Processo de morte e morrer e cuidados paliativos: um pleito necessário para graduação em enfermagem / Death and dying process and palliative care: a necessary claim for nursing undergraduation / Proceso de muerte y el morir y cuidados paliativos: un reclamo necesario para la carrera de enfermería

Objetivo: analisar a percepção dos estudantes de graduação em enfermagem sobre a temática "o processo de morte e morrer" e sua abordagem durante sua formação. Método: estudo descritivo, exploratório, com abordagem qualitativa, desenvolvido com alunos do último ano de graduação em Enfermagem de uma universidade pública do Rio de Janeiro. Resultados: Participaram do estudo 57 estudantes e, após a organização dos dados emergiram as classes: "Sentimentos frente à morte"; "A necessidade da abordagem do conteúdo de morte na graduação"; "A vivência da morte do paciente" e "Atitude de cuidado diante do processo de morte". Considerações finais: uma formação que contemple o estudo da tanatologia e a filosofia dos cuidados paliativos é de suma importância, dado ao fato de que a morte é consequência inexorável da vida. O estudo reafirma a necessidade constante desta discussão durante a formação e o exercício da enfermagem.

Objective: to analyze the perception of undergraduate nursing students about the theme, "the process of death and dying" and its approach during their training. Method: descriptive, exploratory study, with a qualitative approach developed with students of the last year of undergraduate nursing in a public university in Rio de Janeiro. Results: 57 students participated in the study and, after organizing the data, the following classes emerged: "Feelings about death"; "The need to approach the content of death in training education"; "The patient's death experience" and "Care attitude towards the process of death. Final considerations: nursing undergraduation education must have included the study of thanatology and the philosophy of palliative care, due to the importance given that death is an inexorable consequence of life. The study reaffirms the importance of this discussion happening during the nursing education training and over nursing work.

Objetivo: analizar la percepción de los estudiantes de enfermería sobre el tema "El proceso de la muerte y el morir" y su enfoque durante los estudios de formación. Método: Investigación descriptiva, exploratoria, con enfoque cualitativo desarrollado junto a estudiantes del último año de pregrado en enfermería en una universidad pública de Rio de Janeiro. Resultados: En el estudio participaron 57 alumnos y, tras organizar los datos, surgieron las siguientes clases:"Sentimientos ante la muerte"; "La necesidad de abordar el contenido de muerte en el pregrado"; "La experiencia de la muerte del paciente" y "Actitud de cuidado ante el proceso de muerte". Consideraciones finales: una formación que incluya el estudio de la tanatología y la filosofía de los cuidados paliativos es de suma importancia dado que la muerte es una consecuencia inexorable de la vida. El estudio reafirma la necesidad de que esta discusión sea constante durante la formación y el ejercicio de la enfermería.

Repercusiones de la pandemia de COVID-19 en la formación en enfermería: Scoping Review / Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review / Repercussões da pandemia COVID-19 na formação em Enfermagem: Scoping Review

Objetivo: mapear el conocimiento producido sobre las repercusiones de la pandemia de COVID-19 en la formación en enfermería. Método: se trata de una scoping review, guiada por las recomendaciones del Joanna Briggs Institute Reviewer's Manual realizada en 15 bases de datos electrónicas y repositorios de tesis y disertaciones. El protocolo de esta revisión fue registrado en Open Science Framework. Los datos fueron analizados y sintetizados en dos categorías de análisis establecidas: aspectos positivos y negativos y estadística descriptiva. Resultados: se identificaron 33 publicaciones, los aspectos positivos más citados fueron el desarrollo de nuevas estrategias de enseñanza adaptadas al entorno virtual y la formación de futuros profesionales en la práctica clínica en el contexto de una crisis sanitaria. Los aspectos negativos se relacionan con cuestiones psicológicas, como el aumento de casos de ansiedad, estrés y soledad en los estudiantes. Conclusión: la evidencia sugiere que la enseñanza a distancia fue una solución de emergencia oportuna para continuar con la formación académica, sin embargo, esta modalidad educativa presentó aspectos positivos y negativos que deben ser repensados para que haya una mejor sistematización de la enseñanza-aprendizaje en otros contextos similares al de la pandemia de COVID-19.

Objective: to map the knowledge produced about the repercussions imposed by the COVID-19 pandemic on Nursing training. Method: this is a Scoping Review, guided by the recommendations set forth in the Joanna Briggs Institute Reviewer's Manual and carried out in 15 electronic databases and theses and dissertations repositories. The protocol was registered at the Open Science Framework. The data were analyzed and synthesized into two pre-established analysis categories: positive and negative repercussions; and descriptive statistics. Results: 33 publications identified, the most cited positive aspects were the development of new teaching strategies adapted to the virtual environment and the training of future professionals in clinical practice in the context of a health crisis. The negative repercussions are related to psychological issues such as increase in the cases of anxiety, stress and loneliness among the students. Conclusion: the diverse evidence suggests that remote teaching was a timely emergency way out for the continuity of academic training; however, this educational modality presented positive and negative aspects that need to be rethought for a better systematization of teaching-learning in other contexts that resemble the COVID-19 pandemic.

Objetivo: mapear o conhecimento produzido sobre as repercussões da pandemia COVID-19 na formação em Enfermagem. Método: trata-se de uma scoping review, guiada pelas recomendações da Joanna Briggs Institute Reviewer's Manual realizada em 15 bases de dados eletrônicas e repositórios de teses e dissertações. O protocolo desta revisão foi registrado em Open Science Framework. Os dados foram analisados e sintetizados em duas categorias de análise estabelecidas: aspectos positivos e negativos e estatística descritiva. Resultados: 33 publicações identificadas, os aspectos positivos mais citados foram o desenvolvimento de novas estratégias de ensino adaptadas ao meio virtual e a capacitação dos futuros profissionais na prática clínica do contexto de crise sanitária. Os aspectos negativos estão relacionados às questões psicológicas, como aumento de casos de ansiedade, estresse e solidão entre os estudantes. Conclusão: as evidências sugerem que o ensino remoto foi uma saída emergencial oportuna para a continuidade da formação acadêmica, contudo, esta modalidade educacional apresentou aspectos positivos e negativos que precisam ser repensados para uma melhor sistematização do ensino-aprendizagem em outros contextos que se assemelhem ao da pandemia da COVID-19.

Estrategias de comunicación enfermero-paciente: propuesta de un video educativo para estudiantes de enfermería / Nurse-patient communication strategies: A proposal of an educational video for Nursing students / Estratégias de comunicação enfermeiro-paciente: proposta de um vídeo educativo para estudantes de enfermagem

Objetivo: elaborar, validar y evaluar un video educativo sobre estrategias de comunicación enfermero-paciente para estudiantes de la carrera de enfermería. Método: se trata de un estudio metodológico, con diseño longitudinal y análisis cuantitativo. El público objetivo cumplió las etapas de preproducción, producción, postproducción y evaluación del video. Resultados: cinco enfermeras evaluaron el storyboard del video y consideraron que la comprensión del tema, los tópicos abordados y el lenguaje utilizado eran apropiados y relevantes para el tema. Otras cinco enfermeras consideraron que la calidad de la técnica audiovisual utilizada, el ambiente simulado, la caracterización de los personajes y el desarrollo de las estrategias de comunicación enfermero-paciente estaban presentes y eran adecuados. La versión final del video fue evaluada por nueve estudiantes de enfermería que tuvieron un nivel de comprensión de los ítems igual o superior al 96%. El video presenta las siguientes estrategias: Estrategias Generales de Comunicación, Comunicación Intercultural, NURSE, Tell me more, Ask-Tell-Ask, Comunicación Terapéutica y Comunicación de Malas Noticias. Conclusión: este estudio describe la creación de un video, la validación que realizaron del mismo los expertos y la evaluación del público objetivo, quienes consideraron que es un recurso educativo importante para el proceso de enseñanza-aprendizaje de las estrategias de comunicación. Los jueces y el público objetivo consideraron que el video era un instrumento válido para enseñar las estrategias de comunicación enfermero-paciente.

Objective: to create, validate and evaluate an educational video on nurse-patient communication strategies for undergraduate Nursing students. Method: this is a methodological study with a longitudinal design and quantitative analysis. The following stages were conducted: pre-production, production, post-production and evaluation of the video by the target population. Results: five female nurses evaluated the video storyboard and indicated understanding of the subject matter, the topics addressed and the language used as adequate and pertinent to the theme. Another five female nurses considered the following as present and desirable elements: quality of the audiovisual technique employed, simulated environment, characterization of the characters, and development of the nurse-patient communication strategies The final version of the video was evaluated by nine Nursing students that presented a level of item understanding of at least 96%. The video presents the following strategies: General communication strategies, Intercultural Communication, NURSE, Tell me more, Ask-Tell-Ask, Therapeutic Communication and Communicating Bad News. Conclusion: this study portrays the creation of a video, its validation by experts and its evaluation by the target population, which indicated it as a relevant educational resource for the teaching-learning process regarding communication strategies. Both the evaluators and the target population considered that the video is a valid instrument to teach content about the nurse-patient communication strategies.

Objetivo: construir, validar e avaliar um vídeo educativo sobre estratégias de comunicação enfermeiro-paciente para estudantes da graduação em enfermagem. Método: trata-se de um estudo metodológico, com delineamento longitudinal e análise quantitativa. Foram percorridas as etapas de pré-produção, produção, pós-produção e avaliação do vídeo pelo público-alvo. Resultados: cinco enfermeiras avaliaram o storyboard do vídeo e apontaram a compreensão do tema, os tópicos abordados e a linguagem utilizada como adequadas e pertinentes à temática. Outras cinco enfermeiras consideraram presentes e desejáveis: qualidade da técnica audiovisual empregada, ambiente simulado, caracterização das personagens e desenvolvimento das estratégias de comunicação enfermeiro-paciente. A versão final do vídeo foi avaliada por nove estudantes de enfermagem que apresentaram nível de compreensão dos itens igual ou acima de 96%. O vídeo apresenta as seguintes estratégias: Estratégias gerais de comunicação, Comunicação Intercultural, NURSE, Tell me more, Ask-Tell-Ask, Comunicação Terapêutica e Comunicação de Más Notícias. Conclusão: este estudo retrata a criação de um vídeo, sua validação por peritos e sua avaliação pelo público-alvo, que manifestaram tratar-se de um recurso educativo relevante para o processo de ensino-aprendizagem de estratégias de comunicação. Os juízes e o público alvo consideraram o vídeo como um instrumento válido para ensinar sobre as estratégias de comunicação enfermeiro-paciente.

Nursing technicians' professional training in patient safety: A mixed-methods study / Formação profissional do técnico de enfermagem em segurança do paciente: estudo misto / Formación profesional del técnico en enfermería en seguridad del paciente: estudio mixto

Abstract Objective: to analyze nursing technicians' training in patient safety. Method: a convergent parallel mixed-methods study, where qualitative and quantitative elements were concomitantly implemented and equally prioritized, carried out in three technical colleges linked to a federal public institution in the Brazilian Northeast region. In the qualitative phase, semi-structured interviews were conducted with 24 professors and thematic analysis was applied. In the quantitative study, of the survey type, an instrument was used to screen terms about patient safety with 84 students. The results were combined during the general data interpretation, which was based on the Patient Safety Curricular Guide. Results: two thematic categories emerged: The professors' understanding about the theme of patient safety in nursing technicians' training; and Application and projection of the teaching of patient safety in nursing technicians' training. In the quantitative study, among the 46 screening terms, their identification in the theoretical-practical context predominated in Courses A and C, totaling 36 (78.3%) and 25 (54.3%), respectively. Theoretical teaching stood out in Course B, with 26 terms (56.5%). Conclusion: professional training of Nursing Technician students has a technical focus and does not fully contemplate patient safety issues in the teaching-learning process and, thus, constitutes a challenge for training institutions and professors alike.

Resumo Objetivo: analisar a formação de técnicos de enfermagem em segurança do paciente. Método: estudo de método misto paralelo convergente, em que elementos qualitativos e quantitativos foram concomitantemente implementados e igualmente priorizados, realizado em três colégios técnicos vinculados a uma instituição pública federal do Nordeste brasileiro. No qualitativo, realizou-se entrevista semiestruturada com 24 docentes e aplicou-se a análise temática. No estudo quantitativo, survey, utilizou-se instrumento para rastrear termos sobre segurança do paciente com 84 discentes. A interpretação geral dos dados realizou a combinação dos resultados e balizou-se no Guia Curricular de Segurança do Paciente. Resultados: emergiram duas categorias temáticas: Compreensão dos docentes acerca do tema segurança do paciente na formação de técnicos de enfermagem e Aplicação e projeção do ensino da segurança do paciente na formação de técnicos de enfermagem. No estudo quantitativo, dos 46 termos rastreadores, predominou a identificação de termos no contexto teórico-prático, nos Cursos A e C, totalizando 36 (78,3%) e 25 (54,3%), respectivamente. No Curso B, destacou-se ensino teórico, com 26 termos (56,5%). Conclusão: a formação profissional do discente técnico de enfermagem apresenta foco tecnicista e não contempla, integralmente, no processo ensino-aprendizagem, questões de segurança do paciente e, assim, configura-se desafio para as instituições formadoras e docentes.

Resumen Objetivo: analizar la formación de los técnicos en enfermería en seguridad del paciente. Método: estudio de método mixto paralelo convergente, en el que los elementos cualitativos y cuantitativos fueron implementados simultáneamente y considerados con el mismo nivel de prioridad, realizado en tres escuelas técnicas vinculadas a una institución pública federal en el Nordeste brasileño. En el estudio cualitativo se realizó una entrevista semiestructurada a 24 profesores y se aplicó el análisis temático. En el estudio cuantitativo, survey, se utilizó un instrumento para detectar términos sobre seguridad del paciente con 84 estudiantes. Para la interpretación general de los datos se realizó la combinación de los resultados y se tomó como base la Guía Curricular de Seguridad del Paciente. Resultados: surgieron dos categorías temáticas: Comprensión de los docentes sobre la seguridad del paciente en la formación de técnicos en enfermería e Implementación y proyección de la enseñanza de la seguridad del paciente en la formación de técnicos en enfermería. En el estudio cuantitativo, en los 46 términos indicadores, predominó la identificación de términos en el contexto teórico-práctico, en las carreras A y C, con un total de 36 (78,3%) y 25 (54,3%), respectivamente. En la carrera B se destacó la enseñanza teórica, con 26 términos (56,5%). Conclusión: la formación profesional de los estudiantes de la carrera de técnico en enfermería tiene un enfoque técnico y no considera de forma integral los temas que tienen que ver con la seguridad del paciente en el proceso de enseñanza-aprendizaje, por lo que es un desafío para las instituciones formadoras y para los docentes.

Effects of a Modified Six-Sigma-Methodology-Based Training Program on Core Competencies in Rehabilitation Nurse Specialists.

PURPOSE: Nurses play an important role in ensuring patient rehabilitation and are involved in all aspects of multidimensional rehabilitation. Therefore, strengthening rehabilitation nursing education is vital to ascertain high-quality rehabilitation and optimum outcomes. This study examined the effectiveness of a new teaching reform-a modified Six-Sigma-based training program-against a conventional educational program on rehabilitation specialist nurses' core competencies, post-training performance, and satisfaction. METHODS: A quasi-randomized controlled trial was conducted to assess the effectiveness of the modified training program. We recruited 56 learners from the 2020 training course at the Hunan Rehabilitation Specialist Nurse Training Base as the control group. Sixty learners from the base's 2021 training course were recruited as the intervention group. Data were collected in a consistent manner from both groups after the training program was implemented. RESULTS: Those who underwent the modified training program showed better improvement in all core competencies than those who underwent the conventional training program (p < .05); the scores for theoretical knowledge, clinical nursing lectures, reviews, and nursing case management improved significantly following the teaching reform (p < 0.05). Further, overall satisfaction as well as base management and theoretical teaching satisfaction improved significantly (p < .05). CONCLUSION: The modified training program strengthens rehabilitation nurses' base management abilities; enhances their core competencies; expands their interest in and breadth, depth, and practicability of theoretical courses; and updates the teaching methods.

Exploring the Barriers and Coping Strategies Faced by Male Nursing Students in Japanese Nursing Education.

PURPOSE: Nursing is traditionally considered a female profession, and male nursing students face gender stereotype barriers. Most studies of male nursing students in Japan focus on their learning experiences in maternal nursing, and little is known about the experiences of male nursing students in their usual learning environment. Therefore, the purpose of this study is to explore the barriers and coping strategies of Japanese male nursing students in nursing education, including classroom and practical training. METHODS: A qualitative descriptive design was used to study 20 male nursing students from eight Japanese universities. Purposive sampling using the snowball method was used to recruit participants. Semi-structured interviews were used to gather data about the participants' thoughts and experiences in nursing education. All interview data were analyzed using thematic analysis. RESULTS: Four themes emerged from the data: (1) Nursing choices of own volition, (2) Loneliness due to the female-dominated environment and marginalization, (3) Dealing with barriers and seeking support, and (4) Positive experiences in nursing education. Male nursing students face barriers such as loneliness and feelings of alienation. Family support, mutual support among male nursing students, and the presence of role models were factors that addressed these barriers and positively influenced career choice. CONCLUSION: This research suggests that nursing educators need to understand the barriers faced by male nursing students and provide a gender-neutral learning environment for all students.

Trainee nursing associates in England: A multisite qualitative study of higher education institution perspectives.

AIM: To explore the experiences of university employees on the development and implementation of the nursing associate programme. BACKGROUND: As part of wider policy initiatives to address workforce shortages, provide progression for healthcare assistants and offer alternative routes into nursing, England recently introduced the nursing associate level of practice. Little research has yet considered university perspectives on this new programme. METHODS: An exploratory qualitative study reported following COREQ criteria. Twenty-seven university staff working with trainee nursing associates in five universities across England were recruited. Data, collected via semi-structured interviews from June to September 2021, were analysed through a combined framework and thematic analysis. RESULTS: Three themes developed: 'Centrality of partnerships' considered partnerships between employers and universities and changing power dynamics. 'Adapting for support' included responding to new requirements and changing pedagogical approaches. 'Negotiating identity' highlighted the university's role in advocacy and helping trainees develop a student identity. CONCLUSIONS: Nursing associate training in England has changed the dynamics between universities and healthcare employers, shifting learners' identity more to 'employee' rather than 'student'. Universities have adapted to support trainees in meeting academic and professional standards whilst also meeting employer expectations. While challenges remain, the ability of nurse educators to make adjustments, alongside their commitment to quality educational delivery, is helping establish this new training programme and thereby meet government policy initiatives. IMPLICATIONS FOR NURSING POLICY: The international movement of apprenticeship models in universities has the potential to change the status of the learner in nursing educational contexts. National policies that encourage this model should ensure that the implications and challenges this change of status brings to learners, employers and education institutions are fully considered prior to their implementation.

Construction of an evaluation index system for undergraduate nursing teachers' curriculum humanistic competence: a Delphi study in China.

BACKGROUND: The curriculum humanistic competence of nursing teachers is important to cultivate the humanistic qualities of undergraduate nursing students. However, there are no evaluation tools for the curriculum humanistic competence of undergraduate nursing teachers in China. OBJECTIVE: To develop an index system to evaluate the curriculum humanistic competence of undergraduate nursing teachers. DESIGN: This research conducted a Delphi study. PARTICIPANTS: Semi-structured interviews were held with 19 experts, and Delphi rounds were conducted with 18 experts. SETTINGS: This study was conducted in 12 universities and 4 Grade A tertiary hospitals in China. METHODS: A literature review and semi-structured interviews were conducted to develop an initial framework. A two-round Delphi survey was employed to build the index system for undergraduate nursing teachers' curriculum humanistic competence. RESULTS: After two rounds of consultation, the index system included 5 first-level indicators, 11 second-level indicators and 41 third-level indicators. The Cr for two rounds of consultation were 0.929 and 0.923, and Kendall's W was 0.152(P<0.001). CONCLUSIONS: The index system for the evaluation of undergraduate nursing teachers' curriculum humanistic competence offers guidelines for undergraduate nursing teachers in China. It can be used in practice to develop high humanistic qualities in undergraduate nursing teachers.

Ensino sobre Infecções Sexualmente Transmissíveis Incuráveis para Estudantes de Graduação em Enfermagem: Protocolo de revisão de escopo / Enseñanza sobre infecciones de transmisión sexual incurables para estudiantes de grado en enfermería: Protocolo de revisión del alcance / Teaching about Incurable Sexually-Transmitted Infections to Undergraduate Nursing Students: Scoping Review Protocol

Introdução: O enfermeiro possui um papel fundamental na prevenção de Infecções Sexualmente Transmissíveis incuráveis; porém, para que sua atuação seja efetiva, faz-se necessária uma educação de qualidade com infraestrutura adequada. Objetivo: Mapear estudos no âmbito mundial que abordem o ensino das Infecções Sexualmente Transmissíveis Incuráveis para estudantes de graduação em enfermagem. Metodologia: Protocolo de revisão do escopo de acordo com a metodologia do Joanna Briggs Institute. A estratégia de busca será aplicada nas bases de dados Medical Literature Analysis and Retrieval System Online, Cumulative Index to Nursing and Allied Health Literature, Embase, Web of Science e Literatura Latino-Americana e do Caribe em Ciências da Saúde; assim como bases de dados de literatura cinzenta (e.g., Research Gate, OpenGrey). Serão considerados estudos que abordem o ensino das Infecções Sexualmente Transmissíveis Incuráveis voltados para estudantes de graduação em enfermagem no mundo. Serão considerados estudos de acesso público disponibilizados de 1981 até 2020. Dois revisores independentes farão a triagem dos artigos de acordo com os critérios de inclusão pré-definidos, extrairão e farão a análise de dados. A apresentação dos dados será por meio de figura e quadros conforme o Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. Resultados: Os resultados provenientes deste estudo possibilitarão o conhecimento amplo sobre a educação dos estudantes de enfermagem relacionada com as infecções sexualmente transmissíveis incuráveis, assim como com as metodologias utilizadas e efetividade das mesmas. Conclusão: Este estudo pode contribuir para melhoria de metodologias, infraestrutura e currículos de ensino sobre infecções sexualmente transmissíveis incuráveis para estudantes de enfermagem.

Introducción: Las personas profesionales en enfermería tienen un rol fundamental en la prevención de las infecciones de transmisión sexual incurables; sin embargo, para que su desempeño sea efectivo es necesaria una educación de calidad con infraestructura adecuada. Objetivo: Mapear estudios a nivel mundial que aborden la enseñanza de las infecciones de transmisión sexual incurables para estudiantes de graduación en enfermería. Metodología: Protocolo de revisión de alcance según la metodología del Instituto Joanna Briggs. La estrategia de búsqueda se aplicará a las bases de datos Medical Literature Analysis and Retrieval System Online, Cumulative Index to Nursing and Allied Health Literature, Embase, Web of Science y Literatura Latinoamericana y del Caribe en Ciencias de la Salud, así como bases de datos de literatura gris (p. ej., Research Gate, OpenGrey). Se considerán estudios que aborden la enseñanza de las infecciones de transmisión sexual incurables dirigida a estudiantes de graduación en enfermería de todo el mundo. Así como, los estudios de acceso público disponibles desde 1981 hasta 2020. Dos revisores independientes examinarán los artículos, de acuerdo con los criterios de elegibilidad predefinidos, extraerán y analizarán los datos. La presentación de los datos será a través de una figura y tablas de acuerdo al Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. Resultados: Los resultados de este estudio permitirán un amplio conocimiento sobre la enseñanza de las infecciones de transmisión sexual incurables a estudiantes de enfermería, así como sobre las metodologías utilizadas y su efectividad. Conclusión: Este estudio puede contribuir para la mejora de las metodologías, la infraestructura y los currículos de enseñanza de las infecciones de transmisión sexual incurables para estudiantes de enfermería.

Introduction: Nurses have a fundamental role in the prevention of incurable sexually-transmitted infections; however, for their performance to be effective, quality education with adequate infrastructure is required. Objective: To map out the worldwide studies that address the teaching of incurable sexually-transmitted infections to undergraduate nursing students. Methodology: Scoping review protocol according to the Joanna Briggs Institute methodology. The search strategy will be applied to the Medical Literature Analysis and Retrieval System Online, Cumulative Index to Nursing and Allied Health Literature, Embase, Web of Science and Latin American and Caribbean Literature in Health Sciences databases, as well as to the gray literature databases (e.g., Research Gate, OpenGrey). This document will address those studies addressing the teaching of incurable sexually-transmitted infections aimed at undergraduate nursing students around the world; it will also consider the public access studies from 1981 to 2020 available. Two independent reviewers will screen the articles according to pre-defined inclusion criteria; they will also extract and analyze the data. The presentation of data will be through figures and tables according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. Results: The results from this study will grant broad knowledge about the teaching of incurable sexually-transmitted infections to nursing students, as well as the methodologies used and their effectiveness. Conclusion: This study can contribute to the improvement of methodologies, infrastructure, and teaching curricula of incurable sexually-transmitted infections to nursing students.

Herramientas educativas audiovisuales inclusivas: diseño y aplicación

Fundamento: lograr que las personas con necesidades educativas especiales se formen sobre la base del mérito, las capacidades propias, el esfuerzo, la perseverancia y sobre todo que tomen en cuenta sus potencialidades, es un reto. Objetivo: diseñar videos accesibles para estudiantes, incluyendo aquellos con necesidades educativas especiales, así como evaluar su aplicabilidad. Métodos: se diseñaron videos y su aplicación en base al modelo teórico Technological Pedagogical and Content Knowledge: conocimiento curricular, conocimiento pedagógico y conocimiento tecnológico, con énfasis en la adaptación a necesidades educativas especiales para facilitar el aprendizaje. La evaluación consideró la aplicación del instrumento "Evaluación de herramientas educativas audiovisuales" desde los parámetros: atención, curiosidad, utilidad en repaso, estímulo a aprender, ayuda al entendimiento y el deseo de reutilizarlos. Resultados: se diseñaron tres videos con elementos de accesibilidad para estudiantes, incluyendo estudiantes con necesidades educativas especiales. En la evaluación se consiguió, de forma general, el aumento de la calificación en las pruebas parciales de la asignatura tras el empleo de los videos; la percepción de uso determinó la satisfacción como recurso de aprendizaje. Conclusiones: el diseño de recursos audiovisuales accesibles sin diferencia con estudiantes en condición de discapacidad beneficia a todo el grupo de estudiantes, en el marco de la igualdad.

Background: to achieve that people with special educational needs are trained on the basis of merit, their own abilities, effort, perseverance and above all that they take into account their potential, is a challenge. Objective: design accessible videos for students, including those with special educational needs, as well as evaluate their applicability. Methods: videos and their application were designed based on the Technological Pedagogical and Content Knowledge theoretical model: curricular knowledge, pedagogical knowledge and technological knowledge, with emphasis on adaptation to special educational needs to facilitate learning. The evaluation considered the application of the instrument "Evaluation of audiovisual educational tools" from the parameters: attention, curiosity, usefulness in review, stimulus to learn, help to understand and the desire to reuse them. Results: three videos were designed with accessibility elements for students, including students with special educational needs. In the evaluation, it was achieved, in a general way, the qualification increase in the partial tests of the subject after the use of the videos; the use's perception determined the satisfaction as a learning resource. Conclusions: the design of accessible audiovisual resources without difference with students with disabilities, benefits the entire group of students, within the equality framework.

Training and development experiences of nursing associate trainees based in primary care across England: a qualitative study.

BACKGROUND: The nursing associate role was first deployed in England in 2019 to fill a perceived skills gap in the nursing workforce between healthcare assistants and registered nurses and to offer an alternative route into registered nursing. Initially, trainee nursing associates were predominantly based in hospital settings; however, more recently, there has been an increase in trainees based in primary care settings. Early research has focussed on experiences of the role across a range of settings, particularly secondary care; therefore, little is known about the experiences and unique support needs of trainees based in primary care. AIM: To explore the experiences and career development opportunities for trainee nursing associates based in primary care. METHODS: This study used a qualitative exploratory design. Semi-structured interviews were undertaken with 11 trainee nursing associates based in primary care from across England. Data were collected between October and November 2021, transcribed and analysed thematically. FINDINGS: Four key themes relating to primary care trainee experiences of training and development were identified. Firstly, nursing associate training provided a 'valuable opportunity for career progression'. Trainees were frustrated by the 'emphasis on secondary care' in both academic content and placement portfolio requirements. They also experienced 'inconsistency in support' from their managers and assessors and noted a number of 'constraints to their learning opportunities', including the opportunity to progress to become registered nurses. CONCLUSION: This study raises important issues for trainee nursing associates, which may influence the recruitment and retention of the nursing associate workforce in primary care. Educators should consider adjustments to how the curriculum is delivered, including primary care skills and relevant assessments. Employers need to recognise the resource requirements for the programme, in relation to time and support, to avoid undue stress for trainees. Protected learning time should enable trainees to meet the required proficiencies.

Academic-practice partnerships in evidence-based nursing education: Protocol of a theory-guided scoping review.

AIM: This theory-guided scoping review aims to provide an overview of existing literature about academic-practice partnerships in evidence-based nursing education. BACKGROUND: Academic-practice partnership is an approach to improve evidence-based nursing education, to promote evidence-based nursing practice which could reduce the nursing care discrepancy, improve the nursing care quality and patient safety, reduce healthcare costs and promote nursing professional development. However, the related research is limited and there is a lack of systematic review of related literature. DESIGN: A scoping review guided by the theories of the Practice-Academic Partnership Logic Model and the JBI Model of Evidence-Based Healthcare. METHODS: The researchers will use JBI guidelines for scoping reviews and related theories to guide this theory-guided scoping review. The researchers will systematically search Cochrane Library, PubMed, Web of Science, CINAHL, EMBASE, SCOPUS and Educational Resource Information Centre (ERIC) using major search concepts including academic-practice partnership, evidence-based nursing practice and education. Two reviewers will be responsible for independent literature screening and data extraction. Discrepancies would be solved by a third reviewer. EXPECTED RESULTS: This scoping review will identify related research gaps to provide implications for researchers and identify specific information to provide implications for developing interventions of academic-practice partnerships in evidence-based nursing education. REGISTRATION NUMBER: This scoping review had been registered on Open Science Framework (https://osf.io/83rfj).

Competencias autopercibidas en práctica basada en la evidencia de enfermeros clínico-docentes versus enfermeros clínicos / Self-perceived competences in evidence-based practice of clinical-teaching nurses versus clinical nurses

Objetivo: Comparar las competencias autopercibidas en práctica basada en evidencia (PBE) de enfermeras clínico-docentes (ECD) vs enfermeras clínicas (EC) para detectar áreas de mejora en formación práctica y/o pregrado. Método: Estudio transversal mediante cuestionario a las enfermeras de dos hospitales públicos de Castilla y León, recogido de febrero a mayo de 2020. Las variables de estudio fueron competencias en PBE —actitud, conocimientos, habilidades y utilización—, sociodemográficas, laborales, académicas, vinculación docente y formación en metodología de investigación y/o PBE. Se utilizó el cuestionario validado EBP-COQ prof© de 35 preguntas con respuestas tipo Likert (1: muy en desacuerdo; 5: muy de acuerdo). Se realizó análisis descriptivo y bivariante con SSPS v.24. Resultados: Se analizaron 171 cuestionarios. El 52% eran EC frente al 48% de ECD. No hubo diferencias significativas en ambos grupos respecto a las variables sociodemográficas. Las medias de edad fueron 43,6±9,9 y 42,9±8,5 para EC y ECD, respectivamente. La muestra total mostró una puntuación media de competencias en PBE de 3,54±1,00 (actitudes: 4,40±0,60; conocimientos: 3,08±0,94; habilidades: 3,57±0,66; utilización: 3,36±0,75). Las ECD obtuvieron puntuaciones medias más altas en la dimensión conocimientos, frente a las EC (p=0,02) y la muestra total (p=0,02). No hubo diferencias significativas en otras dimensiones. Conclusiones: Las ECD han mostrado mejores competencias en PBE solo en la dimensión conocimientos frente a las EC. Dada la responsabilidad que soportan sería deseable diseñar estrategias de gestión para mejorar actitudes, habilidades y utilización en PBE, ya que actúan como modelos profesionales para estudiantes y mentores de pares.(AU)

Aim: To compare the evidence-based practice (EBP) self-perceived competences of clinical teacher nurses (CTN) versus clinical nurses (CN) to detect areas for improvement in practical training. Method: A cross-sectional study by means of a self-assessment questionnaire sent to nurses of two public hospitals of Castilla y León was performed, between February to May 2020. Variables included competences in evidence based practice (EBP) — attitude, knowledge, skills and use —, sociodemographic, job, academic, teaching relations and training in investigation methodology and/or EBP. A validated questionnaire EBP-COQ prof© of 35 questions with answers type Likert (1, very disagree; 5, very agree) was used. Data analysis (descriptive and bivariate) was performed by means SPSS v.24 program. Results: 171 questionnaires were answered by nurses. CN 52%, CTN 48%. There were no significant differences between both groups regarding sociodemographic variables. Mean age was 43.6±9.9 and 42.9±8.5 for CN and CTN, respectively. Total sample showed a mean EBP competency score of 3.54±1.00 (attitudes: 4.40±0.60; knowledge: 3.08±0.94; skills: 3.57±0.66; utilization: 3.36±0.75). The CTN group obtained higher mean scores in knowledge dimension, compared with CN (P=.02) and with total sample (P=.02). There were no significant differences in other dimensions. Conclusion: CTN showed better self-perceived competences scores only in the knowledge dimension compared with CN. Taking in account the level of responsibility they support in their daily practice, it would be advisable to design management strategies in order to improve attitudes, skills and utilize EBP, acting as professional role models for students and peer mentors.(AU)

Preferencias laborales de los estudiantes de Grado de Enfermería de la Universidad La Laguna / Job preferences of the Nursing Degree students at the La Laguna University

Introducción: Diversos estudios reflejan que determinadas áreas temáticas-clínicas despiertan mayor interés respecto a otras en los estudiantes de enfermería, lo cual repercute en las preferencias laborales de los recién graduados. Esto produce desequilibrios en las organizaciones sanitarias, imposibilitando cubrir determinados servicios. Objetivo: Identificar las preferencias laborales de los estudiantes de Enfermería de la Universidad de La Laguna según áreas temáticas clínicas una vez finalicen sus estudios de grado. Método: Estudio observacional, descriptivo, transversal, con componente analítico. La población a estudio estuvo compuesta por los estudiantes de 3º y 4º curso de Enfermería de la Universidad La Laguna. Se recogieron diferentes variables sociodemográficas, así como cuestiones sobre las preferencias laborales de los estudiantes. Se realizó mediante el programa estadístico IBM SPSS v19 un análisis descriptivo y un análisis inferencial (test estadístico X2 de Pearson o el estadístico de Fisher para las variables cualitativas y la prueba de T-Student para la comparación de medias para las cuantitativas) con el fin de explorar la asociación entre las distintas variables. Resultados: La muestra total fue de 153 estudiantes (n=153). La tasa de respuesta fue 53,50%. Las áreas más preferidas fueron Urgencias y Emergencias (Media=3,04±1,05) y Enfermería General (Media=2,54±0,96), mientras las menos favorables fueron “Otras Áreas (docencia-gestión investigación)” (Media=1,10±1,22) y Quirófano y Anestesia (Media=1,58±1,23). Conclusiones: Los estudiantes de enfermería mostraron una mayor disposición por trabajar en unas áreas respecto a otras. Es necesario generar nuevas estrategias con el fin de mejorar la atracción de los estudiantes de enfermería hacia determinadas áreas clínicas. (AU)

Introduction: Several studies show that certain thematic-clinical areas arouse greater interest among nursing students than others, which has repercussions on the job preferences of recent graduates. This produces inequalities in healthcare organisations, making it impossible to cover certain services. Aim: To identify the job preferences of nursing students at La Laguna University according to clinical subject areas once they have completed their degree studies. Method: Observational, descriptive, cross-sectional study with an analytical component. The study population consisted of 3rd and 4th year nursing students at La Laguna University. Different sociodemographic variables were collected, as well as questions about the students' job preferences. A descriptive analysis and an inferential analysis (Pearson's X2 test or Fisher's statistic for qualitative variables and the Student's t-test for the comparison of means for quantitative variables) were carried out using the IBM SPSS v19 statistical programme in order to explore the association between the different variables. Results: The total sample was 153 students (n=153). The response rate was 53.50%. The most preferred areas were Emergency and Urgent Nursing (Mean=3.04±1.05) and General Nursing (Mean=2.54±0.96), while the least favoured areas were "Other Areas (teaching-management-research)" (Mean=1.10±1.22) and Operating Room and Anaesthesia (Mean=1.58±1.23). Conclusions: Nursing students showed a greater willingness to work in some areas than others. It is necessary to generate new strategies in order to improve the attraction of nursing students to particular clinical areas. (AU)

Educação em saúde na formação acadêmica em enfermagem / Health education in academic nursing training / Educación de salud en la institución académica de enfermería

Com o objetivo de conhecer os limites e potencialidades da formação acadêmica em enfermagem para as atividades de educação em saúde, foi possível desenvolver um estudo exploratório-descritivo de abordagem qualitativa envolvendo 15 participantes. A coleta de dados ocorreu nos meses de maio e junho de 2022 e o processamento dos dados foi feito pelo software Iramuteq. Os resultados apontaram para a dialética envolvendo as potencialidades e limitações. Como potencialidade foi apontado que a disciplina de Educação em Saúde pode ser vista como uma temática transversal que pode ser trabalhada na prática. No que concerne às limitações, as falas elucidaram poucas oportunidades para atividades práticas, além da disciplina se distanciar da realidade. Como considerações finais, foi possível entender que existem abordagens pedagógicas tradicionais no contexto acadêmico em enfermagem desencadeando discussões para uma formação que estimule o aluno a refletir a realidade social que o cerca e aprenda a aprender constantemente.

Aiming to know the limits and the potential of academic nursing training for health education activities, an exploratory-descriptive study with a qualitative approach was developed with 15 participants. Data collection took place in May and June, 2022, and data processing was carried out using the software Iramuteq. The results pointed to the dialectics involving potentialities and limitations. A potentiality was the fact that health education can be seen as a cross-cutting theme that can be worked in practice. Regarding limitations, the speeches pointed to few opportunities for practical activities and to the distance of the subject from reality. As final considerations, it could be understood that there are traditional pedagogical approaches in the academic context of nursing, leading to discussions focused on training that encourages students to reflect on the social reality surrounding them and to learn how to learn continuously.

Con el objetivo de conocer los límites y potencialidades de la formación académica de enfermeros para actividades de educación en salud, fue posible desarrollar un estudio exploratorio-descriptivo con enfoque cualitativo involucrando a 15 participantes. La recolección de datos se realizó en los meses de mayo y junio de 2022 y el procesamiento de datos se realizó mediante el software Iramuteq. Los resultados señalaron a la dialéctica entre fortalezas y limitaciones. Como potencialidad, se apuntó que la asignatura de la educación en salud se ve como un tema transversal que puede ser trabajado en la práctica. En cuanto a las limitaciones, los discursos dilucidaron pocas oportunidades para actividades prácticas, además del hecho de que la asignatura se distancia de la realidad. Como consideraciones finales, fue posible comprender que existen enfoques pedagógicos tradicionales en el contexto académico de enfermería, desencadenando discusiones para una formación que anime a los estudiantes a reflexionar sobre la realidad social que los rodea y aprender a aprender constantemente.

Child health nursing in the Solomon Islands: A qualitative evaluation of the impact of the 'Bachelor of nursing - Child health'.

AIM: To explore graduates' perceptions of the impact on nursing practice of a new postgraduate course in child health, developed and implemented in the Solomon Islands in 2016. BACKGROUND: The Bachelor of Nursing - Child Health was implemented in 2016 to develop nurses' knowledge and skills in child health and paediatric care with the intent to improve national child health outcomes. DESIGN: A qualitative exploratory, descriptive design was used to evaluate the impact of the Bachelor of Nursing - Child Health on graduates' nursing practice. METHODS: Fourteen nurses who graduated from the first cohort of students enrolled in the child health course were purposively selected to participate. Participants engaged in individual semi-structured interviews, conducted between August and December 2018. A thematic analysis was undertaken following Braun and Clarke's six-phase process. RESULTS: Findings from the study demonstrate positive impacts of the course on graduates' nursing practice. These include a perceived enhanced quality of care through their commitment to evidence-based practice, the ability to contribute to capacity building of colleagues, the reinforcement of provincial public health programmes and expanded participation in managerial activities. Following graduation, most alumni took on senior roles and greater responsibilities, felt more confident in managing unwell children, felt there was better access to and quality of child health care at the community and broader country levels and felt recognised by colleagues and communities. Some graduates faced resistance from colleagues to change practice and felt that despite being given greater responsibilities, nursing levels and salaries remained unchanged. This reflected a potential lack of recognition from hospital or provincial managers, the Nursing Council as the regulatory body for the nursing profession, and the Ministry of Health and Medical Services. A lack of human and material resources also impacted quality of care. IMPLICATIONS FOR NURSING AND HEALTH POLICY: Findings from this study underline the need for the Solomon Islands National University, the Nursing Council, the Public Service and the Ministry of Health and Medical Services to concord and delineate formal accreditation standards for child health nurses. Overall, collaborative efforts and commitments at local, regional and global levels are required to support child health nurses in their ability and ambition to improve national child health outcomes. CONCLUSIONS: Findings from this study demonstrate positive impacts of the course on graduates' nursing practice. The impact of increasing nurses' knowledge and skills on national child health outcomes could be significant. Ongoing implementation and recognition of this course in the Solomon Islands, as well as more broadly across the Pacific region, are recommended.

The inclusion and representation of LGBTIQ+ content in undergraduate nurse education: A scoping review.

OBJECTIVES: The aim of this review was to gain an overview of existing empirical literature examining LGBTIQ+ content in undergraduate nursing curricula. DESIGN: An international scoping review was conducted using librarian assisted search strategies. DATA SOURCES: The databases CINAHL, SCOPUS and ERIC were searched. A total of 30 studies meeting the eligibility criteria were included in this review. REVIEW METHODS: Following a quality appraisal, thematic analysis was conducted to identify six key themes. RESULTS: 30 studies spanning 8 countries, across 5 continents were included in this review. 6 themes emerged 1) Level of Knowledge Regarding LGBTIQ+ People and Their Specific Health Needs, 2) Comfort and Preparedness in the Provision of Care to LGBTIQ+ People, 3) Attitudes Toward LGBTIQ+ People, 4) Inclusion of LGBTIQ+ Educational Content, 5) Framing of LGBTIQ+ Educational Content, 6) Pedagogical Strategies to Incorporate LGBTIQ+ Content. CONCLUSIONS: Nurse education is dominated by heteronormativity, deficit discourses, stereotypes, binary ideologies and western cultural perspectives. The body of literature surrounding LGBTIQ+ content in nurse education is largely quantitative, insular and contributes to the erasure of unique identities under the LGBTIQ+ umbrella.

Characteristics of undergraduate and second speciality mental health programmes in Peru: a cross-sectional study.

BACKGROUND: This study aims to describe the training offered and the availability of professionals required by the Ministry of Health for mental health problems management in the community. METHODS: A cross-sectional study was carried out on the training offered in mental health in Peruvian universities. A search for programs was conducted using the University Information System database and universities' websites, as well as using the Ministry of Health's database on health personnel and data on the number of enrolled and current students provided by the University Information System database and the Transparency section of the universities. RESULTS: There were 214 undergraduate, 55 specialty and 7 subspecialty programmes, of which 39%, 47% and 100%, respectively, were offered in the capital city. The duration ranged from 5 to 7 years for undergraduate programs and from 1 to 3 years for subspecialty and second specialty programs. The cost of undergraduate programs ranged from free of charge up to USD 6863.75 for the first semester of study. Second specialty programs ranged from 720 up to 11 986 USD and subspecialty programs ranged from 2267 up to 9138 USD, with medicine being the most expensive. On the other hand, there are a greater number of psychology students (n = 78 781) pursuing undergraduate studies than working professionals (n = 5368), while in the second specialty of psychiatry there are far fewer students pursuing the specialty (n = 67) than working professionals (n = 454). CONCLUSIONS: The problem of professional training in mental health requires that the institutions involved in health and education develop policies to decentralize programs, communicate the demand for professionals in certain areas, make them accessible to the low-income population, respond to mental health problems and guarantee their quality. On the other hand, regarding the low number of mental health personnel working, it is suggested to increase the mental health budget to generate more mental health services and employment.

Impact of the COVID-19 pandemic on the nursing students' education in a public university in Colombia / Impacto de la pandemia de COVID-19 en la formación de estudiantes de enfermería en una universidad pública de Colombia / Impacto da pandemia de COVID-19 na formação de estudantes de enfermagem de uma universidade pública da Colômbia

Objective. To explore the impacts of the COVID-19 pandemic on nursing student education in one public university in Medellin, Colombia. Methods. This descriptive qualitative study used content analysis to address the following questions: (1) How has the COVID-19 pandemic impacted nursing education at the University of Antioquia? (2) What were the most important challenges experienced by nursing students? (3) What was most supportive for the students during the pandemic? and (4) What were the potential opportunities and lessons learned related to nursing education? Data were collected virtually through individual online interviews with 14 undergraduate nursing students and analysed using qualitative content analysis with constant comparisons. Results. Four main categories of findings related to the experience of undergraduate nursing students during the COVID-19 pandemic were identified: (1) transitioning to online learning, (2) managing the digital world, (3) impacts on clinical training, and (4) work-related stressors. Key challenges included home environments that were not conducive to learning, reduced social interactions with peers and faculty, accessing technology required for online education and insufficient preparation for clinical practice. Family members and university-provided resources were important sources of student support. Whereas the pandemic limited opportunities for hands-on clinical training, the shift to online learning allowed for the development of skills related to informational technologies and telehealth. Conclusion. Undergraduate students at the University of Antioquia identified significant barriers to learning during the COVID-19 pandemic restrictions and transition to online learning, as well as new opportunities for the development of digital skills among both students and faculty.

Objetivo. Explorar los impactos de la pandemia de COVID-19 en la formación de estudiantes de enfermería en una universidad pública de Medellín, Colombia. Métodos. Este estudio cualitativo descriptivo en el que se utilizaron las siguientes preguntas: (1) ¿Cómo ha impactado la pandemia de COVID-19 en la educación de enfermería en la Universidad de Antioquia? (2) ¿Cuáles fueron los retos más importantes experimentados por los estudiantes de enfermería? (3) ¿Qué fue lo que más apoyó a los estudiantes durante la pandemia? y (4) ¿Cuáles fueron las oportunidades potenciales y las lecciones aprendidas relacionadas con la educación en enfermería? Los datos se recopilaron virtualmente mediante entrevistas individuales en línea con 14 estudiantes de enfermería y se analizaron mediante análisis de contenido cualitativo con comparaciones constantes. Resultados. Se identificaron cuatro categorías principales de hallazgos relacionados con la experiencia de los estudiantes universitarios de enfermería durante la pandemia por COVID-19. Estas categorías son (1) transición al aprendizaje en línea, (2) gestión del mundo digital, (3) impactos en la formación clínica y (4) factores de estrés relacionados con el trabajo. Entre los principales retos se encontraban los entornos domésticos poco propicios para el aprendizaje, la reducción de las interacciones sociales con los compañeros y el profesorado, el acceso a la tecnología necesaria para la educación en línea y la preparación insuficiente para la práctica clínica. Los familiares y los recursos proporcionados por la universidad fueron importantes fuentes de apoyo para los estudiantes. Mientras que la pandemia limitó las oportunidades de formación clínica práctica, el cambio a la enseñanza en línea permitió el desarrollo de habilidades relacionadas con las tecnologías de la información y la telesalud. Conclusión. Los estudiantes de pregrado de la Universidad de Antioquia identificaron barreras significativas para el aprendizaje durante las restricciones de la pandemia COVID-19 y la transición al aprendizaje en línea, así como nuevas oportunidades para el desarrollo de habilidades digitales tanto entre los estudiantes como entre los profesores.

Objetivo. Explorar o impacto da pandemia de COVID-19 na formação de estudantes de enfermagem de uma universidade pública de Medellín, Colômbia. Métodos. Neste estudo qualitativo descritivo, as seguintes perguntas foram usadas para orientar a entrevista individual virtual síncrona: (1) Como a pandemia de COVID-19 impactou o ensino de enfermagem na Universidade de Antioquia? (2) Quais foram os desafios mais importantes vivenciados pelos estudantes de enfermagem? (3) O que mais apoiou os alunos durante a pandemia? e (4) Quais foram as principais oportunidades e lições aprendidas relacionadas ao ensino de enfermagem? Participaram 14 estudantes de enfermagem, as informações foram analisadas por meio de análise de conteúdo qualitativa com comparações constantes. Resultado. Foram identificadas quatro categorias principais descobertas relacionadas à experiência dos universitários de enfermagem durante a pandemia de COVID-19: (1) transição para o aprendizado online, (2) gestão do mundo digital, (3) impactos na formação clínica e (4) fatores de estresse relacionados com o trabalho. Entre os principais desafios estavam ambientes domésticos pouco propícios ao aprendizado, interações sociais reduzidas com colegas e professores, acesso à tecnologia necessária para educação online e preparação insuficiente para a prática clínica. Os familiares e os recursos fornecidos pela universidade foram importantes fontes de apoio para os estudantes. Embora a pandemia tenha limitado as oportunidades de treinamento clínico prático, a mudança para o ensino online permitiu o desenvolvimento de habilidades relacionadas à tecnologia da informação e à telessaúde. Conclusão. Os alunos de graduação que participaram da pesquisa identificaram barreiras significativas ao aprendizado durante as restrições da pandemia do COVID-19 e a transição para o aprendizado online, bem como novas oportunidades para o desenvolvimento de habilidades digitais entre alunos e professores.

Evaluating an intervention of telehealth education and simulation for advanced practice registered nurse students: A single group comparison study.

As healthcare delivery continues to evolve and expand, nurse educators must prepare advanced practice registered nursing (APRN) students to use telehealth technology safely, effectively, and confidently. The aims of this study were to describe APRN students' beliefs and confidence regarding the delivery of care via telehealth in their future practice. To evaluate these aims, a single group comparison study was conducted. APRN students received an intervention comprised of multimodal telehealth instruction, which involved the simulated application of telehealth with standardized patients. Students' beliefs regarding telehealth did not significantly change between the pre- and post-intervention, in which all areas were rated high pre-intervention. Students reported an increase in their perception and confidence post-intervention. Integration of telehealth into the APRN curriculum is essential to instil knowledge and confidence as healthcare technology advances.