Purpose The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants (n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership.

El modelo educativo propuesto desde el Espacio Europeo de Educación Superior requiere una transformación orientada hacia un aprendizaje socio-constructivista desde el que se prepare al alumnado para la globalización, el avance tecnológico y la capacidad de innovación constante. A este respecto, la utilización del enfoque metodológico Design Thinking está cobrando cada vez mayor relevancia en el proceso de formación universitaria de los futuros docentes. Desde esta perspectiva, se describe una experiencia de Design Thinking cuya finalidad es el diseño de un proyecto de innovación educativa y se analizan, mediante un cuestionario, las percepciones de 107 estudiantes universitarios sobre dicho proceso. Los resultados indican que los equipos de trabajo lograron diseñar planteamientos innovadores a problemáticas reales de su entorno comprometiéndose activamente en el proceso compartido de búsqueda de soluciones. Esta metodología activa supone un impulso a la confianza de los estudiantes en sus capacidades creativas y desarrollo de las habilidades empáticas.

Aim: Barcelona Hospital Campus Vall D'Hebron (Hospital A) and Hospital Mollet (Hospital B) provide women with humanized maternity care, but there are differences in dimension and complexity. This study describes the obstetrical results and women's childbirth satisfaction of these two Spanish hospitals. Design: A correlational descriptive study was conducted with 194 postpartum women. Methods: Satisfaction and birth experience were evaluated using the CEQ-E and the MCSRSS questionnaires. A bivariate and discriminant analysis was conducted to evaluate the relationship between satisfaction and the recorded variables. Results: There were significant differences between both hospitals in prenatal class attendance (p = 0.006), same midwife during all process (p = 0.000), and mode of delivery (p = 0.009). Significant association was found among overall satisfaction and immediate breastfeeding in the delivery room (p = 0.050), skin-to-skin contact (p = 0.004), beginning of labour (p = 0.031), and delivery mode (p = 0.011). The total questionnaires scores mean of CEQ-E and MCSRSS were Hospital A 66.97 and 130.64; Hospital B 67.98 and 129.98, respectively. Women at both hospitals were satisfied with different aspects. Conclusion: Despite obtaining similar results in both hospitals, there are better obstetrical outcomes in hospital B with less complexity. However, women's satisfaction scores are slightly different in certain questionnaires subscales between both hospitals.

No abstract