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AIM AND OBJECTIVES: To analyse the levels of anxiety, depression, post-traumatic stress, and burnout among nursing professionals working in the Imbabura region of Ecuador during the COVID-19 pandemic and identify the contributing socio-occupational factors. BACKGROUND: The high demand for care of COVID-19 patients led to increased work pressure on nurses, owing to increased demands for care and shortages of medical supplies and protective equipment. DESIGN: A cross-sectional study was conducted from September to December 2022 using a self-administered questionnaire addressed to nursing professionals who cared for COVID-19 patients. METHODS: The questionnaire included socio-demographic characteristics, the Spanish adaptation of Hospital Anxiety and Depression Scale (HADS-Spanish), Impact of Event Scale-Revised (IES-R) for the evaluation of post-traumatic stress disorder (PTSD), and the Spanish adaptation of the Maslach Burnout Inventory-Human Services Survey (MBI-HSS-Spanish) for burnout assessment. Univariate and multivariate analyses were performed. RESULTS: Of the 782 participants, 88.6% had a high level of burnout (MBI-HSS-Spanish scale score > 27). Female nurses, nurses with eight-hour work shifts, and older professionals exhibited high levels of anxiety and depression. Prolonged working hours in COVID-19 patient care services were found to be a risk factor for burnout and post-traumatic stress. CONCLUSIONS: Participating nurses presented with a high level of chronic work stress and exhibited signs of anxiety and depression during the period under consideration. Providing nurses with psychological support measures and performing liaison consultations will alleviate the psychological burden on nurses. RELEVANCE TO CLINICAL PRACTICE: The study has shown that accounting for the environments where the emotional impact is greatest and how to reduce it would not only reduce anxiety, depression, and burnout in nurses but also improve the quality of care, not only in pandemic. PATIENT OR PUBLIC CONTRIBUTION: Nurses contributed to the conduct of the study by participating in the data collection via questionaries.
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INTRODUCCIÓN: La simulación clínica fortalece la adquisición de competencias clínicas para enfrentar con éxito las situaciones reales de atención sanitaria. OBJETIVO: Determinar la percepción de los estudiantes de enfermería sobre el aprendizaje a través de la simulación clínica. METODOS: Estudio con enfoque cuantitativo de alcance descriptivo transversal, en una muestra de 316 estudiantes, seleccionados mediante muestreo probabilístico estratificado, entre octubre 2022 y febrero 2023. Se utilizó una escala con propiedades psicométricas adecuadas, denominada Escala de Satisfacción de Experiencias Clínicas Simuladas (ESECS), con tres dimensiones: práctica, cognitiva y realismo. Los datos obtenidos fueron procesados con el soporte del programa estadístico SPSS. RESULTADOS: La percepción de los estudiantes es positiva con una media de 8,11 y una desviación estándar de 1,23; el mayor grado de satisfacción corresponde a la dimensión práctica, en las variables motivación y dinamismo de las clases prácticas con un 87,7%, cifras similares con un 82,6%, obtiene satisfacción con los aprendizajes adquiridos y un 78,2% correspondiente a la interacción con docentes y compañeros. CONCLUSIÓN: Se evidencia que la simulación clínica se constituye una metodología de aprendizaje, idónea para el desarrollo profesional en los estudios de enfermería, y es necesario reforzarla de tal forma que permita mejorar la calidad de la formación.
INTRODUCTION: Clinical simulation strengthens the acquisition of clinical competencies necessary to successfully manage real health care situations. OBJECTIVE: Determine the perception of nursing students about learning through clinical simulation. METHODS: A quantitative study with a cross-sectional descriptive approach, using a sample of 316 students selected by stratified probability sampling between October 2022 and February 2023. A scale with adequate psychometric properties was used, the Simulated Clinical Experiences Satisfaction Scale (ESECS), which considered three dimensions: practical, cognitive and realism. The data obtained were processed with the support of the SPSS. RESULTS: Student perception is positive with an average of 8.11, and a standard deviation of 1.23; The greater degree of satisfaction corresponds to the practical dimension: with respect to their practical classes, subjects expressed high satisfaction with the variables of motivation and dynamism (87.7%), with the acquired learning (82.6%) and with the interaction among teachers and classmates (78.2%). CONCLUSION: It is evident that clinical simulation is an ideal learning methodology for professional development in nursing studies, and it is necessary to reinforce it to improve the quality of training.
