Contribution of nursing students to clinical settings: A multi center cross sectional study.

AIMS: To describe the contribution of nursing students to clinical settings based on the perceptions of nurse preceptors and to examine whether certain characteristics of nurses' professional activity are associated with a positive perception of nursing students. BACKGROUND: Most clinical agencies receive many nursing students each year, who acquire clinical competencies under the guidance of a registered nurse preceptor. However, there is limited evidence of the contributions made by nursing students during clinical placements. METHODS: A multi-center cross-sectional study was carried out between June and December 2019. A convenience sample of Registered Nurses (n = 927) was recruited from four public hospitals in Spain. The Nursing Student Contributions to Clinical Settings' questionnaire was used. In addition, sociodemographic, work and teaching activity variables were collected. Multivariable logistic regression was used to determine the variables associated with positive student contributions. RESULTS: The nursing student contributions were deemed favorable by 70.7% of the nurse preceptors, mainly because the nursing students are future professionals who know the center, support the development of the nurses' teaching role and constitute a link between the health center and the university. Certain professional characteristics of the Registered Nurses were significantly associated with a positive perception of the contributions of nursing students: having daily coffee breaks (Odds ratio: 2.60; 95% Confidence interval:1.27-5.32), high levels of professional satisfaction (Odds ratio: 2.13; 95% Confidence interval:1.21-3.75) and work in medical-surgical units (Odds ratio: 1.62; 95% Confidence interval: 1.08-2.41). In contrast, nurses with greater work experience (≥ 30 years) (Odds ratio: 0.48; 95% Confidence interval: 0.27-0.85) and who worked at units where 10 or more students perform clinical practice (Odds ratio: 0.57; 95% Confidence interval: 0.36-0.90) were associated with a lower probability of positive perceptions. CONCLUSIONS: In Spain, the contributions made by nursing students to clinical settings are favorable, both for the nursing profession and for healthcare institutions. Their contributions are influenced by the professional characteristics of the Registered Nurses, as well as the environment and the teaching activity within the units.

Contributions of nursing students during their clinical practice in primary care: Adaptation and validation of a scale.

AIM: To adapt the 'Nursing Student Contributions to Clinical Settings' scale (CEEEC, Spanish acronym), designed for specialized care and to evaluate the validity and reliability of a measure in the primary health care setting. Additionally, a description of the contributions of nursing students to primary health care in Spain is presented, based on the perception of preceptor nurses. METHODS: A multicenter cross-sectional study was conducted in Spain, involving a committee of nursing experts who participated in a Delphi panel (n = 5) and cognitive interviews (n = 5) and a sample of nursing preceptors (n = 300) from 57 primary health care centers (2019-2020). The CEEEC was reviewed by experts for the conceptual semantic adequacy of the 24 items for its application in primary health care. Nurse preceptors' responses to the CEEEC scale were used to study the validity and reliability of the measure, including factor analysis, convergent validity with the Health Sciences-Evidence Based Practice scale and a matched test-retest over a three-week interval. RESULTS: According to the consensus of experts, the CEEEC scale is valid for primary health care with minimal modifications (change "patient" to "user"). Based on the analysis of responses to the scale, the corrected item-total correlations of the 24 items were ≥ 0.40 and were grouped into a single factor, explaining 46.3% of the variance. The Cronbach's alpha value was 0.95. Regarding convergent validity, there was a positive correlation between the CEEEC scale and the score of the Health Sciences-Evidence Based Practice scale (Pearson's coefficient= 0.33; p < 0.001). The overall intraclass correlation coefficient was 0.91. Finally, the mean CEEEC score was 61.9 points (range 0-96). The two most positive contributions were 'Nursing students enable nursing professionals to perform their teaching role' and 'Nursing students become future professionals who know the healthcare facility'. CONCLUSIONS: The CEEEC scale provides a valid and reliable measure of nursing students' contributions to primary health care. Nursing students' contributions to Spanish primary health care were positive, especially towards the nursing profession and healthcare organizations.

Dimensiones de los trastornos de la personalidad y correlatos neurofisiológicos / Dimensions of personality disorders and neurophysiological correlates

Introducción. El objetivo es identificar la estructura factorial que subyace a los trastornos de la personalidad utilizando medidas clínicas y de la personalidad y comprobar si la estructura resultante es válida o teóricamente comprensible utilizando medidas neurocognitivas y psicofisiológicas para establecer las posibles diferencias existentes entre los factores. Método. A partir de los datos obtenidos con las escalas MCMI-II y BFQ en una muestra de 87 sujetos diagnosticados de alguna de las categorías clínicas de los trastornos de la personalidad del DSM-IV y 17 controles normales se realizaron análisis factoriales de primero y segundo orden. Resultados. Se obtuvieron cinco factores de primer orden (denominados personalidad agresiva, personalidad con déficit social, personalidad no patológica, personalidad obsesiva y personalidad no asertiva) y tres factores de segundo orden (personalidad con déficit social/no asertiva, personalidad agresiva y personalidad no patológica/obsesiva). Conclusiones. En el análisis de la relación existente entre los factores de segundo orden y las medidas neurocognitivas y psicofisiológicas se encontró que las personalidades socialmente inhibidas y no asertivas (factor 1) se caracterizaron por déficit neuropsicológicos específicos en la atención sostenida, que las personalidades agresivas (factor 2) se caracterizaron por la impulsividad y el déficit en la formación de conceptos y que las personalidades no patológicas con rasgos obsesivos (factor 3), presentaban un nivel progresivamente menor de eficacia en tareas de atención sostenida y una mayor respuesta psicogalvánica al estrés a medida que los rasgos de obsesividad aumentaban

Introduction. To objective is to identify the factorial structure underlying personality disorders, using clinical and personality measures, and to check whether the resulting structure is valid and theoretically comprehensible, using neurocognitive and psychophysiological measures for establishing possible differences between the factors. Method. From the data obtained with the scales MCMI-II and BFQ administered to a sample of 87 subjects diagnosed as a case of any clinical category of DSM-IV personality disorders, and 17 normal controls, we carried out first-order and second-order factor analyses. Results. Five first-order factors (designated as aggressive personality, personality with social deficit, non-pathological personality, obsessive personality and non-assertive personality) and three second-order factors (non-pathological/obsessive personality) were found. Conclusions. On studying the second-order factors in relation to neurocognitive and psychophysiological measures, it was found that socially-inhibited and non-assertive personalities (factor 1) are characterized by specific neuropsychological deficits in sustained attention; that aggressive personalities (factor 2) are characterized by impulsiveness and deficit in concepts formation; and that in non-pathological personalities with obsessive traits (factor 3), as obsessiveness increases, subjects present less efficacy in sustained attention tasks and greater psychogalvanic response to stress

Validation of a questionnaire to evaluate the attitude towards primary prevention advice from the European code against cancer.

Educative interventions to promote primary prevention of cancer (PPC) should be based on psychosocial models and be tailored to attitude. Attitude is a difficult variable to measure. The aim of this study was to draw up a questionnaire to evaluate the attitude to PPC of relatives of patients affected by cancer. An interview of 48 patients, who answered open questions, allowed 67 items to be drawn up. Three hundred and fifty-five people answered the self-administered questionnaire of 67 items (69 of them did it twice, with an interval of 2 weeks). The factorial analysis revealed five factors that explain the 36% total and the 115% common estimated variance. The Cronbach's alpha oscillated between 0.80 and 0.93. The intraclass correlation coefficient was 0.7721 (95% CI (confidence interval) 0.6311-0.8592, P<0.0001). The analysis based on Samejima's model ordered the items according to their discriminating power and the difficulty/ease with which people agree with the most preventive option. The average scores obtained in both surveys of 69 people did not show significant statistical differences (P=0.195). The definitive questionnaire obtained has 63 items that measure attitude to PPC behaviour in a reliable and stable way.