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2.
Nurse Educ Today ; 88: 104364, 2020 Feb 21.
Artigo em Inglês | MEDLINE | ID: mdl-32120084

RESUMO

BACKGROUND: Obstetric violence is a type of gender-based violence that is presented structurally. This type of violence has physical and psychological consequences for both the women who experience it and health professionals. The World Health Organization adds that health professionals need training to ensure that pregnant women are treated with compassion and dignity. OBJECTIVES: The objective of the study was to evaluate health sciences students' perception of obstetric violence and to identify possible changes after an educational intervention. DESIGN: A pre-post quasi-experimental study was carried out between January and June 2019. SETTINGS AND PARTICIPANTS: Students of medicine and nursing from Jaume I University (Universitat Jaume I) (Spain). METHODS: An ad hoc scale comprising 33 items was designed to measure the students' perceptions. In addition, sociodemographic and control variables were collected. Descriptive analyses of the sample and the scale were carried out, and a bivariate analysis was performed. RESULTS: Of the students surveyed, 89.7% were women, and the majority was nursing students. Of the 33 items, 28 (84.84%) showed statistically significant changes in the pre-post-intervention measurement. Twenty-five of the 33 items (75.75%) showed a relationship with the sociodemographic variables of gender, field, course and ever having been pregnant. CONCLUSION: This study shows the change in health sciences students' perceptions of obstetric violence after an educational intervention. In addition, the normalization of this type of violence was observed with the progression of training and with personal obstetric experience.

4.
Nurse Educ Today ; 76: 38-43, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30769176

RESUMO

BACKGROUND: Academic burnout appears attributable to work and academic overload and may negatively affect learning and care quality during clinical clerkship. OBJECTIVES: To evaluate the presence of burnout syndrome in nursing students and to detect the main stressors that occur during clinical clerkship. DESIGN: Observational, descriptive and cross-sectional study carried out between January and July 2017. SETTINGS AND PARTICIPANTS: Second-, third- and fourth-year nursing students at Jaume I University (Universitat Jaume I) (Spain) (n = 126). METHODS: The KEZKAK questionnaire and the Maslach Burnout Inventory Student Survey were used when carrying out the data collection; sociodemographic and clinical clerkship variables were also collected. Descriptive and bivariate analyses of these instruments' variables were performed. RESULTS: No student manifested high levels of depersonalisation or low personal accomplishment. Moreover, depersonalisation was found to increase as the academic year progressed (p = 0.027). The most stressful factors were Helplessness and Uncertainty (m = 3.61, sd = 0.345) and Confusion of Medication (m = 2.50, sd = 0.754). The female subsample showed higher stress levels due to multiple factors, such as Lack of Competence (p = 0.001) and Having to Give Bad News (p = 0.01). CONCLUSION: This study found that its sample did not meet the criteria indicating the presence of burnout syndrome. In addition, the main stressors affecting nursing students during clinical clerkship were identified.


Assuntos
Esgotamento Psicológico , Estresse Psicológico/psicologia , Estudantes de Enfermagem/psicologia , Adulto , Estudos Transversais , Bacharelado em Enfermagem , Feminino , Humanos , Masculino , Espanha , Inquéritos e Questionários
5.
Rev. Rol enferm ; 42(2): 114-122, feb. 2019. ilus, graf
Artigo em Espanhol | IBECS-Express | ID: ibc-FGT-2393

RESUMO

Objetivos. Conocer los efectos beneficiosos y perjudiciales sobre la salud que produce el uso del chupete en los recién nacidos y la población lactante. Elaborar recomendaciones que permitan a las enfermeras asesorar sobre el uso del chupete. Método. Revisión integradora en las bases de datos PubMed, Biblioteca Cochrane Plus, Cochrane Library, Biblioteca Virtual en Salud, JBI COnNECT+, Trip Database; el metabuscador Google Académico, y la revista de divulgación científica Anales de Pediatría. Los artículos se seleccionaron atendiendo a los criterios establecidos. Resultados. Se obtuvieron 1897 artículos; el 2.3% (n = 44) fue incluido. De estos, el 6.8% (n = 3) trata temas relacionados con el cuidado del chupete; y el 93.2% (n = 41) restante, sobre efectos derivados de su uso. Conclusión. Se ha logrado establecer cuáles son los efectos derivados del uso del chupete; se han planteado recomendaciones para guiar la toma de decisiones; y se han detectado posibles futuras líneas de investigación


Objectives. To know which beneficial and harmful effects on health are produced to the infant population by the use of pacifiers. To develop recommendations based on the evidence that allows nurses to ad-vice on the use of pacifiers. Methodology. Integrative review of literature in PubMed, Biblioteca Cochrane Plus, Cochrane Library, Biblioteca Virtual en Salud, JBI COnNECT+, Trip Database; the meta search engine Google Scholar, and the scientific Anales de Pediatría magazine. Articles were selected according to inclusion and exclusion criteria. Results. It was obtained 1897 articles, which 2.3% (n = 44) of these were included. The 6.8% (n = 3) of included articles is related to the pacifier care; and the 93.2% (n = 41), on the effects arising from its use. Conclusions. Has been established which effects arise from the use of pacifiers. Also, recommendations have been proposed to guide making decisions. At the same time, possible future lines of research have been detected

6.
Rev Lat Am Enfermagem ; 26: e3058, 2018 Dec 10.
Artigo em Inglês, Português, Espanhol | MEDLINE | ID: mdl-30540116

RESUMO

OBJECTIVES: the current study aimed to adapt the Self-Transcendence Scale (STS) to the Spanish context and analyse its psychometric properties. METHOD: the STS was administered to a general Spanish population of adults (i.e., older than 20 years; n = 116) through an online platform. The Psychological Well-Being (PWB) and the Functional Assessment of Chronic Illness Therapy - Spiritual Well-being - modified version for healthy people (FACIT-Sp-Non-Illness) scales were also applied in two moments separated by an interval of 15 days. RESULTS: the results of the validation included the following statistics: α t = 0.772 (test) and α rt = 0.833 (retest); ICC = 0.278 (p = 0.097, intraclass) and 0.932 (p < 0.001, interclass); a Bland-Altman confirmation of the test/re-test (TRT) concordance; global content validity coefficient (S-CVI) = 0.92; r 1 = 0.636 (PWB) and r 2 = 0.687 (FACIT-Non-Illness; both p < 0.001); and three factors explained 42.3% of the variance. The STS showed positive apparent validity and feasibility. CONCLUSIONS: the Spanish version of the STS is valid for use in the general population, with updates relative to the Colombian version that include more natural wordings, syntactic corrections, inclusive language, a better definition of the concepts, and an alternative factor model.


Assuntos
Adaptação Psicológica , Atitude Frente a Saúde , Comparação Transcultural , Espiritualidade , Inquéritos e Questionários , Adulto , Estudos Transversais , Análise Fatorial , Feminino , Humanos , Linguagem , Masculino , Pessoa de Meia-Idade , Psicometria , Reprodutibilidade dos Testes , Espanha , Traduções
7.
Rev Lat Am Enfermagem ; 26: e3026, 2018 Aug 09.
Artigo em Inglês, Português, Espanhol | MEDLINE | ID: mdl-30110102

RESUMO

OBJECTIVES: to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. METHOD: a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. RESULTS: the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). CONCLUSION: this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.


Assuntos
Educação em Enfermagem , Prática Clínica Baseada em Evidências , Conhecimentos, Atitudes e Prática em Saúde , Competência Profissional , Espanha
8.
Invest Educ Enferm ; 36(2)2018 May.
Artigo em Inglês | MEDLINE | ID: mdl-30148943

RESUMO

OBJECTIVES: The study sought to evaluate the effectiveness of an educational intervention based on cooperative learning on the acquisition of knowledge and skills on hand washing. In addition, the interest and self-perception was studied of the participants on the acquisition of knowledge and skills. METHODS: This was a pre-post intervention study with 49 students from the second course of the Nursing degree, evaluating: i) acquisition of knowledge with an ad hoc questionnaire; ii) skills on hand washing by conducting the technique with reagent solution and verification with fluorescent lamp; and iii) interest and self-perception of the importance of acquiring knowledge and skills with specific questions. RESULTS: The mean age was 21.8 years, 83.7% were women, and 32.6% had prior studies related with health. Significant post-intervention improvement was evident in the level of knowledge (p< 0.001) and skills (p<0.001). Interest for the intervention (m=4.1±0.6) and perception on the acquisition of knowledge (m=4.4±0.6) and skills (m=4.3±0.5) were scored high (scale from 1 to 5). CONCLUSIONS: The cooperative learning intervention improved knowledge and skills on hand washing in nursing students and awakened their interest.


Assuntos
Competência Clínica , Educação em Enfermagem/métodos , Desinfecção das Mãos/normas , Estudantes de Enfermagem , Adulto , Comportamento Cooperativo , Avaliação Educacional , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Aprendizagem , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Adulto Jovem
9.
Invest. educ. enferm ; 36(2): [E09], JUN 15 2018. Tab 1, Tab 2, Tab 3
Artigo em Inglês | LILACS, COLNAL | ID: biblio-905457

RESUMO

Objetivo. Evaluar la efectividad de una intervención educativa basada en el aprendizaje cooperativo sobre la adquisición de conocimientos y habilidades en lavado de manos. Métodos. Estudio pre-posintervención realizado con la participación de 49 estudiantes de segundo curso de grado en enfermería. Se evaluaron los siguientes aspectos: i) adquisición de conocimientos con un cuestionario ad hoc, ii) habilidades en lavado de manos mediante la realización de la técnica con solución reactiva y verificación con lámpara fluorescente, y iii) interés y autopercepción de la importancia de adquisición de conocimientos y habilidades con preguntas específicas. Resultados. La edad media fue 21.8 años, 83.7% mujeres y el 32.6% tenía estudios previos relacionados con salud. Hubo una mejoría significativa post-intervención en el nivel de conocimientos (p<0.001) y habilidades (p<0.001). El interés por la intervención (m=4.1±0.6) y la percepción sobre la adquisición de conocimientos (m=4.4±0.6) y habilidades (m=4.3±0.5) se calificaron como elevados (escala de 1 a 5). Conclusión. La intervención de aprendizaje cooperativo mejoró los conocimientos y habilidades sobre lavado de manos en estudiantes de enfermería, además, despertó su interés(AU)


Descriptores: enfermería; educación en enfermería; estudiantes de enfermería; desinfección de las manos; solución hidroalcohólica; aprendizaje. Aprendizagem cooperativo e higiene de mãos em estudantes de enfermagem Objetivo. Avaliar a efetividade de uma intervenção educativa baseada na aprendizagem cooperativa sobre a aquisição de conhecimentos e habilidades no lavado de mãos. Ademais, se estudou o interesse e a auto-percepção dos participantes sobre a aquisição de conhecimentos e habilidades neste assunto. Métodos. Estudo pré-pós intervenção realizada com a participação de 49 estudantes de segundo curso de grau em enfermagem. Se avaliou: i) aquisição de conhecimentos com um questionário ad hoc, ii) habilidades em lavado de mãos mediante a realização da técnica com solução reativa e verificação com luz fluorescente, y iii) interesse e auto-percepção da importância de aquisição de conhecimentos e habilidades com perguntas específicas. Resultados. A idade média foi 21.8 anos, 83.7% eram mulheres e 32.6% tinham estudos prévios relacionados com saúde. Houve uma melhoria significativa pós-intervenção no nível de conhecimentos (p<0.001) e habilidades (p<0.001). O interesse pela intervenção (m=4.1±0.6) e a percepção sobre a aquisição de conhecimentos (m=4.4±0.6) e habilidades (m=4.3±0.5) foram qualificados como elevados (escala de 1 a 5). Conclusão. A intervenção de aprendizagem cooperativo melhorou os conhecimentos e habilidades sobre lavado de mãos em estudantes de enfermagem e ademais despertou seu interesse.(AU)


Objective. The study sought to evaluate the effectiveness of an educational intervention based on cooperative learning on the acquisition of knowledge and skills on hand washing. In addition, the interest and self-perception was studied of the participants on the acquisition of knowledge and skills. Methods. This was a pre-post intervention study with 49 students from the second course of the Nursing degree, evaluating: i) acquisition of knowledge with an ad hoc questionnaire; ii) skills on hand washing by conducting the technique with reagent solution and verification with fluorescent lamp; and iii) interest and self-perception of the importance of acquiring knowledge and skills with specific questions. Results. The mean age was 21.8 years, 83.7% were women, and 32.6% had prior studies related with health. Significant post-intervention improvement was evident in the level of knowledge (p<0.001) and skills (p<0.001). Interest for the intervention (m=4.1±0.6) and perception on the acquisition of knowledge (m=4.4±0.6) and skills (m=4.3±0.5) were scored high (scale from 1 to 5). Conclusion. The cooperative learning intervention improved knowledge and skills on hand washing in nursing students and awakened their interest.(AU)


Assuntos
Humanos , Educação em Enfermagem , Desinfecção das Mãos , Solução Hidroalcoólica , Aprendizagem , Enfermagem , Estudantes de Enfermagem
10.
Enferm. clín. (Ed. impr.) ; 28(3): 171-178, mayo-jun. 2018. tab
Artigo em Espanhol | IBECS | ID: ibc-175279

RESUMO

Objetivo: Evaluar el nivel de participación de las enfermeras clínicas del entorno sanitario de la Universitat JaumeI de Castellón, donde realizan las prácticas los estudiantes de Grado en Enfermería. Identificar variables que pueden influir en el nivel de participación de las enfermeras clínicas en la tutela clínica de los estudiantes. Método: Estudio observacional, transversal y descriptivo realizado mediante la aplicación del cuestionario validado Implicación, Motivación, Satisfacción, Obstáculos y Compromiso (IMSOC). Se recogieron las variables edad, ámbito de trabajo y formación previa para tutorizar estudiantes. El estudio se llevó a cabo entre enero y diciembre de 2014. Resultados: La muestra fue de 117 enfermeras. La puntuación media global del cuestionario fue de 122,84 (desviación típica: ±18,69; intervalo de confianza del 95%: 119,4-126,26) puntos. Obtuvieron significación estadística en la puntuación global las variables ámbito de trabajo y recibir formación previa para tutelar estudiantes (p<0,05). También se observó que las enfermeras de atención primaria obtuvieron mejores puntuaciones en la dimensión «implicación» que los profesionales de otros niveles asistenciales. Conclusiones: El nivel de participación de las enfermeras clínicas de la provincia de Castellón es adecuado. La formación previa que reciben los profesionales para la tutorización de estudiantes, así como pertenecer al ámbito de atención primaria, mejora su nivel de participación. Se recomienda ampliar la investigación a otros entornos, tanto a nivel nacional como internacional


Objective: To evaluate the level of participation of clinical nurses from Castellón where Universitat JaumeI nursing students do their clinical clerkship. To identify the variables that may influence clinical nurses' participation in students' clinical mentorship. Method: This observational, cross-sectional and descriptive study was conducted by applying the validated Involvement, Motivation, Satisfaction, Obstacles and Commitment (IMSOC) questionnaire. The variables collected were: age, work environment and previous training. The study was conducted between January and December 2014. Results: The sample included 117 nurses. The overall mean questionnaire score was 122.838 (standard deviation: ±18.692; interquartile range 95%: 119.415-126.26). The variable "previous training for mentorship students" was statistically significant in the overall score and for all dimensions (P<.05). Primary care nurses obtained better scores in the dimension Implication than professionals working at other care levels. Conclusions: The level of participation of the clinical nurses from Castellón is adequate. The previous training that professionals receive for mentoring students improves both their level of participation and primary care level. Extending this research to other national and international environments is recommended


Assuntos
Humanos , Educação em Enfermagem/métodos , Tutoria , Enfermeiras e Enfermeiros , Estudo Observacional , Estudos Transversais , Autorrelato
12.
Nurse Educ Today ; 65: 162-168, 2018 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-29579569

RESUMO

OBJECTIVE: To determine the association and predictive nature of certain socio-demographic, education, work and research variables on nurses' participation level in the clinical care of students. DESIGN: A cross-sectional analytical study using a validated questionnaire between February and June 2014. SETTING AND PARTICIPANTS: A consecutive sample of 117 nurses who worked in public health centres in the province of Castellón (Spain) in 2014. The nurses who had never mentored students and the questionnaires that were <50% complete were excluded. METHODS: A descriptive analysis of the sample and an association analysis between variables were performed. The questionnaire and its dimensions were performed with a logistic regression and the maximum likelihood method, which used a complementary log-log link method. The concordance index was calculated using contingency tables. RESULTS: The mean age was 42.56 years, and the overall mean questionnaire score was 122.84 (SD = 18.69; 95% CI: 119.415-126.26). Across the sample, 58.1% (n = 68) of the nurses obtained an Excellent score, followed by Adequate in 41% (n = 48). Overall, the predictive variables were age, mentoring of students in the last 5 years and previous training to mentor students. CONCLUSION: The main predictive variable for greater participation in the mentorship of students was previous training in mentoring. This study also reflected on other variables that could influence nurses' participation in student mentoring.


Assuntos
Enfermeiras e Enfermeiros/psicologia , Saúde Pública , Participação Social/psicologia , Adulto , Fatores Etários , Participação da Comunidade/métodos , Participação da Comunidade/psicologia , Estudos Transversais , Escolaridade , Emprego/estatística & dados numéricos , Feminino , Humanos , Modelos Logísticos , Masculino , Tutoria/estatística & dados numéricos , Pessoa de Meia-Idade , Análise Multivariada , Classe Social , Espanha , Estudantes de Enfermagem/classificação , Inquéritos e Questionários , Universidades/organização & administração , Recursos Humanos
13.
Enferm Clin ; 28(3): 171-178, 2018.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-29241599

RESUMO

OBJECTIVE: To evaluate the level of participation of clinical nurses from Castellón where Universitat JaumeI nursing students do their clinical clerkship. To identify the variables that may influence clinical nurses' participation in students' clinical mentorship. METHOD: This observational, cross-sectional and descriptive study was conducted by applying the validated Involvement, Motivation, Satisfaction, Obstacles and Commitment (IMSOC) questionnaire. The variables collected were: age, work environment and previous training. The study was conducted between January and December 2014. RESULTS: The sample included 117 nurses. The overall mean questionnaire score was 122.838 (standard deviation: ±18.692; interquartile range 95%: 119.415-126.26). The variable "previous training for mentorship students" was statistically significant in the overall score and for all dimensions (P<.05). Primary care nurses obtained better scores in the dimension Implication than professionals working at other care levels. CONCLUSIONS: The level of participation of the clinical nurses from Castellón is adequate. The previous training that professionals receive for mentoring students improves both their level of participation and primary care level. Extending this research to other national and international environments is recommended.


Assuntos
Educação em Enfermagem/métodos , Tutoria , Enfermeiras e Enfermeiros , Adulto , Estudos Transversais , Humanos , Pessoa de Meia-Idade , Autorrelato
14.
Rev. latinoam. enferm. (Online) ; 26: e3026, 2018. tab, graf
Artigo em Inglês | LILACS | ID: biblio-961179

RESUMO

ABSTRACT Objectives: to evaluate the effectiveness of an educational intervention on the knowledge, skills and attitudes of evidence-based practice among second-year nursing students. Method: a quasi-experimental before-and-after study. The study population consisted of 120 students enrolled in the Nursing Care in Healthcare Processes course. The educational intervention was based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship. Effectiveness was measured with the Evidence-Based Practice Competence Questionnaire in three paired measures using repeated-measures analysis of variance. Results: the mean scores of the Evidence-Based Practice Competence Questionnaire were 79.83 (CI 95% 78.63-81.03) for the basal measurement, 84.53 (CI 95% 83.23-85.83) for the intermediate measurement, and 84.91 (CI 95% 83.26-86.55) for the final measurement, with a statistically significant difference among the three paired measurements (p<0.001). There were statistically significant differences in Attitudes (p = 0.034) and Knowledge (p <0.001) but not in Skills (p = 0.137). Conclusion: this educational intervention based on theoretical and practical classes about the evidence-based practice process and the use of the critical incident technique during the clinical clerkship enhances evidence-based practice competence among second-year nursing degree students.


RESUMO Objetivos: avaliar a eficácia de uma intervenção educativa sobre os conhecimentos, competências e atitudes da prática baseada em evidências em estudantes do segundo ano do curso de enfermagem. Método: estudo quase-experimental, antes e depois. A população do estudo foi composta por 120 estudantes matriculados na cadeira de Cuidados de Enfermagem em Processos de Assistência Médica. A intervenção educativa foi baseada em aulas teóricas e práticas sobre o processo da prática baseada em evidências e o uso da técnica do incidente crítico durante o estágio clínico. A eficácia foi medida com o Questionário de Competências de Práticas Baseadas em Evidências em três medidas pareadas usando análise de variância de medidas repetidas. Resultados: os escores médios do Questionário de Competências da Prática Baseada em Evidências foram 79,83 (IC95% 78,63-81,03) para a medição basal, 84,53 (IC95% 83,23-85,83) para a medição intermédia e 84,91 (IC95% 83,26-86,55) para a medição final, com uma diferença estatisticamente significante entre as três medidas pareadas (p<0,001). Houve diferenças estatisticamente significantes em Atitudes (p = 0,034) e Conhecimento (p <0,001), mas não em Competências (p = 0,137). Conclusão: esta intervenção educativa baseada em aulas teóricas e práticas sobre o processo de prática baseada em evidências e o uso da técnica do incidente crítico durante o estágio clínico aumenta a competência de prática baseada em evidências em estudantes do segundo ano do curso de enfermagem.


RESUMEN Objetivos: evaluar la efectividad de una intervención educativa de práctica basada en la evidencia sobre los conocimientos, habilidades y actitudes del estudiantado de segundo año del grado en enfermería. Método: estudio cuasi-experimental (antes-después). La población de estudio consistió en 120 estudiantes inscritos en el curso de Cuidados de Enfermería en los Procesos de Atención Sanitaria. La intervención educativa se basó en clases teóricas y prácticas sobre el proceso de práctica basada en la evidencia y el uso de la técnica de incidentes críticos durante las rotaciones clínicas. La efectividad se midió con el Cuestionario de Competencia en Práctica Basada en la Evidencia por medio de tres medidas pareadas y utilizando el análisis de varianza de medidas repetidas. Resultados: las puntuaciones medias del Cuestionario de Competencia en Práctica Basada en la Evidencia fueron 79,83 (IC 95% 78,63-81,03) para la medición basal, 84,53 (IC 95% 83,23-85,83) para la medición intermedia, y 84,91 (IC 95% 83,26-86,55) para la medición final, con una diferencia estadísticamente significativa entre las tres medidas pareadas (p <0,001). Hubo diferencias estadísticamente significativas en Actitudes (p = 0,034) y Conocimientos (p <0,001), pero no en Habilidades (p = 0,137). Conclusión: la intervención educativa basada en clases teóricas y prácticas sobre el proceso de práctica basada en la evidencia y el uso de la técnica de incidentes críticos durante las rotaciones clínicas mejoran la competencia en práctica basada en la evidencia en estudiantes de segundo año de enfermería.


Assuntos
Conhecimentos, Atitudes e Prática em Saúde , Educação em Enfermagem , Prática Clínica Baseada em Evidências/métodos , Prática Profissional , Espanha , Atitude
15.
Rev. latinoam. enferm. (Online) ; 26: e3058, 2018. tab, graf
Artigo em Inglês | LILACS | ID: biblio-978595

RESUMO

ABSTRACT Objectives: the current study aimed to adapt the Self-Transcendence Scale (STS) to the Spanish context and analyse its psychometric properties. Method: the STS was administered to a general Spanish population of adults (i.e., older than 20 years; n = 116) through an online platform. The Psychological Well-Being (PWB) and the Functional Assessment of Chronic Illness Therapy - Spiritual Well-being - modified version for healthy people (FACIT-Sp-Non-Illness) scales were also applied in two moments separated by an interval of 15 days. Results: the results of the validation included the following statistics: α t = 0.772 (test) and α rt = 0.833 (retest); ICC = 0.278 (p = 0.097, intraclass) and 0.932 (p < 0.001, interclass); a Bland-Altman confirmation of the test/re-test (TRT) concordance; global content validity coefficient (S-CVI) = 0.92; r 1 = 0.636 (PWB) and r 2 = 0.687 (FACIT-Non-Illness; both p < 0.001); and three factors explained 42.3% of the variance. The STS showed positive apparent validity and feasibility. Conclusions: the Spanish version of the STS is valid for use in the general population, with updates relative to the Colombian version that include more natural wordings, syntactic corrections, inclusive language, a better definition of the concepts, and an alternative factor model.


RESUMO Objetivos: o presente estudo teve como objetivo adaptar a Escala de Autotranscendência (Self-Transcendence Scale - STS) ao contexto espanhol e analisar as suas propriedades psicométricas. Método: a STS foi aplicada a uma amostra da população geral de espanhóis adultos (maiores de 20 anos de idade; n= 116) através de uma plataforma online. Também foram aplicadas as escalas de Bem Estar Psicológico (Psychological Well-Being-PWB) e Avaliação Funcional do Tratamento de Doenças Crônicas, Bem Estar Espiritual modificada para sujeitos saudáveis (Functional Assessment of Chronic Illness Therapy, Spiritual Well-being, modified version for healthy people-FACIT-Sp-Non-Illness) em dois momentos, com intervalo de 15 dias. Resultados: os resultados da validação incluem: α t = 0,772 (teste) e α rt = 0,833 (reteste); CCI = 0,278 (p = 0,097, intraclasse) e 0,932 (p < 0.001, interclasse); confirmação de concordância no teste-reteste (TRT) pelo método do Bland-Altman; coeficiente global de validade de conteúdo (CVC)= 0.92; r 1 = 0,636 (PWB) and r 2 = 0,687 (FACIT-Non-Illness; p < 0,001 em ambos); três fatores explicaram 42,3% da variância. A STS teve validade aparente e viabilidade positivas. Conclusões: a versão espanhola da STS é válida para uso na população geral, e traz atualizações em relação à versão colombiana, incluindo expressões mais naturais, correções sintáticas e linguísticas, melhor definição dos conceitos e um modelo fatorial alternativo.


RESUMEN Objetivos: el presente estudio tuvo como objetivo adaptar la Escala de Autotrascendencia (Self-Transcendence Scale, STS) al contexto español y analizar sus propiedades psicométricas. Método: la STS se administró a una población española general de adultos (es decir, mayores de 20 años, n = 116) por medio de una plataforma en línea. Las escalas de Bienestar Psicológico (EBP) y la de Evaluación Funcional para el Tratamiento de Enfermedades Crónicas - Bienestar Espiritual - versión modificada para personas sanas (FACIT-Sp-Non-Illness) también se aplicaron en dos momentos separados por un intervalo de 15 días. Resultados: los resultados de la validación incluyeron los siguientes parámetros estadísticos: αt = 0,772 (prueba) y αrt = 0,833 (reprueba); CCI = 0,278 (p = 0,097, intraclase) y 0,932 (p <0.001, interclase); una confirmación de Bland-Altman de la concordancia de test-retest (TRT, por sus siglas en inglés); índice global de validez de contenido (S-CVI, por sus siglas en inglés) = 0,92; r 1 = 0,636 (EBP) y r 2 = 0,687 (FACIT-Non-Illness; ambos p <0,001); y tres factores explicaron el 42.3% de la varianza. La STS mostró una validez aparente y viabilidad positivas. Conclusiones: la versión española de la STS es válida para su uso en la población general, con actualizaciones relativas a la versión colombiana que incluyen redacciones más naturales, correcciones sintácticas, lenguaje inclusivo, una mejor definición de los conceptos y un modelo alternativo factorial.


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Adaptação Psicológica , Atitude Frente a Saúde , Comparação Transcultural , Inquéritos e Questionários/estatística & dados numéricos , Espanha , Estudos Transversais , Análise Fatorial , Espiritualidade
16.
Invest. educ. enferm ; 35(2): 182-190, June 15, 2017. tab, tab, tab
Artigo em Inglês | LILACS, COLNAL | ID: biblio-875497

RESUMO

Objective. The aim herein was to validate a questionnaire to measure the level of participation of clinical nursing professionals in the mentorship of nursing students during clinical practices. Methods. Design and validation of a questionnaire. The psychometric properties of the tool were determined through four phases: 1- literature review; 2- evaluation of content validity; 3- pilot test, cognitive pretest and intra-observer reliability study; 4- construct validity study through an exploratory factor analysis of main components with varimax rotation in a sample of 249 nursing professionals from primary care and hospital care from different Spanish provinces. The internal consistency was studied with Cronbach's alpha coefficient. Results. The global content validity was above 0.8. The final version of the questionnaire had 33 items, with a global intraclass correlation coefficient of 0.852 and Cronbach's alpha of 0.837. Factor analysis explained 55.4% of the total variance, with a solution of five factors that made up the dimensions: Implication, Motivation, Satisfaction, Obstacles, and Commitment. Conclusion. The questionnaire evaluated has adequate validity and reliability to permit determining the level of nurse participation in the mentorship of students. (AU)


Objetivo. Validar un cuestionario para medir el nivel de participación de los profesionales de enfermería clínicos en la tutela de estudiantes de enfermería durante las prácticas clínicas. Métodos. Diseño y validación de un cuestionario. Se determinaron las propiedades psicométricas de la herramienta mediante cuatro fases: 1- revisión de la literatura; 2- evaluación de la validez de contenido; 3- prueba piloto, pretest cognitivo y estudio de la fiabilidad intraobservador; 4-, estudio de validez de constructo mediante un análisis factorial exploratorio de componentes principales con rotación varimax en una muestra de 249 profesionales de enfermería de atención primaria y de atención hospitalaria de diferentes provincias españolas. La consistencia interna se estudió con el coeficiente Alfa de Cronbach. Resultados. La validez de contenido global fue superior a 0.8. La versión final del cuestionario fue de 33 ítems, con un CCI global de 0.852 y un alfa de Cronbach de 0.837. El análisis factorial explicó el 55.4% de varianza total, con una solución de cinco factores que formaron las dimensiones Implicación, Motivación, Satisfacción, Obstáculos y Compromiso. Conclusión. El cuestionario evaluado tiene validez y fiabilidad adecuadas que permite determinar el nivel de participación de las enfermeras en la tutela de estudiantes. (AU)


Objetivo. Validar um questionário para medir o nível de participação dos profissionais de enfermagem clínicos na tutela de estudantes de enfermagem durante as práticas clínicas. Métodos. Desenho e validação de um questionário. Se determinaram as propriedades psicométricas da ferramenta mediante quatro fases: 1- revisão da literatura; 2- avaliação da validez de conteúdo; 3- prova piloto, pré-teste cognitivo e estudo da fiabilidade intra-observador; 4-, estudo de validez de construto mediante uma análise fatorial exploratório de componentes principais com rotação varimax numa amostra de 249 profissionais de enfermagem de atenção primária e de atenção hospitalar de diferentes províncias espanholas. A consistência interna se estudou com o coeficiente Alfa de Cronbach. Resultados. A validez de conteúdo global foi superior a 0.8. A versão final do questionário foi de 33 itens, com um CCI global de 0.852 e um alfa de Cronbach de 0.837. A análise fatorial explicou que 55.4% de variância total, com uma solução de cinco fatores que formaram as dimensões; Implicação, Motivação, Satisfação, Obstáculos e Compromisso. Conclusão. O questionário avaliado tem validez e fiabilidade adequadas que permite determinar o nível de participação das enfermeiras na tutela de estudantes. (AU)


Assuntos
Humanos , Estágio Clínico , Educação em Enfermagem , Mentores , Estudos de Validação
17.
Invest Educ Enferm ; 35(2): 182-190, 2017 May.
Artigo em Inglês | MEDLINE | ID: mdl-29767937

RESUMO

OBJECTIVES: The aim herein was to validate a questionnaire to measure the level of participation of clinical nursing professionals in the mentorship of nursing students during clinical practices. METHODS: Design and validation of a questionnaire. The psychometric properties of the tool were determined through four phases: 1- literature review; 2- evaluation of content validity; 3- pilot test, cognitive pretest and intra-observer reliability study; 4- construct validity study through an exploratory factor analysis of main components with varimax rotation in a sample of 249 nursing professionals from primary care and hospital care from different Spanish provinces. The internal consistency was studied with Cronbach's alpha coefficient. RESULTS: The global content validity was above 0.8. The final version of the questionnaire had 33 items, with a global intraclass correlation coefficient of 0.852 and Cronbach's alpha of 0.837. Factor analysis explained 55.4% of the total variance, with a solution of five factors that made up the dimensions: Implication, Motivation, Satisfaction, Obstacles, and Commitment. CONCLUSIONS: The questionnaire evaluated has adequate validity and reliability to permit determining the level of nurse participation in the mentorship of students.


Assuntos
Tutoria/estatística & dados numéricos , Mentores/estatística & dados numéricos , Enfermeiras e Enfermeiros/estatística & dados numéricos , Estudantes de Enfermagem , Adulto , Humanos , Mentores/psicologia , Pessoa de Meia-Idade , Enfermeiras e Enfermeiros/psicologia , Psicometria , Reprodutibilidade dos Testes , Espanha , Inquéritos e Questionários
18.
Nurse Educ Today ; 37: 103-7, 2016 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-26718539

RESUMO

BACKGROUND: Writing a bachelor thesis (BT) is the last step to obtain a nursing degree. In order to perform an effective assessment of a nursing BT, certain reliable and valid tools are required. OBJECTIVES: To develop and validate a 3-rubric system (drafting process, dissertation, and viva) to assess final year nursing students' BT. DESIGN: A multi-disciplinary study of content validity and psychometric properties. The study was carried out between December 2014 and July 2015. SETTINGS: Nursing Degree at Universitat Jaume I. Spain. PARTICIPANTS: Eleven experts (9 nursing professors and 2 education professors from 6 different universities) took part in the development and content validity stages. Fifty-two theses presented during the 2014-2015 academic year were included by consecutive sampling of cases in order to study the psychometric properties. METHODS: First, a group of experts was created to validate the content of the assessment system based on three rubrics (drafting process, dissertation, and viva). Subsequently, a reliability and validity study of the rubrics was carried out on the 52 theses presented during the 2014-2015 academic year. RESULTS: The BT drafting process rubric has 8 criteria (S-CVI=0.93; α=0.837; ICC=0.614), the dissertation rubric has 7 criteria (S-CVI=0.9; α=0.893; ICC=0.74), and the viva rubric has 4 criteria (S-CVI=0.86; α=8.16; ICC=0.895). CONCLUSION: A nursing BT assessment system based on three rubrics (drafting process, dissertation, and viva) has been validated. This system may be transferred to other nursing degrees or degrees from other academic areas. It is necessary to continue with the validation process taking into account factors that may affect the results obtained.


Assuntos
Dissertações Acadêmicas como Assunto , Psicometria/métodos , Estudantes de Enfermagem , Estudos Transversais , Bacharelado em Enfermagem , Humanos , Reprodutibilidade dos Testes , Espanha
19.
Invest Educ Enferm ; 32(3): 461-70, 2014.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-25504412

RESUMO

OBJECTIVE: To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. METHODOLGY: Cross-sectional study, in which the "Clinical Practice Assessment Manual'' (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter "Nursing Care in Healthcare Processes ", from March to June 2013. RESULTS: 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. CONCLUSION: The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed.


Assuntos
Competência Clínica , Educação em Enfermagem/métodos , Enfermeiras e Enfermeiros/organização & administração , Estudantes de Enfermagem , Estudos Transversais , Coleta de Dados , Avaliação Educacional , Humanos , Mentores , Estudos Prospectivos , Espanha
20.
Invest. educ. enferm ; 32(3): 461-470, Sept.-Dec. 2014. tab
Artigo em Inglês | LILACS, Repositório RHS | ID: lil-726856

RESUMO

Objetivo. Determinar el nivel de implicación de las enfermeras clínicas acreditadas por la Universitat Jaume I (España) como tutoras de prácticas (enfermeras de referencia) en la evaluación de competencias de los estudiantes de enfermería. Metodología.Estudio de corte transversal, en el que se analizaron las “Guías de Evaluación de Prácticas Clínicas” reportadas por 41 enfermeras de referencia (n=55). Se definieron tres criterios de calidad de la cumplimentación: que tenga información al menos del 80% de los datos requeridos, presencia de la firma y calificación final en el lugar adecuado. También se realizó la verificación de las actividades de aprendizaje. La recogida de datos se hizo de forma concurrente por las enfermeras de referencia y el profesorado de las asignaturas en las evaluaciones formativas del periodo de prácticas clínicas tuteladas de la materia “Cuidados de enfermería en procesos asistenciales” de marzo a junio de 2013. Resultados. El 63% de las Guías de Evaluación de Prácticas Clínicas se entregan cumplimentadas correctamente, sin alcanzar el umbral de calidad establecido (80%). La ausencia de la firma es el principal criterio de cumplimentación incorrecta (21%). De las 30 actividades de aprendizaje evaluadas en las guías, puede afirmarse que nueve de ellas no alcanzan el estándar de verificación establecido (80%), de forma que no puede asegurarse que estas actividades hayan sido realizadas por los alumnos y evaluadas por las Enfermeras tutoras a lo largo del periodo de prácticas clínicas. Conclusión. El nivel de implicación de las enfermeras de referencia debe mejorarse y para esto es necesario desarrollar estrategias que fomenten su implicación mediante la colaboración y la formación...


Objective. To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. Methodolgy. Cross-sectional study, in which the "Clinical Practice Assessment Manual” (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter "Nursing Care in Healthcare Processes ", from March to June 2013. Results. 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. Conclusion. The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed...


Objetivo. Identificar o nível de envolvimento das enfermeiras clínicas credenciadas pela Universitat Jaume I (Espanha) como tutoras de práticas (enfermeiras de referência) na avaliação de competências dos estudantes de enfermagem. Metodologia. Estudo de corte transversal, no que se analisaram as “Guia de Avaliação de Práticas Clínicas” reportadas por 41 enfermeiras de referência (n=55). Definiram-se quatro critérios de qualidade do preenchimento: que tenha informação pelo menos de 80% dos dados requeridos, presença da assinatura e qualificação final no lugar adequado. Também se realizou a verificação das atividades de aprendizagem. A recolhida de dados se realizou de forma concorrente pelas enfermeiras de referência e o professorado das matérias nas avaliações formativas do período de práticas clínicas tuteladas da matéria “Cuidados de enfermagem em processos assistenciais” de Março a Junho de 2013. Resultados. 63% das Guias de Avaliação se entregam preenchidas corretamente, sem atingir o umbral de qualidade estabelecido (80%). A ausência da assinatura é o principal critério de preenchimento incorreta (21%). Das 30 atividades de aprendizagem avaliadas nas guias, pode afirmar-se que nove delas não atingem o padrão de verificação estabelecido (80%), de forma que não pode assegurar-se que estas atividades tenham sido realizadas pelos alunos e avaliadas pelas Enfermeiras tutoras ao longo do período de práticas clínicas. Conclusão. O nível de envolvimento das enfermeiras de referência deve melhorar-se e para isto é necessário desenvolver estratégias que fomentem seu envolvimento através da colaboração e a formação...


Assuntos
Humanos , Educação em Enfermagem , Estudantes de Enfermagem , Mentores , Estágio Clínico
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