The added value of a face-to-face pan-European course-what makes it worth it?

Introduction: Over the past decade, digital education has seen widespread adoption, particularly accentuated during the COVID-19 pandemic. The post-COVID era has further emphasized the advantages of digital education in terms of cost, availability, and sustainability. However, concerns regarding the efficacy of digital education, particularly in skills-based learning and the absence of social interaction, have been raised. This paper will look at the added value of international, face-to-face, skills-based courses. Method: This study evaluates the potential added value of face-to-face international skills courses using the European "Gynecology Experts Training for Upcoming Professionals" (GET-UP) course. Focus group discussions were conducted with participants and faculty members to explore beliefs, attitudes, and perceptions regarding face-to-face learning. Qualitative analysis was performed using thematic analysis to identify domains of added value. Results: The GET-UP course, conducted over 4 days with a diverse European faculty and participants, highlighted several added-value domains. Themes including diversity, role models, preparation, live interaction, and community emerged from the analysis, emphasizing the significance of face-to-face interaction in enriching the learning experience beyond attaining learning goals. Discussion: The study underscores the importance of face-to-face interaction in educational settings, offering insights into diverse teaching methods, role modeling opportunities, enhanced preparation, live interactions, and fostering a sense of community. While digital education continues to evolve with interactive features, this study suggests that the inherent pressure and dynamics of face-to-face learning provide unique benefits that may not be easily replicated in digital environments. Future research should investigate and validate these findings further to inform educational practices effectively.

Continuous training based on the needs of operating room nurses using web application: a new approach to improve their knowledge.

INTRODUCTION: Since university education and intensive and limited pre-service training do not provide an acceptable level of performing the duties of operating room nurses, and considering the limitations of traditional training methods in the field of operating room; This study was conducted with the aim of determining the effect of using the electronic education approach based on web application, leveled, personalized and based on the needs of nurses on their level of knowledge and satisfaction. MATERIALS AND METHODS: This research is a quasi-experimental type of single-group multi-center pre-test-post-test, which during that, four stages of educational needs assessment, educational content design, web application design for training and evaluation of operating room nurses and determining the effectiveness of this method are included. Based on their knowledge and satisfaction, during this period, 36 nurses from the operating rooms that met the study criteria were included in the study by stratified random sampling based on the determined sample size. The data collection includes a four-choice test to measure the knowledge of operating room nurses in heart anatomy (score range 0-20), the principles of movement, transferring and positioning of the patient in the operating room (score range 0-15), the principles of ergonomics in the operating room (score range score 0-10) and satisfaction questionnaire (score range 0-28). Data collected using descriptive statistical tests (percentage of frequency and frequency, mean and standard deviation) and analytical tests (paired sample t-test, independent samples t-test, ANOVA, Pearson correlation, chi-square) with the software SPSS version 16 was analyzed. RESULTS: Generally, the average knowledge scores of operating room nurses before and after the intervention were 5.96 ± 3.96 vs. 13.6 ± 3.77, in the course of principles of moving, transferring and positioning the patient in the operating room were 6.3 ± 3.42 vs. 13.3 ± 1.32, respectively 8.7 ± 3.97 vs. 18.1 ± 1.07 (in heart anatomy), 1.57 ± 2.6 vs. 0.73 ± 9.1 (in the principles of ergonomics in the operating room) and the average Knowledge scores after the intervention were significantly higher than before the intervention (P<0.001). Also, the average satisfaction score of nurses was 21.3 ± 5.83 and 22 nurses (64.7%) were satisfied with the e-learning course. CONCLUSION: The use of the electronic education approach based on the web application, leveled, personalized and based on the needs of the nurses, led to the improvement of the level of knowledge and satisfaction of the operating room nurses. E-learning can be used as a complementary educational tool and method for continuous training of operating room nurses in other specialized fields of operating room and surgery. HIGHLIGHTS: • Educational content in the form of educational videos taught by professors of medical sciences universities on each of the topics of heart anatomy (28 episodes of 5-10 minutes), principles of ergonomics in the operating room (7 episodes of 5-25 minutes) and movement principles. The transfer and positioning of the patient in the operating room (16 episodes of 10-20 minutes) were designed in three primary, intermediate and advanced levels. • The results of this study showed that the use of an electronic education approach based on the web application, levelled, personalized and based on the needs of nurses, led to the improvement of the knowledge of operating room nurses. Also, operating room nurses were delighted with electronic training courses. E-learning can be used as a complementary educational tool and method for continuous training of operating room nurses in other specialized fields of operating room and surgery. • Based on the results of this study, the use of an electronic education approach based on the needs of operating room nurses can be used as a complementary tool to conventional continuous education. Since this method allows interactive, personalized education is levelled, and asynchronous. It can be used at any time and place on a laptop, tablet or mobile phone; a wide range of operating room nurses in the hospitals of the Islamic Republic of Iran can use it for educational justice to Many borders should be established in the country. However, there are studies to evaluate the generalizability and the effect of using the e-learning approach on the clinical skills of operating room nurses and to compare the effect of e-learning with other methods and educational tools on the knowledge and skills of the learners and the extent of consolidating the learned material in their memory.

Curso de posgrado para estomatólogos sobre urgencias médicas durante la práctica profesional

Introducción: Durante la práctica estomatológica pueden presentarse urgencias médicas relacionadas con los procederes realizados o las enfermedades de base de los pacientes; sin embargo, existen deficiencias en la atención a estos afectados. Objetivo: Exponer las generalidades del curso de posgrado para estomatólogos sobre urgencias médicas durante la práctica profesional y los criterios emitidos por sus participantes. Métodos: Se realizó una investigación descriptiva de corte pedagógico, donde participaron 62 estudiantes de la Facultad de Estomatología de la Universidad de Ciencias Médicas de La Habana, desde noviembre del 2018 hasta diciembre del 2022. Se analizaron las siguientes variables: temas, objetivos y sistema de conocimientos y habilidades. Además, se utilizó la técnica de positivo, negativo e interesante. Resultados: Este curso contó con 5 temas: el primero, dedicado a las generalidades de las urgencias médicas más frecuentes durante la atención estomatológica y las características particulares en la confección de historia clínica; el segundo y el tercero, a los factores de riesgo y a la atención a estas urgencias; el cuarto, al uso de medicamentos y las posibles interacciones y, el quinto, a experiencias clínicas. Los educandos aportaron criterios positivos, negativos e interesantes. Conclusiones: El curso diseñado ofreció conocimientos y habilidades al educando, que no se proporcionan en las asignaturas de pregrado y posgrado de las especialidades, lo cual contribuyó a mejorar la atención estomatológica integral de los pacientes. Los participantes aportaron criterios favorables sobre la estructura, la pertinencia y el valor científico de dicho curso.

Introduction: During stomatological practice, medical emergencies can be presented related to the procedures carried out or the patients' underlying diseases; however, there are deficiencies in the care to them. Objective: To expose the generalities of the postgraduate course for stomatologists about medical emergencies during the professional practice and the criteria emitted by their participants. Methods: A descriptive pedagogic investigation was carried out, where 62 students from the Faculty of Stomatology of the University of Medical Sciences in Havana participated, since November, 2018 to December, 2022. The following variables were analyzed: topics, objectives and system of knowledge and abilities. Also, the technique of positive, negative and interesting was used. Results: This course had 5 topics: the first one, dedicated to the most frequent medical emergencies generalities during dental care and the particular characteristics when making the medical record; the second and third topics were dedicated to the risk factors and care to these emergencies; the fourth, to the use of medications and possible interactions and, the fifth, to clinical experiences. The students contributed positive, negative and interesting criteria. Conclusions: The designed course offered knowledge and abilities to the student that are not provided in undergraduate and postgraduate subjects of the specialties, which contributed to improve the comprehensive dental care of patients. The participants offered favorable criteria about the structure, relevance and scientific value of this course.

Centros de Atenção Psicossocial e formação profissional para oferta das Práticas Integrativas e Complementares: estudo com profissionais ofertantes dos serviços / Psychosocial care centers and professional training for the provision of integrative and complementary practices: a study with professionals offering these services / Centros de Atención Psicosocial y formación profesional para oferta de las Prácticas Integradoras y Complementarias: estudio con profesionales ofertantes de los servicios

Estudos sobre a formação em Práticas Integrativas e Complementares têm se concentrado na análise curricular dos cursos da Saúde e as pesquisas abrangendo as percepções dos profissionais a respeito dos processos formativos devem ser mais elucidadas. O estudo objetiva identificar os processos de formação e capacitação dos profissionais ofertantes de Práticas Integrativas e Complementares nos Centros de Atenção Psicossocial de uma região metropolitana. Trata-se de um estudo descritivo, exploratório, de abordagem qualitativa. Realizaram-se entrevistas semiestruturadas com 45 profissionais, as quais foram posteriormente analisadas segundo a Análise de Conteúdo Temática. As pós-graduações, graduação, formações em serviço e o ensino privado foram as trajetórias adotadas pelos profissionais, revelando a existência de uma formação difusa para a oferta no cenário investigado. Esses resultados podem subsidiar o planejamento de estratégias educacionais para a ordenação dos recursos humanos em Práticas Integrativas e Complementares.

Studies of training in integrative and complementary practices have concentrated on the analysis of the curriculums of health courses and further more in-depth research into professionals' perceptions about training processes is needed. This study aimed to identify training processes and capacity building for professionals who offer integrative and complementary practices in psychosocial care centers in a metropolitan region. We conducted an exploratory descriptive study involving semi-structured interviews with 45 professionals. The interview transcripts were analyzed using content analysis. The most common routes taken by the professionals were post-graduate qualifications, degrees, in-service training and private education. The results reveal that training in this area was diffuse. Our results can inform the development of educational strategies for the organization of human resources in the area of integrative and complementary practices.

Los estudios sobre la formación en Prácticas Integradoras y Complementarias se han concentrado en el análisis curricular de los cursos de la salud y las investigaciones que incluyen las percepciones de los profesionales con relación a los procesos de formación deben elucidarse más. El objetivo del estudio es identificar los procesos de formación y capacitación de los profesionales ofertantes de Prácticas Integradoras y Complementarias en los Centros de Atención Psicosocial de una región metropolitana. Se trata de un estudio descriptivo, exploratorio, de abordaje cualitativo. Se realizaron entrevistas semiestructuradas con 45 profesionales que fueron posteriormente analizadas según el Análisis de Contenido Temático. Los postgrados, graduación, formaciones en servicio y la enseñanza privada fueron las trayectorias adoptadas por los profesionales, revelando la existencia de una formación difusa para la oferta en el escenario investigado. Esos resultados pueden subsidiar la planificación de estrategias educativas para la ordenación de los recursos humanos en las Prácticas Integradoras y Complementarias.

The evolution of mandatory continuing professional development (CPD) for diagnostic radiographers in Ireland - A longitudinal study.

INTRODUCTION: This longitudinal research study reports on aspects of CPD immediately before and in the years following the simultaneous introduction of state registration and mandatory CPD for diagnostic radiographers in Ireland. METHODS: Surveys captured information through closed and open questions distributed nationally across various hospital types in hard copy and online formats. Opinion was gathered over 8-years at three time points, prior to the introduction of mandated changes, post-introduction at the end of the first audit cycle, and as society was emerging from a period of pandemic. RESULTS: Responses were received across age and grade ranges with response rates in keeping with previous surveys. The overall importance with which radiographers held CPD decreased over time, and while small changes were seen, the narrow focus of what radiographers considered CPD had stayed the same, with attendance-based activities remaining the most popular. Respondents indicated that their enthusiasm for undertaking CPD and willingness to undertake CPD outside of working hours had also decreased, with the perceived primary barrier to CPD shifting from funding to time. CONCLUSIONS: An appetite to undertake CPD amongst the majority is evident; however, addressing issues such as decreasing importance levels and willingness to use personal time for CPD is crucial. While the perceived cost of CPD has lessened as a barrier, lack of time for CPD is now a principal concern. Further research is recommended to explore the broader impacts of time pressures and optimises CPD for radiographers. IMPLICATIONS FOR PRACTICE: Findings highlight the need for collaborative engagement and support to optimise CPD opportunities for all radiographers in the future.

Pediatric nurses' knowledge and practices of nasogastric tube placement and verification: A cross-sectional study.

OBJECTIVES: The study assesses pediatric nurses' knowledge and routine practices in relation to nasogastric tube (NGT) placement and verification procedure. By investigating these aspects, the study seeks to contribute to the enhancement of patient safety and the improvement of pediatric nursing care in the context of NGT procedures by ensuring accurate NGT placement and minimizing complications in pediatric patients. The study assesses pediatric nurses' knowledge and practices of inserting and confirming the placement of NGTs among pediatric patients in the Asir Province, Saudi Arabia. METHODS: In this multihospital cross-sectional study, a total of 130 pediatric nurses participated. The study used a validated questionnaire comprising two parts: one focusing on the demographic data of the pediatric nurses and the other assessing their knowledge and practices regarding NGT placement and verification. The collected data were analyzed using descriptive statistics and linear regression tests in the SPSS software. The research question addressed in this study was to determine the knowledge and practice levels of pediatric nurses in relation to NGT placement and verification. RESULTS: This study included 130 registered pediatric nurses, of whom more than half had unsatisfactory knowledge (53.1%) and incompetent practices (58.5%) related to NGT insertion. Linear regression associated with perceived nurses' practices scores explained that knowledge score, years of experience, educational qualification, and training courses had a high-frequency positive effect on the practice score, with P < 0.01. Linear regression associated with perceived nurses' knowledge scores explained that educational qualification, practice score, and training courses had a high-frequency positive effect on the knowledge score, with P < 0.01. CONCLUSIONS: The study found that pediatric nurses' knowledge and practices regarding NGT were inadequate. These results highlight the importance of implementing continuous educational programs to improve care practices pertaining to nasogastric tubes and enhance patient safety and quality of care.

Stakeholders' perceptions of continuing professional development among Nepalese nurses: A focus group study.

AIM: This study explores perceptions of Continuing Professional Development (CPD) opportunities among stakeholders in the profession of nursing in Nepal. DESIGN: Qualitative study using focus group discussions (FGDs). METHODS: Eight FGDs were conducted in three major cities of Nepal with nursing stakeholders including nurse managers, matrons and directors/managers of private and public nursing colleges, representatives of nursing organizations, government officials, nursing academics and practitioners from the government and private sectors. The data were analysed thematically using Creswell's six steps of analysis and the Standards for Reporting Qualitative Research (SRQR) guideline was followed. RESULTS: The study generated three major themes: (a) policy level including the national situation of CPD, political influence and training guided by the policy; (b) organizational level incorporating perceptions towards forms of CPD, staff shortage, poor staff retention, seniority for training, financial constraints and lack of continuity of training; and (c) individual level including motivation for training and lack of relevant training.

Twitter as a Medical Media Among French Young Oncologists: Results from a National Survey.

Since its launch in 2006, Twitter has become a commonly used platform for sharing medical information, especially in the field of oncology. However, its role and impact on young oncologists' education remain unclear. Moreover, COVID-19 and congress virtualization is likely to have modified Twitter use by the medical society.We conducted a national survey (27 questions) in France among medical oncology, hematology, and radiation therapy young doctors to help better understand the role played by Twitter on their medical education. One hundred eighty-three young oncologists participated in our survey. A majority does not use Twitter (72.1%), mostly to reduce their time spent on social media. Participants using Twitter (27.9%) often use it more than once a week, mostly by scrolling on their news feed. Interestingly, they rarely express their own opinion on Twitter: a majority of them (75.5%) tweet less than once a month while the rest of them mostly retweet others' tweets. They mainly follow English-speaking experts, scientific societies, and medical journals. Pharmaceutical laboratories' accounts are of less significance. Overall Twitter usage seems increasing since COVID-19 pandemic and the consequent digitalization of congresses. No statistical difference was observed between the baseline characteristics of Twitter users and non-users.This survey shows that Twitter is a relevant mean of continuous medical education used by around a third of French young oncologists, especially since COVID-19 pandemic and the virtualization of congresses. This media should be considered and evaluated for its educational advantages or potential biases.

Learning Theory-Driven Tips for Designing Effective Learning Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care-A Qualitative Study.

The constant development of medical and pharmaceutical sciences and the changing roles of pharmacists highlight the importance of lifelong learning in their profession. Given the identified knowledge gaps in the literature in terms of pharmacists' preferences for lifelong learning, the study aimed to evaluate the opinions and attitudes of community pharmacists towards lifelong learning, including their previous experiences and educational needs, in order to propose evidence-based tips for designing such solutions and interventions intended for them both in face-to-face and online forms. For this purpose, ten semi-structured in-depth interviews were conducted with Polish community pharmacists on the topic using a thematic guide. Subsequently, they were subjected to literal transcription and interpretative phenomenological analysis by two independent researchers using phenomenology as the qualitative approach. The identified themes covered the topic's relevance for pharmacists' work, practice-oriented form and content, previous learners' experiences as a foundation for further learning, commercial initiatives' risks, motivation sources, and barriers for participation in lifelong learning solutions so far. Based on the insights provided by the respondents, as well as scientifically proven learning theories and educational principles, ten tips were formulated for designing recipient-friendly learning solutions and interventions within the framework of postgraduate lifelong learning of pharmacists.

Staff Knowledge Enhancement Program in Hospital Pharmacy: One-Year Experience.

Purpose: To assess the effectiveness of Staff Knowledge Enhancement Program (SKEP) among staff, in improving staff knowledge, and awareness of policies and procedures. Methods: After 1 year of implementing SKEP, a survey was conducted among pharmacy staff that participated in SKEP during June 2019 (n = 38). The survey included 7 questions and the answers were on a scale of 1 to 5 (1 = strongly disagree and 5 = strongly agree). The investigators also obtained the average monthly time used to solve SKEP test, and the number of therapeutic intervention documentations (TID). Results: Sixty-one percent of the pharmacists and 80% of the technicians were satisfied with the educational content of SKEP; 35% of pharmacists and 93% of technicians felt that their learning needs were met with the SKEP; 83% of pharmacists and 93 % of technicians found SKEP is an effective tool in improving their knowledge; 48% of pharmacists and 34% of technicians felt that SKEP made staff evaluations fair; 38% of pharmacists felt that SKEP is a burden and takes a lot from their free time, while 40% of technicians did not have this feeling; 83% of pharmacist and 93% of the technicians found that the knowledge gained from SKEP applicable in their daily practice; 73% and 74% of the pharmacists and technicians who completed the survey felt that their familiarity with policies and procedures improved after SKEP respectively. The total number of TID increased by 30% and the average duration for the test was 5 hours/month and 68 minutes/month per pharmacist and technician respectively. Conclusion: SKEP is innovative tool which may enhance the knowledge and policy awareness among pharmacy staff.

Self-Care as a Method to Cope With Suffering and Death: A Participatory Action-Research Aimed at Quality Improvement.

Introduction: Palliative care is an emotionally and spiritually high-demanding setting of care. The literature reports on the main issues in order to implement self-care, but there are no models for the organization of the training course. We described the structure of training on self-care and its effects for a Hospital Palliative Care Unit. Method: We used action-research training experience based mostly on qualitative data. Thematic analysis of data on open-ended questions, researcher's field notes, oral and written feedback from the trainer and the participants on training outcomes and satisfaction questionnaires were used. Results: Four major themes emerged: (1) "Professional role and personal feelings"; (2) "Inside and outside the team"; (3) "Do I listen to my emotions in the care relationship?"; (4) "Death: theirs vs. mine." According to participants' point of view and researchers' observations, the training course resulted in ameliorative adjustments of the program; improved skills in self-awareness of own's emotions and sharing of perceived emotional burden; practicing "compassionate presence" with patients; shared language to address previously uncharted aspects of coping; allowing for continuity of the skills learned; translation of the language learned into daily clinical practices through specific facilitation; a structured staff's support system for emotional experiences. Discussion: Self-care is an important enabler for the care of others. The core of our intervention was to encourage a meta-perspective in which the trainees developed greater perspicacity pertaining to their professional role in the working alliance and also recognizing the contribution of their personal emotions to impasse experienced with patients.

Fortalecimiento del recurso humano para la atención de personas con enfermedades crónicas / Strengthening Human Resources for Providing Care to People with Chronic Diseases

Introducción: Las enfermedades crónicas implican un reto sanitario e intersectorial. Por ello, los prestadores requieren adquirir competencias específicas según estándares nacionales e internacionales para implantar una atención primaria de salud que provea acceso y cobertura universal. Objetivo: Reflexionar sobre elementos relevantes vinculados a las competencias de los proveedores de salud para la atención de personas con condiciones crónicas, en el contexto de la atención primaria de salud. Métodos: Se discuten estrategias, la implementación del Modelo de Cuidados Crónicos y la adquisición de competencias, analizando aspectos de la formación profesional, el aseguramiento de la educación continua y la disposición de los proveedores para estar a la vanguardia de los cuidados. Conclusiones: Para proveer una atención integral a personas con enfermedades crónicas es necesario el fortalecimiento del capital humano y la instalación de relaciones coproductivas entre el equipo multidisciplinario. Además, es fundamental que los equipos conozcan e incorporen estrategias con demostración de eficacia a nivel internacional, entre ellos se encuentra el Modelo de Cuidados Crónicos, cuya implementación ha sido lenta y con desarrollo parcial(AU)

Introduction: Chronic diseases represent a health and intersectoral challenge. Therefore, providers need to acquire specific competences according to national and international standards, in order to implement primary healthcare providing universal access and coverage. Objective: To reflect on the relevant elements related to the competences of healthcare providers for the care of people with chronic conditions in the context of primary healthcare. Methods: Strategies are discussed, together with the implementation of the chronic care model and the acquisition of competences, analyzing aspects of professional training, the assurance of continuing education and the willingness of providers to be at the forefront of care. Conclusions: In order to provide comprehensive care to people with chronic diseases, it is necessary to strengthen human capital and create coproductive relationships among the multidisciplinary team. In addition, it is essential that the teams be aware of and incorporate strategies that have been shown to be effective at the international level, including the chronic care model, whose implementation has been slow and only partially developed(AU)

Formação docente em metodologias de aprendizagem ativa / Teacher education and development in active learning methods / Formación docente en metodologías de aprendizaje activo

Os métodos de aprendizagem ativa têm se mostrado como ferramentas relevantes no processo de ensino e aprendizagem, sendo para isso necessária a formação continuada de docentes que atuam no ensino superior em Saúde. O objetivo desta pesquisa foi analisar como ocorre o desenvolvimento continuado do docente e as estratégias sugeridas para isso. Trata-se de uma pesquisa de campo qualitativa, fundamentada nos pressupostos da Teoria das Representações Sociais. A pesquisa foi realizada com quarenta docentes de uma instituição de ensino superior. Os resultados apontaram para duas categorias temáticas: Educação Continuada e Educação Permanente, e seis subcategorias: Oficinas de Capacitação, Tecnologias Digitais de Informação e Comunicação, Reflexão sobre a Prática e Cursos de Capacitação. Os achados desta pesquisa podem contribuir para o fortalecimento de estratégias de desenvolvimento continuado de docentes na Graduação em Saúde. (AU)

Active learning methods have shown themselves to be important tools in the teaching and learning process, making the continuous education of university teachers in the area of health necessary. The aim of this study was to analyze education in this area and the strategies suggested for the continuous professional development of teachers. We conducted a qualitative field study grounded in the premises of social representation theory with 40 teachers from a higher education institution. The results pointed to two core thematic categories (continuous education and permanent education) and four subcategories (training workshops, digital information and communication technologies, reflecting on practice, and training workshops). The findings of this study can contribute to strengthening strategies for the continuous professional development of university teachers in the area of health. (AU)

Los métodos de aprendizaje activo han mostrado ser herramientas relevantes en el proceso de enseñanza y aprendizaje, siendo para tanto necesaria la formación continua de docentes que actúan en la enseñanza superior de salud. El objetivo de esta investigación fue analizar cómo ocurre y las estrategias sugeridas para el desarrollo continuo del docente. Se trata de una investigación de campo cualitativa, fundamentada en las presuposiciones de la Teoría de las Representaciones Sociales. La investigación se realizó con cuarenta docentes de una institución de Enseñanza Superior. Los resultados señalaron dos categorías temáticas: Educación continua y Educación Permanente y seis subcategorías: Talleres de capacitación, Tecnologías digitales de Información y Comunicación, Reflexión de la práctica y Cursos de capacitación. Los hallazgos de esta investigación pueden contribuir para el desarrollo de estrategias de desarrollo continuo de docentes en la graduación de salud. (AU)

Formación de profesionales mediante simulación clínica durante la primera ola de covid-19 / Training professionals through clinical simulation during the first covid-19 wave

En este artículo se comparte la experiencia de la formación de profesionales sanitarios del Hospital General Universitario de Ciudad Real (HGUCR) mediante la formación teórico-práctica con simulación clínica y la valuación de sus resultados. Se plantearon sesiones con simulación de baja y alta compleji-dad para 40 personas y en grupos reducidos. La evolución de las necesidades hizo aumentar el número de sesiones y la supresión de la sala de simulación avanzada.Se realizó un programa de 64 sesiones entre marzo y abril de 2020 en turnos de mañana y tarde, en grupos de 15 personas.Participó el 41,5% (n= 852) del personal sanitario de la Gerencia de Atención Integrada de Ciudad Real. Respondieron el cuestionario de evaluación 91 personas que refirieron una alta satisfacción con la actividad (4,32 puntos sobre 5 a nivel global), valoraron especialmente la utilidad para el trabajo, la claridad de la información y la parte práctica de la sesión (simulación). Así mismo, el 80,6% manifestó haber aumentado su confianza y el 65,9% una disminución de la ansiedad en el manejo de pacientes con COVID. Si bien habría que analizar otras causas, el porcentaje de contagios entre los profesionales (10%) fue similar al de la población general. Disponer de espacios de formación con simulación y profesionales formados en el diseño de este tipo de actividades supone un recurso útil y flexible a las demandas sanitarias que puedan surgir.(AU)

In this article, we share the experience in training healthcare professionals from the Hospital General Universitario of Ciudad Real (HGUCR) through theoretical-practical training with clinical simulation, and the evaluation of its results.Sessions were set with high and low complexity simulation for 40 persons and in reduced groups. The evolution of needs led to an increase in the number of sessions, and the suppression of the Advanced Simulation Room.A 64-session program was held between March and April 2020, in morning and afternoon shifts and for groups of 15 persons, with participation by 41.5% (n= 852) of the healthcare staff from the Integrated Care Management of Ciudad Real. The evaluation questionnaire was answered by 91 persons, who reported high satisfaction with the activity (4.32 scores over 5 at overall level); they valued particularly its utility for work, the clarity of the information, and the practical aspect of the session (simulation). Likewise, 80.6% reported an increase in confidence, and 65.9% reported a reduction in anxiety regarding management of patients with COVID. Even though other causes should be analysed, the proportion of contagion among professionals (10%) was similar to that among the general population.The availability of training spaces with simulation and professionals trained in the design of this type of activities represents a useful and flexible resource for any healthcare demands that might arise.(AU)

Formación continua y calidad de vida de los adultos mayores / Continuous Education and Quality of Life in Older Adults

Introducción: La población adulta mayor en el mundo experimenta un crecimiento acelerado, que impone retos a la sociedad para mantener y elevar la calidad de vida de este grupo etario. Objetivo: Exponer la influencia de la formación continua en la calidad de vida de los adultos mayores. Desarrollo: La calidad de vida en el adulto mayor está fuertemente influenciada por el apoyo social, que le permite hacer un mejor uso de sus habilidades y capacidades. La formación continua influye de forma positiva en la calidad de vida de los adultos mayores al prepararlos para un proceso de envejecimiento activo, una longevidad satisfactoria, y una vida digna y saludable. Al respecto, se han analizado publicaciones de autores latinoamericanos, fundamentalmente, y se han tenido en cuenta las experiencias de las Cátedras Universitarias del Adulto Mayor en Cuba. Conclusiones: Las experiencias de la participación de los adultos mayores en la formación continua universitaria demuestran que contribuye a elevar la calidad de vida de estas personas, así como a su inserción plena en la comunidad(AU)

Introduction: The older adult population worldwide is increasingly growing, which imposes challenges on society to maintain and improve the quality of life of this age group. Objective: To present the influence of continuous training on the quality of life of older adults. Development: Quality of life in the older adult is strongly influenced by social support, which allows them to make better use of their skills and capabilities. Continuous training influences the quality of life of older adults positively, by preparing them for an active aging process, a satisfactory longevity, as well as a dignified and healthy life. In this regard, publications by Latin American authors have been analyzed, fundamentally; while the experiences of the Elderly University Chairs in Cuba have been taken into account. Conclusions: The experiences of the older adults' participation in university continuous education show that it contributes to raising the quality of life of these people, as well as their full insertion in the community(AU)

Knowledge Retention of the NIH Stroke Scale among Stroke Unit Health Care Workers Using Video vs. E-Learning: Protocol for a Web-Based, Randomized Controlled Trial.

The National Institutes of Health Stroke Scale (NIHSS) is commonly used to triage and monitor the evolution of stroke victims. Data regarding NIHSS knowledge in nurses and physicians working with stroke patients are scarce, and a progressive decline in specific knowledge regarding this challenging scale is to be expected even among NIHSS certified personnel. This protocol was designed according to the CONSORT-eHealth (Consolidated Standards of Reporting Trials) guidelines. It describes the design of a randomized controlled trial whose primary objective is to determine if nurses and physicians who work in stroke units improve their NIHSS knowledge more significantly after following a highly interactive e-learning module than after following the traditional didactic video. Univariate and multivariable linear regression will be used to analyze the primary outcome, which will be the difference between the score on a 50-question quiz answered before and immediately after following the allocated learning material. Secondary outcomes will include knowledge retention at one month, assessed using the same 50-question quiz, user satisfaction, user course duration perception, and probability of recommending the allocated learning method. The study is scheduled to begin during the first semester of 2022.

Virtual educational meetings and activities during the COVID-19 pandemic and beyond: Egyptian oncologists' experience.

The COVID-19 pandemic has had ramifications for most healthcare activities, including medical education and communication aspects. Virtual educational meetings and activities (VEMAs) have been utilised tremendously in the pandemic era, reflecting a transition to new horizons of cyberspace. This creates the need to explore possible challenges for the implementation of such services in the rapidly evolving field of oncology. The aim of our study is to explore the impact of the COVID-19 pandemic on VEMAs in the oncology community in Egypt. It focused on the evaluation of current attitudes, satisfaction and expectations of Egyptian oncologists during and beyond the COVID-19 era. The study is a cross-sectional study using a survey that was distributed through social media. It targeted Egyptian oncologists during the months of May and June 2020. A total of 118 participants completed the survey and most of them were younger than 35 years (71%). Most participants (93.2%) agreed that COVID-19 affected the stream of live medical educational meetings. About three-quarters of them attended VEMAs during the COVID-19 period compared to 50% prior to the pandemic. The majority reported that evening hours after 8 PM was the best time to attend VEMAs and 1 hour is the optimal duration for a virtual meeting. Although the COVID-19 pandemic appeared as an unprecedented challenge for medical education, it can be a catalyst for VEMAs, especially in a rapidly evolving field such as oncology. Further research is needed to assess whether learners are ready and willing to make greater use of online educational platforms and investigate the possible barriers and strategies to enhance their use.

Developing and Evaluating a Continuous Education Program for Healthcare Assistants in Macao: A Cluster-Randomized Trial.

The shortage of healthcare human resources is an important challenge for coping with the aging society in Macao. Since little attention has been paid to continuous education of healthcare assistants, this study aims to develop and evaluate a continuous education program, supporting the expansion and optimization of the competence of healthcare assistants. It is a cluster-randomized trial study. All healthcare assistants who were employed in nursing homes in Macao were eligible for this study. Six nursing homes were recruited and randomly assigned either an experimental group (3 nursing homes; 45 healthcare assistants) or a control group (3 nursing homes; 40 healthcare assistants). Healthcare assistants were assessed at baseline and after intervention with the Healthcare Assistants Care Knowledge Test and the Healthcare Assistants Care Competence Self-Assessment. The experimental group received a continuous education program with 10 themes during 2017-2018 while the control groups did not. The results of the generalized estimating equation showed that care knowledge in the experimental group was significantly different from that of the control group (Wald Chi Square = 3.848, p < 0.05) as well as care competence (Wald Chi Square = 13.361, p < 0.001). This study developed a continuous program for health assistants and provided evidence that continuous education programs improve and maintain the level of care knowledge and care competency of healthcare assistants.

Formación del docente de Enfermería en metodologías activas de aprendizajes: ¿Es necesario en los saberes? / Nursing teacher training in active learning methodologies: ¿Is it necessary for knowledge?

Introducción: La formación del docente de Enfermería tiene ante sí el reto de su profesionalización, en un mundo caracterizado por la globalización, un acelerado desarrollo de la ciencia, las tecnologías y complejos procesos de cambios que requieren de nuevas transformaciones del conocimiento; es una necesidad la actualización de saberes más avanzados en metodologías activas en el docente de enfermería como un proceso continuo y simultáneo para alcanzar multihabilidades y valores. Objetivo: Describir los aspectos fundamentales que conforman el proceso de formación del docente de Enfermería en metodologías activas de aprendizajes en las instituciones de educación superior. Material y Métodos: El presente estudio es de diseño descriptivo, con un análisis de la información de manera inductiva, se examinaron 76 textos en las bases de datos Scopus, Scielo, Eric, empleadas como fuentes de investigación. Tras aplicar los criterios de inclusión y exclusión se abordó el estudio con un total de 27 artículos. Conclusiones: Todas las profesiones, oficios se verán afectados de una manera u otra en esta crucial avanzada por lo que es imprescindible el papel de las instituciones de educación superior en la emergente implementación y enseñanza de las metodologías activas que hoy anhelan ser aplicadas de manera insoslayable en los diferentes saberes; la profesión y ciencia de Enfermería no está exenta de ello; lo que busca un proceso transformador de profesionales competentes hacia una sociedad laboral competitiva(AU)

Introduction: Nursing teacher training is a professional challenge in a world characterized by globalization, accelerated development of science and technologies and complex processes of change that require new transformations of knowledge; an updating of the most advanced knowledge in active methodologies for nursing professors as a continuous and simultaneous process to promote multi-abilities and values is a must. Objective: To describe the main aspects that make up the Nursing teacher training process in active learning methodologies in higher education centers. Material and Methods: Descriptive study with an inductive content analysis. A total of 76 bibliographies were examined in the Scopus, Scielo, and Eric databases, which were used as research sources. After applying the inclusion and exclusion criteria, the study was approached with a total of 27 articles. Conclusions: All professions and experiences will be affected in one way or another in this crucial advance, so the role of higher education centers is essential in the emerging implementation and teaching of active methodologies that today yearn to be applied in an unavoidable way in the different fields of knowledge. The profession and Nursing science is not exempt from this trend and looks for a transforming process of competent professionals towards a competitive society of labor(AU)

Efectividad de intervención educativa sobre conocimientos y aplicación del Proceso de Atención de Enfermería / Effectiveness of an Educational Intervention about Knowledge and Application of the Nursing Care Process

Introducción: Se observan dificultades en el manejo del Proceso de Atención de Enfermería en los internos de enfermería, que limitan su aplicación y pone en riesgo la calidad del cuidado. Objetivo: Evaluar la efectividad de una capacitación para internos, sobre conocimientos y aplicación del Proceso de Atención de Enfermería. Métodos: Estudio pre experimental, con un grupo, antes y después, en el instituto Nacional Materno Perinatal, 2018. Población = 78, Muestra = 60 internos de enfermería. Después del pre test se planificó y realizó la capacitación a 12 grupos de cinco internos cada uno, cada cuatro semanas y se aplicó post test. La prueba de Smirnov- Kolmogorov determinó la distribución de normalidad de los datos y según las variables y tiempo de observación se aplicó estadísticos descriptivos. Trasformando las puntuaciones vigesimales a categorías: desaprobado, regular, bueno, muy bueno y excelente se obtuvo el valor final de las variables. La prueba de hipótesis, se realizó mediante Prueba t de Student para medias de dos muestras emparejadas. Resultados: La edad media fue 24 años, 86 por ciento (52) sexo femenino. Las calificaciones antes de la intervención, fueron de 10,6 ± 1,45 para los conocimientos y 13,7 ± 1,21 para la aplicación, del proceso de atención de enfermería después 16,4 ± 1,57 y 17,2 ± 1,64 respectivamente. Conclusión: Demostró la efectividad del programa la variación positiva en el nivel de conocimientos del Proceso de Atención de Enfermería de "regular "a "muy bueno" y en el de aplicación de un nivel "regular" a "bueno y excelente"(AU)

Introduction: Difficulties are perceived with respect to management of the nursing care process by nursing interns, which limits its application and puts quality of care at risk. Objective: To assess the effectiveness of a training received by interns concerning knowledge and application of the nursing care process. Methods: One-group pretest-posttest pre-experimental study carried out in 2018 at the National Maternal and Perinatal Institute. The population and the sample were 78 and 60 nursing interns, respectively. After the pretest, training was planned and carried out, every four weeks, with twelve groups of five interns each. Then posttest was applied. The Smirnov-Kolmogorov test determined the normality distribution of the data and, according to the variables and observation time, descriptive statistics was applied. Transforming the vigesimal scores into the categories disapproved, fair, good, very good and excellent, the final value of the variables was obtained. The hypothesis test was performed using Student's t test for means of two paired samples. Results: The mean age was 24 years. 86 percent (52) were female. The scores before the intervention were 10.6 ± 1.45 for knowledge and 13.7 ± 1.21 for application. For the posttest application of the nursing care process, such scores were 16.4 ± 1.57 and 17.2 ± 1.64, respectively. Conclusion: The effectiveness of the program was demonstrated by the positive level variation in knowledge about the nursing care process, being from regular to very good. In the application level, it moved from the level regular to good and excellent(AU)