Auxilio sanitario en tiempos de pandemia. Impacto sobre los estudiantes de enfermería / Health aid in pandemic time. Impact on nursing students

Introducción: La crisis sanitaria de la COVID-19 y la falta de enfermeras precipitó la contratación e incorporación de estudiantes de enfermería como auxilio sanitario. Objetivo: analizar el impacto de la pandemia en los estudiantes de cuarto curso de enfermería, con tratados como auxilio sanitario. Metodología: Estudio observacional, descriptivo y retrospectivo de los estudiantes de último año del grado de enfermería de la EUI-Sant Pau de Barcelona contratados en concepto de auxilio sanitario durante los meses de marzo a mayo de 2020. Se evaluó el impacto de la pandemia mediante el uso de un cuestionario de elaboración propia. Variables analizadas: edad, género, impacto sobre la actividad académica y satisfacción con la colaboración durante el auxilio sanitario. Resultados: De los 90 estudiantes de cuarto matriculados, 53 se incorporaron como auxilio sanitario de los cuales 38 (71,7%) respondieron al cuestionario. El 63,1% de los estudiantes vivían con la familia y de estos un 57,9% se separaron de esta para evitar contagios. El 73,7% no tenían experiencia laboral. La mitad de los estudiantes fueron ubicados en la UCI del hospital universitario. El 85% recibieron una formación exprés sobre el manejo del paciente crítico y el 60,6% manifestó que la incorporación afectó negativamente al rendimiento académico. El 95% de los estudiantes manifestó un grado de satisfacción de 4/4. Conclusiones: La pandemia de la COVID-19 precipitó la incorporación de más de la mitad de los estudiantes de cuarto al mundo laboral. Si bien más de la mitad de los estudiantes consideraron que su incorporación como auxilio supuso un detrimento en su formación, el grado de satisfacción fue muy elevado. (AU)

Introduction: The COVID-19 and the shortage of nurses in Spain precipitated the hiring and incorporation of nursing students as health aid. Aim: to analyze the impact of the pandemic on fourth-year nursing students hired as health aid. Methods: Observational, descriptive and retrospective study of last year nursing degree students at School of Nursing EUI-Sant Pau de Barcelona hired as health aid from March to May 2020. The impact of the pandemic was evaluated through the use of a self-prepared questionnaire. Variables analyzed: age, gender, impact on academic activity and satisfaction with the collaboration during the health aid. Results: Of the 90 fourth-year students enrolled, 53 volunteered as health aid, of which 38 (71.7%) responded to the questionnaire. Of the students living with their family (63,1%), 57.9% separated from them to avoid contagion and 73.7% had no work experience. Half of the students were assigned to the ICU of the university hospital. In our school, 85% of the students received express training on critical patient management and 60.6% stated that the incorporation negatively affected academic performance. The degree of satisfaction expressed by the students was 4/4 on a Likert scale in 99% of the cases. Conclusions: The COVID-19 pandemic precipitated the incorporation of more than half of fourth-year students into the world of work. Although more than half of the students consider that their incorporation as a health aid harmed their training, the degree of satisfaction was very high. (AU)

The Good Life: From Birth to Death.

Nurses are almost always present at birth and at death. The aim was to describe the similarities in nursing care between birthing and end-of-life patients under a humanistic and holistic caring perspective, focusing on pain management, anxiety and stress reduction, self-care and empowerment, and emotional and family support.

Enhancing perceived leadership of nursing students through a student-led dedicated education unit in a community setting: A feasibility study.

BACKGROUND: Leadership competence is important to ensure the provision of safe and high-quality care in hospitals. PURPOSE: The aim was to demonstrate the feasibility of enhancing the perceived leadership competence of nursing students through an innovative health education strategy, consisting of a student-led dedicated education unit (DEU) informed by a service-learning approach in a community setting. DESIGN: Feasibility study in a three-phase process: I: Design; II: Acceptability and implementation; III: Expansion to a different setting. In phase II the DEU was piloted with 62 students using a pretest/post-test with control group design. In phase III it was piloted with 20 students in the expansion setting. METHODS: The DEU was implemented and tested in Barcelona (Spain) between 2014 and 2019. To assess acceptability and implementation, students' perceived leadership competence was measured using the Self-Assessment Leadership Instrument. We also obtained satisfaction ratings using an ad hoc questionnaire. RESULTS: Satisfaction was high among students, as well as among service users who received health education. In phase II, students' post-test self-ratings of their leadership competence were higher in both the intervention and control groups, but the increase was significantly greater among students who participated in the DEU (25.84 % vs. 16.72 %, p = .012). Similar results were obtained in the expansion phase, with students in the intervention group once again showing a significant increase in perceived leadership skills (12.89 %, p = .005). CONCLUSIONS: Student-led DEUs appear to be an effective way of enhancing perceived leadership competence among senior nursing students.

Hablemos de la muerte. Impacto de la metodolgía Death cafe en estudiantes de Enfermería / Let's talk about death: the impact of the "Death cafe" methodology in nursing students

OBJETIVO: analizar el impacto de la metodología Death cafe en estudiantes de Grado de Enfermería como método de afrontamiento de la muerte. MÉTODO: investigación evaluativa cualitativa, desarrollada en la Escola Universitària d'Infermeria Sant Pau, de Barcelona. Participaron estudiantes voluntarios del Grado de Enfermería matriculados en la asignatura Comunicación terapéutica, en el curso 2018-19, antes del inicio de la primera práctica clínica. Se organizó una sesión siguiendo directrices del movimiento social Death cafe, donde pudieron conversar de manera espontánea y sin guion sobre aspectos relacionados con la muerte. Al final se administró un cuestionario de preguntas abiertas propuesto por dicho movimiento y también redactaron sus conclusiones. Todo ello permitió explorar la experiencia Death cafe, el impacto personal y las implicaciones futuras, mediante un análisis temático. RESULTADO: se obtuvieron las narrativas de 10 estudiantes. La experiencia Death cafe: la metodología empleada fue identificada como una innovación didáctica que favorece el establecimiento de la confianza, la comunicación, la reflexión y la expresión de sentimientos. El impacto personal: reconocieron enriquecimiento personal, toma de conciencia sobre la muerte y tabúes sociales e interpelación personal. Implicaciones futuras: convinieron el aporte profesional y personal futuro, subrayando la relevancia del autoconocimiento y la gestión emocional para poder confrontar futuras situaciones impactantes. CONCLUSIONES: los resultados obtenidos apuntan a la idoneidad de la metodología Death cafe en estudiantes de Grado de Enfermería antes del inicio de la práctica clínica, como transición desde los tabúes sociales a la complejidad del cuidado profesional

OBJECTIVE: to analyze the impact of the Death cafe methodology in Nursing Degree Students as a method for coping with death. METHOD: a qualitative evaluative research developed at the Escola Universitària d'Infermeria Sant Pau, in Barcelona. It included volunteer students from the Nursing Degree enrolled in the Therapeutic Communication course in the 2018-19 term, before the initiation of their first clinical practice. A session was set up following the guidelines of the Death cafe social movement, where they could discuss aspects associated with death spontaneously and without any script. At the end, they completed an open-end questionnaire put forward by said movement, and they also wrote down their conclusions. All this allowed to explore the Death cafe experience, its personal impact and its future consequences, through thematic analysis. RESULTS: the narratives by 10 students were obtained. The Death cafe experience: The methodology used was identified as a didactic innovation that encourages building confidence, communication, reflection and the expression of feelings. Personal impact: They acknowledged personal fulfillment, raising awareness of death and social taboos and personal interpellation. Future consequences: Agreement on future professional and personal contribution, highlighting the relevance of self-knowledge and emotional management in order to be able to face future impactful scenarios. CONCLUSIONS: the results obtained indicate the adequacy of the Death cafe methodology for Nursing Degree students before the initiation of their clinical practice, as a transition from social taboos to the complexity of professional care

Actitud y conocimiento de las enfermeras en relación al Documento de Voluntades / Attitude and knowledge of nurses in relation to the advance health care directive in urgent decisions

Objetivo. Analizar, con estudiantes del Máster en Enfermería Intensiva de la EUI-Sant Pau, la actitud y conocimiento de las enfermeras en relación al Documento de Voluntades Anticipadas (DVA) ante una situación de riesgo vital. Material y Métodos. Estudio observacional, descriptivo y transversal de carácter exploratorio, realizado a estudiantes del Máster de Enfermería Intensiva de la EUI-Sant Pau. Evaluación de los conocimientos y actitudes de los estudiantes en relación al DVA a partir de una adaptación del cuestionario validado por Eu-genio Contreras y otros. Resultados. La media de edad de los estudiantes es de 25,46 años (±5,7) y la media de años de experiencia como enfermera, de 3,38 años (±5,58). Un 91,9% de los estudiantes conoce el DVA y el 94,6% desconoce las leyes que lo regulan. Un 75,7% no sabría dónde consultarlo en su servicio y más del 50% opina que no es frecuente que se consulte la existencia de DVA en situación de urgencia vital. Existe una relación estadísticamente significativa (p=.029) entre la variable conocimiento del DVA y la variable frecuencia de consulta del DVA en situación de urgencia vital. Conclusiones. El desconocimiento del DVA y de los sistemas de registro influye en la consulta del DVA por parte de las enfermeras

Objective. Analyzing the attitude and knowledge of nursing professionals in relation to the Advance Health Care Directive (AHCD) in a life-threatening situation, using master’s degree students in Intensive Nursing at EUI-Sant Pau. Material and Methods. Descriptive, observational and transversal study of an exploratory nature, using master’s degree students in Intensive Nursing at EUI-Sant Pau. The knowledge and the attitudes of the students in relation to the AHCD were assessed by an adaptation of the questionnaire validated by Eugenio Contreras and others. Results. The average age of students is 25.46 years (±5.7) and the average number of years of experience as a nurse is 3.38 years (±5.58). 91.9% of the students are aware of the AHCD and 94.6% do not know which laws regulate it. 75.7% would not know where to consult AHCD documents in their service and more than 50% think that it is not common practice to check for the existence of an AHCD document in life threatening situations. There is a statistically significant relation (p=.029) between the variable of the knowledge of AHCD and the variable of search frequency in life threatening situations. Conclusions. The lack of awareness of the AHCD and of its registration systems has an influence on consulting AHCD documents by nursing professionals

El final de vida en la cultura islámica / The end of life in islamic culture

Objetivo: analizar las evidencias publicadas sobre los aspectos característicos de la cultura islámica, para poder describir aquellos que han de considerarse en los cuidados enfermeros de pacientes de dicha cultura, en el periodo de final de vida. Método: revisión narrativa en la que se lleva a cabo una búsqueda bibliográfica en las bases de datos Clinical Key, PubMed, ENFISPO y Cuiden, así como en las monografías y documentos institucionales del Catálogo de Bibliotecas de la Universitat Autònoma de Barcelona (UAB). Se revisó la bibliografía publicada entre 1993 y 2013 sobre aspectos relacionados con el final de vida de los pacientes de cultura islámica, tanto en inglés como en castellano, de corte empírico o teórico. Asimismo, se tuvo en cuenta que las fuentes estuvieran centradas en el cuidado de los pacientes y que fueran pertenecientes a las Ciencias de la Salud, Ciencias Sociales y Humanidades. Resultados y conclusiones: se seleccionaron 32 fuentes. Los resultados, relacionados con aspectos teóricos, simbólicos y con el cuidado de los enfermos, se agruparon en dos categorías de análisis: antes de la muerte y después de la muerte. Se concluye que para proporcionar un cuidado coherente y sensible a los pacientes de cultura islámica en el final de vida, las enfermeras deberían conocer los aspectos culturales que inciden en los cuidados, a fin de evitar el choque cultural mediante la comprensión de las distintas intervenciones y toma de decisiones de los pacientes y familias (AU)

Objective: to analyze the published evidence about characteristic aspects in islamic culture, in order to describe those which must be considered in nursing care for patients within said culture, in the end-of-life period. Method: narrative review, where a bibliographic search is conducted in the Clinical Key, PubMed, ENFISPO and Cuiden databases, as well as in monographs and institutional documents from the Library Catalogue of the Universitat Autònoma de Barcelona (UAB). The bibliography published between 1993 and 2013 about aspects regarding the end of life in patients from the islamic culture was reviewed, both in English and in Spanish, and empirical as well as theoretical. Additionally, it was taken into account that sources were focused on patient care, and belonged to Healthcare Sciences, Social Sciences, and Humanities. Results and conclusions: thirty-two (32) sources were selected. Results associated with theoretical and symbolic aspects, and with patient care, were classified into two categories of analysis: before death and after death. The conclusion was that in order to provide coherent and sensitive care for islamic culture patients at the end of their life, nurses should be aware of the cultural aspects which have an impact on care, in order to prevent a cultural clash through understanding the different interventions and decision making by patients and families (AU)

[Research projects in mental health care speciality: mentoring and lived experiences]. / Tutorización y vivencias personales: investigación en la especialidad de salud mental.

The goal of the present study is to describe the methodology followed in the implementation of the mentoring research projects developed by the three residents of mental health during the 2009-10 academic years and present the results obtained and recognition. We designed eight targeted monthly tutorials and educational material complementing the methodological support. The development of the project followed an established pattern that allowed progressively advancing in the various phases. When completed the projects, the most relevant were selected for presentation at the XI National Meeting of Residents of Mental Health Nursing, and planned a public presentation of all projects. The main findings from the evaluation work were made for every resident of the experience and the quality of the tutorials. In his narrative are the positive enrichment achieved during the year of residency from the perspective of learning as well as relationship with mentors. In the individual assessment reflect relevant aspects of the authorization process as closeness, trust, resolving doubts, guidelines for intervention. The project presented at the national meeting took second award.

Tutorización y vivencias personales. Investigación en la especialidad de salud mental / Research projects in mental health care speciality: mentoring and lived experiences

Se describe la metodología seguida en la realización de las tutorías de los proyectos de investigación desarrollados por tres residentes de salud mental durante el curso 2009-10 y se presentan los resultados y el reconocimiento obtenido. Se diseñaron ocho tutorías mensuales con objetivos específicos y con material docente que complementaba el soporte metodológico. El desarrollo del proyecto siguió un modelo establecido que permitía, de manera progresiva, avanzar en las diferentes fases. Cuando finalizaron los proyectos se seleccionó el más relevante para su presentación en el XI Encuentro Nacional de Residentes de Enfermería en Salud mental, y se planificó una presentación pública de todos los proyectos. Los principales hallazgos del trabajo surgieron de la evaluación que efectuó cada residente de la experiencia y de la calidad de las tutorías. En su narrativa muestran el positivo enriquecimiento obtenido durante el año de residencia desde la perspectiva de adquisición de conocimientos así como de aspectos relacionales con sus tutoras. En la evaluación individual reflejan aspectos relevantes en el proceso de tutorización como: cercanía, confianza, resolución de dudas, directrices de intervención. El proyecto presentado en el Encuentro Nacional, obtuvo el 2º premio(AU)

The goal of the present study is to describe the methodology followed in the implementation of the mentoring research projects developed by the three residents of mental health during the 2009-10 academic years and present the results obtained and recognition. We designed eight targeted monthly tutorials and educational material complementing the methodological support. The development of the project followed an established pattern that allowed progressively advancing in the various phases. When completed the projects, the most relevant were selected for presentation at the XI National Meeting of Residents of Mental Health Nursing, and planned a public presentation of all projects. The main findings from the evaluation work were made for every resident of the experience and the quality of the tutorials. In his narrative are the positive enrichment achieved during the year of residency from the perspective of learning as well as relationship with mentors. In the individual assessment reflect relevant aspects of the authorization process as closeness, trust, resolving doubts, guidelines for intervention. The project presented at the national meeting took second award(AU)

[Learning portfolio. Educational innovation in therapeutic relationship]. / La carpeta de aprendizaje. Innovación docente en relación de ayuda.

The Learning Portfolio is a methodological tool recommended by the educational authorities who comes to the fore as a strategy to acquire and/or assess learning. The process of preparing and serving content to a paradigm reflective, self-learning, student-centered. During 2008-9, the project started its implementation in the Therapeutic Relationship, Course for the baccalaureate Nursing in order to consolidate its future use in the new Degree at European Space of Higher Education. The results of the first experience were analyzed at the end of the course, made modifications to the design and development in 2009-10. This article describes, first the experience of the implementation and development of the instrument and secondly the perception of learning and experience of students and teacher at the end of second year The result of the experience shows a high perception of learning and satisfaction with the use of the portfolio in the subject. Despite resistance to paradigmatic change, difficulty and effort in the development and monitoring of the portfolio, the advantages outweigh the disadvantages. It is important to note the limitations to make adjustments depending on the characteristics of the group and contents Programme.

La carpeta de aprendizaje. Innovación docente en relación de ayuda / Learning portfolio. Educational innovation in therapeutic relationship

La carpeta de aprendizaje es un instrumento metodológico recomendado por las autoridades educativas que adquiere protagonismo como estrategia para adquirir y/o evaluar aprendizajes. El proceso de elaboración y su contenido atiende a un paradigma reflexivo, de autoaprendizaje, centrado en el estudiante. En el curso 2008-2009, se inició el proyecto de implementación en la asignatura Relación de Ayuda, de la Diplomatura de Enfermería, con la finalidad de consolidar su uso en el futuro Grado. Los resultados de la primera experiencia fueron analizados al final de la asignatura realizándose modificaciones en el diseño y desarrollo en el curso 2009-2010. Se describe, por un lado, la experiencia piloto de la implementación y desarrollo del instrumento y, en segundo lugar, la percepción de aprendizaje y de la experiencia de los estudiantes y de la profesora, al final del segundo año. El resultado muestra una alta percepción de aprendizaje y satisfacción en el uso de la carpeta en la asignatura. A pesar de resistencias al cambio paradigmático, a las dificultades y al esfuerzo en la elaboración y seguimiento de la misma, las ventajas superan las desventajas. Es importante tener en cuenta las limitaciones para realizar los ajustes necesarios en función de las características del grupo y de la materia(AU)

The Learning Portfolio is a methodological tool recommended by the educational authorities who comes to the fore as a strategy to acquire and/or assess learning. The process of preparing and serving content to a paradigm reflective, self-learning, student-centered. During 2008-9, the project started its implementation in the Therapeutic Relationship, Course for the baccalaureate Nursing in order to consolidate its future use in the new Degree at European Space of Higher Education. The results of the first experience were analyzed at the end of the course, made modifications to the design and development in 2009-10. This article describes, first the experience of the implementation and development of the instrument and secondly the perception of learning and experience of students and teacher, at the end of second year. The result of the experience shows a high perception of learning and satisfaction with the use of the portfolio in the subject. Despite resistance to paradigmatic change, difficulty and effort in the development and monitoring of the portfolio, the advantages outweigh the disadvantages. It is important to note the limitations to make adjustments depending on the characteristics of the group and contents Programme(AU)