Browsing by Subject "systematic review"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Open Access
    Disruptive Behavior at Hospitals and Factors Associated to Safer Care: A Systematic Review
    (2021-12-23) Moreno Leal, Pedro; Leal Costa, César; Díaz Agea, José Luis; Jiménez Ruiz, Ismael; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; De Souza Oliveira, Adriana Catarina; Enfermería
    Disruptive behavior creates a dysfunctional culture that has a negative impact on work relations and influences the quality of care and safety of the patient. The objective of the present work is to provide the best methodological quality scientific evidence available on disruptive behavior at a hospital, the aspect associated with the safety of the patient, and its impact on quality of care. For this, we included studies that addressed the prevalence of disruptive behaviors observed in the area of hospital health and its professionals. The selection, eligibility, data extraction and evaluation of the risk of bias stages were conducted by two researchers, and any discrepancies were solved by a third researcher. The data presented show that disruptive behaviors are frequently observed in the daily life of health professionals, and compromise the quality of care, the safety of the patient, and can lead to adverse effects. The results presented indicate that the appearance of disruptive behaviors compromises the quality of care, the safety of the patient, and the appearance of adverse effects, and can also affect the physical and mental health of the health professionals. PROSPERO registration number: CRD42021248798.
  • Thumbnail Image
    Item
    Open Access
    Principios básicos de diseño didáctico Agile que permiten la agencia estudiantil: una revisión sistemática
    (Servicio de Publicaciones. Universidad de Murcia, 2025) Pérez-Garcias, Adolfina; Torres-Blasco, Celia; Sin departamento asociado
    In the face of an uncertain, volatile, and complex future, educational approaches are proposed that highlight student agency as a fundamental pillar. In this context, Agile didactic strategies enriched with technology could be beneficial, enabling student agency. Finding no studies linking both concepts, a scoping review was conducted under the PRISMA protocol. The positive results obtained motivated this systematic review, which aims to identify the Agile principles related to student agency. The databases used in the search included Scopus, Web of Science, Dialnet, EBSCO, and ERIC. After applying eligibility criteria, 25 documents were selected and coded with ATLAS.ti according to a system of categories and codes designed ad hoc. The results were favorable and identified Agile fundamentals that enable student agency, focusing on self-managed learning, role changes where the teacher guides the students, collaboration, continuous improvement cycles, and the use of technology. Limitations include phases conducted by a single person and the exclusion of grey literature. As future work, it is considered necessary to design and validate a model with Agile didactic design elements that mobilize student agency.