ABSTRACT
Procedural skills are essential in the nursing profession and should be acquired during undergraduate training according to new regulations. Clinical simulation is a good alternative to teach such skills. During COVID pandemic, face-to-face learning activities were reduced to a minimum amount, thus hampering the use of clinical simulations. Since simulations should adapt to the new scenario, their virtual implementation appears as an alternative. The latter should become an important teaching tool while restrictions in mobility last. We herein review the evolution of clinical simulation as a teaching tool and to determine its future challenges.
Subject(s)
COVID-19 , Simulation Training , Students, Nursing , Clinical Competence , Humans , LearningABSTRACT
Procedural skills are essential in the nursing profession and should be acquired during undergraduate training according to new regulations. Clinical simulation is a good alternative to teach such skills. During COVID pandemic, face-to-face learning activities were reduced to a minimum amount, thus hampering the use of clinical simulations. Since simulations should adapt to the new scenario, their virtual implementation appears as an alternative. The latter should become an important teaching tool while restrictions in mobility last. We herein review the evolution of clinical simulation as a teaching tool and to determine its future challenges.
Subject(s)
Humans , Students, Nursing , Simulation Training , COVID-19 , Clinical Competence , LearningABSTRACT
Background: The delay in the diagnosis of AIDS results in higher treatment costs. Aim: To reveal the experiences of people who were diagnosed in the AIDS stage about the access to the ELISA test. Material and Methods: In depth interviews were carried out to 15 participants from public hospitals who were in the AIDS stage at the moment of the diagnosis. The main questions asked were about the motivations to take the test, the barriers found and the help received from the health care personnel. All interviews were recorded and analyzed according to Kripperdorff. Results: The three categories that emerged were the motivations to take the test, the facilitators found and the difficulties to access to the test. The main motivation was a condition of vulnerability due to the suspicion or certainty of being infected. The main facilitator was the sensation of being accepted and not discriminated. The main difficulties were the fear of having a positive test and of being discriminated and the lack of information. Conclusions: Knowing these experiences will help to improve the early detection of HIV infections.
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Aged , Perception , Enzyme-Linked Immunosorbent Assay/psychology , AIDS Serodiagnosis , Acquired Immunodeficiency Syndrome/diagnosis , Acquired Immunodeficiency Syndrome/psychology , Risk-Taking , Chile , Qualitative Research , Early Diagnosis , Delayed Diagnosis , Social DiscriminationABSTRACT
BACKGROUND: The delay in the diagnosis of AIDS results in higher treatment costs. AIM: To reveal the experiences of people who were diagnosed in the AIDS stage about the access to the ELISA test. MATERIAL AND METHODS: In depth interviews were carried out to 15 participants from public hospitals who were in the AIDS stage at the moment of the diagnosis. The main questions asked were about the motivations to take the test, the barriers found and the help received from the health care personnel. All interviews were recorded and analyzed according to Kripperdorff. RESULTS: The three categories that emerged were the motivations to take the test, the facilitators found and the difficulties to access to the test. The main motivation was a condition of vulnerability due to the suspicion or certainty of being infected. The main facilitator was the sensation of being accepted and not discriminated. The main difficulties were the fear of having a positive test and of being discriminated and the lack of information. CONCLUSIONS: Knowing these experiences will help to improve the early detection of HIV infections.
Subject(s)
AIDS Serodiagnosis , Acquired Immunodeficiency Syndrome/diagnosis , Acquired Immunodeficiency Syndrome/psychology , Enzyme-Linked Immunosorbent Assay/psychology , Perception , Adult , Aged , Chile , Delayed Diagnosis , Early Diagnosis , Female , Humans , Male , Middle Aged , Qualitative Research , Risk-Taking , Social DiscriminationABSTRACT
BACKGROUND: The success of educational interventions depends on the integration of educational programs into clinical practice. AIM: To determine the educational needs and perceived barriers of people living with HIV (PHIV) and their health care providers (HCP). MATERIAL AND METHODS: Qualitative study conducted in 60 PHIV and 10 HCP. For data collection, a semi-structured in-depth interview was applied, addressing the educational needs (content, methodology, person, time, physical location) and identified barriers to implement an educational program for PHIV Content analysis technique was used for data analysis. RESULTS: PHIV and their HCP identified the same educational needs as the following: general-related content, psychological, sexual and secondary prevention aspects of the disease. Individual sessions with written material and web pages were identified as important resources to support education. Both PHIV and professionals expressed their willingness to participate in educational programs, but the most commonly identified barrier was lack of time. CONCLUSIONS: This study identifies the key elements to include in an educational program for Chilean PHIV from the user and professional perspective.
Subject(s)
HIV Infections/therapy , Health Education , Health Personnel , Adult , Aged , Female , Humans , Male , Middle Aged , Needs Assessment , Patient Education as Topic/methods , Qualitative Research , Young AdultABSTRACT
Background: The success of educational interventions depends on the integration of educational programs into clinical practice. Aim: To determine the educational needs and perceived barriers of people living with HIV (PHIV) and their health care providers (HCP). Material and Methods: Qualitative study conducted in 60 PHIV and 10 HCP. For data collection, a semi-structured in-depth interview was applied, addressing the educational needs (content, methodology, person, time, physical location) and identified barriers to implement an educational program for PHIV Content analysis technique was used for data analysis. Results: PHIV and their HCP identified the same educational needs as the following: general-related content, psychological, sexual and secondary prevention aspects of the disease. Individual sessions with written material and web pages were identified as important resources to support education. Both PHIV and professionals expressed their willingness to participate in educational programs, but the most commonly identified barrier was lack of time. Conclusions: This study identifies the key elements to include in an educational program for Chilean PHIV from the user and professional perspective.
