Exploring nursing student self-esteem change and its predictors: Cohort study and its methodological challenges.

OBJECTIVE: Considering methodological difficulties and inconsistent results of previous studies on it, the objective was to describe the change in nursing student self-esteem over time and its predictors, using a sound theoretical framework and relevant tools to measure and analyse the data. METHOD: Cohort study. Self-esteem and related factors were assessed in nursing students in a 4-year bachelor's program at the beginning of each academic year from 2017 to 2019 and at the end of the academic year in May 2020, using he revised version of Self-liking/Self-competence scale of Tafarodi and Swann. Univariate and multivariate analyses were performed via generalized linear mixed modelling. RESULTS: Self-esteem was moderate at the beginning of the program: 50.40 (9.10). It increased slightly over time: 51.15 (9.11) at T1; 51.64 (0.49) at T2; and 51.39 (10.79) at T3 (P = .002). Baseline variables that predicted self-esteem change were gender, secondary school graduation level, state anxiety, intent to continue, and self-efficacy. Assessing and improving those last variables via a strong career plan could boost student achievement and increase retention during and after training. CONCLUSION: Nursing student self-esteem can be assessed using a bidimensional model, with a two-factor scale like Tafarodi & Swann's self-liking/self-competence scale. Generalized linear mixed model is a useful way to correlate large sets of longitudinal data.

Mental health of nursing students regarding the Moroccan earthquake: A cross-sectional study.

OBJECTIVE: In addition to the economic and social impact, mental health issues are one of health needs during natural disaster such as earthquake. Thus, surveillance for mental health variables is crucial for public health planning. Nursing students as professional students may be particularly vulnerable to adverse mental health effects after an earthquake because of their potential role in emergency response and the challenges associated with providing medical care in crisis conditions. The aim of this research was to assess the mental health of students after six months of the Moroccan earthquake and associated factors. METHOD: A cross-sectional survey of student nurses was conducted on March 2024; six months after the Moroccan earthquake in front to 261 students using class sampling method. Three validated psychometric measures, Post-Traumatic Stress Disorder (PCL-C), Depression, Anxiety and Stress Scale (DASS-21), and The Connor-Davidson Resilience Scale (CD-RISC) were used to assess the nursing student mental health after Moroccan earthquake. RESULTS: Anxiety, Depression, Stress and abnormal post-traumatic stress rank was present respectively in 44.8%, 37.1%, 7.7%, 61.3% of participants. However, a minority of students obtained the high resilience score (13.8%). The results showed that the DAS scale correlated negatively with age (p = 0.034). Furthermore, the female gender, 3rd grade students (as final year for the nursing diploma) and those who had lost a family member in the natural disaster obtained higher medians with a significant difference in the DAS scale score (p < 0.05). The post-traumatic stress scale was only affected by material damage (p = 0.044). However, the high level of scores resilience obtained significantly for students living with their families. In contrast, no association between the mental health of nursing students and attending the phenomenon or living near earthquake foci. CONCLUSION: This study has demonstrated the crucial need to train healthcare providers in emotion management in the event of a natural disaster, and to launch a priori initiatives, particularly with regard to the mental health of students in health universities, in order to prepare them psychologically for any intervention in the case of an alert.

Palliative care learning model based on transformational learning theory in palliative care of nursing students in Indonesia.

INTRODUCTION: Palliative care competence is one of the competencies that must be possessed by generalist nurses. For this reason, strategies for developing palliative care learning models need to be carried out to ensure nursing students have palliative care competencies. Therefore, this study was structured to develop a transformation theory-based palliative care learning model that prioritizes the active participation of students to deal with palliative care in future practice. METHODS: This study was a cross-sectional study involving 189 nursing students as participants. The proposed model involves six variables, namely student characteristics, educator characteristics, learning media, palliative care competencies, transformative learning theory (TLT)-based palliative learning, and competency achievement. Data were collected using a questionnaire that was tested using the Structural Equation Modeling (SEM) technique. RESULTS: SEM analysis showed that the R2 value of TLT-based palliative care learning was 0.707 or 70.7%. These results indicate that the diversity of TLT-based palliative care learning variables can be explained by the variables of students, educators, palliative competencies, and learning media by 70.7%. Each construct has a value of Q2 > 0, which means the model is satisfactory. The path coefficient value of 0.627 indicates that the characteristics of educators have the most significant contribution to the TLT-based palliative care learning model. CONCLUSION: It can be concluded that the teaching-learning process based on TLT is a promising strategy to support nursing students to achieve palliative care competence.

Validation of the Pressure Injury Prevention Knowledge questionnaire in nursing students: Rasch analysis. / Validación del cuestionario de Conocimientos sobre prevención de lesiones por presión en estudiantes de Enfermería: análisis Rasch.

OBJECTIVE: The aim of our study is to measure the knowledge of nursing students at the University of Jaén about evidence-based recommendation for the prevention of pressure injuries. METHOD: A cross-sectional observational and validation study was carried in 2019, using an online survey. All the students registered on the Nursing Degree programme of the University of Jaén were invited to participate. The psychometric properties of the Pressure Injury Prevention Knowledge questionnaire (PIPK) were tested by a Rasch analysis. With the analysis, the percentage of correct and wrong answers was calculated, the global score and the association with some educational variables. RESULTS: The PIPK questionnaire showed adequate psychometric characteristics (alpha=.89) and good fit to the Rasch model. The average knowledge score on pressure injury prevention obtained was 21.0 (this is 67.7% of the maximum). Higher scores were obtained by the students that had finished some clinical placements; those with more placements; had attended a meeting about pressure injuries and those in a higher year of the programme. CONCLUSIONS: The PIPK questionnaire is a valid and reliable instrument for measuring the knowledge of nursing students about pressure injuries prevention. The nursing students of the University of Jaén obtained a score in the questionnaire higher than 50%.

Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. / Relación de la procrastinación académica con la competencia percibida, el afrontamiento, la autoestima y la autoeficacia en estudiantes de enfermería.

OBJECTIVE: The aim of this study was to study the role that perceived competence, resilient coping, self-esteem and self-efficacy can have as protective factors of the academic procrastination of nursing students. METHOD: Participants were 237 nursing students, 202 women and 35 men. The participants answered a questionnaire that contained the Spanish forms of the following instruments: Tuckman Procrastination Scale (TPS), Perceived Personal Competence Scale (PPC), Brief Resilient Coping Scale (BRCS), Rosenberg Self-Esteem Scale (RSES) and General Self-Efficacy Scale (GSE). RESULTS: Significant and negative correlation coefficients (p<.01) were obtained between the procrastination scale and the rest of the measures used. The linear regression analysis identified Perceived Competence (PPC) as the only predictive variable of procrastinating behaviour, explaining 21.5% (R2aj) of the variance. DISCUSSION: The results of the study show the important protective role that the variables associated with 'positive' psychology have on procrastination. Of special relevance for the theory and practice of teaching is the result that indicates the predictive role of Perceived Competence on the academic procrastination of students.

Academic procrastination in nursing students. Spanish adaptation of the Academic Procrastination Scale-Short Form (APS-SF). / Procrastinación académica en estudiantes de enfermería. Adaptación española de la Academic Procrastination Scale-Short Form (APS-SF).

AIM: The aim of this paper was the translation and adaptation to Spanish of the Academic Procrastination Scale-Short Form of McClosky / Yockey, and to determine its preliminary psychometric properties of validity and reliability in a sample of nursing students. METHOD: 178 nursing students, 143 female and 35 male, participated in the study. They answered an anonymous and self-administered questionnaire, which contained demographic data, the Academic Procrastination Scale-Short Form (APS-SF) and the Tuckman Procrastination Scale (TPS). RESULTS: A Cronbach's alpha coefficient of 0.87 and a two-week test-retest coefficient of 0.89 was obtained. The correlation between the 2administered scales was 0.70. The confirmatory factor analysis shows a suitable fit to the unifactorial model proposed for the original version of the scale. No significant floor or ceiling effects were observed in the APS-SF scores. DISCUSSION: The results of the study seem to confirm that the Spanish version of the Brief Scale of Academic Procrastination is a valid and reliable instrument, which, due to its characteristics, can be useful to quickly evaluate procrastinating behaviours related to the academic activities of Spanish-speaking students.

Descriptive study of the satisfaction of nursing degree students in high-fidelity clinical simulation practices. / Estudio descriptivo de la satisfacción de los estudiantes del Grado en Enfermería en las prácticas de simulación clínica de alta fidelidad.

OBJECTIVE: To describe the level of satisfaction of nursing students with clinical simulation in their undergraduate training. METHOD: a descriptive observational study of a retrospective cross section was conducted in undergraduate students in Nursing during the academic years 2016-17 and 2017-18. The instrument used was the High Fidelity Clinical Simulation satisfaction scale in students (ESSAF), a validated, anonymous and self-administered questionnaire (alpha .857) to measure the level of satisfaction after high-fidelity clinical simulation practices. RESULTS: Data were collected from a total of 269 students, of which 63.3% were women and the average age of the sample was 21.68±13.46 years. The analysis of frequencies shows results of the grade of satisfaction over 89%, especially in decision-making, the ability to prioritize and learning procedures. Of the answers, 87% exceeded an average of 4 out of 5. The questions in the questionnaire with answers higher than 4.6 were the realism of the cases (4.71), the teacher provides constructive feedback after each session (4.65), the simulation relates theory to practice (4.72), the analysis (debriefing) at the end of the session helps reflection on the cases (4.65) and practical utility (4.69). CONCLUSIONS: Nursing students from the University of Cantabria (Spain) report high satisfaction in high fidelity clinical simulation, confirming its usefulness in the learning process.

Relación entre alfabetización en salud y autocuidado en estudiantes de enfermería en Concepción, Chile, CHILE / Relationship Between Health Literacy And Selfcare In Nursing Students In Concepción, Chile

El nivel bajo de alfabetización en salud constituye un problema de salud pública y se asocia con escaso conocimiento, mayor uso de los servicios públicos y menores conductas de autocuidado. La presente investigación busca determinar la relación entre alfabetización en salud y autocuidado en estudiantes de enfermería. El estudio presentó un diseño descriptivo-correlacional utilizando dos escalas validadas: “Cuestionario H1 Alfabetización en Salud” y “Escala de agencia de autocuidado”. El índice de alfabetización en salud se relaciona de manera positiva y estadísticamente significativa con el puntaje de autovaloración del estado de salud, confirmando así la relación entre ambas variables. (AU)

Low health literacy constitutes a public health problem associated with low knowledge, greater use of public services, and less self-care behaviors. This research examines the link between health literacy and nursing students' self-care. The study presented a descriptive-correlational design using two validated scales: the "H1 Health Literacy Questionnaire" and the "Self-care agency scale." The health literacy index is positively and statistically significantly related to the self-assessment score of the state of health, thus confirming the relationship between both variables. (AU)

Identificación y manejo de situaciones emocionales vividas por los estudiantes de enfermería durante las prácticas clínicas / Identification and management of emotional situations experienced by student nurses during clinical placements

Introducción: La Enfermería es una profesión en la que se viven situaciones emocionales muy complejas y difíciles, por lo que adquiere especial importancia el saber gestionar de forma adecuada las emociones para poder evitar estados de estrés crónico.Objetivo: Identificar las situaciones emocionales que experimentan los estudiantes de enfermería durante su experiencia clínica y la relación de ésta con las habilidades de la profesión enfermera, así como su gestión emocional. Método: Estudio de diseño mixto cualitativo/cuantitativo. La parte cualitativa se basa en el estudio de las situaciones emocionales percibidas por el alumnado en las prácticas clínicas, recabado a través de una pregunta abierta sobre situaciones que le habrían generado une emoción intensa. La cuantitativa, por su parte, se centra en la IEP (Inteligencia Emocional Percibida) del alumnado medido por cuestionario Trait Meta-Mood Scale (TMMS-24).Resultados: En la primera parte se identifican dos categorías principales: Las habilidades y la falta de habilidades, entre las cuales, la categoría más identificada es la de las “habilidades”, siendo la subcategoría más representativa la de “empatía”, seguida del “autoconocimiento”. En ambas, la situación emocional primordialmente identificada es la muerte.En la segunda parte, se examinan los resultados y se infiere una asociación entre la dimensión Comprensión de la IEP y las habilidades de la profesión enfermera.Conclusión: La muerte está muy presente en las emociones del alumnado de prácticas clínicas siendo la empatía, la habilidad más presente. La comprensión emocional puede ayudar a estimular la empatía y promover el autoconocimiento (AU)

Introduction: Nursing is a profession in which very complex and challenging emotional situations are experienced. Therefore, knowing how to manage emotions properly is particularly important to avoid chronic stress. Objective: Identifying Emotional situations experienced by nursing students during their clinical experience and their relationship with the skills of the nursing profession, as well as emotional management. Method: Study with a mixed qualitative and quantitative design. The qualitative part is based on the study of emotional situations experienced by students in clinical practices, gathered through an open question on situations that have generated intense emotion. In turn, the quantitative part is focused on the PEI of the students, measured by the Trait Meta-Mood Scale (TMMS-24) questionnaire. Results: The first section identifies two main categories: skills and lack of skills. Among these, the most identified category is that of "skills", the most representative subcategory being that of "empathy", followed by "self-knowledge". In both, the emotional situation identified primarily is death. In the second section, the results are examined, and an association is inferred between the Comprehension dimension of PEI and the skills of the nursing profession. Conclusion: Death is very present in students' emotions in clinical practices, with empathy being the skill with the most significant presence. Emotional comprehension may help to stimulate empathy and promote self-knowledge (AU)

Stress and anxiety in nursing students during the first wave of the COVID-19 pandemic / Estrés y ansiedad en estudiantes de enfermería durante la primera ola de la pandemia de COVID-19

Objetivo: Comparar los niveles de ansiedad y estrés agudo entre los/las estudiantes de enfermería que se incorporaron al trabajo durante la primera ola de la pandemia de COVID-19 y aquellos que no lo hicieron. Métodos: Estudio descriptivo transversal multicéntrico realizado en tres universidades públicas españolas. Un total de 216 estudiantes de enfermería participaron en nuestro estudio. La recopilación de datos se realizó mediante un formulario en línea. Se recopilaron variables relacionadas con las condiciones para ingresar al mercado laboral y se incluyó la Escala de Autoevaluación de Ansiedad de Zung y el Cuestionario de Reacción Aguda al Estrés de Stanford. Se llevaron a cabo análisis univariados y multivariados. Resultados: El 42,6% de los estudiantes ingresaron al mercado laboral. La puntuación global de ansiedad fue x?=36,31 (DE=5,71) y la puntuación de estrés fue x?=82,39 (DE=30,84). Los niveles más bajos de ansiedad se encontraron en aquellos que se incorporaron al mercado laboral (x?=35,67; DE=5,78), en comparación con aquellos que no lo hicieron (x?=36,73; DE=5,67). El 92,4% del total de alumnos presentaron estrés agudo. El estrés agudo fue mayor en aquellos que no trabajaron (x?=84,35; DE=32,38), y significativamente en mujeres. Conclusiones: Los estudiantes de enfermería mostraron ser capaces de hacer frente al estrés en situaciones como la pandemia de COVID-19. No se puede descartar un efecto del trabajador sano. El estrés y ansiedad de los estudiantes de enfermería deben tenerse en cuenta por los tutores de prácticas clínicas y cuando se incorporan al mercado laboral por primera vez (AU)

Objective: To compare anxiety and acute stress levels among nursing students who joined the labour market during the first wave of the COVID-19 pandemic and those who did not.Methods: A cross-sectional, multicentre descriptive study across three Spanish public universities. A total of 216 nursing students participated in our study. Data collection was carried through an online questionnaire, that included variables on conditions for entering the labour market, the Zung Anxiety Self-Assessment Scale and the Stanford Acute Stress Reaction Questionnaire. We performed univariate and multivariate analyses. Results: Overall, 42.6% (n=92) of the students entered the labour market during the first wave of the COVID-19 pandemic. The global anxiety score was x̄=36.31 (SD=5.71) and the stress score was x̄=82.39 (SD=30.84). Lower anxiety levels were observed among those who joined the labour market (x̄=35.67; SD=5.78) as compared to those who did not (x̄=36.73; SD=5.67). Overall 92.4% of the students were acutely stressed. Acute stress was higher among those who did not work (x̄=84.35; SD=32.38) and significantly in women. Conclusions: Nursing students were able to cope with stress in situations such as the COVID-19 pandemic. A healthy worker effect could not be ruled out. Stress and anxiety among nursing students should be considered by clinical practice preceptors and at the time students first enter the labour market (AU)

[Validity and reliability of the sense of coherence scale among nursing undergraduate students from a Spanish university]. / Validez y confiabilidad de la escala de sentido de coherencia en estudiantes de grado de enfermería de una universidad española.

OBJECTIVE: To analyze the factor structure of the OLQ-13 scale and to study the direct relationship between sense of coherence and lifestyles in university students of nursing. METHOD: Cross-sectional study. LOCATION: University of Jaén. Andalusia, Spain. PARTICIPANTS: 384 students from the first three years of the nursing degree in the University of Jaén. MAIN MEASUREMENT: Internal consistency was studied by Cronbach's alpha, reliability test-retest was measured by intraclass coefficient correlation (ICC) and construct validity was analysed by exploratory factor analysis, confirmatory factor analysis and known-groups technique. RESULTS: The internal consistency of the scale was adequate (Cronbach α = 0.809). The ICC for the reliability test-retest was 0.91. The exploratory factor analysis showed 3 factors explaining 50.13% of the variance. The confirmatory factor analysis showed f goodness-of-fit indexes for the proposed model CFI=0.965; RMSA=0.041; GFI=0.963; SRMR=0.041. Statistically significant differences in sense of coherence were found among the subgroups of students with healthy and unhealthy lifestyles (p <0.001). CONCLUSIONS: The study confirms the multidimensionality of the OLQ-13 scale, in which 3 factors were identified: external meaningful, comprehensibility and manageability, and internal comprehensibility and manageability. The OLQ-13 may be a valid and reliable scale for use in the Spanish university population.

Nursing Degree students' perception about their clinical practice environment: a phenomenological study. / Percepción de los estudiantes del Grado en Enfermería sobre su entorno de prácticas clínicas: un estudio fenomenológico.

AIM: To explore the perception of fourth-year nursing students of the healthcare environment where their training process in clinical practices takes place. METHODS: Phenomenological qualitative study based on the hermeneutical philosophy of Gádamer that included the development of focus groups and semi-structured interviews in a sample of fourth-year nursing students from the University of Almería. The collection period was in February 2016. The information obtained was transcribed and analyzed by inductive strategies in search of emerging categories. RESULTS: The analysis revealed two main categories: (1) influence of the clinical environment on the healthcare and teaching performance of nurses and on student learning and (2) training and job prospects for the future professionals. Each of them showed two subcategories with their corresponding codes. The information collected showed the experiences and perceptions of Nursing students regarding the healthcare environment where their training process in clinical practices takes place. CONCLUSIONS: This study enabled us to discover the perception of fourth-year nursing students of the environment where their training process in clinical practices takes place. Knowledge of this phenomenon helps to identify deficits in students' clinical learning and to adapt university curricula to their training needs in order to guarantee their success as professionals facing future clinical-labour demands.

Conocimiento en estudiantes de enfermería sobre desinfección terminal del área quirúrgica / Knowledge in nursing students about terminal disinfection of the surgical area

Determinar el nivel de conocimiento de los estudiantes de enfermería de la Universidad Técnica de Ambato sobre la desinfección terminal del área quirúrgica. Metodología: Esta investigación es cuantitativa, con enfoque descriptivo de cohorte transversal ya que el nivel de conocimiento se ha representado mediante tablas y gráficos para describir la problemática del periodo octubre 2023-febrero 2024. Resultados: Se evidencia el alto porcentaje de respuestas incorrectas por cada ítem por parte de los estudiantes. La categoría desinfección fue respondida de manera incorrecta con un porcentaje del 26%, la categoría proceso de desinfección con el 55,6%, la categoría aplicación del DAN con el 45.8%, la categoría desinfectante del DAN con el 36,2% y, por último, la categoría riesgo y prevención del DAN con el 29,2%. Conclusiones: El nivel de conocimiento de los estudiantes sobre desinfección es bajo, porque no están lo suficientemente motivados o interesados en el tema de desinfección[AU]

Determine the level of knowledge of nursing students at the Technical University of Ambato about terminal disinfection of the surgical area.Methodology:This research is quantitative, with a descriptive cross-sectional cohort approach and the level of knowledge has been represented through tables and graphs to describe the problems of the period October 2023-February 2024.Results:A high percentage of incorrect answers for each item by the students is evident. The disinfection category was answered incorrectly with a percentage of 26%, the disinfection process category with 55.6%, the DAN application category with 45.8%, the disinfectant category with 36.2% and, finally, the DAN risk and prevention category. with 29.2%. Conclusions:The level of knowledge of students about disinfection is low, because they are not sufficiently motivated or interested in the topic of disinfection[AU]

Determinar o nível de conhecimento dos estudantes de enfermagem da Universidade Técnica de Ambato sobre desinfecção terminal da área cirúrgica. Metodologia:Esta pesquisa é quantitativa, com abordagem descritiva de coorte transversal e o nível de conhecimento foi representado por meio de tabelas e gráficos para descrever os problemas do período outubro de 2023 a fevereiro de 2024.Resultados: Evidencia-se um alto percentual de respostas incorretas para cada item por parte dos alunos. A categoria desinfecção foi respondida incorretamente com um percentual de 26%, a categoria processo de desinfecção com 55,6%, a categoria aplicação DAN com 45,8%, a categoria desinfetante com 36,2% e, por último, a categoria risco e prevenção DAN. com 29,2%.Conclusões:O nível de conhecimento dos alunos sobre desinfecção é baixo, porque não estão suficientemente motivados ou interessados no tema da desinfecção[AU]

Ensino-aprendizagem do processo de enfermagem: percepção de discentes da graduação / Teaching-learning of the nursing process: perception of graduate students / Enseñanza-aprendizaje del proceso de enfermería: percepción de estudiantes de posgrado

Objetivo: descrever as concepções dos discentes de graduação sobre o processo de enfermagem. Método: trata-se de um estudo de abordagem qualitativa, exploratória, descritiva e transversal. Os dados coletados, armazenados durante a técnica do questionário, foram analisados à luz da análise de conteúdo de Bardin. Resultados: no processo de categorização, foram identificadas as seguintes categorias.: limitações na abordagem do processo de ensino-aprendizagem do Processo de Enfermagem nas disciplinas e práticas clínicas.: fragmentação e falta de continuidade; avaliação das metodologias de ensino do Processo.: desafios e lacunas; uso de Linguagem Padronizada; aproximação e aplicação das Teorias de Enfermagem no contexto prático. Considerações finais:este estudo revela limitações no ensino do Processo de Enfermagem para discentes de graduação, evidenciando uma abordagem fragmentada, falta de integração interdisciplinar e desafios nas metodologias de ensino. Tais descobertas direcionam melhorias no ensino para formação mais abrangente e eficaz em Enfermagem

Objective: describe the conceptions of undergraduate about the nursing process. Methods: this is a qualitative, exploratory, descriptive, and cross-sectional study. The data collected, stored during the questionnaire technique, were analyzed through Bardin's content analysis. Results: in the categorization process, the following categories were identified: limitations in the approach to the teaching-learning process of the Nursing Process in disciplines and clinical practices: fragmentation and lack of continuity; Evaluation of teaching methodologies of the Process: challenges and gaps; Use of Standardized Language; Approach and application of nursing theories in practical context. Final considerations: this study reveals limitations in the teaching of the Nursing Process for undergraduate students, highlighting a fragmented approach, lack of interdisciplinary integration, and challenges in teaching methodologies. These findings guide improvements in education for a more comprehensive and effective nursing training

Objetivos:describir las concepciones de estudiantes sobre el proceso de enfermería. Método: se trata de un estudio cualitativo, exploratorio, descriptivo y transversal. Los datos recopilados, almacenados durante la técnica del cuestionario, fueron analizados a la luz del análisis de contenido de Bardin. Resultados: en el proceso de categorización, se identificaron las siguientes categorías: limitaciones en el enfoque del proceso de enseñanza-aprendizaje del Proceso de Enfermería en las disciplinas y prácticas clínicas: fragmentación y falta de continuidad; Evaluación de las metodologías de enseñanza del Proceso: desafíos y lagunas; Uso de lenguaje estandarizado; Aproximación y aplicación de teorías de enfermería en el contexto práctico. Consideraciones finales: este estudio revela limitaciones en la enseñanza del Proceso de Enfermería para estudiantes de pregrado, evidenciando un enfoque fragmentado, falta de integración interdisciplinaria y desafíos en las metodologías de enseñanza. Estos hallazgos orientan mejoras en la educación para una formación en enfermería más integral y efectiva

Reflexiones sobre el cuidado ambiental desde la perspectiva de estudiantes universitarios de Enfermería / Reflections on Environmental Care from the Perspective of University Nursing Students

Introducción: Cada día el medio ambiente se ve deteriorado por la contaminación ambiental y el cambio climático, por tanto, es necesario que desde su formación universitaria los futuros enfermeros tomen conciencia ambiental, ayuden a prevenir enfermedades emergentes y se comprometan con el cuidado de su entorno, que le permita un hábitat saludable para todos. Objetivo: Comprender las reflexiones sobre el cuidado ambiental desde la perspectiva de estudiantes universitarios de Enfermería. Métodos: Se realizó una investigación cualitativa descriptiva exploratoria en agosto del 2022. La población fue de 20 estudiantes de Enfermería de la Universidad Nacional "Toribio Rodríguez de Mendoza" de Amazonas en Perú, que cursaron la asignatura de Enfermería en Salud Ambiental, y la muestra fue de 12 estudiantes, obtenida por la técnica de saturación y redundancia. Para recolectar los datos se usó la entrevista semiestructurada a través de la plataforma Zoom, procesadas con el análisis de contenido temático. Resultados: Se obtuvieron cuatro categorías: a) Interés para cuidar el medio ambiente, b) Estrategias para cuidar el medio ambiente a nivel personal y familiar, c) Percepción sobre el cuidado/descuido del medio ambiente en su comunidad, y d) Impacto de la formación profesional para cuidar el medio ambiente. Conclusiones: Los estudiantes de Enfermería son conscientes de la importancia del cuidado del medio ambiente y por ello practican, junto a su familia, acciones que ayudan a mitigar el cambio climático. Se confirma el impacto positivo que tiene la asignatura de Enfermería en salud ambiental, por ello otras escuelas y facultades de Enfermería lo deberían considerar en sus planes curriculares(AU)

Introduction: Every day, the environment becomes much deteriorated by environmental pollution and climate change; therefore, it is necessary that, from their university education, future nurses become environmentally aware, help to prevent emerging diseases and commit themselves to taking care of their environment, allowing a healthy habitat for all. Objective: To understand the reflections on environmental care from the perspective of university Nursing students. Methods: An exploratory descriptive and qualitative research was conducted in August 2022. The population was 20 Nursing students from Universidad Nacional Toribio Rodríguez de Mendoza, of Amazonas in Peru, who studied the subject of Nursing in Environmental Health. The sample, of 12 students, was obtained using the saturation and redundancy technique. To collect the data, a semistructured interview was used through the Zoom platform, processed using thematic content analysis. Results: Four categories were obtained: a) Interest in caring for the environment, b) Strategies to care for the environment at a personal and family level, c) Perception on care/neglect of the environment in their community, and d) Impact of professional training to care for the environment. Conclusions: Nursing students are aware of the importance of caring for the environment; therefore, they carry out, together with their family, actions that help to mitigate climate change. The positive impact of the course Nursing in Environmental Health course is confirmed, and other schools or academic institutions of nursing should consider it for their curricular plans(AU)

Percepción de estresores académicos antes y durante la pandemia de COVID-19 en estudiantes de Enfermería / Nursing Students' Perception of Academic Stress before and during de COVID-19 Pandemic

Introducción: Los estresores académicos tienen efectos negativos en la salud y el desarrollo académico de los estudiantes de educación superior. Objetivo: Identificar los estresores académicos de mayor prevalencia antes y durante la pandemia de COVID-19 y su relación con factores socioacadémicos. Métodos: Se realizó un estudio longitudinal correlacional. La muestra censal en el 2019 fueron 166 y en el 2021, 156 estudiantes de enfermería de una universidad pública andina (Huaraz, Perú). El instrumento fue el Inventario de Estrés Académico. Los análisis estadísticos incluyeron comparación de medias, correlación de Pearson y Rho de Spearman. Resultados: Fueron estresores académicos antes vs. durante la pandemia de COVID-19: sobrecarga académica (3,94vs. 3,51), falta de tiempo (3,75vs. 3,14), trabajos obligatorios (3,12vs. 2,98). Estos correlacionaron antes de la pandemia con: mayor número de cursos e insatisfacción con rendimiento académico y; durante la pandemia: sexo femenino e insatisfacción con situación económica. Las mujeres percibieron cuatro o siete estresores académicos y los varones dos o uno, antes o durante la pandemia de COVID-19, respectivamente. Conclusiones: Los estresores académicos en los estudiantes antes y durante la pandemia de COVID-19 fueron: sobrecarga académica, falta de tiempo para cumplir con las actividades académicas y realización de trabajos obligatorios para aprobar las asignaturas. Las mujeres presentaron más estresores académicos que los varones antes y durante la pandemia. Los estresores académicos correlacionaron con factores académicos antes de la pandemia; y con factores sociales durante la pandemia(AU)

Introduction: Academic stressors have negative effects on the health and academic development of higher education students. Objective: To identify the most prevalent academic stressors before and during the COVID-19 pandemic and their relationship with socio-academic factors. Methods: A longitudinal correlational study was carried out. The census sample in 2019 was 166; and, in 2021, 156 nursing students from an Andean public university (Huaraz, Peru). The instrument was the Academic Stress Inventory. Statistical analyzes included comparison of means, Pearson correlation and Spearman's rho. Results: The following were academic stressors before vs. during the COVID-19 pandemic: academic overload (3.94 vs. 3.51), lack of time (3.75 vs. 3.14), mandatory assignments (3.12 vs. 2.98). These were correlated, before the pandemic, with greater number of courses and dissatisfaction with academic performance; and, during the pandemic, with female sex and dissatisfaction with the economic situation. The women perceived four or seven academic stressors and the male perceived two or one, before or during the COVID-19 pandemic, respectively. Conclusions: The academic stressors in students before and during the COVID-19 pandemic were academic overload, lack of time to complete academic activities, and completing mandatory work to pass the subjects. The women presented more academic stressors than the male before and during the pandemic. Academic stressors were correlated with academic factors before the pandemic and with social factors during the pandemic(AU)

O aborto na perspectiva de graduandos em enfermagem

Objetivos: Explorar as representações sociais de estudantes de enfermagem sobre o abortamento provocado e discutir as representações sociais sobre o cuidado de enfermagem à mulheres em processo de abortamento ou pós-aborto com complicações. Método: Trata-se de um estudo qualitativo, fundamentado na Teoria das Representações Sociais, realizado com 16 estudantes de enfermagem do curso de Enfermagem da região do nordeste do Brasil, realizado no período de novembro de 2022. Foi utilizado como critério de inclusão ser estudante de enfermagem devidamente matriculado(a) no semestre 2022.2 da UNEB e de exclusão ser menor de 18 anos. Os dados foram coletados através da entrevista semiestruturada e analisados por meio do software Iramuteq que gerou a Classificação Hierárquica Descendente. Resultados: Após o processamento dos dados e o agrupamento das palavras feito pelo sistema, obteve-se a classificação dos segmentos de texto e a definição dos nomes das classes: Classe 1: Cuidado de enfermagem à mulher em situação de aborto; Classe 2: Representação do abortamento provocado na perspectiva dos direitos sexuais e reprodutivos e sua legalização como forma de reduzir o risco de complicações e morte; Classe 3: Representação do abortamento provocado na perspectiva dos direitos sexuais e reprodutivos e sua legalização como forma de reduzir o risco de complicações e morte. Conclusão: Torna-se necessário que na graduação o tema seja discutido com mais frequência para que se possa ampliar o conhecimento frente aos desafios e complexidades que futuros profissionais irão lidam na prestação de cuidados à mulheres em processo de abortamento ou pós-aborto com complicações.

Objetivos: Explorar las representaciones sociales de estudiantes de enfermería sobre el aborto inducido y discutir las representaciones sociales de los cuidados de enfermería a mujeres sometidas a un aborto o postaborto con complicaciones. Método: Se trata de un estudio cualitativo, basado en la Teoría de las Representaciones Sociales, realizado con 16 estudiantes de enfermería del curso de Enfermería de la región noreste de Brasil realizado en noviembre de 2022. El criterio de inclusión fue ser estudiante de enfermería debidamente matriculado en la 2022.2 semestre en la UNEB y exclusión debe ser menor de 18 años. Los datos fueron recolectados mediante entrevistas semiestructuradas y analizados mediante el software Iramuteq, que generó la Clasificación Jerárquica Descendente. Resultados: Después del procesamiento de los datos y la agrupación de las palabras realizadas por el sistema, se clasificaron los segmentos de texto y se definieron los nombres de las clases: Clase 1: Atención de enfermería a la mujer sometida a aborto; Clase 2: Representación del aborto inducido desde la perspectiva de los derechos sexuales y reproductivos y su legalización como forma de reducir el riesgo de complicaciones y muerte; Clase 3: Representación del aborto inducido desde la perspectiva de los derechos sexuales y reproductivos y su legalización como forma de reducir el riesgo de complicaciones y muerte. Conclusión: Es necesario que durante la graduación se discuta con mayor frecuencia el tema para que se puedan ampliar conocimientos ante los desafíos y complejidades que enfrentarán los futuros profesionales al brindar atención a mujeres en proceso de aborto o postaborto con complicaciones.

Objectives: Exploring the social representations of nursing students about induced abortion and discuss the social representations of nursing care for women undergoing an abortion or post-abortion with complications. Method: This is a qualitative study based on the Theory of Social Representations, carried out with 16 nursing students from the Nursing course in the Northeast region of Brazil held in November 2022. The inclusion criterion was being a student of nursing duly enrolled in the 2022.2 semester at UNEB and exclusion must be under 18 years of age. Data were collected through semi-structured interviews and analyzed using the Iramuteq software, which generated the Descending Hierarchical Classification. Results: After processing the data and grouping the words carried out by the system, the text segments were classified and the names of the classes were defined: Class 1: Nursing care for women undergoing an abortion; Class 2: Representation of induced abortion from the perspective of sexual and reproductive rights and its legalization as a way of reducing the risk of complications and death; Class 3: Representation of induced abortion from the perspective of sexual and reproductive rights and its legalization as a way of reducing the risk of complications and death. Conclusion: It is necessary that during graduation the topic is discussed more frequently so that knowledge can be expanded in the face of the challenges and complexities that future professionals will deal with when providing care to women in the process of miscarriage or post-abortion with complications.

Experiências de estudantes do curso de licenciatura em enfermagem sobre supervisão clínica em uma universidade de Moçambique

Objetivo: Descrever as experiências dos estudantes do último ano do Curso de Enfermagem da Universidade Católica de Moçambique sobre a supervisão clínica prestada pelos técnicos de enfermagem. Método: Estudo qualitativo-fenomenológico, realizado com estudantes do último ano do Curso de Enfermagem da Universidade Católica de Moçambique. A entrevista em profundidade foi a técnica utilizada para recolha de dados, analisados através da análise de conteúdo. Resultados: Os resultados foram divididos em quatro categorias principais que emergiram da análise das entrevistas e dizem respeito 1) à percepção dos alunos sobre o supervisor acadêmico, destacada pela presença e ausência de docentes no ambiente clínico; 2) ao supervisor clínico explicitado pelos supervisores técnicos de enfermagem, com subcategorias sobre o aluno de nível superior como ameaça ao enfermeiro técnico, tensão na relação entre supervisores clínicos e alunos, disposição e reação dos supervisores clínicos; 3) ao contexto, representado pela falta de recursos materiais e humanos, diversidade cultural e pandemia de COVID-19; e 4) à percepção de si mesmos como alunos, dividida em falta de orientação no ambiente clínico, vivência da prática clínica como um pesadelo e esperança durante a experiência. Também são apresentadas algumas propostas de melhorias. Conclusão: Os resultados deste estudo permitiram descrever o fenômeno em estudo, revelando a percepção dos estudantes sobre a supervisão clínica e o efeito do contexto em que esta relação se desenvolve. Estes resultados servirão para avaliar a forma de melhorar a supervisão clínica através da identificação de um modelo inovador a seguir. Esta medida é essencial para o desenvolvimento profissional dos estudantes de enfermagem.

Objetivo: Describir las experiencias de los estudiantes de último año de enfermería de la Universidad Católica de Mozambique en relación con la supervisión clínica realizada por los técnicos de enfermería. Método: Estudio cualitativo-fenomenológico realizado con estudiantes de último año de enfermería de la Universidad Católica de Mozambique. La entrevista en profundidad fue la técnica utilizada para la recolección de datos, que fueron analizados a través del análisis de contenido. Resultados: Los resultados se dividieron en cuatro categorías principales que surgieron del análisis de las entrevistas y están relacionadas con 1) la percepción de los estudiantes sobre el supervisor académico, destacada por la presencia y ausencia de personal docente en el entorno clínico; 2) el supervisor clínico explicitado por los supervisores técnicos de enfermería, con subcategorías sobre el estudiante de nivel superior como amenaza para el enfermero técnico, tensión en la relación entre supervisores clínicos y estudiantes, disposición y reacción de los supervisores clínicos; 3) al contexto, representado por la falta de recursos materiales y humanos, la diversidad cultural y la pandemia COVID-19; y 4) a la percepción sobre ellos mismos como estudiantes, dividido en la falta de orientación en el entorno clínico, el vivir las prácticas clínicas como una pesadilla y la esperanza durante la experiencia. También se presentan algunas propuestas de mejora. Conclusión: Los resultados de este estudio han permitido describir el fenómeno estudiado, revelando la percepción de los estudiantes sobre la supervisión clínica y el efecto del contexto en el que se desarrolla esta relación. Estos resultados servirán para evaluar cómo mejorar la supervisión clínica, identificando un modelo innovador a seguir. Esta medida es esencial para el desarrollo profesional de los estudiantes de enfermería.

Objective: To describe the experiences of final year nursing students at the Catholic University of Mozambique regarding the clinical supervision done by nursing technicians. Method: A qualitative-phenomenological study carried out with final year nursing students at the Catholic University of Mozambique. The in-depth interview was the technique used to collect data, which was analyzed using Content Analysis. Results: The results were divided into four main categories that emerged from the analysis of the interviews and are related to 1) the students' perception of the academic supervisor, highlighted by the presence and absence of teaching staff in the clinical setting; 2) the clinical supervisor made explicit by the nursing technical supervisors, with subcategories on the higher level student as a threat to the technical nurse, tension in the relationship between clinical supervisors and students, disposition and reaction of clinical supervisors; 3) the context, represented by the lack of material and human resources, cultural diversity and the COVID-19 pandemic; and 4) the perception about themselves as students, divided into lack of orientation in the clinical setting, living the clinical practice as a nightmare and hope during the experience. Some proposals for improvement are also presented. Conclusion: The results of this study have helped to describe the phenomenon studied, revealing the students' perception about clinical supervision and the effect of the context that this relationship develops. These results will help to evaluate how to improve clinical supervision by identifying an innovative model to follow. This action is essential for the professional development of nursing students.

Cognitive maturity of Portuguese nursing students to intervene in disasters: initial training contribution / Madurez cognitiva de estudiantes Portugueses de enfermería para intervenir en desastres: contribución de la formación inicial / Maturidade cognitiva do estudante de enfermagem Português para intervir em desastres: contribuição da formação inicial

ABSTRACT Objective: To understand whether, from the perspective of coordinators/directors of nursing courses and nurses with skills in the field of disasters, nursing students have the necessary cognitive maturity to articulate the various dimensions inherent to the area of disasters, allowing efficient performance. Method: A study with a qualitative methodological approach, based on inductive reasoning and rigorous phenomenon description, based on exploratory research. Results: Given the specificity and complexity of these phenomena, the inclusion of the disaster domain in the teaching-learning process, supporting valid knowledge construction and allowing the development and maturity of nursing students' cognitive processes, is crucial. Conclusion: Currently, reduced technical-scientific training in the field of disasters in Portugal constitutes a barrier in the development of nursing students' cognitive maturity, impeding their ability to respond when faced with phenomena of this complexity.

RESUMEN Objetivo: Comprender si, desde la perspectiva de los coordinadores/directores de carreras de enfermería y enfermeros con competencias en el área de desastres, el estudiante de enfermería tiene la madurez cognitiva necesaria para articular las diversas dimensiones inherentes al área de desastres, permitiendo desempeño eficiente. Método: Estudio con enfoque metodológico cualitativo, basado en razonamientos inductivos y descripción rigurosa de los fenómenos, basado en investigación exploratoria. Resultados: Dada la especificidad y complejidad de estos fenómenos, la inclusión del dominio de desastres en el proceso de enseñanza-aprendizaje, para apoyar la construcción de conocimientos válidos y permitir el desarrollo y madurez de los procesos cognitivos del estudiante de enfermería, es crucial. Conclusión: Actualmente, la reducida formación técnico-científica en el campo de los desastres en Portugal constituye una barrera en el desarrollo de la madurez cognitiva de los estudiantes de enfermería, impidiendo su capacidad de respuesta ante fenómenos de esta complejidad.

RESUMO Objetivo: Compreender se, na perspectiva dos coordenadores/diretores dos cursos de licenciatura em enfermagem e enfermeiros com competências no domínio de desastres, o estudante de enfermagem apresenta a necessária maturidade cognitiva para articular as diversas dimensões inerentes à área de desastres, permitindo um desempenho eficiente. Método: Estudo de abordagem metodológica qualitativa, sustentado no raciocínio indutivo e na descrição rigorosa dos fenômenos, alicerçado na pesquisa exploratória. Resultados: Diante da especificidade e da complexidade desses fenômenos, a inclusão do domínio de desastres no processo de ensino-aprendizagem, para subsidiar a construção de conhecimento válido e permitir o desenvolvimento e maturidade dos processos cognitivos do estudante de licenciatura em enfermagem, é determinante. Conclusão: Atualmente, a redutora formação técnico-científica no domínio de desastres em Portugal constitui uma barreira no desenvolvimento da maturidade cognitiva do estudante de enfermagem, impedindo a sua capacidade de resposta quando confrontado com fenômenos dessa complexidade.

Experiências e rede de apoio de estudantes de Enfermagem durante o período de infecção pelo SARS-CoV-2 / Experiencias y red de apoyo de estudiantes de Enfermería durante elperíodo de infección por SARS-CoV-2 / Experiences And Support Network Of Nursing Students During The Sars-Cov-2 Infection Period

Objetivo: apreender como estudantes de Enfermagem perceberam a atuação da rede de apoio diante da experiência com a infecção pelo SARS-CoV-2. Método: estudo descritivo, de abordagem qualitativa. Os dados foram coletados entre novembrode 2021 e maiode 2022, mediante entrevistas remotas e presenciais, audiogravadas com 15 estudantes, selecionadas por conveniência.Os dados foram submetidos à análise de conteúdo, modalidade temática,e interpretados à luz do modelo de adaptação de Roy.Resultados: as participantes foram todas do sexo feminino, as quais,durante o período de infecção pelo SARS-CoV-2, experienciaram diferentes necessidades, que levaram a três modos adaptativos: fisiológico, função na vida real e interdependência. A rede informal (familiares, amigos, vizinhos e membros deigreja) ofertou apoio instrumental, informacional, emocional e espiritual, sobretudo por telefone e aplicativos de mensagens. O apoio da rede formal (serviços e profissionais de saúde) foi percebido como insuficiente e, por vezes, desumano. Conclusão: afamília, mesmoquando distante, constituiu a principal fonte de apoio. A atuação do sistema de saúde limitou-se a uma assistência pontual e ao repasse de orientações sobre cuidados, sendoconsiderada insuficiente em algumas situações.(AU)

Objetivo:comprender cómo los estudiantes de Enfermería percibieron la actuación de la red de apoyo frente a la experiencia con la infección por SARS-CoV-2. Método:estudio descriptivo, de enfoque cualitativo. Los datos se recopilaron entre noviembre de 2021 y mayo de 2022, mediante entrevistas remotas y presenciales, grabadas en audio con 15 estudiantes, seleccionadas por conveniencia. Los datos se sometieron a análisis de contenido, modalidad temática, e interpretados a la luz del modelo de adaptación de Roy. Resultados:las participantes fueron todas mujeres, quienes, durante el período de infección por SARS-CoV-2, experimentaron diferentes necesidades, que llevaron a tres modos adaptativos: fisiológico, función en la vida real e interdependencia. La red informal (familiares, amigos, vecinos y miembros de la iglesia) ofreció apoyo instrumental, informativo, emocional y espiritual, principalmente por teléfono y aplicaciones de mensajería. El apoyo de la red formal (servicios y profesionales de la salud) fuepercibido como insuficiente y, en ocasiones, deshumano. Conclusión:la familia, incluso a distancia, constituyó la principal fuente de apoyo. La actuación del sistema de salud se limitó a una asistencia puntual y a proporcionar orientaciones sobre cuidados, siendo considerada insuficiente en algunas situaciones.(AU)

Objective: To understand how Nursing students perceived the role of the support network in the face of their experience with SARS-CoV-2 infection. Method: Descriptive study, with a qualitative approach. Data were collected between November 2021 and May 2022, through remote and in-person, audio-recorded interviews with 15 students, selected for convenience. The data were subjected to content analysis, thematic modality, and interpreted in light of Roy's adaptation model. Results: The subjects were all female, who, during the SARS-CoV-2 infection period, experienced different needs, which led to three adaptive modes: physiological, real-life function and interdependence. The informal network (family, friends, neighbors, and church members) offered instrumental, informational, emotional, and spiritual support, especially via telephone and messaging apps. Support from the formal network (healthcare services and professionals) was perceived as insufficient and, at times, inhumane. Conclusion: The family, even when distant, was the main source of support. The health system's actions were limited to punctual assistance and the provision of guidance on care, being considered insufficient in some situations.(AU)