Mentors' cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice: An international cross-sectional study.

AIMS: This study aimed to identify mentors' cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. BACKGROUND: Globalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure students' safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring students' high-quality and goal-oriented development of competence. DESIGN: This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. METHODS: The data were collected using an online survey including the Mentors' Cultural Competence Instrument, Mentors' Competence Instrument and background questions during 2020-2021. The data were analyzed using a K-mean cluster algorithm to identify mentors' competency profiles. RESULTS: Three significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety. CONCLUSIONS: This study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentors' work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals.

Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study.

The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.

Autopercepción en competencias docentes en tutores/as de formación sanitaria especializada: estudio transversal / Self-perception in teaching competences in specialized health training mentors: a cross-sectional study

Introducción: La figura del tutor/a en la formación de residentes es relevante y tiene un importante impacto en la formación del profesional. Es objetivo de este estudio conocer las competencias docentes percibidas por los/las tutores/as de formación sanitaria especializada. Material y métodos: Estudio con diseño cuantitativo, descriptivo, transversal y exploratorio, realizado en la Unidad Docente Multiprofesional de Atención Familiar y Comunitaria Costa Ponent. Se emplearon las escalas de competencia de las/los tutores/as (Mentors Competence Instrument) y de competencia cultural de los/las tutores/las (Mentors Cultural Competence Instrument) y 12 preguntas sobre antecedentes. La fiabilidad de las escalas se estimó mediante el coeficiente Alfa de Cronbach, considerándose como puntuación mínima aceptable 0.70. Resultados: Participó el 100% de la población diana (34 personas). El 50% (n=17) no había participado en formaciones de tutorización previamente. El 44,1% (n=15) hacía menos de una semana que había tutorizado estudiantes. El 35.3% (n=12) planificaba 30 minutos/día para la acción tutorial. El 76.5% (n=26) no tenía experiencia en tutorizar estudiantes con diversidad lingüística y cultural. La mayoría (91.2%; n=31) de las/los tutoras/es se perciben como competentes en: la “reflexión durante la tutorización”, las “características de la tutora o el tutor” y la “motivación del tutor/a”. Conclusión: Las/los participantes perciben poseer un elevado nivel competencial en la tutorización del estudiantado. Sin embargo, autoevalúan como medio-bajo su nivel en competencia cultural como tutor/a. Se requiere una formación en tutorización acreditada y continuada en la competencia docente y que potencie la competencia cultural de la tutorización. (AU)

Introduction: The role of the mentor in the training of speciality nursing students is relevant and has a relevant impact on the training of the professional. The objective of this study is to know the teaching competencies perceived by the mentors of specialized health training. Material and methods: A quantitative, descriptive, cross-sectional, and exploratory design study, carried out in the Multiprofessional Teaching Unit for Family and Community Care Costa Ponent. The Mentors Competence Instrument and the Mentors Cultural Competence Instrument were used to assess the participants’ self-perceived level of competency. Additionally, different sociodemographic characteristics of the population were also gathered through a 12-item questionnaire. The reliability of the scales was estimated using Cronbach’s alpha coefficient, considering 0.70 as a minimum acceptable score. Results: 100% of the target population (34) participated in the study: 50% of the sample (n = 17) had not previously participated in mentoring training; 44.1% (n = 15) had mentored students for less than a week; 35.3% (n = 12) planned 30 minutes / day for the mentoring action; 76.5% (n = 26) had no experience in mentoring students with linguistic and cultural diversity. The majority (91.2%; n = 31) perceived themselves as competent in: “reflection during the mentoring process”, the “characteristics of the mentor” and the “motivation of the mentor”. Conclusions: The participants perceive that they have a high level of competence in the students mentoring. However, they self-assess their level of cultural competence as a mentor as medium-low. Accredited and continuous training in mentoring is required in teaching competence and enhancing the mentors’ cultural competence. (AU)

Working Environment, Personal Protective Equipment, Personal Life Changes, and Well-Being Perceived in Spanish Nurses during COVID-19 Pandemic: A Cross-Sectional Study.

During the COVID-19 pandemic, nurses have had to face logistical problems related to critical changes in their work environment, the supply of personal protective equipment (PPE), and hard personal life decisions. This study aimed to investigate the changes in the working environment, PPE use, personal lives, and well-being as perceived by nurses in hospitals and primary care centers in Spain, during the COVID-19 pandemic. A descriptive cross-sectional survey study was conducted in April 2020, including 61 public and private hospitals, and 852 primary care centers. A total of 1296 nurses participated. The redeployment practice for organizational or vulnerability reasons was used by 26.4% of the participants. A total of 61.9% of the nurses doubled the time they used masks, and 8.3% of them could only replace the mask once a week. A total of 11.2% (n = 145) of the nurses left home to avoid infecting their family. Finally, 60.97% of the participants stated that their well-being was reduced compared to the state before the pandemic. Changes in the work environment, the use of PPE, and personal life may be related to the decrease in personal well-being perceived by the nurses.

Mentors' competence in mentoring nursing students in clinical practice: Detecting profiles to enhance mentoring practices.

AIMS: To describe the mentoring competence of clinical practice nurse mentors and identify different mentor profiles. DESIGN: Cross-sectional research design, secondary analysis. METHODS: An international, cross-sectional study design was performed in five European countries. A total of 1 604 mentors from 33 healthcare organizations participated in the study between 2016-2019. The Mentors' Competence Instrument (MCI), which includes seven sub-dimensions and 44 items, was used to collect data. K-means cluster and binary regression analyses were performed to detect mentor profiles and determine how various factors affect competence, respectively. RESULTS: The K-means cluster analysis identified three distinct profiles: A (n = 926); B (n = 566); and C (n = 85). The profiles showed significantly different values (p < .001) across all seven areas of mentoring competence. In comparison with the other profiles, nurses in profile A were older, had more work experience and were more probably to have completed mentoring-specific training.

Mentoring of nursing students-A comparative study of Japan and five European countries.

AIMS: This study aimed to explore mentoring competence in nursing student mentors during clinical practice by identifying different mentor profiles and connections between different competence areas among five European countries and Japan. METHODS: The study implemented a cross-sectional design in Finland, Italy, Lithuania, Slovenia, Spain, and Japan during 2016 and 2019. In total, 6208 mentors were invited, and 1862 participated from 58 healthcare organizations. The data were collected with a survey questionnaire by including background question items with the Mentor Competence Instrument. K-clustering and structural equation modeling were used for data analysis. RESULTS: Four mentor profiles, A (43%), B (30%), C (18%), and D (9%), were identified according to the seven mentoring competence areas with high statistical significance (p < 0.001). Higher mentoring competence (mean >3.50) was observed among Finnish, Lithuanian, and Slovenian mentors with university education in nursing, older ages, more work experience, and previous education in mentoring. Lower competence (mean <2.49) was observed among Japanese and Italian mentors with diplomas in nursing, younger ages, less work experience, and no previous education in mentoring. CONCLUSION: Mentoring requires motivated, highly competent mentors since mentoring is a critical aspect of nursing education. Mentoring roles should be given to nurses with higher education and mentoring training. Younger, less experienced nurses without formal mentoring training may need support from senior nurses when performing mentoring roles and could also facilitate a more balanced workload between patient care and mentoring for senior nurses.

There Is an Inverse Correlation between Basic Motor Skills and Overweight in Schoolchildren Aged 8 to 12.

In the last three decades, childhood obesity has become a 21st century epidemic, a product of social development. The purpose of this study was to analyze the repercussions that overweight and obesity have for the basic motor skills of a group of children in primary school, as well as their interrelations. We analyzed a sample of 287 students from Spain, aged between 8 and 12 years. Anthropometric data were taken to determine their Body Mass Index (BMI). A scale of assessment of basic motor skills was used to evaluate their motor skills. The BMI data revealed that 11% of this sample was considered obese, and 26% was overweight. Children showed higher competence in locomotor skills than in object control and turn and rolling skills, for which motor competence levels were lower. Likewise, there was an inverse relationship between BMI and basic motor skills; children with obesity had the lowest levels of motor skills, and there was a significant difference regarding non-obese children (p ≤ 0.05). These results showed that overweight and obese children have lower basic motor skills, which can lead to the abandonment of physical activity and the preference for other activities that reinforce a sedentary lifestyle.

Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study.

Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred teaching methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as teaching methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of teaching methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.

Development and testing of an evidence-based model of mentoring nursing students in clinical practice.

BACKGROUND: Mentoring in clinical settings is an important factor in the development of nursing students' professional knowledge and competences, but more knowledge of mentors' current and required competences is needed to improve nursing students' clinical learning. OBJECTIVES: This study aimed to develop and test an evidence-based model of mentoring nursing students in clinical practice. DESIGN: An international cross-sectional survey coordinated in five European countries: Finland, Italy, Lithuania, Slovenia and Spain. METHODS: Mentors, 4980 registered nurses working in both primary and specialist healthcare organizations, were invited to participate in the study during 2016-2019. The final sample consisted of 1360 mentors (mean age 41.9 ± 11). Data were collected with background questions and the Mentor Competence Instrument. The instrument was psychometrically validated then the data were used to construct a Structural Equation Model (SEM) with Full Imputation Maximum Likelihood (FIML) estimation. RESULTS: All of six hypotheses were verified. In summary: mentors' characteristics related to their motivation and reflection are positively related to mentoring practices in the workplace, which (together with constructive feedback) are positively related to and foster goal-orientation in students' clinical learning and student-centered evaluation. All parameters in the SEM model were significant and the model's fit indexes were verified (RMSEA = 0.055; SRMR = 0.083; CFI = 0.914, TLI = 0.909). CONCLUSION: Our evidence-based modeling confirms the research hypotheses about mentorship, and identifies focal competences for designing mentors' education to improve students' clinical learning and establish a common European mentoring model. Mentorship is important for both healthcare organizations and educational systems to enhance students' clinical competences, professional growth and commitment to the nursing profession and organizational environments.

Mentors' self-assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies.

AIMS AND OBJECTIVES: To examine registered nurses' self-evaluation of their competence in mentoring nursing students in clinical practice. BACKGROUND: Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. DESIGN: The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. METHODS: Studies published during 2000-2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. RESULTS: In total, 16 peer-reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor-student and mentor-stakeholder pedagogical practices, as respectable or satisfactory. CONCLUSION: The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. RELEVANCE FOR CLINICAL PRACTICE: Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self-evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

Assessment of nursing students' competence in clinical practice: A systematic review of reviews.

BACKGROUND: The assessment of nursing students' nursing competence is a matter of concern worldwide and the complexity of assessing students' clinical competence has challenged educators for decades. It has been recognized that there is inconsistency among assessment methods and tools between countries and institutions. OBJECTIVE: To identify the current best evidence on the assessment of nursing students' competence in clinical practice. DESIGN: Systematic review of reviews. DATA SOURCES: The electronic databases CINAHL, PubMed, Eric, Medic and the JBI Database of Systematic Reviews and Implementation Reports were searched in autumn 2018. REVIEW METHODS: Two researchers independently assessed the eligibility of the studies by title, abstract and full-text, and then assessed the methodological quality of the included studies. Analysis of study findings was conducted using the thematic synthesis approach. RESULTS: Six reviews were included following critical appraisal. Assessment tools used to assess students' nursing competence commonly focus on the domains of professional attributes, ethical practices, communication and interpersonal relationships, nursing processes, critical thinking and reason. Clinical learning environments and mentoring provide important support structures and guide the learning of students. The availability of assessment tools and criteria along with providing individualized feedback and time for reflection strengthen the objectivity and reliability of assessment. CONCLUSIONS: There continues to be a need to develop consistent and systematic approaches in assessment, and to use reliable and valid instruments in assessment. Mentors find assessment of students' competence to be particularly challenging and emphasize the importance of clear assessment criteria, support from nurse educators and further education on assessment. Further development in feedback practices and providing students with opportunities for reflection are important in supporting the continuous learning process of students.

Shared learning from national to international contexts: a research and innovation collaboration to enhance education for patient safety.

BACKGROUND: Patient safety is key for healthcare across the world and education is critical in improving practice. We drew on existing links to develop the Shared LearnIng from Practice to improve Patient Safety (SLIPPS) group. The group incorporates expertise in education, research, healthcare, healthcare organisation and computing from Norway, Spain, Italy, the UK and Finland. In 2016 we received co-funding from the Erasmus + programme of the European Union for a 3-year project. AIM: SLIPPS aims to develop a tool to gather learning events related to patient safety from students in each country, and to use these both for further research to understand practice, and to develop educational activities (virtual seminars, simulation scenarios and a game premise). STUDY OUTLINE: The SLIPPS project is well underway. It is underpinned by three main theoretical bodies of work: the notion of diverse knowledge contexts existing in academia, practice and at an organisational level; the theory of reflective practice; and experiential learning theory. The project is based on recognition of the unique position of students as they navigate between contexts, experience and reflect on important learning events related to patient safety. To date, we have undertaken the development of the SLIPPS Learning Event Recording Tool (SLERT) and have begun to gather event descriptions and reflections. CONCLUSIONS: Key to the ongoing success of SLIPPS are relationships and reciprocal openness to view things from diverse perspectives and cultures.

Percepción de los estudiantes de enfermería sobre la supervisión y entorno de aprendizaje clínico: un estudio de investigación fenomenológico / Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Objetivo: Analizar las percepciones de los estudiantes de enfermería sobre la relación de supervisión y ambiente de aprendizaje clínico durante sus prácticas clínicas. Metodología: Se utilizó un diseño cualitativo con un enfoque fenomenológico. Los datos se recogieron a través de entrevistas semiestructuradas de grupos focales. Se realizó un muestro intencionado y se conformó una muestra de 48 estudiantes de Enfermería de la Universidad de Alicante (España). Las entrevistas fueron transcritas textualmente y analizadas utilizando el método 'Stage by stage'. A partir del análisis surgió una estructura en forma de árbol con cuatro categorías: individualización, innovación en enseñanza clínica, participación de los estudiantes y relación entre enfermera tutora-estudiante de enfermería. Resultados: El estudio muestra que no hay individualización en el proceso de aprendizaje clínico. La participación de los estudiantes en las actividades de la unidad depende de su experiencia, de las características de la unidad, del equipo de enfermería y del tutor. Los estudiantes sienten que el papel del tutor de prácticas no está claramente definido. La ansiedad, la vulnerabilidad y los sentimientos de ser 'trabajadores temporales' son comunes entre los estudiantes de enfermería. Conclusiones: Estos resultados deben conducir a reflexiones más profundas sobre los elementos estudiados del proceso de supervisión y del entorno de aprendizaje clínico. Más concretamente en los aspectos de individualización, participación de los estudiantes, sentimientos y la elucidación del papel del enfermero tutor

Aim: To analyse nursing students' perceptions of the supervision relationship and the clinical learning environment during their clinical practice placements. Methods : A qualitative design was used to conduct this phenomenological study. Data were collected through semi-structured focus group interviews. The purposive sample consisted of 48 nursing students of the University of Alicante (Spain). Semi-structured focus group interviews were transcribed verbatim and then analysed using the stage by stage method. A tree structure with four categories arose: individualization, innovation in clinical teaching, student participation, and nurse tutor-student nurse relationship individual training. Results: This study shows that no individualization is involved in the clinical learning process. Student participation in ward activities depends on the student's experience, the characteristics of the ward, the nursing team and the nurse tutor. Students feel that the role of the nurse tutor is not clearly defined. Anxiety, vulnerability and feelings of being 'temporary workers' are common in nursing students. Conclusion: These results should prompt to deeper reflections on the studied elements of the supervisory process and the clinical learning environment. More specifically on aspects of individualization, student participation, and feelings, but also in the clarification of the tutor role definition

La gestión de los cuidados enfermeros en el hospital San Juan de Dios de Alicante: a propósito de tres fuentes documentales inéditas del siglo XVIII / Management of nursing care in the San Juan de Dios hospital in Alicante: about three unpublished documentary sources of century XVIII

Se propone como objetivo principal mostrar y analizar tres fuentes documentales inéditas del siglo XVIII, localizadas en el Archivo Municipal Sant Joan d’Alacant que aportan información sobre la gestión de enfermería realizada en el Hospital San Juan de Dios de Alicante. Son tres las fuentes documentales que se transcriben y analizan, una 'relación jurada de Fray Joseph Martínez Maza', fechando el documento entre 1710 y 1718; un 'Real privilegio de S.M. para amortizar la cantidad de 120 libras libres de sello y demás'. Dado en 23 de enero de 1794, a favor del convento hospital de N.P. San Juan de Dios de la ciudad de Alicante y un 'formulario o modelo para dar cumplimiento a la orden del nuncio de su Santidad referente a las rentas, gravámenes, limosnas y otras entradas, con la curación a pobres, enfermos, con arreglo a los libros de caja', datando el documento entre 1748 y 1760 (AU)

It is proposed as the main objective to display and analyse three unpublished documentary sources of the eighteenth century, located in the Municipal Archives of Sant Joan d’Alacant (Spain). These historic documents provide information on nursing management, held at the San Juan de Dios Hospital in Alicante. Three documentary sources are transcribed and analysed: 1) a sworn statement of Fray Joseph Martinez Maza, dating between 1710 and 1718; 2) a royal privilege of His Majesty in order to repay the amount of 120 pounds and others. Given at January 23, 1794, in favour of the convent hospital NP San Juan de Dios city of Alicante, and 3) a form to comply with the order of the Papal Nuncio of His Holiness relating to income taxes, alms and other inputs, with healing the poor, sick, under books cash document dating between 1748 and 1760 (AU)

Enfermedad por virus Ébola y seguridad de las/los estudiantes de enfermería: experiencia de cooperación institucional en una práctica formativa de simulación / The Ebola virus and nursing student safety: experience of institutional cooperation in simulation training

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Development and psychometric testing of the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T): the Spanish version.

BACKGROUND: The Clinical Learning Environment, Supervision and Nurse Teacher scale is a reliable and valid instrument to evaluate the quality of the clinical learning process in international nursing education contexts. OBJECTIVES: This paper reports the development and psychometric testing of the Spanish version of the Clinical Learning Environment, Supervision and Nurse Teacher scale. DESIGN: Cross-sectional validation study of the scale. SETTING: 10 public and private hospitals in the Alicante area, and the Faculty of Health Sciences (University of Alicante, Spain). PARTICIPANTS: 370 student nurses on clinical placement (January 2011-March 2012). METHODS: The Clinical Learning Environment, Supervision and Nurse Teacher scale was translated using the modified direct translation method. Statistical analyses were performed using PASW Statistics 18 and AMOS 18.0.0 software. A multivariate analysis was conducted in order to assess construct validity. Cronbach's alpha coefficient was used to evaluate instrument reliability. RESULTS: An exploratory factorial analysis identified the five dimensions from the original version, and explained 66.4% of the variance. Confirmatory factor analysis supported the factor structure of the Spanish version of the instrument. Cronbach's alpha coefficient for the scale was .95, ranging from .80 to .97 for the subscales. CONCLUSION: This version of the Clinical Learning Environment, Supervision and Nurse Teacher scale instrument showed acceptable psychometric properties for use as an assessment scale in Spanish-speaking countries.

Satisfacción en la provisión de redes de apoyo social en grupos de acompañamiento a la maternidad / Satisfaction in providing social support networks in assistance groups for mothers

Objetivos: Conocer la percepción del grado de satisfacción que tienen las madres, con hijos menores de un año y que participan en las dinámicas grupales que los CAP ofrecen, en relación al contenido y redes de provisión del Apoyo Social (AS) así como las causas que disminuyen la satisfacción en el receptor de este apoyo. Material y métodos: Estudio con diseño cualitativo y enfoque fenomenológico. La población objeto de estudio estaba constituida por madres participantes en dinámicas grupales de cinco CAP de la provincia de Barcelona. Como instrumento de recogida de datos se empleó la entrevista semiestructurada, entre julio de 2011 y julio de 2012; todas fueron grabadas, transcritas y analizadas. Resultados: AS informal: la mayoría de las madres están muy satisfechas-completamente satisfechas con el AS informativo, emocional y evaluativo procedente de las enfermeras; identificándose 4 categorías que contribuyen en esta percepción: contacto profesional/accesibilidad, disparidad y/o actualización, confianza y no procede. AS formal, la mayoría de las madres están muy satisfechas-completamente satisfechas con el AS informativo, emocional, evaluativo y técnico procedente de la pareja y madre (abuela materna); identificándose 8 categorías en esta percepción: disparidad y/o actualización en los consejos, exigencia, empatía, confianza, inseguridades, tiempo, distancia y no procede. Conclusiones: Los factores identificados deberían considerarse en los planes de mejora de la satisfacción y acompañamiento de las madres en este momento de profundos cambios en su vida; dado que aportar un AS satisfactorio repercute en la promoción de la salud y prevención de la enfermedad (AU)

Objectives: To determine the level of satisfaction of mothers of under one year-old babies who participate in group activities provided by the CAP regarding the content and Social Support (AS), support network as well as the causes that lead to a lower satisfaction level for people receiving this support. Methods: This study includes a qualitative design and phenomenological approach. The study population consisted of mothers participating in group activities in five different CAP in the province of Barcelona. Semi-structured interviews were used as a data collection instrument between July 2011 and July 2012. They were all recorded, transcribed and analyzed. Results: informal AS: most mothers are very or completely satisfied with the information, emotional and evaluative AS from nurses; four categories were identified, that contributed to this perception: professional contact / access, discrepancy and / or update, confidence and not applicable. Formal AS: most mothers are very or completely satisfied with the information, emotional, and technical evaluation from the couple and mother (maternal grandmother) AS; eight categories were identified in this item: discrepancy and / or update on advice, requests, empathy, trust, lack of confidence, time, distance and not appropriate. Conclusions: The factors identified should be considered in plans to improve the satisfaction and support of mothers in this time of profound change in their life since AS provides a satisfactory impact on health promotion and disease prevention (AU)

Apoyo social formal a un grupo de madres con hijos menores de un año / Formal Social Support for a Group of Mothers with Children under Age One / Apoio social formal a um grupo de mães com filhos menores de um ano

Objetivo: este trabajo pretende analizar el apoyo social formal a un grupo de madres con hijos menores de un año. Método: estudio cualitativo, descriptivo interpretativo, en el cual participaron diez mujeres en un grupo focal que se reunió en siete ocasiones. Resultados: a partir del análisis de contenido de las dinámicas grupales se detecta que el apoyo formal informativo es el más frecuente y resulta difícil separarlo del emocional. Los profesionales, a través del apoyo informativo, tratan temas relacionados con la promoción de la salud y prevención de la enfermedad y acompañan a las madres en este rol. Conclusión: para las madres el apoyo formal brindado por el personal de enfermería es positivo y percibido como un refuerzo en su vivencia de la maternidad, y debe estar enmarcado en un contexto cultural.

Objective: Formal social support for a group of mothers with children under age one is analyzed in this research. Method: A qualitative, descriptive study of an interpretive nature was conducted in which ten women participated in a focus group that met on seven occasions. Results: A content analysis of the group's dynamics showed formal informative support is the most common and is difficult to separate from emotional support. Through informative support, professionals address issues related to health promotion and disease prevention, and accompany mothers in this capacity. Conclusion: For mothers, the formal support provided by members of the nursing staff is positive and perceived as a reinforcement of their experience with motherhood, and should be framed in a cultural context.

Objetivo: este trabalho pretende analisar o apoio social formal a um grupo de mães com filhos menores de um ano. Método: estudo qualitativo, descritivo interpretativo, do qual participaram dez mulheres em um grupo focal que se reuniu em sete ocasiões. Resultados: a partir da análise de conteúdo das dinâmicas grupais, detecta-se que o apoio formal informativo é o mais frequente e resulta difícil separá-lo do emocional. Os profissionais, por meio do apoio informativo, tratam temas relacionados com a promoção da saúde e prevenção da doença, e acompanham as mães neste papel. Conclusão: para as mães, o apoio formal oferecido pelo pessoal de enfermagem é positivo e percebido como um reforço em sua vivência da maternidade e deve estar situado em um contexto cultural.

Experiencias en un grupo de apoyo para madres con hijos menores de un año / Experiences in a support group for mothers with children under a year

El proceso de la maternidad, según Mercer, implica que la madre nazca psicológicamente, dando lugar a una nueva identidad en constante crecimiento y desarrollo. El modelo de esta autora puede servir a la enfermera para valorar, planificar, ejecutar y evaluar el cuidado enfermero de las madres y sus bebés en sus intervenciones Este estudio cualitativo, de enfoque etnográfico, dirigido a grupos de madres con hijos menores de un año, utilizará la observación participante y el diario de campo para describir y relacionar los contenidos de las dinámicas grupales con el desarrollo del rol maternal. Se identifican 3 categorías y 50 códigos y se destaca que las enfermeras, como profesionales competentes en aspectos conceptuales y técnicos propios de su disciplina, utilizan los modelos de Mercer y Beck para acompañar a las madres coordinándose con otros profesionales(AU)

The process of motherhood, according to Mercer, implies the mother’s psychological birth, creating a new identity under constant growth and development. The model of this author can serve to the nurse to value, plan, implement and assess the nurse care of mothers and their babies in their interventions. This is a qualitative study, of an ethnographic approach, directed to groups of mothers with children under a year that would use the participant observation and the field diary to describe and relate the contents and the group dynamics with the development of the maternal role. Three categories and 50 codes are identified and it is enhanced that nurses, as competent professionals in conceptual and technical aspects of their discipline, use the Mercer’s and Beck’s models to accompany the mothers and coordinating with other professionals(AU)