Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations.

To determine the usefulness of combining two methodologies (OSCE and escape room) in a scenario simulation to evaluate a subject, and determine the evaluation of the students of this experience. An observational cross-sectional study was carried out with students enrolled in a sexual and reproductive health-care course as a part of their nursing degree. The students had to solve four clinical cases based on the contents of the teaching practices of the subject by solving clues that led them to carry out procedures and techniques and provide care in scenario simulators. Students evaluated the experience using the GAMEX (Gameful Experience in Gamification) scale. Mean differences were estimated with their respective 95% confidence intervals. A total of 124 students participated. Of these, 63.7% (79) solved the clinical cases with their knowledge and skills. Most (80.6%, 100) students stated that they completely remembered and applied the knowledge of the topic during the game. Almost all (98.4%, 122) would recommend this experience. The dimensions with the best rating on the GAMEX scale were "fun", with an average score of 4.7 points (0.49), followed by "critical thinking", with 4.2 (0.59). Women presented statistically better scores than men (mean difference: 1.58; 95% CI: 0.55, 2.61). The OSCE combined with an escape room using scenario simulations may be a useful tool to evaluate the subject. In addition, the students were satisfied, had fun, and recommended the experience. This study was not registered.

Evaluation of the Use of Project-Based Learning in the Nursing Degree.

Project-based learning (PBL) is a teaching methodology that allows students to acquire knowledge and competencies through the completion of projects that respond to real-life problems. The aims of this study were to evaluate the acquisition of knowledge of students of the Aging Nursing subject through a PBL-based intervention and determine the degree of student satisfaction with the use of this methodology. A mixed, quasi-experimental, pre-post study was conducted without a control group using an educational intervention based on PBL and descriptive phenomenology with content analysis of the experiences reported after it. A knowledge questionnaire about nursing homes was administered before the start of the intervention. After using PBL to carry out the subject project, the same knowledge questionnaire and an ad hoc questionnaire on satisfaction, assessment, and improvement aspects were administered. In total, 111 nursing students participated. The difference in knowledge after the educational intervention was significant. The mean pre-intervention score was 5.56, SD 1.50, and the mean post-intervention score was 7.14, SD 1.59, (p = 0.001). In total, 74% of the students stated that they were very satisfied with the use of this methodology. The students had a positive perspective on the process of acquiring knowledge that PBL allows. The students improved their knowledge about the planning and management of nursing homes with the use of the project-based learning teaching methodology. They were very satisfied with said activity. Teachers must be adequately trained for the correct implementation of this teaching methodology. This study was not registered.

Nursing Education in a Real-Life Context: The Teaching Ward Round.

Education in nursing is continually changing. The didactic methods used in other fields may be useful for closing the gap between theoretical learning and the reality of practical nursing. This study aimed to determine the association between a teaching model centered on the reality of nursing care, which is individualized to each context, and knowledge acquisition. A controlled experimental study was conducted with random allocation to two groups of students in their second year of a nursing degree (University of Jaén). The control group undertook practical work placements according to the traditional model. The intervention group participated in a "teaching round" during their practical placements. Knowledge tests were conducted after the placements. No significant differences were found for age or education level between the students of the control group (n = 46) and the intervention group (n = 48). In terms of the association between participation in the teaching round and the knowledge test (maximum score of 10), the mean grade in the intervention group was 8.83 ± 0.22, while it was 7.68 ± 0.23 in the control group (p = 0.001). The teaching round increased the student's acquisition of knowledge, even though this was not reflected in the global grade of the course.

Design and Validation of a Questionnaire on Communicating Bad News in Nursing: A Pilot Study.

Communicating bad news (CBN) is a fundamental skill in nursing; nevertheless, few instruments exist for its evaluation. This study presents a questionnaire designed to measure nurses' knowledge and ability of CBN, as well as the analysis of its psychometric properties. Based on a literature search, the initial dimensions of CBN were identified to construct the questionnaires' items, which were evaluated by experts for the validity of the items' contents. Construct validity and reliability of the resulting questionnaire was carried out in a sample of 71 nurses of an Andalusian university hospital. A questionnaire with 25 items was constructed with a high internal consistency (Cronbach's alpha 0.816). The content validity was evaluated via a literature review and additionally by the assessment of seven experts. The Kaiser-Meyer-Olkin test (KMO) obtained a score of 0.683, and the Bartlett test of sphericity a value of p < 0.001. The principal component analysis supported a construct of four dimensions. This questionnaire was found to be a valid and reliable instrument with a high internal consistency for the evaluation of CBN knowledge and skills of nursing professionals.

Variables relacionadas con la tentativa suicida en una provincia de España durante tres años (2009-2011) / Variables related to suicide attempt in a Spanish province over a three-year period (2009-2011)

Resumen Se trató de detectar y describir variables socio-demográficas y clínicas en personas que han realizado una tentativa suicida. Se llevó a cabo un análisis de los registros telemáticos sobre personas admitidas en los servicios de Urgencias del distrito sanitario norte durante el periodo 2009-2011 por trastornos mentales. Se seleccionaron 826 registros de personas, donde 485 eran mujeres, entre 14 y 94 años. Del total, 412 habían realizado un intento de suicidio, y fueron comparadas con otras personas sin tentativa suicida previa. Se aplicó un análisis de regresión logística binaria para examinar los factores más predictivos del intento de suicidio. Los resultados muestran que el riesgo de realizar un intento de suicidio aumenta con la edad, donde el periodo de mayor riesgo es el de 34 a 53 años (p < 0,001; OR = 6,99), ser de género femenino (p < 0,05; OR = 2,70) y encontrarse desempleada (p < 0,05; OR = 4,98). Los diagnósticos psicopatológicos más predictivos para la tentativa suicida fueron los trastornos de ansiedad (p < 0,01; OR = 3,95) y los trastornos del control de impulsos/adicciones (p < 0,01; OR = 3,76). Se discute la importancia de crear perfiles de riesgo y protección concretos para la puesta en marcha de políticas sanitarias contextualizadas de prevención de la tentativa suicida.

Abstract The aim was to identify and describe socio demographic and clinical variables in individuals who have made a suicide attempt. An analysis of electronically stored records on persons admitted to the emergency departments of a northern health district during the period 2009-2011 for mental disorders was conducted. The records of 826 patients (30.1% of the total), where 485 (58.7%) were female, aged between 14 and 94 years (M = 49.3; SD = 12.7), were selected. This amounted to 412 individuals (49.9%) who had made a suicide attempt, and were compared with others without prior suicide attempt. A binary logistic regression analysis was performed to examine the strongest predictors of suicide attempt. The results show that the risk of making a suicide attempt increases with age, those most at risk being aged 34 to 53 years (p < 0.01; OR = 6.99), female (p < 0.05; OR = 2.70) and unemployed (p < 0.05; OR = 4.98). The most predictive psychopathological diagnoses for suicide attempt were anxiety disorders (p < 0.01; OR = 3.95) and impulse control disorders/addictions (p < 0.01; OR = 3.76). The importance of creating specific risk and protection profiles when implementing contextualized health policies on suicide attempt prevention is discussed.

Variables related to suicide attempt in a Spanish province over a three-year period (2009-2011). / Variables relacionadas con la tentativa suicida en una provincia de España durante tres años (2009-2011).

The aim was to identify and describe socio demographic and clinical variables in individuals who have made a suicide attempt. An analysis of electronically stored records on persons admitted to the emergency departments of a northern health district during the period 2009-2011 for mental disorders was conducted. The records of 826 patients (30.1% of the total), where 485 (58.7%) were female, aged between 14 and 94 years (M = 49.3; SD = 12.7), were selected. This amounted to 412 individuals (49.9%) who had made a suicide attempt, and were compared with others without prior suicide attempt. A binary logistic regression analysis was performed to examine the strongest predictors of suicide attempt. The results show that the risk of making a suicide attempt increases with age, those most at risk being aged 34 to 53 years (p < 0.01; OR = 6.99), female (p < 0.05; OR = 2.70) and unemployed (p < 0.05; OR = 4.98). The most predictive psychopathological diagnoses for suicide attempt were anxiety disorders (p < 0.01; OR = 3.95) and impulse control disorders/addictions (p < 0.01; OR = 3.76). The importance of creating specific risk and protection profiles when implementing contextualized health policies on suicide attempt prevention is discussed.

Se trató de detectar y describir variables socio-demográficas y clínicas en personas que han realizado una tentativa suicida. Se llevó a cabo un análisis de los registros telemáticos sobre personas admitidas en los servicios de Urgencias del distrito sanitario norte durante el periodo 2009-2011 por trastornos mentales. Se seleccionaron 826 registros de personas, donde 485 eran mujeres, entre 14 y 94 años. Del total, 412 habían realizado un intento de suicidio, y fueron comparadas con otras personas sin tentativa suicida previa. Se aplicó un análisis de regresión logística binaria para examinar los factores más predictivos del intento de suicidio. Los resultados muestran que el riesgo de realizar un intento de suicidio aumenta con la edad, donde el periodo de mayor riesgo es el de 34 a 53 años (p < 0,001; OR = 6,99), ser de género femenino (p < 0,05; OR = 2,70) y encontrarse desempleada (p < 0,05; OR = 4,98). Los diagnósticos psicopatológicos más predictivos para la tentativa suicida fueron los trastornos de ansiedad (p < 0,01; OR = 3,95) y los trastornos del control de impulsos/adicciones (p < 0,01; OR = 3,76). Se discute la importancia de crear perfiles de riesgo y protección concretos para la puesta en marcha de políticas sanitarias contextualizadas de prevención de la tentativa suicida.

Competencias sociales en estudiantes universitarios de Ciencias de la Salud (España) / Social skills in university students studying Health Sciences (Spain)

El propósito de este estudio fue describir y entrenar las competencias sociales en un grupo de estudiantes del área de Ciencias de la Salud. Se valoró el nivel de habilidad social en un grupo de estudiantes de Ciencias de la Salud (N = 216; 131 [60,6%] mujeres) con edades comprendidas entre los 20 y los 54 años de edad (M = 33,12; DT = 8,75) antes y después de un entrenamiento en habilidades sociales utilizando la técnica de juego de roles. Se aplicó la intervención solo al grupo experimental. La muestra total presentaba un nivel muy bajo de habilidad social inicial. El grupo de estudiantes entrenado mejoró su nivel de habilidad social en comparación con el grupo control, sobre todo en autoexpresión en situaciones sociales, expresión de enfado o disconformidad, y decir "no" y cortar interacciones. Se discute la importancia de las habilidades sociales en la competencia profesional de los estudiantes del área de salud, y se plantean perspectivas futuras de interés para investigadores y docentes del área sanitaria interesados en este aspecto

The aim of this study was to describe and train social skills to a group of students in the field of health sciences. Social skill level was assessed in a group of health science students (N = 216; 131 [60.6%] women) aged between 20 and 54 years (M = 33.12; SD = 8.75) both before and after training in social skills using the role-playing technique. Intervention alone was applied to the experimental group. The total sample had a very low level of initial social skills. The trained students group showed improved social skill level compared to the control group, particularly in self-expression in social situations, expressing anger or disagreement, and saying "no" and ending interactions. The importance of social skills in health students' professional competence is discussed, and future considerations of interest to researchers and teachers working in a health setting and with a stake in this approach are considered