Adánez Martínez, María de Gracia

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Adánez Martínez, María de Gracia

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Adánez Martínez, María de Gracia

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Universidad de Murcia. Departamento de Medicina

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Open Access
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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The communication skills and quality perceived in an emergency department: the patient's perspective
(Wiley, 2020-03-11) Orcajada Muñoz, Irene; Amo Setien, Francisco José; Díaz Agea, José Luis; Hernández Ruipérez, Tomás; Adánez Martínez, María de Gracia; Leal Costa, César; Medicina
Aim: To examine the influence of health care provider's communication skills on the quality of care perceived by Emergency Department patients. Background: Communication between patients and health care providers in the context of Emergency Department is challenging and can potentially have a negative impact on the quality of care perceived by patients. Design: Cross-sectional descriptive study conducted in the Emergency Department at the University Clinical Hospital Virgen de la Arrixaca of Murcia, Spain. Method: Data were collected from 6 to 9 June 2016. Different instruments were used to evaluate the perception of patients on the communication skills and quality of care at the Emergency Department. Results. The sample was composed of 200 patients, with an average age of 44.1 (SD = 18.3), of which 106 (53%) were men. The multiple linear regression analysis showed the association between communication skills (respect, problem solving, and nonverbal communication) and age with the quality of care perceived by the patients. Conclusions: We found that the communication skills of the health care providers were explanatory variables of the quality of care perceived in an Emergency Department.
Open Access
Learners’ perspectives on interprofessional simulation and co-debriefng: an exploratory mixed-methods study
(Wiley, 2026-02-26) Díaz Agea, José Luis; Ros-Romero, Álvaro; Leal Costa, César; Vera Pérez, José Antonio; Cánovas-Pallarés, Juan Manuel; Piñero Zapata, Manuel; Cinesi-Gómez, César; Adánez Martínez, María de Gracia; Pujalte-Jesús, María José; Cayuela Fuentes, Pedro Simón; Segura López, Gabriel; José Luis Díaz-Agea; Enfermería
Introduction: Interprofessional simulation enhances both technical and nontechnical skills among healthcare professionals, improving their clinical practice. Co-debriefng, where two facilitators lead debriefng sessions, is a common approach in these trainings. This study aims to assess educational aspects of interprofessional simulation and co-debriefng in postgraduate medical and emergency nursing students. Methods: A descriptive cross-sectional study with a mixed-methods approach was conducted among postgraduate students (n = 46). A mixed-methods design was used, combining quantitative questionnaire data with qualitative content analysis of openended responses, allowing integration of numerical trends with in-depth learner perspectives. A valid and reliable ad hoc questionnaire was designed, and qualitative content analysis was used to examine participants’ free-text responses. Results: Students’ perceptions were evaluated across six dimensions: applicability, satisfaction, motivation, safe environment, organization, and co-debriefng. Signifcant diferences were found between medical and nursing students in all dimensions except applicability and organization. Overall, students rated interdisciplinary sessions and co-debriefng positively, though nurses highlighted areas for improvement, such as icebreaker activities, more dynamic simulations, and equal representation of both professions. Conclusions: While interprofessional simulation and co-debriefng were well received, participants—especially nurses—identifed areas for enhancement to ensure a more balanced and engaging learning experience. By integrating quantitative outcomes with qualitative insights, the study highlights when co-debriefng adds value in interprofessional simulation and when singlefacilitator approaches may be sufcient.
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Self-Learning Methodology in Simulated Environments (MAES ): Elements and Characteristics
(Elsevier, 2016) Díaz Agea, José Luis; Leal Costa, César; García Méndez, Juan Antonio; Hernández Sánchez, Encarna; Adánez Martínez, María de Gracia; Sáez Jiménez, Antonia; Enfermería
The features and pedagogical foundations of self-learning methodology in simulated environments (MAES) are discussed in this article. MAES has six elements (team selection and creation of group identity, voluntary choice of subject of study, establishment of baseline and programming skills to be acquired through brainstorming, design of a clinical simulation scenario in which the students practice the skills to be acquired, execution of the simulated clinical experience, and finally debriefing and presentation of the acquired skills) that develop sequentially to achieve a high level of skills acquisition by students working in teams. The students direct their learning, design simulation scenarios, and discuss the outcomes and related scientific evidence under the guidance of a facilitator.
Open Access
Development and psychometric testing of the non-technical skills scale in medical and surgical hospital units for nursing students
(Elsevier, 2023-01-20) Leal Costa, César; Carrasco Guirao, José Jorge; Díaz Egea, José Luis; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; Suarez Cortés, María; Jiménez Ruiz, Ismael; Adánez Martínez, María de Gracia; Enfermería
Objective: To develop and validate a tool to assess the non-technical skills of medical and surgical hospital units undergraduate nursing students. Background: In the area of healthcare, non-technical skills complement technical ones, and contribute to patient safety. High-fidelity simulation is an ideal resource for working on these skills. Thus, evaluation instruments are needed to understand the efficiency of this methodology. Although many evaluation instruments already exist, none measure non-technical skills of undergraduate nursing students in medical and surgical hospital units. Design: An instrumental study design was employed. Methods: Two-phases were used to develop and validate the scale: 1) Scale development. A group of experts defined the dimensions and components. Afterwards, the content was validated by experts, and a pilot study was conducted with undergraduate Nursing students. 2) Analysis of the psychometric properties of the scale. A total of 393 students were evaluated in high-fidelity simulation scenarios by three evaluators, through the use of the Non-Technical Skills in Medical and Surgical Hospital Units (NTS-Nursing) Scale. Results: The content validity indexes were adequate for the total of the items and the total of the scale. The statistical descriptors of the items, the internal structure, and the reliability (internal consistency and interevaluator reliability) were analyzed, as well as the external evidence of validity, with adequate values obtained. Conclusion: The NTS-Nursing scale is a valid and reliable instrument. Its structure of 10 items makes its use fast and easy.
Open Access
Training with high fidelity simulation in the care of patients with Coronavirus—A learning experience in native health care multi-professional teams
(MDPI, 2021) Rojo-Rojo, Andrés; Soto-Castellón, María Belén; García-Méndez, Juan Antonio; Leal Costa, César; Adánez Martínez, María de Gracia; Pujalte-Jesús, María José; Díaz Agea, José Luis; Medicina
The training of emergency and intensive care teams in technical and non-technical skills is fundamental. The general aim of this study was to evaluate the training of various professional teams with simulations based on the care of COVID-19 patients using Zone 3 simulations (native emergency medical services and intensive care units-ICU teams) in the Region of Murcia (Spain). A mixed pilot study was designed (qualitative/quantitative) comprised of three phases: Phase 1: detection of needs (focus groups), Phase 2: design of simulation scenarios, and Phase 3: training with high-fidelity simulation and evaluation of competences. The results were used to determine the real training needs of these health professionals, which were used to design four simulation scenarios in line with these needs. The team competences were evaluated before and after the training session, with increases observed after the training sessions, especially in non-technical skills such as communication. Training with zone 3 simulation, with multi-professional native emergency and intensive care teams who provided care to patients with coronavirus was shown to be an effective method, especially for training in non-technical skills. We should consider the training needs of the professionals before the start of any training program to stay one-step ahead of crisis situations.