Intervenciones educativas en asma infantil: Una revisión sistemática / Educational interventions in childhood asthma: A systematic review

Objetivo: Analizar intervenciones educativas en pacientes pediátricos asmáticos para conseguir una técnica adecuada de inhalación y mejorar su automanejo. Diseño: Revisión sistemática basándose en las recomendaciones PRISMA. Fuentes de datos: Se revisaron las bases de datos PubMed, Scopus, Cuiden, Web of Science y Google académico. Selección de estudios: Se incluyeron 16 artículos publicados entre 2014-2021, con acceso a texto completo, idiomas: inglés, francés y español y población pediátrica: 0-18 años. Extracción de datos: Participaron 2.313 niños/as. Las variables analizadas fueron: nivel asistencial, tipo de intervención, realización correcta de la técnica de inhalación, seguimiento de la técnica, entrega de recomendaciones por escrito, categoría profesional-educador, variables relacionadas con la patología respiratoria, absentismo escolar, calidad de vida y costes económicos. Resultados: El nivel de atención sanitaria fue atención primaria, hospitalaria y comunitaria, donde destacaron como educadores: médicos especialistas, enfermeras y farmacéuticos. Las intervenciones educativas más prevalentes son demostración in situ y entrega de recomendaciones o intervenciones multimedia. Varios artículos reportan que no se realiza correctamente la educación en asma, otros enuncian que su técnica mejora tras la intervención, pero la mayoría de ellos resalta la importancia de una revisión periódica de la técnica. Conclusiones: Los autores refieren mejoría de la técnica de inhalación en todas ellas, así como un mayor automanejo de la enfermedad y adherencia al tratamiento. Es necesario intensificar la educación a los pacientes en el correcto manejo de los dispositivos, y el seguimiento y revisión posterior para optimizar el control de la enfermedad.(AU)

Objective: To analyze educational interventions in pediatric asthmatic patients to achieve an adequate inhalation technique and improve their self-management. Design: Systematic review based on the PRISMA recommendations. Data sources: Pubmed, Scopus, Cuiden, Web of Science and Google Scholar databases were reviewed. Study selection: Sixteen articles published between 2014 and 2021 were included, with access to full text, languages: English, French and Spanish and pediatric population: 0–18 years. Data extraction: Two thousand three hundred and thirteen children were participated. The variables analyzed were: level of care, type of intervention, correct performance of the inhalation technique, follow-up of the technique, delivery of written recommendations, professional-educator category, variables related to respiratory pathology, school absenteeism, quality of life and economic costs. Results: The health care level was primary, hospital and community care, where specialist doctors, nurses and pharmacists stood out as educators. The most prevalent educational interventions are on-site demonstration and delivery of recommendations or multimedia interventions. Several articles report that asthma education is not carried out correctly, others state that their technique improves after the intervention, but most of them highlight the importance of periodic review of the technique. Conclusions: The authors report improvement in the inhalation technique in all of them, as well as greater self-management of the disease and adherence to treatment. It is necessary to intensify the education of patients in the correct handling of the devices, and the follow-up and subsequent review to optimize the control of the disease.(AU)

[Educational interventions in childhood asthma: A systematic review]. / Intervenciones educativas en asma infantil: Una revisión sistemática.

OBJECTIVE: To analyze educational interventions in pediatric asthmatic patients to achieve an adequate inhalation technique and improve their self-management. DESIGN: Systematic review based on the PRISMA recommendations. DATA SOURCES: Pubmed, Scopus, Cuiden, Web of Science and Google Scholar databases were reviewed. STUDY SELECTION: Sixteen articles published between 2014 and 2021 were included, with access to full text, languages: English, French and Spanish and pediatric population: 0-18 years. DATA EXTRACTION: Two thousand three hundred and thirteen children were participated. The variables analyzed were: level of care, type of intervention, correct performance of the inhalation technique, follow-up of the technique, delivery of written recommendations, professional-educator category, variables related to respiratory pathology, school absenteeism, quality of life and economic costs. RESULTS: The health care level was primary, hospital and community care, where specialist doctors, nurses and pharmacists stood out as educators. The most prevalent educational interventions are on-site demonstration and delivery of recommendations or multimedia interventions. Several articles report that asthma education is not carried out correctly, others state that their technique improves after the intervention, but most of them highlight the importance of periodic review of the technique. CONCLUSIONS: The authors report improvement in the inhalation technique in all of them, as well as greater self-management of the disease and adherence to treatment. It is necessary to intensify the education of patients in the correct handling of the devices, and the follow-up and subsequent review to optimize the control of the disease.

Perceptions of nursing students after performing an individual activity designed to develop their critical thinking: The "critical card" tool.

Critical thinking in Health Sciences is among the transversal competences in the Nursing Degree. The critical card is a tool of individual learning, designed to develop critical thinking, and set in the process of environmental health learning. Every student must perform the activity to obtain the highest qualification in Community Health Nursing subject. The aim of this project was to evaluate this learning tool using the students' perceptions after its performance. The evaluation was based on the answers to a questionnaire obtained from the third course students of Nursing Degree at the University of Zaragoza. The questionnaire was made up of 14 Likert-type questions, grouped in four dimensions. The student participation rate was higher than 50%. The analysis of the questionnaire obtained 67,8% positive answers. The variability between dimensions ranged between 49% of positive answers for application in other subjects and 87% of positive answers for the improvements applicable to the instrument. The students coincided in indicating that the critical card is a useful learning tool and could be applicable in other subjects. However, the weight it is given in the global evaluation of the subject is considered to be too low, considering the time used to complete the activity.

Experiencias sobre el aprendizaje clínico del alumnado de Enfermería de la Universidad de Zaragoza (España) / Clinical learning experiences of students of Nursing at the University of Zaragoza (Spain)

Objetivo principal: Conocer qué experiencias de aprendizaje han sido significativas para los alumnos y si dichas experiencias recogen todas las dimensiones del cuidado enfermero, con el propósito de evaluar la validez de prácticas clínicas para la formación enfermera. Identificar áreas de mejora. Metodología: Técnicas de consenso con dos grupos de estudiantes del tercer curso del grado de Enfermería. Resultados principales: Se obtuvieron 45 respuestas que han recogido experiencias relacionadas con los cuidados de bienestar, seguridad clínica y autocuidado, y otras con las dudas, temores, críticas, imagen y empatía del alumnado. Conclusión principal: Las prácticas clínicas realizadas por el alumnado son válidas para la adquisición de las capacidades que les habilitarán para un ejercicio altamente cualificado de la profesión enfermera, ya que les proporcionan experiencias educativas que permiten la adquisición de un conocimiento significativo del cuidado enfermero

Objective: Know what learning experiences are meaningful to students and whether these experiences include all the dimensions of nursing care, in order to assess the validity of clinical practice for nurse training. Identify areas for improvement. Methods: Consensus techniques with two groups of third year students of the degree. Results: We obtained 45 responses (experiences)related to wellness care, clinical safety and self-care and others with doubts, fears, reviews, image and empathy of students. Conclusions: The clinical practices carried out by our students apply to the acquisition of skills for highly qualified nursing profession as they provide learning experiences that allow the acquisition of significant knowledge of nursing care

La socialización de los practicantes a través de los manuales del Dr. Felipe Sáenz de Cenzano 1907-1942 / Socialization of 'Practicantes' through the Manuals of the Dr. Felipe Sáenz de Cenzano 1907-1942

Desde la creación en España del título de practicante en 1857, su enseñanza fue regulada por varios planes de estudio hasta la unificación en 1953 de las tres titulaciones auxiliares de la medicina (practicante, matrona y enfermera), en la de Ayudante Técnico Sanitario (ATS). Este trabajo analiza la socialización de los practicantes a través de las distintas ediciones de El Manual del Practicante (1907, 1922, 1934 y 1942), elaborado por el médico encargado de su enseñanza oficial en Zaragoza, Felipe Sáenz de Cenzano. Tras el análisis de su estructura y su contenido, en especial los fundamentos de su saber y las competencias técnicas o de cuidados al enfermo, resaltamos las diferencias que se observan en los manuales y las legalmente establecidas, que fueron siempre más restrictivas. En conjunto se perfila la configuración de dos escenarios laborales distintos para el practicante, la ciudad y la zona rural, que proyectaron dos imágenes profesionales distintas

Since the creation of the qualification of Spanish practitioner 'practicante' in 1857 in Spain, its teaching was regulated by several curriculums until the unification in 1953 of the three auxiliary degrees in medicine ("practicante", midwife and nurse), in the technical health assistant (ATS). This paper analyzes the socialization of "practicantes" through the various editions of "El Manual del Practicante" (1907, 1922, 1934 and 1942), prepared by the physician in charge of their formal education in Zaragoza, Felipe Sáenz de Cenzano. After analyzing its structure and content, especially the basis of their knowledge and technical skills or nursing care, we highlight the differences observed in the manuals and the legally established, which were always more restrictive. In summary, it be outlined the configuration of two different work settings, the city and the rural area, that projected two different professional images

The professional identity of the practicante: the case of Aragon, 1857-1936.

The objective of this study was to reconstruct the professional identity of the practicante (male assistant in medicine and surgery) by analyzing three professional journals of this collective in Zaragoza (Aragón). The discourse of practicantes on their profession insists that they were the only assistants for physicians with technical qualities. This affirmation constituted a key element in shaping their identity, contributing in turn to establish the moral and social legitimization of practicantes and their professional authority. This was constructed in counterpoint to the profile, qualifications and gender identity of the other professional healthcare assistant, the nurse. Despite achieving a clear discourse on their professional identity and developing certain professional infrastructures through the work of institutions and key figures, practicantes were not able to consolidate a collective project of upward social mobility that would improve their status and enhance social recognition of the profession. This led to the construction of a group identity that was largely characterized by apathy, frustration and disunion, elements that eventually weakened the profession.

La identidad del practicante a través de la prensa profesional. Aragón, 1885-1936 / The professional identity of the practicante: the case of Aragon, 1857-1936

El objetivo de este trabajo es reconstruir la identidad profesional del practicante a través del análisis de tres revistas profesionales del colectivo en Zaragoza (Aragón). El discurso que hacían los practicantes sobre su profesión insistía en que de entre las auxiliares de la medicina, era la única que poseía un carácter técnico. Esta afirmación constituyó el elemento configurador clave de su identidad, contribuyendo a su vez a afianzar la legitimación moral y social del practicante así como su autoridad profesional. Este discurso fue construyéndose en contraposición al perfil, titulación e identidad de género de la otra profesión sanitaria auxiliar, la enfermera. A pesar de que los practicantes institucionalmente o a través de figuras destacadas, conformaron un discurso identitario profesional claro y desarrollaron ciertas infraestructuras profesionales, no alcanzaron a consolidar un proyecto colectivo de movilidad social ascendente que implicase una mejora en su estatus y el reconocimiento social de la profesión. Ello se tradujo en la construcción de una identidad grupal que en buena medida se caracterizó por una cierta apatía, frustración y desunión, elementos que terminaron por debilitar la profesión (AU)

The objective of this study was to reconstruct the professional identity of the practicante (male assistant in medicine and surgery) by analyzing three professional journals of this collective in Zaragoza (Aragón). The discourse of practicantes on their profession insists that they were the only assistants for physicians with technical qualities. This affirmation constituted a key element in shaping their identity, contributing in turn to establish the moral and social legitimization of practicantes and their professional authority. This was constructed in counterpoint to the profile, qualifications and gender identity of the other professional healthcare assistant, the nurse. Despite achieving a clear discourse on their professional identity and developing certain professional infrastructures through the work of institutions and key figures, practicantes were not able to consolidate a collective project of upward social mobility that would improve their status and enhance social recognition of the profession. This led to the construction of a group identity that was largely characterized by apathy, frustration and disunion, elements that eventually weakened the profession (AU)

Los primeros 50 años de las matronas en la Universidad de Zaragoza (1878-1928) / The first 50 years of midwives at the University of Zaragoza (1878-1928)

El oficio y profesión de matrona y la administración de cuidados maternoinfantiles se remontan al principio de los tiempos, como demuestran testimonios de diversa índole: textos escritos, fuentes iconográficas y otros materiales. Larga ha sido su evolución hasta llegar a la publicación del Real Decreto 450/2005, de 22 de abril, con el que aparecen siete nuevas especialidades de Enfermería, entre las que se encuentra la de Enfermería Obstétrico-Ginecológica (Matrona). La enfermería se ha transformado, en los albores del siglo XXI, en una práctica con mayor presencia en el espacio público y en la institución universitaria debido, entre otros factores, a la implantación del Espacio Europeo de Educación Superior. Un abordaje de los fundamentos de cualquier disciplina o profesión, en el caso que nos ocupa de la Enfermería Obstétrico-Ginecológica (Matrona), pasa necesariamente por el conocimiento de su pasado, de su historia. Para aproximarnos a la realidad histórica de las matronas, se ha tomado como punto de partida de esta investigación el inicio de esta profesión dentro de la Universidad de Zaragoza en el año 1878. Para este trabajo ha sido imprescindible comprender, desde el análisis de género, la manera en que se inició su integración entre otras titulaciones universitarias y cómo se comportó en situaciones de conflicto frente a la supervivencia de sus funciones de asistencia maternoinfantil o en los planes higiénicos previstos por los gobiernos de las distintas épocas. El objetivo de este estudio es conceptualizar la profesión de matrona en los primeros años de titulación universitaria y conocer el perfil académico y sociodemográfico de las alumnas que optaron al título de matrona en los primeros 50 años en la Universidad de Zaragoza

The office and profession of midwifery care and management of maternal and child back to the beginning of time, as evidenced by the testimonies of various kinds: written texts, iconographic sources and other materials. Long has been, therefore, their evolution up to the publication of Royal Decree 450/2005 of 22 April, in which they appear seven new nursing specialties, among which is the midwives Nursing, Midwifery. Nursing has become the twenty-first century in an exercise with a greater presence in public space and the university, because, among other factors, the implementation of the European Higher Education Area. Anapproach to the fundamentals of any discipline or profession, at presentcase of midwives, necessarily requires the knowledge of his past, his history. To approach the historical reality of midwives has been taken as a starting point for this research, the beginning of this profession within the University of Zaragoza in 1878. For this work, has been essential to understand, from the analysis of gender, how it started way integration between other university degrees and how they behave in situations of conflict, compared to the survival of his duties as mother and child care or the hygiene plans provided by the governments of different periods.Theaim of this paper is to define the concept of the profession of mid-wife in the first years of the university qualification and identify the aca-demic and social/demographic profile of the students who studied for the qualification of midwife in tHe first 50 years at the University of Zaragoza