ABSTRACT
Introduction: The COVID-19 pandemic has brought a new normality, a scenario where different circumstances trigger emotions such as concern about returning to face-to-face classes, to which higher education students adapt. The objective was to identify how emotional intelligence and coping with stress explain students' concern about returning to face-to-face classes post COVID-19. Methods: This was an explanatory and cross-sectional study. The sample by intention was 588 students from the Faculty of Health Sciences. The Rotterdam Emotional Intelligence Scale (REIS), the Stress Coping Questionnaire (CAE), and the ACAD-COVID-19 scale were used. For data collection, the instruments were digitized. Bivariate analysis with Chi-square and multivariate logistic regression was performed. Results: The mean age of the participants was 19.72 years; most were single and without children (96.9% and 96.8%, respectively). 74.3% did not work, 80.8% were from the first years of study, and 52.7% belonged to nursing school. About 94.2% of participants indicated having adequate emotional intelligence, 91.3% expressed coping with adequate stress, and 67.2% indicated serious concern about returning to face-to-face classes. An association was found between gender (p=0.042), age (p=0.002), year of study (p=0.027), emotional intelligence (p=0.001), and coping with stress (p=0.001) with concern for return to face-to-face classes. Emotional intelligence identified as adequate (OR: 2.580; IC95%: 1.117-5.960) and coping with stress identified as adequate (OR: 2.008; IC95%: 1.018-3.960) are more likely to express serious concern about the return to face-to-face classes after the COVID-19 pandemic. Conclusion: According to the results, the need to safeguard the psychological aspects of students is highlighted, especially emotional intelligence, as well as to improve coping with stress so that they can better manage concerns about returning to face-to-face classes. The educational authorities should implement strategies to improve these aspects in order to ensure the adequate return to face-to-face classes in new scenarios.
ABSTRACT
Introducción: La educación terciaria tiene el reto de formar profesionales de salud idóneos para desempeñarse como agentes proactivos de cambio. La participación en proyectos sociales es una estrategia para integrar la educación interprofesional en sus competencias. Objetivo: Comprender las vivencias de los estudiantes que participan en proyectos de desarrollo social, en el marco de la educación interprofesional. Métodos: Estudio cualitativo con enfoque fenomenológico. La muestra se obtuvo por saturación teórica, conformada por 11 estudiantes que participaron en proyectos de desarrollo social. La colecta de datos se realizó con una entrevista en profundidad a los estudiantes que otorgaron su consentimiento informado. Se utilizó el análisis fenomenológico de Coalizzi identificando significados, categorías y subcategorías. Resultados: Del análisis de los discursos emergieron 4 categorías: trabajo en equipo, colaboración interprofesional, toma de decisiones y resolución de conflictos, adquisición de nuevos conocimientos y habilidades. Conclusiones: Los estudiantes participantes fortalecieron el trabajo en equipo ya que conocieron mejor su rol. La comunicación interprofesional fue base para consolidar su participación en los roles de liderazgo y les permitió visualizar su actuar ulterior como profesionales de la salud en la búsqueda de la atención centrada en el paciente con una práctica colaborativa. Frente a dificultades surgidas aprendieron a tomar decisiones en equipo para resolver los conflictos a través del reconocimiento de las líneas de autoridad. Han adquirido nuevos conocimientos y habilidades lo que permite que su formación sea más sólida al asumir un compromiso con la sociedad para dar una atención centrada en el paciente, interprofesionalmente y con calidad(AU)
Introduction: Tertiary education is challenged to train health professionals qualified to act as proactive agents of change. Participation in social projects is a strategy to integrate interprofessional education into its competences. Objective: To understand the experiences of the students who participate in social development projects, within the framework of interprofessional education. Methods: Qualitative study with a phenomenological approach. The sample was obtained by theoretical saturation, made up of 11 students who participated in social development projects. The data collection was carried out with an in-depth interview with the students who gave their informed consent. Colaizzi's phenomenological analysis was used, and meanings, categories and subcategories were identified. Results: From the analysis of the discourses, four categories emerged: teamwork, interprofessional collaboration, decision making and conflict resolution, acquisition of new knowledge and skills. Conclusions: The participating students strengthened teamwork, as they knew their role better. Interprofessional communication was the basis to consolidate their participation in leadership roles and allowed them to visualize their subsequent actions as health professionals in the search for patient-centered care with collaborative practice. Before the difficulties that appeared, they learned to make team decisions to resolve conflicts through the recognition of lines of authority. They have acquired new knowledge and skills, which makes their training more solid by assuming a commitment to society and to provide quality patient-centered care interprofessionally(AU)
