Objetivo: Describir la relación y la influencia de la inteligencia emocional (IE) rasgo en el riesgo suicida (RS) de jóvenes de la carrera de enfermería. Métodos: Investigación de tipo cuantitativa, correlacional y transversal. De muestreo no probabilístico, y participaron 201 estudiantes. Se aplicó virtualmente una encuesta con antecedentes sociodemográficos; además la Inteligencia Emocional se evaluó con la escala TEIQue-SF; y la ideación suicida a través de la Escala de Desesperanza de Beck. Resultados: se evidencia una correlación moderada negativa (r= -,376; p=0,000) para uno de los factores de la IE de rasgo y nivel de RS. Conclusiones: un menor nivel del factor bienestar de la IE de rasgo se relacionó con un mayor nivel de RS. La IE de rasgo se asoció como un factor protector ante el RS en estos estudiantes. Los centros formadores deberían implementar programas donde se propicie el desarrollo de la IE en contraposición de la ideación suicida.
Objetivo: comparar el riesgo de suicidio de adolescentes de enseñanza media, residentes de localidades urbanas y rurales por género en la Región de Coquimbo, Chile. Material y método: la investigación es de tipo cuantitativo descriptivo no experimental, en una muestra no probabilística. En noviembre del 2016, de forma anónima, se aplicó el Cuestionario de Screening de Suicidalidad de Okasha, sobre tendencia suicida, a una muestra de 349 adolescentes de 14-19 años (48,7 % hombres-51,3 % mujeres), que asistían a establecimientos educativos urbanos y rurales, de la región de Coquimbo, en Chile. Se utilizó una ANOVA de dos vías para las variables localidad y género. Resultados: no existen diferencias en el riesgo de suicidio según localización geográfica, pero sí por género; se presentó un 15,76 % de adolescentes femeninas con riesgo suicida. Conclusiones: el suicidio es un problema de salud pública mundial, sobre el que no se ha abordado adecuadamente a nivel de prevención y promoción en salud; existe diversidad de factores que influyen en el riesgo suicida y el factor asociado al género femenino presenta un mayor riesgo; mientras que la ubicación geográfica de residencia no registra riesgo.
Objetivo principal: Relacionar el síndrome de burnout académico con el riesgo suicida en los estudiantes de enfermería de una universidad del norte de Chile. Metodología: enfoque cuantitativo, correlacional, y de corte transversal, de diseño no experimental. Resultados principales: los participantes reportaron un 10 % de la muestra con riesgo suicida moderado y severo, y ambas variables presentaron relaciones estadísticamente significativas (r=,501, p<,000). Conclusión principal: Existe relación entre el burnout académico y el riesgo suicida. Asimismo, la detección oportuna y precoz de la relación entre el burnout académico y el riesgo suicida puede ayudar a prevenir el comportamiento suicida e incluso el suicidio en estudiantes de enfermería. Urge que las universidades busquen estrategias de pesquisa precoz del síndrome de burnout y así evitar tragedias como las de un suicidio asociado.
Introduction: Psycho-emotional risks in nursing students are a persistent problem over time, describing the protective factors in this population is an increasingly important need. Objective: To describe the relationship of Self-esteem with Trait Emotional Intelligence in the return of post-confinement face-to-face academic activities in Nursing students at a public university in Chile. Methods: Quantitative, correlational, cross-sectional, non-experimental study. The TEIQue-SF Emotional Intelligence questionnaire and the Rosenberg self-esteem scale were applied; both questionnaires cross-culturally adapted for use in the target population; the final sample was 213 nursing students from 1st to 5th year. Results: There was a prevalence of 68.1% with low self-esteem, likewise, in trait Emotional Intelligence, 37% were found in the very high percentile. In addition, a positive weak correlation was associated between the total self-esteem and the emotionality factor (r=.268; p<.000). Likewise, a strong negative correlation was observed between total self-esteem and the trait Emotional Intelligence Well-being factor (r=-.705; p<.000). Conclusions: There is a psycho-emotional risk associated with the reported low self-esteem and biosociodemographic factors. Trait emotional intelligence is considered a protective factor and influences self-esteem. Universities and academic teachers should be a source of training in emotional management, trying to develop this construct as an important protective factor in this student body at risk.
No studies have been identified that address theoretical frameworks to guide the work of occupational health nursing. This integrative review aimed to identify nursing philosophies, theories and conceptual models applied in occupational health nursing. The search conducted in the WoS, PubMed, SCOPUS, BVS and CINAHL databases, analyzing 2974 manuscripts, applying filters, inclusion, and exclusion criteria previously defined, the final sample was composed of 17 articles. Of the selected studies, no philosophies were identified in the area, 1 manuscript corresponded to a theory and the remaining 16 were conceptual models. Regarding the topics, 2 papers were focused on environmental health, 3 addressed the client as a worker and 12 analyzed nursing as a worker; highlighting mainly emerging models, with a diminished development, as these were rescued mainly through the original publications of the authors and no uses were identified in other manuscripts. The identified theoretical frameworks will allow guiding the approach to health situations in occupational nursing. It was possible to distinguish developed areas, mainly associated with the formation, vision, role, orientation, and well-being of occupational health nursing, while the approach to the client as a worker and environmental health were only minimally addressed, being considered as knowledge gaps.
Introduction: among the elements that make up the disciplinary knowledge of nursing are the conceptual models, which guide the work, so it is necessary to know the methodological strategies used for their construction. Objective: to analyze in the available state of the art the methodological strategies used for the generation of conceptual models in nursing. Methods: an integrative review was carried out according to the "Integra" methodology, consulting the WoS, SCOPUS, CINAHL and Dialnet databases, which were complemented with a manual search. After applying filters, inclusion and exclusion criteria, the final sample consisted of 27 manuscripts. Results: the identified manuscripts fluctuated between 1968 and 2021, distinguishing a predominance in the inductive approach, the authors used elements that represent a specific reality for the construction of conceptual models of nursing, through empirical evidence through ethnographies, narrative studies, grounded theory and action research, practice experiences, observations, interviews, reflection, literature review and consensus of the researchers. Conclusions: three methodological approaches were identified for the generation of conceptual models in nursing, the inductive, deductive, and finally the mixed approach, the latter triangulating the first two, being able to enhance the strengths of each approach and diminishing its weaknesses.
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