The influence of emotional burnout and resilience on the psychological distress of nursing students during the COVID-19 pandemic.

The aim of this study was to measure and analyse the association of emotional burnout and resilience with the psychological distress of students who finished their nursing studies after the peak of the COVID-19 pandemic. The mental health of nursing students was affected during the pandemic, and resilience seems to counteract the negative effects. This is a cross-sectional study. The data (quantitative) were gathered at the beginning of the second term of the academic year 2020/2021. The study was carried out in the Spanish university context. Self-reported measures were gathered using three one-dimensional, valid, and reliable scales: the Psychological Distress Scale (K-10), the Emotional Burnout Scale (EBS), and the short version of the Connor-Davidson Resilience Scale (CD-RISC10). A total of 393 students of different Spanish universities participated in this study. A valid linear regression model was obtained, which allowed verifying that psychological distress is explained, with 37% variance, by emotional burnout and resilience. The total score in emotional burnout has more relevance than the total score in resilience, and the latter has a negative tendency. Facing the factors that generate emotional burnout in students in the academic scope and promoting resilience in them are fundamental aspects that contribute to their psychological well-being. The reflection should be extended to clinical practices. Universities are urged to think about last-year students, their experiences, perceptions, and feelings, to determine how their susceptibility to emotional burnout and psychological distress can be minimized in their future clinical practices. Strategies to promote their resilience should also be studied.

Confirmatory Validation of an Evaluation Instrument for Interventions Based on the Healthy Habits App Healthy Jeart with Adolescents.

Mobile devices are widely used among young people, and their use for health promotion is in-creasing. Healthy Jeart is a mobile application aimed at promoting healthy life habits among people aged 8-16 years. The aim of this study was to develop and validate an instrument that allows evaluating the healthy knowledge, habits and attitudes learned by adolescents aged 12-16 years through the Healthy Jeart application. Attending to the content of Healthy Jeart, a first version of the evaluation instrument was generated. It was subjected to expert judgement. The second version was administered to 429 adolescents from six educational centres of Andalusia to carry out the validation of the construct through exploratory and confirmatory factor analyses. After exploration, a six-factor model was confirmed, with a very adequate level of fit and good internal consistency. The six factors were: (1) knowledge about eating and physical activity, (2) habits about eating and physical activity, (3) emotional health, (4) consumption of alcohol and drugs, (5) social relationships and (6) sexual activities and use of technologies. There are at least four instruments that could be used to measure health-promoting behaviours. However, this new instrument was created ad hoc. It measures exactly the results that can be expected. Healthy Jeart will now have a valid and reliable evaluation instrument: Ev-HealthyJRT v.1.0. Young people, teachers and other professionals who carry out health-promotion interventions based on Healthy Jeart with adolescents will have at their disposal an instrument integrated in this app that allows verifying the learning results. However, the validated instrument can be used for evaluation in other interventions, as long as the multiple and essential aspects of a healthy living are addressed as in Healthy Jeart.

Validación de la escala multifactorial mixta de engagement educativo (EMMEE) / Validation of the mixed multifactor scale of educational engagement (MMSEE)

Actualmente, el engagement educativo se considera uno de los factores más importantes a la hora de predecir un buen aprendizaje por parte de los estudiantes, así como su éxito educativo. Sin embargo, la mayoría de los instrumentos descritos, no incluyen todos los factores clave vinculados al engagement académico: motivaciones, valores, contextos de aprendizaje, estado emocional y estrategias de gestión. El objetivo de este estudio es desarrollar una escala para valorar el nivel de engagement educativo de los estudiantes en Educación Superior (EMMEE) que supere esta limitación. MÉTODO: Se realizan análisis factoriales exploratorio y confirmatorio, así como un estudio de la consistencia interna, validez convergente y discriminante en una muestra de 764 estudiantes de la Universidad de Sevilla (España), perteneciente a todas las áreas de saber y los diferentes cursos de grados. RESULTADOS: Se explora y se confirma con muy buen nivel de ajuste una estructura multifactorial de engagement educativo de cinco factores que explican una varianza cercana al 65.78%, con una excelente consistencia interna (α = .91) y con indicios significativos de validez convergente y discriminante. CONCLUSIONES: Se concluye que la EMMEE es un instrumento válido y fiable para medir el nivel de engagement de las aulas, así como mejorar el entendimiento del constructo a través de sus factores

Today, educational engagement is considered one of the most important factors in predicting good student learning and educational success. However, most of the instruments described do not include all the key factors linked to academic engagement: motivations, values, learning contexts, emotional state and management strategies. The aim of this study is to develop a scale to assess the level of educational engagement in High-er Education students (MMSEE) that overcomes this limitation. METHODS: Exploratory and confirmatory factorial analyses, as well as a study of internal consistency, convergent and discriminant validity, were carried out on a sample of 764 students from the University of Seville (Spain), belonging to all areas of knowledge and different degree courses. RESULTS: A multifactorial structure of educational engagement with five factors that explain a variance close to 65.78%, with an excellent internal consistency (α = .91) and with significant indicators of convergent and discriminant validity is explored and confirmed with a very good level of adjustment. CONCLUSIONS: It is concluded that MMSEE is a valid and reliable instrument to measure the level of engagement of classrooms, as well as to improve the under-standing of the construct through its factors