manifestó que la incorporación afectó negativamente al rendimiento académico. El 95% de los estudiantes manifestó un grado de satisfacción de 4/4. Conclusiones: La pandemia de la COVID-19 precipitó la incorporación de más de la mitad de los estudiantes de cuarto al mundo laboral. Si bien más de la mitad de los estudiantes consideraron que su incorporación como auxilio supuso un detrimento en su formación, el grado de satisfacción fue muy elevado. (AU)

Introduction: The COVID-19 and the shortage of nurses in Spain precipitated the hiring and incorporation of nursing students as health aid. Aim: to analyze the impact of the pandemic on fourth-year nursing students hired as health aid. Methods: Observational, descriptive and retrospective study of last year nursing degree students at School of Nursing EUI-Sant Pau de Barcelona hired as health aid from March to May 2020. The impact of the pandemic was evaluated through the use of a self-prepared questionnaire. Variables analyzed: age, gender, impact on academic activity and satisfaction with the collaboration during the health aid. Results: Of the 90 fourth-year students enrolled, 53 volunteered as health aid, of which 38 (71.7%) responded to the questionnaire. Of the students living with their family (63,1%), 57.9% separated from them to avoid contagion and 73.7% had no work experience. Half of the students were assigned to the ICU of the university hospital. In our school, 85% of the students received express training on critical patient management and 60.6% stated that the incorporation negatively affected academic performance. The degree of satisfaction expressed by the students was 4/4 on a Likert scale in 99% of the cases. Conclusions: The COVID-19 pandemic precipitated the incorporation of more than half of fourth-year students into the world of work. Although more than half of the students consider that their incorporation as a health aid harmed their training, the degree of satisfaction was very high. (AU)

The Good Life: From Birth to Death.

Nurses are almost always present at birth and at death. The aim was to describe the similarities in nursing care between birthing and end-of-life patients under a humanistic and holistic caring perspective, focusing on pain management, anxiety and stress reduction, self-care and empowerment, and emotional and family support.

The emotion: A crucial component in the care of critically ill patients.

BACKGROUND: The acquisition of experience is a major concern for nurses in intensive care units. Although the emotional component of the clinical practice of these nurses has been widely studied, greater examination is required to determine how this component influences their learning and practical experience. OBJECTIVE: To discover the relationships between emotion, memory and learning and the impacts on nursing clinical practice. RESEARCH DESIGN: This is a qualitative phenomenological study. The data were collected from open, in-depth interviews. A total of 22 intensive care unit nurses participated in this research between January 2012 and December 2014. Ethical considerations: The School of Nursing Ethics Committee approved the study, which complied with ethical principles and required informed consent. FINDINGS: We found a clear relationship between emotion, memory and the acquisition of experience. This relationship grouped three dimensions: (1) satisfaction, to relieve the patient's pain or discomfort, give confidence and a sense of security to the patient, enable the presence of family members into the intensive care unit and provide family members with a realistic view of the patient's situation; (2) error experience, which nurses feel when a patient dies, when they fail to accompany a patient in his or her decision to abandon the struggle to live or when they fail to lend support to the patient's family; and (3) the feel bad-feel good paradox, which occurs when a mistake in the patient's care or handling of his or her family is repaired. CONCLUSION: Emotion is a capacity that impacts on nurses' experience and influences improvements in clinical practice. Recalling stories of satisfaction helps to reinforce good practice, while recalling stories of errors helps to identify difficulties in the profession and recognise new forms of action. The articulation of emotional competencies may support the development of nursing ethics in the intensive care unit to protect and defend their patients and improve their relationships with families in order to maximise the potential for patient care.

Estudio longitudinal de la inserción laboral de los estudiantes de máster en Enfermería / Longitudinal study on employability in students pursing nursing masters degrees

Introducción. El nivel de formación incide positivamente en la tasa de ocupación. No existen datos a nivel español de las tasas de ocupación en los estudiantes de máster en Enfermería. El objetivo del estudio fue determinar la situación laboral y grado de satisfacción con su formación en esta población. Metodología. Estudio longitudinal prospectivo de los estudiantes de máster en Enfermería (EUI-Sant Pau, cursos 2010/2011-2013/2014). La recogida de información se realizó mediante un cuestionario ad hoc administrado el primer y último día de clase, y 12 meses después de finalizar los estudios. Resultados. La muestra total fue de 587 estudiantes al inicio del máster, 519 al final de curso y de 291 un año después de finalizarlo. El 86.2 % de los estudiantes trabajaba al inicio del máster. Un 43.8 % de los estudiantes desempleados al inicio del máster trabajaba a los 12 meses de completar la formación. La proporción de estudiantes que trabajaban en un área relacionada con el máster aumentó progresivamente en los tres momentos de evaluación (59.2 %, 61.6 %, 70.2 %, p = .020). El nivel de satisfacción y la utilidad percibida de los estudios de máster a final de curso se valoró con puntuaciones de 4/5 o 5/5 en un 92 % y 78.9 % de los titulados, respectivamente. Conclusiones. Los estudiantes de Enfermería presentan una alta tasa de ocupación. La proporción de alumnos que trabaja en un área relacionada con el máster aumenta desde el inicio del curso hasta un año después de la finalización del máster. La mayoría expresa un grado de satisfacción elevado y considera útil la formación recibida (AU)

Introduction. There is a positive relation between education and employment rates. Unfortunately, there is currently no available data on Spanish employment rates in students pursuing nursing Masters degrees. The aim of this study is to determine the employment situation and satisfaction with their degree among the aforementioned population. Methods. Prospective longitudinal study on nursing Masters students (EUI-Sant Pau years 2010/2011-2013/2014). Data was collected using a questionnaire completed during the first and last day of class and one year after the end of their studies. Results. The total sample included 587 students at the beginning of the course, 519 students at the end of the course and 291 students one year after the end of their studies. 86.2 % of students were employed at the beginning of their studies. 43.8% of students who were initially unemployed were employed one year after finishing the course. The proportion of students working in an area related to the Masters degree increased progressively during the three consecutive evaluations (59.2 %, 61.6 %, 70.2 %, p = .020). Satisfaction and perceived usefulness at the end of the course were rated as 4/5 and 5/5 in 92 % and 78.9 % of cases respectively. Conclusions. Nursing students have a high employment rate. The proportion of students who work in an area related to their Masers studies increases from the start of the course until the first year after completing the Masters. Most students express a high degree of satisfaction and perceived usefulness of the training received (AU)

[Application of cognitive techniques in the nursing care of mothers of premature newborns in the neonatal ICU]. / Técnicas cognitivas en el cuidado enfermero aplicadas a la madre de un prematuro en UCI neonatal.

INTRODUCTION: In neonatal units, situations that cause pain and suffering to parents are common. One such situation occurs when a parent develops negative thoughts about the child. These thoughts, in turn, negatively affect the parent-child relationship. Normally, the expert nurse cares for these parents intuitively, based on her professional experience, but without a theoretical foundation such as cognitive theory. Cognitive theory postulates that an individual's emotional response to an event is determined not by the event itself, but by the conscious meaning that the individual gives it. Motivational interviewing and cognitive restructuring are two psychological techniques that allow us to identify, analyse and modify the interpretations and erroneous thoughts that people experience in certain situations. OBJECTIVE: To show how application of these techniques can be useful in caring for these parents and helping them to create a strong, safe bond to their children. METHODOLOGY: We selected the mother of a premature newborn. The nurse had observed that this woman had many negative thoughts that interfered notably in the bonding process with her son. After establishing an empathic relationship with the mother, the nurse performed a motivational interview followed by a cognitive restructuring. CONCLUSIONS: Both cognitive techniques are very useful in helping mothers of premature babies to change their feelings and attitudes towards their newborns, thus promoting a strong and happy bond.

Técnicas cognitivas en el cuidado enfermero aplicadas a la madre de un prematuro en UCI neonatal / Application of cognitive techniques in the nursing care of mothers of premature newborns in the neonatal ICU

Introducción. En las unidades neonatales vemos frecuentemente situaciones que producen dolor y sufrimiento a los padres y que generan en ellos una gran cantidad de pensamientos negativos que afectan a su relación con sus hijos. La enfermera experta los cuida muchas veces de una manera intuitiva, basada en su experiencia profesional, pero hace falta una fundamentación teórica que, en este caso, nos aportan las técnicas cognitivas. La teoría cognitiva considera que la respuesta emocional del individuo ante cualquier suceso viene determinada no por el suceso en sí, sino por el significado consciente que se le atribuye. La entrevista motivacional y la reestructuración cognitiva son técnicas psicológicas que permiten identificar, analizar y modificar las interpretaciones y pensamientos erróneos que las personas experimentan en determinadas situaciones. Objetivo. Mostrar cómo la aplicación de estas técnicas puede ser útil en el cuidado de estos padres y ayudarles a crear un vínculo fuerte y seguro con sus hijos. Metodología. Se escoge la madre de un prematuro, en la que la enfermera detecta gran cantidad de pensamientos negativos que interfieren notablemente en el proceso de vinculación con su hijo. Después de establecer una relación empática con ella, la enfermera decide realizar una entrevista motivacional y una reestructuracción cognitiva. Conclusiones. Ambas técnicas cognitivas son muy útiles para ayudar a las madres de niños prematuros a cambiar sus sentimientos y actitud hacia su hijo y así fomentar un vínculo fuerte y adecuado(AU)

Introduction: In neonatal units, situations that cause pain and suffering to parents are common. One such situation occurs when a parent develops negative thoughts about the child. These thoughts, in turn, negatively affect the parent-child relationship. Normally, the expert nurse cares for these parents intuitively, based on her professional experience, but without a theoretical foundation such as cognitive theory. Cognitive theory postulates that an individual's emotional response to an event is determined not by the event itself, but by the conscious meaning that the individual gives it. Motivational interviewing and cognitive restructuring are two psychological techniques that allow us to identify, analyse and modify the interpretations and erroneous thoughts that people experience in certain situations. Objective: To show how application of these techniques can be useful in caring for these parents and helping them to create a strong, safe bond to their children. Methodology: We selected the mother of a premature newborn. The nurse had observed that this woman had many negative thoughts that interfered notably in the bonding process with her son. After establishing an empathic relationship with the mother, the nurse performed a motivational interview followed by a cognitive restructuring. Conclusions: Both cognitive techniques are very useful in helping mothers of premature babies to change their feelings and attitudes towards their newborns, thus promoting a strong and happy bond (AU)

Diario reflexivo de prácticas clínicas: percepción de la experiencia de estudiantes de Enfermería / A reflective diary on clinical practice: how Nursing students perceive the experience

Objetivo: conocer la percepción de aprendizaje que ha generado para los estudiantesde primer año de Enfermería la realización de un diario reflexivo durantelas prácticas clínicas.Metodología: el diseño del estudio fue mixto, cuantitativo y cualitativo. Los datosse han obtenido mediante un cuestionario anónimo. Lo reflejado por los estudiantesfue analizado inductivamente a través de la teoría fundamentada propuestapor Strauss y Corbin.Resultados: la realización del diario contribuyó, en algún grado, al aprendizajeen el 81,4% de los estudiantes. Se identificaron categorías relacionadas con el aprendizaje(drenar sentimientos; clarificar, profundizar y reforzar los conocimientos, actitudesy habilidades; detectar y analizar situaciones y promover cambios de mejora;pensar y reflexionar; tomar conciencia de la progresión y del aprendizaje;autocrítica y del entorno y crecer y progresar personalmente) y con el no-aprendizaje(recuerdo sentimental; no hace falta escribir para pensar; rutinario y aburrido;preferencia a hacer prácticas en lugar del diario e inútil). La incidencia dela categoría de aprendizaje “drenaje de sentimientos” indica que el diario podríaser adecuado para la gestión de la ansiedad del estudiante de primer curso.Conclusiones: los resultados mostraron que el diario les ayudó a aprender. Las categoríasde aprendizaje interpretadas han sido variadas y acordes al marco teórico,lo que indica una tendencia a que los estudiantes perciban el diario como uninstrumento de aprendizaje. Dados los resultados, consideramos interesante transferirlosa situaciones con las mismas características

Objective: to ascertain the learning perception that writing a reflective diary hasgenerated in first-year nursing students during clinical practice sessions.Methodology: this was a mixed quantitative and qualitative design study. Datawere collected by means of an anonymous questionnaire. Information written bythe students was inductively analysed using the Fundamental Theory proposed byStrauss and Corbin.Results: the writing of the diary contributed in some degree to the learning of81,4% students. Categories related to learning were indentified (getting out feelings;clarifying, going deeper and reinforcing knowledge, attitudes and skills; detectingand analysing situations and promoting changes for improvement; thinking and reflecting,becoming aware of progress and learning; self-criticism and surroundings,and progressing and growing on a personal level) as well as categories not relatedto learning (sentimental memories; it is not necessary to write to think; rutinary andboring; preference to doing the practicum classes over writing the diary –not useful).The incidence of “getting out feelings” shows that the writing of such a diarycould be useful to manage the anxiety experienced by first year students.Conclusions: Results showed that the diary helped their learning process. Theanalysed learning categories were varied and according to a theoretical framework,which showed a tendency for students to perceive the diary as a learningtool. Given the results, we consider the writing of the dairy to be appropriate insituations with the same characteristics