A successful nursing education promotes newly graduated nurses' job satisfaction one year after graduation: a cross-sectional multi-country study.

BACKGROUND: Job satisfaction is a key factor for the successful transition of newly graduated nurses (NGNs) and for retaining NGNs in their workplaces. However, there is limited evidence of the relationship between satisfaction regarding the nursing education program and NGNs' job satisfaction in the first year after graduation. Therefore, this study aims to examine the association of the nursing education related factors and NGNs' job satisfaction. METHODS: A cross-sectional study design with the utilization of data collected from the same respondents one year earlier as educational factors was applied. The data were collected from NGNs (n = 557) in 10 European countries using an electronic survey between February 2019 and September 2020, and analyzed in detail for four countries (n = 417). Job satisfaction was measured with three questions: satisfaction with current job, quality of care in the workplace, and nursing profession. Nursing education related factors were satisfaction with nursing education program, level of study achievements, nursing as the 1st study choice, intention to stay in nursing, and generic nursing competence. The data were analyzed statistically using logistic regression. RESULTS: Most of the NGNs in the 10 countries were satisfied with their current job (88.3%), the quality of care (86.4%) and nursing profession (83.8%). Finnish, German, Lithuanian and Spanish NGNs' satisfaction with the nursing education program at graduation was statistically significantly associated with their job satisfaction, i.e., satisfaction with their current job, the quality of care, and the nursing profession. Moreover, NGNs who had fairly often or very often intention to stay in nursing at graduation were more satisfied with their current job, with the quality of care, and with the nursing profession compared with NGNs who had never or fairly seldom intention to stay in nursing at graduation. CONCLUSIONS: Nursing education plays a significant role in NGNs' job satisfaction one year after graduation, indicating the importance to start career planning already during nursing education. Both nursing education providers and healthcare organizations could plan in close collaboration a transition program for NGNs to ease the transition phase and thus increase the NGNs' job satisfaction and ultimately the high-quality care of the patients.

Psychometric Evaluation of Turkish Version of the Cultural Competence Assessment Tool: CCA-EUnurse Project.

It is important to understand nurses' cultural competency all across the world, as globalization and international migration are increasing day by day. The evaluation of the cultural competence of nurses is necessary to provide better quality and adequate health services to individuals, and to improve patient satisfaction and health outcomes. The aim of this study is to evaluate the validity and reliability of the Turkish version of the "Cultural Competence Assessment Tool". The methodological study was performed to assess instrument adaptation and validity and reliability testing. This study was conducted in a university hospital in western region of Turkey. The study sample consisted of 410 nurses who worked in this hospital. Validity was tested using content validity index, Kendall's W test and exploratory and confirmatory factor analyses. Reliability was tested using item-total and interitem correlations, Cronbach's α coefficient of reliability and test-retest analysis. The results of this research demonstrated that the Cultural Competence Assessment Tool showed a good construct validity, internal reliability and test-retest reliability. Confirmatory factor analysis indicated that a construct with four factors showed an acceptable model fit. In conclusion, this study concluded that the Turkish version of the Cultural Competence Assessment Tool is a valid and reliable measurement tool.

Graduating Nursing Students' Empowerment and Related Factors: Comparative Study in Six European Countries.

New nurses are needed in healthcare. To meet the role expectations of a registered nurse, nursing students must feel empowered at graduation. However, there are only a few studies focusing on nursing students' empowerment. This study aims to describe and analyze graduating nursing students' level of empowerment in six European countries and potential related factors. A comparative and cross-sectional study was performed in the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain with graduating nursing students (n = 1746) using the Essential Elements of Nurse Empowerment scale. Potentially related factors included age, gender, a previous degree in health care, work experience in health care, graduation to first-choice profession, intention to leave the nursing profession, level of study achievements, satisfaction with the current nursing programme, clinical practicums, theoretical education, and generic competence measured with the Nurse Competence Scale. The data were analysed statistically. Graduating nursing students' self-assessed level of empowerment was moderate, with statistical differences between countries. Those with high empowerment had no intention to leave the nursing profession, had a higher level of study achievements, and a higher self-assessed generic competence level. The results suggest that empowerment needs to be enhanced during nursing education. Further research is needed to understand the development of empowerment during the early years of a nursing career.

Nursing students' self-directed learning abilities and related factors at graduation: A multi-country cross-sectional study.

AIM: To describe nursing students' level of self-directed learning abilities and identify possible factors related to it at graduation in six European countries. DESIGN: A cross-sectional comparative design across the countries. METHODS: The study was conducted from February 2018 to September 2019. Nursing students (N = 4,135) from the Czech Republic, Finland, Italy, Portugal, Slovakia and Spain were invited to respond to the research instruments (the Self-Rating Scale of Self-Directed Learning and the Nurse Competence Scale) at graduation. The data were analysed using the chi-square test, Pearson correlation coefficient and the linear model. RESULTS: The nursing students' (N = 1,746) overall self-directed learning abilities were at high level in all countries. Statistically significant differences occurred between countries. Spanish nursing students reported the highest level of self-directed learning abilities while students from the Czech Republic reported the lowest. Higher level of self-directed learning abilities was related to several factors, particularly with the self-assessed level of competence and country.

The level of competence of graduating nursing students in 10 European countries-Comparison between countries.

AIM: To analyse graduating nursing students' self-assessed competence level in Europe at graduation, at the beginning of nursing career. DESIGN: An international cross-sectional evaluative design. METHODS: Data were collected in February 2018-July 2019 from graduating nursing students in 10 European countries. Competence was assessed with a validated instrument, the Nurse Competence Scale (NCS). The sample comprised 3,490 students (response rate 45%), and data were analysed statistically. RESULTS: In all countries, graduating nursing students assessed their competence as good (range 50.0-69.1; VAS 0-100), albeit with statistically significant differences between countries. The assessments were highest in Iceland and lowest in Lithuania. Older students, those with working experience in health care, satisfied with their current degree programme, with excellent or good study achievements, graduating to 1st study choice and having a nursing career plan for future assessed their competence higher.

Perception of musculoskeletal pain in the state of confinement: associated factors.

OBJECTIVE: to describe the perception of musculoskeletal pain in the population and how the state of confinement (adopted as a measure to control contagion by COVID-19) has interfered with it, as well as identifying the sociodemographic, occupational, physical, and psychosocial factors involved. METHOD: an observational, cross-sectional and analytical study, with simple random probabilistic sampling, aimed at residents in Spain over 18 years old during the confinement period. An ad hoc survey was conducted, consisting in 59 items. RESULTS: a total of 3,247 surveys were answered. Persistent musculoskeletal pain or significant episodes thereof increased 22.2% during confinement. The main location was the spine (49.5%). The related factors were decreased physical activity, increased seated position, and use of electronic devices. The psychological impact of confinement was also related to the perception of musculoskeletal pain. CONCLUSION: the state of confinement causes an increase in the perception of musculoskeletal pain. The identification of a particularly sensitive population profile, as well as that of the related factors, allows establishing multidisciplinary approaches in health promotion.

Clinical learning environment and graduating nursing students' competence: A multi-country cross-sectional study.

The purpose of this study was to explore nursing students' perceptions of their final clinical learning environment and its association with their self-assessed competence, satisfaction with nursing education, and turnover intentions at graduation in six European countries. A multi-country comparative cross-sectional study was conducted with nursing students (n = 1746) from the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain using the Nurse Competence Scale and the Clinical Learning Environment and Supervision scale. Nursing students' overall perceptions of their final clinical learning environment and supervision were positive in all the countries studied. The correlation between the students' perceptions of their final clinical learning environment and competence was statistically significant and positive. Satisfaction with the nursing program and clinical practicum and no consideration of career change were related to positive perceptions of the final clinical learning environment. Highlighting the importance of the supervisory relationship and pedagogical atmosphere, nursing students' positive perceptions of the final clinical learning environment and supervision contribute to a better level of self-assessed competence and satisfaction with the nursing program and clinical practicum, leading to lower turnover intentions.

Perception of musculoskeletal pain in the state of confinement: associated factors / Percepção da dor musculoesquelética em estado de confinamento: fatores associados / Percepción de dolor musculoesquelético en estado de confinamiento: factores asociados

Objective: to describe the perception of musculoskeletal pain in the population and how the state of confinement (adopted as a measure to control contagion by COVID-19) has interfered with it, as well as identifying the sociodemographic, occupational, physical, and psychosocial factors involved. Method: an observational, cross-sectional and analytical study, with simple random probabilistic sampling, aimed at residents in Spain over 18 years old during the confinement period. An ad hoc survey was conducted, consisting in 59 items. Results: a total of 3,247 surveys were answered. Persistent musculoskeletal pain or significant episodes thereof increased 22.2% during confinement. The main location was the spine (49.5%). The related factors were decreased physical activity, increased seated position, and use of electronic devices. The psychological impact of confinement was also related to the perception of musculoskeletal pain. Conclusion: the state of confinement causes an increase in the perception of musculoskeletal pain. The identification of a particularly sensitive population profile, as well as that of the related factors, allows establishing multidisciplinary approaches in health promotion.

Objetivo: descrever a percepção da dor musculoesquelética na população e como o estado de confinamento (adotado como medida de controle do contágio pela COVID-19) tem interferido na mesma, bem como identificar os fatores sociodemográficos, ocupacionais, físicos e psicossociais envolvidos. Método: estudo observacional, transversal e analítico, com amostragem probabilística aleatória simples, realizado com residentes na Espanha, maiores de 18 anos, durante o período de confinamento, para tanto, foi realizada uma enquete ad-hoc com 59 itens. Resultados: foram recebidas 3.247 respostas. Dor musculoesquelética persistente ou episódios significativos da mesma aumentaram em 22,2% durante o confinamento. A localização principal foi a coluna vertebral (49,5%). Os fatores relacionados foram a diminuição da atividade física, o aumento da posição sentada e o uso de dispositivos eletrônicos. O impacto psicológico do confinamento também esteve relacionado à percepção de dor musculoesquelética. Conclusão: o estado de confinamento acarreta aumento na percepção da dor musculoesquelética. A identificação de um perfil populacional particularmente sensível, bem como dos fatores relacionados, permite estabelecer abordagens multidisciplinares na promoção da saúde.

Objetivo: describir la percepción de dolor musculoesquelético en la población y cómo el estado de confinamiento (adoptado como medida de control de contagio por COVID-19) ha interferido en la misma, así como identificar los factores sociodemográficos, laborales, físicos y psicosociales implicados. Método: estudio observacional, transversal y analítico, con muestreo probabilístico aleatorio simple, dirigido a residentes en España, mayores de 18 años durante el periodo de confinamiento. Se realizó una encuesta ad-hoc compuesta por 59 ítems. Resultados: se cumplimentaron 3247 encuestas. El dolor musculoesquelético persistente o los episodios significativos del mismo se incrementaron un 22,2% durante el confinamiento. La principal localización fue el raquis (49,5%). Los factores relacionados fueron la disminución de la actividad física, el aumento de la posición sentada y del uso de dispositivos electrónicos. El impacto psicológico del confinamiento también se relacionó con la percepción de dolor musculoesquelético. Conclusión: el estado de confinamiento provoca un incremento en la percepción de dolor musculoesquelético. La identificación de un perfil poblacional especialmente sensible, así como la identificación de los factores relacionados, permite establecer abordajes multidisciplinares en la promoción de la salud.

Estigma en personas con enfermedad mental desde el punto de vista de estudiantes de Grado de Enfermería y Fisioterapia / Stigma in persons with mental conditions from the point of view of Nursing and Physical Therapy undergraduate students

Objetivo: describir la percepción que tienen los estudiantes de Ciencias de la Salud acerca de las personas con problemas de salud mental e identificar los factores que se relacionan con dichas atribuciones. Método: estudio descriptivo transversal llevado a cabo en 2018. La muestra estaba formada por estudiantes de Enfermería y Fisioterapia del Centro Universitario de Ciencias de la Salud San Rafael-Nebrija de Madrid (España). Se recopilaron variables identi- ficativas del sujeto de estudio y se utilizó el cuestionario de Atribución AQ-27, que consta de 27 ítems y nueve factores que informan sobre responsabilidad, piedad, ira, peligrosidad, miedo, ayuda, coacción, segregación y evitación. Se realizaron análisis uni y bivariantes. Resultados: participaron 262 estudiantes de Ciencias de la Salud, 67,8% (n= 177) del Grado de Enfermería y 32,2% (n= 84) del Grado de Fisioterapia. El 77,4% (n= 202) era mujer. La edad osciló entre 18-45 años. El 9,3% tenía formación en salud mental, el 9,9% experiencia laboral en el área, el 23,3% presentó antecedentes familiares en trastornos de salud mentaly el 7% antecedentes personales. Los valores medios (desviación estándar) más altos los presentaron en los factores "ayuda" 7,66 (1,37), "coacción" 6,56 (1,62) y "piedad" 6,51 (1,36). Los más bajos en "ira" 3,41 (1,79) y "responsabilidad" 2,50 (1,35). Se encontraron diferencias estadísticamente significativas (p< 0,05) en ira y ayuda respecto al título de Grado; en segregación respecto a la formación previa en salud mental; y en peligrosidad, miedo, ayuda, segregación y evitación respecto a antecedentes personales en salud mental. Conclusiones: los estudiantes de Ciencias de la Salud destacan en las dimensiones de ayuda, piedad y coacción; y obtienen valores más bajos en ira y responsabilidad. La formación previa en salud mental influye sobre el factor segregación. La presencia de antecedentes personales en salud mental influye sobre los factores miedo, peligrosidad, ayuda, segregación y evitación

Objective: to describe the perception by Health Sciences students of persons with mental health problems, and to identify the factors associated with said attributions. Method: a descriptive cross-sectional study conducted on 2018. The sample included Nursing and Physical Therapy students from the Centro Universitario de Ciencias de la Salud San Rafael-Nebrija from Madrid (Spain). Identification variables of the study subject were collected, and the AQ-27 Attribution Questionnaire was used, which consists of 27 items and nine factors informing about Blame, Anger, Pity, Dangerousness, Fear, Help, Segregation, Coercion and Avoidance. Univariate and bivariate analyses were carried out. Results: the study included the participation of 262 Health Sciences students: 67.8% (n= 177) from Nursing and 32.2% (n= 84) from Physical Therapy; 77.4% (n= 202) were female. There was an 18-to-45-year-old age range; 9.3% had mental health training, 9.9% had working experience in the area, 23.3% presented a family background with mental health disorders, and 7% had a personal background. The highest mean values (standard deviation) were present in the following factors: "help" with 7.66 (1.37), "coercion" with 6.56 (1.62), and "pity" with 6.51 (1.36). The lowest values (p≤ 0.05) were found in "anger" with 3.41 (1.79) and "blame" with 2.50 (1.35). Statistically significant differences were found in Anger and Help in terms of the type of degree; in Segregation in terms of previous training in Mental Health; and in Dangerousness, Fear, Help, Segregation and Avoidance in terms of personal mental health background. Conclusions: Health Sciences students stood out in the Help, Pity and Coercion dimensions, and obtained lower values in Anger and Blame. Previous training in mental health had impact on the Segregation factor. The presence of personal background in mental health had impact on these factors: Fear, Dangerousness, Help, Segregation and Avoidance

Plan de cuidados tras cirugía conservadora en mujer con cáncer de mama. A propósito de un caso / Post-conservative surgery care plan in a woman with breast cancer. Report of a clinical case

Se describe el plan de cuidados individualizado de una mujer de mediana edad, diagnosticada de un carcinoma ductal en tratamiento con quimioterapia tras cirugía conservadora. El plan se desarrolla en el Hospital de Día Oncológico de un hospital universitario de la red sanitaria pública de la Comunidad de Madrid y está conceptualmente basado en la Teoría General sobre el Déficit de Autocuidados de Dorothea Orem. Tras una valoración integral de la paciente según los Requisitos Universales de Autocuidado, se identifican como diagnósticos principales: ansiedad relacionada con crisis situacional, factores estresantes y grandes cambios manifestados por preocupación y alteración del sueño; afrontamiento familiar incapacitante relacionado con estilos diferentes de afrontamiento entre persona de referencia (marido) y la paciente, manifestado por indiferencia ante las necesidades de la misma; trastorno de la imagen corporal relacionado con efectos secundarios de quimioterapia manifestado por caída de cabello, cejas y pestañas. El plan de cuidados desarrollado incluye la planificación de los criterios de resultados deseados pactados con la paciente, así como las intervenciones necesarias para su logro. El uso de un lenguaje estandarizado entre los profesionales de enfermería facilita el registro, la continuidad asistencial, el trabajo multidisciplinar y garantiza la calidad y la visibilidad de la atención prestada

We describe the individualized care plan of a middle-aged woman diagnosed with a ductal carcinoma, undergoing chemotherapy after conservative surgery. The plan is conceptually based on Dorothea Orem's general self-care deficit theory of nursing and is developed in the Oncology Day Hospital in an university hospital belonging to the Public Health Network of the Regional Community of Madrid. After a comprehensive assessment of the patient based on the Universal Self-Care Requirements has been performed, the following main diagnoses are identified: anxiety related to situational crisis, stressors and major changes manifested through concern and sleep disturbance; disabling family coping mechanisms related to different coping styles between the person of reference (the patient's husband) and the patient herself, resulting in indifference to the needs of the latter; and body image disorder related to side effects of chemotherapy including hair loss, loss of eyebrows and eyelashes. The care plan developed included the planning of the desired outcome criteria agreed with the patient, as well as the necessary interventions for its accomplishment. The use of a standardized language among nursing professionals facilitates data keeping, continuity of care, multidisciplinary work and guarantees the quality and visibility of care provide

Evaluación del tutor y autoevaluación de los estudiantes de Enfermería sobre los resultados de aprendizaje durante las prácticas clínicas / Evaluation by the tutor and self-evaluation by Nursing students of learning results during clinical practice

OBJETIVOS: comparar y analizar la percepción que tienen los estudiantes de Grado en Enfermería sobre la consecución de los resultados de aprendizaje previstos durante la realización de sus prácticas tuteladas de nivel básico, y con las puntuaciones otorgadas por los tutores de prácticas en la evaluación de los resultados de aprendizaje. MATERIAL Y MÉTODOS: estudio preliminar observacional descriptivo. La población de estudio fueron estudiantes de Grado en Enfermería del Centro Universitario San Rafael Lebrija (Madrid) en prácticas tuteladas de nivel básico en el curso 2015-2016. Se recogieron las puntuaciones de los resultados de aprendizaje del rotatorio a través de dos cuestionarios de evaluación de competencias autoadministrados a tutores a las seis semanas de rotación, y a los estudiantes, a las tres y a las seis semanas de rotación. RESULTADOS: se incluyeron a 25 estudiantes. En la autoevaluación del estudiante las mayores puntuaciones medias vinculadas a competencias genéricas las obtuvo: "Se integra en el equipo: saluda y se despide cuando inicia y finaliza el turno, demuestra respeto y transmite actitud colaboradora" (9,33 [DE: 0,92] en semana 3 y 9,80 [DE: 0,65] en semana 6). En competencias específicas se obtuvo una media de 9,38 (DE: 0,82) en la semana 3 y de 9,66 (DE: 0,55) en la semana 6 en: "Muestra respeto hacia las opiniones, creencias y valores de los pacientes y familiares, evitando juicios de valor". En la evaluación del tutor (semana 6) las puntuaciones medias de los resultados son similares a las de los estudiantes. CONCLUSIONES: las puntuaciones otorgadas por los tutores encontraste con las autoevaluadas por los estudiantes favorecen a una visión más ajustada sobre el proceso de enseñanza-aprendizaje siendo la autoevaluación una herramienta útil para monitorizarla progresión de los estudiantes

OBJECTIVES: to compare and analyze the perception by Nursing Degree Students about achieving the learning results expected during their monitored practices in the basic level, and about the scores assigned by their practice tutors in the evaluation of learning results. MATERIALS AND METHODS: a preliminary observational descriptive study. The study population consisted of Nursing Degree Students from the Centro Universitario San Rafael Lebrija (Madrid) in monitored practices of basic level during the 2015-2016 terms. The scores for their learning results during rotation were collected through two questionnaires for evaluation of competence, self administered by tutors at six weeks into the rotation, and by students at three and six weeks into the rotation. RESULTS: twenty-five students were included. In the self-evaluation by students, the highest mean scores linked to generic competences were obtained by:"Fits in the team: greets others when their shift starts and ends, shows respect, and conveys a collaborative attitude" (9.33 (SD: 0.92) at week 3) and 9.80 (SD:0.65) at week 6). In specific competences, there was a mean score of 9.38 (SD: 0.82) at week 3 and of 9.66 (SD: 0.55) at week 6 in: "Shows respect for the opinions, beliefs and values of patients and relatives, avoiding value judgments". In the evaluation by tutors (week 6), the mean scores for results were similar to those of students. CONCLUSIONS: the scores assigned by tutors, in contrast to the self-evaluated by students, favour a more accurate view of the teaching-learning process; therefore, self-evaluation is a useful tool in order to monitor students' progress