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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.

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dc.contributor.authorAdánez Martínez, María de Gracia
dc.contributor.authorLeal Costa, César
dc.contributor.authorMolina Duran, Francesc
dc.contributor.authorRuzafa Martínez, María
dc.contributor.authorRamos Morcillo, Antonio Jesús
dc.contributor.authorJiménez Ruiz, Ismael
dc.contributor.authorDíaz Agea, José Luis
dc.contributor.authorPalacio Gaviria, María Patricia
dc.contributor.departmentEnfermería
dc.date.accessioned2024-03-04T09:35:32Z
dc.date.available2024-03-04T09:35:32Z
dc.date.issued2021-11-17
dc.description©2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted, version of a Published Work that appeared in final form in Nurse Education Today. To access the final edited and published work see https://doi.org/10.1016/j.nedt.2021.105224es
dc.description.abstractBackground: 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.es
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dc.format.extent7es
dc.identifier.citationNurse Education Today 109 (2022) 105224
dc.identifier.doihttps://doi.org/10.1016/j.nedt.2021.105224
dc.identifier.issnPrint: 0260-6917
dc.identifier.urihttp://hdl.handle.net/10201/139883
dc.languageenges
dc.publisherElsevieres
dc.relationSin financiación externa a la Universidades
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEducation nursinges
dc.subjectGender-based violencees
dc.subjectActive learninges
dc.subjectOnline learninges
dc.subjectQuantitative evaluationes
dc.subject.otherCDU::6 - Ciencias aplicadas::61 - Medicinaes
dc.titleImproving learning in the management of gender violence. Educational impact of a training program with reflective analysis of dramatized video problems in postgraduate nurses.es
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
relation.isAuthorOfPublication3ebd20e8-2a9b-4e44-b254-5fce269b2001
relation.isAuthorOfPublication.latestForDiscovery3ebd20e8-2a9b-4e44-b254-5fce269b2001
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