(1) Background: Clinical practice constitutes a scenario where the student approaches reality. The pedagogical relationship that is built between the nurse, the tutors and the student becomes important. And this requires intentional and reflective accompaniment. The principal objective was to design a hybrid-learner-centered training model requiring reflection and acquisition of specific skills. (2) Methodology: This was a prospective observational study using an intentional sample of 87 students. A hybrid model based on a dynamic virtual forum and Individual Improvement Plan (IIP) was constructed, evaluated using a self-completed questionnaire with a Likert scale. (3) Results: A model of accompaniment to the practices was built that allows for unifying a work plan. A transversal activity IIP was designed. A discussion forum was incorporated for each subject tutor. The analysis of the questionnaire showed that learning assessment, tutorials, virtual forums, self-assessment and satisfaction statistically differed. (4) Conclusions: The model allows students to be accompanied to acquire skills, knowledge, and attitudes and to develop critical thinking, as well as to improve the teaching quality of the practices of the Curriculum of the Nursing degree and to achieve their own competences through student-centered methodologies. This study was not registered.
The implementation of prevention strategies can reduce the risk of having a stroke. This prospective, longitudinal, multicenter observational study of 82 patients describes health habits, quality of life, coping strategies, and physical and neurological status at 3 months and 1 year after stroke. The EuroQoL-5D quality of life scale (EQ-5D) and the coping strategy measurement scale (COPE-28) were used to assess pain and discomfort, and behavioral and lifestyle changes. Significant differences were observed in the pain or discomfort levels of those patients with behavioral and lifestyle changes. Correlation was also found between pain or discomfort and the coping strategies associated with active emotional support at 1 year after stroke. The results of the pain or discomfort dimension were not, however, associated with better adherence to treatment. Pain and discomfort could have a predictive value in changes in lifestyles and behaviors but not for treatment adherence in patients who have had a stroke, which is significant at 1 year. In addition to important active coping strategies such as social support, these changes in behavior and lifestyle following a stroke are long-term and should therefore be assessed during the initial examination.
Background: The context of the pandemic in Spain meant a high demand for care. The purpose of this pilot work was to determine the stress factors, conducted on final-year nursing students at a Spanish university, who volunteered to carry out healthcare tasks, in pandemic and post-pandemic contexts. Methods: An observational prospective cohort pilot survey was conducted with an intentional sampling of the forty-seven students. We collected sociodemographic and stressor data using the validated KEZKAK questionnaire. The STROBE checklist was used to evaluate the study. Results: The median scores obtained from nursing students incorporated as auxiliary health workers are lower than those who were not incorporated, and statistically significant differences were found: lack of skills and abilities (p = 0.016); relationship with tutors and colleagues (p = 0.004); impotence and uncertainty (p = 0.011); inability to manage the relationship with the patient (p = 0.009); emotional involvement (p = 0.032); distress caused by the relationship with patients and item overload (p = 0.039); and overload items (p = 0.011). The post-pandemic only maintained “lack of skill and abilities” (p = 0.048), from nursing students incorporated as auxiliary health workers. Conclusion: This pilot study showed that nursing students who joined as auxiliary health personnel presented less perceived stress than non-incorporated nursing students. Still, more prospectively designed clinical research is needed.
Background: Active learning methodologies have been widely adopted into undergraduate healthcare, and a strategic framework that guides learning to the students, being blended-learning which combines the best of face-to-face and virtual learning. Therefore, this study aimed to identify the key elements from a virtual forum in achieving competencies in clinical practice in critical care, and to evaluate the b-learning process of undergraduates nursing through a virtual forum on Moodle Platform.Methods: Mixed research conducted. A qualitative descriptive phenomenological methodology informed by virtual forum and quantitative descriptive method from self-reported questionnaire. An intentional sample of nursing students of clinical practice in critical care units from fourth-year undergraduate in Rovira Virgili University (Spain) was employed. Data source included virtual forum (sixteen weeks) and final seminar classroom included face-to-face. Sociodemographic and forum variables were evaluated questionnaire ad hoc (fifty questions): learning, tutoring, satisfaction, and self-evaluation about virtual forum with Likert scores 1:(strongly disagree) to 4:(strongly agree).Results: It was observed 51 nursing students, 70.6% of students were women (n.36) with an average of age of 21.18 years (standard deviation 2,186). In the qualitative analysis of the forums, six main categories were extracted: The humanization of care (n=93), Communication (n=69), Learning (n =92), Professional knowledge (n=55), Clinical Safety (n=66), Complexity (n=101). The analysis of the questionnaire shows: The evaluation learning, tutoring, self-evaluation about virtual forum, and satisfaction. The items that have presented significant differences (p<0.05) are six items and by (p<0.01) one item.Conclusion: The dynamized forum allows accompanying the students while their clinical practice in critically ill patients in their learning process to develop critical thinking. It’s also a useful tool for achieving results, in scenarios that have become the result of social confinements, which will lead to a paradigm change in universal education.
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