El sentido de un final de estudios: El proceso de aprendizaje durante el grado de enfermería a partir del cuaderno de progresión transversal / Giving sense to finishing studies: nursing degree learning process and the transversal progress notebook

Introducción: El objetivo de este estudio es comprender la percepción de los estudiantes sobre su proceso de aprendizaje durante el grado de Enfermería, al final de la promoción 2011-15, mediante la utilización del Cuaderno de Progresión Transversal (CPT) como herramienta metodológica. Metodología: Estudio cualitativo interpretativo desde un enfoque biográfico-narrativo del CPT de la promoción 2011-15. Sesenta y un narrativas se codificaron y se analizaron a partir de un análisis de contenido interpretativo. Resultados: El análisis interpretativo permitió identificar cinco temas del proceso reductivo de las narrativas que ayudaron a comprender la percepción del estudiante sobre su proceso de aprendizaje; estos fueron: estudios de enfermería, Escola Universitària d’Infermeria de Sant Pau, profesorado, proceso de aprendizaje y balance personal. Conclusion: Los estudiantes, al terminar sus estudios, percibieron haber adquirido un aprendizaje complejo basado en competencias y dieron sentido al trayecto realizado y a nuevos horizontes a través de la reflexión; encontraron coherencia entre sus estudios, la visión humanista y la práctica; consolidaron su identidad y valores profesionales, así como su pericia reflexiva crítica. Finalmente, percibieron nuevas transiciones hacia los ámbitos laboral y formativo con sentimientos ambivalentes

Introduction: The aim of this study is to understand students’ learning process perception at the end of their Nursing Bachelor studies at the Nursing University EUI-Sant Pau. The group studied were senior students from the 2011-15 year, using the Transversal Progress Notebook (TNB) as a methodological tool. Methodology: Qualitative interpretive study from a biographical-narrative approach of the 2011-15 year’s TNB. The sixty-one narratives were codified and analyzed using interpretative content analysis. Results: The interpretative analysis identified five topics from the narrative reductive process that helped understand the students’ perception of their learning process. These were: Nursing Studies, Sant Pau Nursing School, Teaching Staff, Learning Process, and Personal Assessment. Conclusion: When finishing their studies, students perceive that they have acquired a complex learning process based on competencies. They give meaning to their journey as students and to new upcoming horizons through reflection and self-knowledge. They perceive coherence between their studies, the humanistic vision, and fieldwork. They also perceive the strengthening of identity and professional values as well as the ability for critical reflection and finally, perceive how their learning process changes as they make a new transition towards the working and training environment, having contradictory feelings of joy and uncertainty

La narrativa como estrategia didáctica para una aproximación al proceso de la muerte / Narrative strategy for an approach to the process of death

Objetivos: Explorar, a partir de una experiencia didáctica basada en la práctica reflexiva, la narrativa sobre una experiencia personal vivida en torno a la muerte, de estudiantes de 2º curso de Grado en enfermería. Comprender el proceso en torno a la muerte y su transcendencia en la práctica de los cuidados enfermeros. Métodos: Estudio cualitativo con un enfoque fenomenológico hermenéutico. Los participantes de este estudio fueron estudiantes de "Comunicación terapéutica" de 2º curso de Grado en enfermería, reclutados en el aula, en la 2ª sesión de la asignatura. Su participación fue voluntaria ya que el estudiante pudo elegir entre 4 temas distintos. Los datos fueron colectados a través de escritura reflexiva. Se analizaron los textos mediante análisis de contenido cualitativo semántico. Resultados: Se identificaron unidades de significado que revelaron la estructura del fenómeno de estudio. Posteriormente, se agruparon en 8 categorías de las que emergieron 6 temas: Impacto de la noticia; Despedida; Evocación; Afrontamiento; Creencias y valores; Crecimiento personal. Conclusiones: Tomar consciencia de la propia vivencia en torno a la muerte permite precisar aspectos significativos que pueden enriquecer los cuidados profesionales. Reconocer las conductas observadas durante el proceso de duelo contribuye al acompañamiento sensible de las personas en procesos en torno a la muerte. El relato pedagógico, como estrategia didáctica, es útil en la formación enfermera ya que posibilita la comprensión de significados y del impacto ante situaciones complejas. La reflexión sobre las experiencias vividas y el contraste con la literatura permite guiar el proceso del cuidado comprensivo (AU)

Objectives: Based on teaching experience of reflective practice, we aim to explore the description about personal experiences around death in second degree nursing students. We intend to understand the environment process of death, and its importance in nursing care. Methods: Qualitative study with a hermeneutic phenomenological approach. Participants in this study were students of "Therapeutic communication" recruited in the classroom, during the 2nd lesson of the subject. Participation was voluntary and each student could choose between 4 different topics. Data was collected using reflective writing. The texts were analyzed using qualitative content analysis with semantic approach. Results: Several units of meaning were identified and subsequently grouped in 8 categories where 6 different topics emerged: Impact of the notice; Farewell; Evocation; Coping; Beliefs and values; Personal growth. Conclusions: Raising awareness of own experiences in the process of death can help to define relevant aspects that may improve professional care. The recognition of the behaviors observed during the grieving process contributes to optimize the sensitive accompaniment of people in processes around death. The pedagogical chronicle, as a teaching strategy, is useful in nursing education given that allows the comprehension of the significance and impact of complex situations. Reflection on the lived experiences and contrasting them with the literature allows guiding the process of comprehensive (AU)

A specific nursing educational program in patients with Cushing's syndrome.

Cushing's syndrome (CS) is a rare endocrine disease, due to cortisol hypersecretion. CS patients have comorbidities, often still present after biochemical cure. Specific nursing healthcare programs to address this disease and achieve improved health related quality of life (HRQoL) are lacking. Thus, an educational nursing intervention, through the development and promotion of specific educational tools, appears to be justified. The objective of this study is to assess the effectiveness of an educational nursing program in CS patients on HRQoL, clinical parameters, level of pain and physical activity, patterns of rest, and use of health resources. A prospective, randomized study was conducted in two reference hospitals for CS. Sixty-one patients (mean age 47 ± 12.7 years, 83.6 % females) were enrolled and divided into 2 groups: an "intervention" group where educational sessions were performed over 9 months and a "control" group, without these sessions. Specific questionnaires were used at the beginning and end of the study. After educational sessions, the intervention group had a better score in the CushingQoL questionnaire (p < 0.01), reduced level of pain (p < 0.05), improved physical activity (p < 0.01) and healthy lifestyle (p < 0.001) compared to the control group. A correlation between the CushingQoL score and reduced pain (r = 0.46, p < 0.05), improved physical activity (r = 0.89, p < 0.01), and sleep (r = 0.53, p = 0.01) was observed. This educational nursing program improved physical activity, healthy lifestyle, better sleep patterns, and reduced pain in CS patients, influencing HRQoL and reducing consumption of health resources. Moreover, the brief nature of the program suggests it as a good candidate to be used in CS patients.

[Trans-cultural relationships in treatment situations]. / La relación transcultural en los cuidados.

This article comprises part of the theoretical format for the project "The intercultural relationships in nursing cures, a qualitative look", defended in June 2008 at the International University of Catalonia under the auspices of the Official Masters Program for Nursing. The effects of migratory movements inside a specific territory activate as they develop new phenomena among human relationships in practically all spheres. Nursing is not unaffected by these changes. This new scene increases the different number of ways to see the world according to different values and beliefs which can affect the quality of nursing care. The two theories described in this report, a humanistic theory by Paterson and Zderad and Leninger's cultural cares theory propose a reflection about each one of us and about the care we offer; and at the same time foment interventions from various nursing perspectives.

La relación transcultural en los cuidados / Trans-cultural relationships in treatment situations

Este artículo forma parte del marco teórico del proyecto "La relació intercultural en les cures infermeres. Una mirada qualitativa" defendido en junio de 2008 en la Universitat Internacional de Catalunya, en el marco del Màster Oficial d'Infermeria. Los efectos de las corrientes migratorias en un determinado territorio activan a su vez nuevos fenómenos en las relaciones humanas prácticamente en todas las esferas. La enfermería no es ajena a este cambio. Este nuevo escenario incrementa la tangencia de distintas maneras de ver el mundo según los diferentes valores y creencias, lo que puede afectar a la calidad de los cuidados enfermeros. Las dos teorías que aquí se presentan, la humanista de Paterson y Zderad y la de los cuidados culturales de Leininger, proponen una reflexión sobre cada uno de nosotros y sobre los cuidados que ofrecemos; así mismo alientan a la intervención desde los diferentes ámbitos enfermeros(AU)

This article comprises part of the theoretical format for the project "The intercultural relationships in nursing cures, a qualitative look", defended in June 2008 at the International University of Catalonia under the auspices of the Official Masters Program for Nursing.The effects of migratory movements inside a specific territory activate as they develop new phenomena among human relationships in practically all spheres. Nursing is not unaffected by these changes. This new scene increases the different number of ways to see the world according to different values and beliefs which can affect the quality of nursing care. The two theories described in this report, a humanistic theory by Paterson and Zderad and Leninger's cultural cares theory, propose a reflection about each one of us and about the care we offer; and at the same time foment interventions from various nursing perspectives(AU)

Trayectoria laboral de las enfermeras de una escuela durante los 4 años siguientes a la graduación: 2000-2004 / Career path among nurses in the first 4 years after graduation: 2000-2004

Objetivo. Identificar las condiciones laborales de los graduados de la Escuela Universitaria de Enfermería de Sant Pau a los 4 años de la graduación y comparar esta situación con la que tenían a los 7 meses de ésta. Identificar los elementos que han favorecido la contratación laboral y comprobar si han logrado emanciparse. Método. Diseño descriptivo, observacional y longitudinal. Se compara la situación laboral a los 4 años (fase 2 [F2]) de la graduación, de 62 enfermeras graduadas el año 2000, con la que tenían a los 7 meses (fase 1 [F1]) de ésta. Instrumento: cuestionario semiestructurado cumplimentado mediante entrevista. Resultados. A los 4 años de graduarse trabajaba el 95%, mientras que a los 7 meses lo hacía el 82%. La media de contratos firmados fue de 7 en F1 y de 87 en F2. No hay diferencias respecto a los principales factores que favorecen la ocupación: "disponibilidad para cualquier turno" (F2: 69%; F1: 65%) y "preparación teórica y práctica" (F2: 53%; F1: 57%). Presentarse personalmente en los centros sigue siendo la mejor estrategia para conseguir trabajo (F2: 85%; F1: 79%). El 48% sigue sin emanciparse. Conclusiones. A los 4 años de la graduación, la inserción laboral es casi completa, pero las condiciones de trabajo siguen siendo inestables y precarias, y comparativamente a los 7 meses ésta ha empeorado. Los elementos que más favorecen la contratación laboral son la disponibilidad horaria y la preparación académica. Sólo la mitad de los graduados ha conseguido emanciparse

Objective. To identify the working conditions of Sant Pau Nursing School graduates 4 years after graduation, and to compare these conditions with those at 7 months after graduation. To determine the elements favoring employment and to quantify graduates who had gained independence from the home. Method. We performed an observational, descriptive, longitudinal study in two phases. Working conditions at 4 years after graduation (phase 2) were compared with those at 7 months after graduation (phase 1). The instrument used was a semi-structured questionnaire completed in an individual interview. Subjects consisted of 62 nurses who graduated in 2000. Results. Four years after graduation, 95% of the nurses were working compared with 82% at 7 months after graduation. The mean number of jobs held was seven for phase 1 and 89 for phase 2. No differences were observed between phases 1 and 2 in the main factors favoring employment: "availability for any shift" (phase 1: 65%, phase 2: 69%;), and "theoretical and practical training" (phase 1: 57%, phase 2: 53%;). The most effective strategy for finding a job continued to be visiting a center. Forty-eight percent continued to live at home. Conclusions. Four years after graduation, almost all the graduates are employed, but working conditions such as job stability and security remain poor. The situation at phase 2 was worse than that at phase F1. Factors favoring employment are hours of availability and the nursing school attended. Only half of the graduates have been able to leave home