Browsing by Subject "Education nursing"

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    Improving learning in the management of gender violence. Educational impact of a training program with reflective analysis of dramatized video problems in postgraduate nurses.
    (Elsevier, 2021-11-17) Adánez Martínez, María de Gracia; Leal Costa, César; Molina Duran, Francesc; Ruzafa Martínez, María; Ramos Morcillo, Antonio Jesús; Jiménez Ruiz, Ismael; Díaz Agea, José Luis; Palacio Gaviria, María Patricia; Enfermería
    Background: Most gender-based violence victims who sought help in Spain did so through health services. Training on gender-based violence with active learning methodologies promotes the management of knowledge, reflection, and adaptation to change. Nurses, along with an educator, can construct knowledge with the same strategies they will use professionally. Purpose: To evaluate the knowledge, skills, and attitudes associated of postgraduate nurses on gender-based violence before and after a reflection-based training program with dramatized problem-videos. The secondary objectives were to evaluate the knowledge in the activation of protocols, skills, and attitudes in the management of women who are victims of gender-based violence, the consolidation of learning, and the applicability to the workplace. Methods: Pre-post quasi-experimental study without a control group. A specifically alidated and designed instrument was utilized to evaluate the dimensions of knowledge, skills, and attitudes when facing gender-based violence, before and after the training sessions, along with additional questions to assess if the participants possessed better tools to address gender-based violence. Results: The difference between the pre and post-tests was statistically significant for the imensions knowledge, skills, and attitude (p < 0.05), with a smaller effect size in the dimensions skills and attitude. Also, high scores were observed in the consolidation of learning and applicability to the workplace. Conclusion: Reflection-based training with dramatized problem-videos improved the cquisition of tools necessary for the detection and management of gender-based violence of nurses.
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    Percepción de docentes de Enfermería sobre la implementación de un modelo educativo basado en competencias
    (Universidad de Murcia: servicio de publicaciones, 2025) Godoy Pozo, Jessica; Illesca Pretty, Mónica; Barallat Gimeno, Eva; Botigué, Teresa; Sin departamento asociado
    ntroduction: The curriculum for the Nursing Degree Programme at the Austral University of Chile (UACh) has been redesigned with a competency-based approach.Objective: To explore the perceptions of Nursing faculty at the Universidad Austral de Chile (UACh) regarding the implementation of the educational model centered on competency-based learning.Materials and methods: A qualitative descriptive study with a phenomenological approach, using an intrinsic case design and purposive theoretical sampling. Eight semi-structured interviews were conducted with Nursing faculty. Data were analyzed using content analysis. The research was approved by the Scientific Ethics Committee Servicio de Salud Valdivia (Chile).Results: A central theme emerged: faculty perceptions regarding the implementation of the institutional educational model, which includes two categories with their subcategories. The first, "institutional educational model," describes conceptions regarding principles, requirements for its implementation, and faculty attitudes. The second, "development of generic competencies and institutional seal," highlights generic competencies and institutional seals, factors that facilitate and hinder their development.Conclusion:Teaching staff demonstrate a high level of ownership of the MECEA (Mechanical Education and Training Model); however, they require training and support to optimize its application. The development of generic competencies is closely linked to factors such as the characteristics of teachers and students, the use of active methodologies, the conditions of clinical fields, and institutional aspects such as academic management, infrastructure, and human resources.