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INTRODUCTION: Quality and inclusive education must include Information and Communication Technologies (ICT), which is a growing trend in educational environments since the COVID-19 pandemic. These technologies have transformed learning towards more collaborative and interactive models, but they also pose a barrier due to the lack of skills or knowledge about their use. This circumstance has been identified among some first-year nursing students. OBJECTIVE: The present study focuses on exploring the perception of students who participated in the experience of peer mentoring to improve adaptation to the use of Information and Communication Technologies. DESIGN AND METHODS: The study employed a descriptive qualitative approach, relying on in-depth interviews and a focus group conducted with 29 students who participated in the project between 2020 and 2023. Additionally, sociodemographic data and information about Information and Communication Technologies were collected through a self-administered questionnaire. RESULTS: The findings indicate that mentors exhibited higher competencies than those being mentored, yet the experience was positive and satisfying for both, emerging as an effective strategy to facilitate learning. Another noteworthy result is the performance of younger students in the role of mentors, a fact that contradicts similar experiences. CONCLUSION: In conclusion, peer mentoring emerges as a valid strategy for acquiring digital competencies and Information and Communication Technologies among first-year nursing students, fostering more inclusive learning environments.
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In order to develop nurses' identities properly, they need to publicise their professional competences and make society aware of them. For that, this study was conducted to describe the competences that society currently attributes to nursing professionals and how nursing is valued in society. This review was based on the conceptual framework by Whittemore and Knafl. The literature search was conducted using PubMed, WOS, and CINAHL databases, and the search strategy was based on a combination of natural language and standardised keywords, with limits and criteria for inclusion, exclusion, and quality. The results of the studies were classified and coded in accordance with the competence groups of the professional profile described in the Tuning Educational Structures in Europe programme. Fourteen studies were selected. The most commonly reported competence groups were as follows: nursing practice and clinical decision making; and communication and interpersonal competences. Nursing is perceived as a healthcare profession dedicated to caring for individuals. Its other areas of competence and its capacity for leadership are not well known. In order to develop a professional identity, it is essential to raise awareness of the competences that make up this professional profile.
Assuntos
Competência Clínica , Competência Profissional , Humanos , Liderança , Identificação Social , Percepção SocialRESUMO
Son muchos los intentos llevados a cabo por los centros hospitalarios para implantar un método de trabajo basado en las etapas del P.A.E., pero también son muchos los inconvenientes que impiden que prosperen.Realizamos un estudio descriptivo de tipo transversal para valorar el Método de Trabajo Enfermero en una Unidad de Hospitalización. A la vez, pretendemos detectar qué influencias pueden tener los Diagnósticos de Enfermería en dicha valoración.Los resultados muestran que la falta de conocimientos es el problema más significativo tanto en la utilización de los Diagnósticos de Enfermería como de los Registros. Se pone de manifiesto que la utilización de los Diagnósticos de Enfermería mejora la valoración del Método.El artículo que presentamos se basa en la comunicación expuesta en el I Simposium Internacional de Diagnósticos de Enfermería celebrado en Barcelona (AU)