Glòria Tort-Nasarre

Motherhood is a meaningful part of the life plans of many women diagnosed with severe mental illness, but they often experience motherhood or the desire for it in a context of vulnerability, stigma, and poorly coordinated care. The literature on the meaning of motherhood in this group is limited, especially research offering the perspective of humanistic models centred on the person. Identify how women diagnosed with severe mental illness give meaning to their desire to be mothers (or not) and their experience of motherhood (or not becoming a mother), using the Tidal Model as an interpretive framework. Descriptive qualitative study with intentional sampling. Eight women diagnosed with severe mental illness in Catalonia, Spain participated in semi‐structured interviews. Data were analysed using thematic analysis guided by the Tidal Model. We report the findings using the COREQ criteria for qualitative rigour. We identified six themes structured in the three dimensions of the Tidal Model: (1) sharing the desire (or not) to become a mother; (2) stigma related to the decision to become a mother (or not to become one); (3) taking care of myself to become a mother; (4) self‐stigma; (5) lack of specialised support and misinformation; and (6) barriers created by stigma. The narratives reveal the importance of validation, the impact of internal and external stigma, and the difficulties arising from the lack of service coordination. Participants faced multiple personal, relational, and structural barriers to their plans to become mothers. The findings indicate the need for interdisciplinary, empathetic, and person‐centred care, as well as coordinated care circuits that integrate reproductive desire into clinical practice in mental health. Mental health nurses can play a pivotal role in validating women's reproductive desires, mitigating internal and external stigma, and providing nuanced, person‐centred guidance regarding risks, care needs, and reproductive options. They are also essential in fostering coordinated care pathways that support informed decision‐making and accompany women throughout their reproductive journeys.

Background: The expansion of telenursing in primary care requires undergraduate nursing programmes to prepare students for clinical decision making in virtual care. However, evidence on educational interventions integrating clinical reasoning with managing uncertainty, anxiety, and self-confidence in telenursing remains limited. Objective: This study aims to assess changes in nursing students’ self-confidence and anxiety related to clinical decision making following a simulation-based video consultation intervention, and to explore their satisfaction and perceived learning regarding this educational experience. Methods: A quasi-experimental pretest–post-test study with a comparison group was conducted at two public universities during the 2024–2025 academic year. Undergraduate nursing students (N = 115) were included. The intervention consisted of theoretical training on video consultations, complemented by structured simulated consultations based on primary care scenarios. The control group received no intervention. Outcomes were assessed before and after, with self-confidence and anxiety measured using the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM^©) scale. Satisfaction and perceived learning were evaluated in the intervention group using the Student Satisfaction and Self-Confidence in Learning Scale. Results: At baseline, students had high digital competence but limited preparedness for telenursing, with heterogeneous self-confidence and moderate anxiety in virtual decision making. After the intervention, the intervention group showed significant increases in self-confidence and reductions in anxiety, particularly in global clinical judgement and autonomous decision making. Students reported high satisfaction and perceived learning. Conclusions: Simulation-based video consultations may improve nursing students’ self-confidence and reduce anxiety in virtual care decision making, suggesting a potentially valuable strategy for integrating psychoeducational dimensions into nursing curricula on digital health.

Background: Climate change is intensifying extreme heat exposure in Mediterranean agricultural systems. Migrant workers engaged in outdoor fieldwork are a highly vulnerable population with limited access to resources. Crucially, there is a notable lack of data on how heat affects these workers in this specific region. Objective: This study aimed to analyze the physiological effects of high-temperature exposure by quantifying and correlating indirect indicators of dehydration and electrolyte imbalance (sodium and potassium losses, sweat, body weight, and blood pressure). Methods: An observational study was conducted over nine consecutive days involving ten agricultural participants, yielding 90 observations. Measurements of body weight, heart rate, blood pressure, skin temperature, sweat loss, and sodium and potassium concentrations were taken before, during, and after daily field activity. Results: Results showed considerable interindividual variability in thermophysiological responses. Participants lost an average of 0.8 kg (range –9.1 to +3.6 kg) and produced 3.91 L of sweat (range 1.9–6.4 L), with sodium and potassium losses of 4932 mg and 646 mg, respectively. Sweat loss correlated with sodium (r = 0.414, p = 0.001) and potassium (r = 0.791, p < 0.001), and diastolic blood pressure was moderately associated with weight loss (r = 0.576, p = 0.016). Conclusions: Sweat loss was the main driver of electrolyte depletion, with marked interindividual variability. Monitoring sweat-related indicators and diastolic blood pressure could help detect dehydration risk in agricultural workers exposed to extreme heat. Targeted hydration strategies and occupational health education are essential to mitigate these risks.

Background: Heat stress in agricultural work is a significant health risk, especially due to dehydration as a result of exposure to heat, physical exertion, and inadequate hydration practices. This problem becomes even more critical when working outdoors, where extreme conditions can intensify the effects. Objective: The main objective of the present study was to determine the existing interventions to prevent or mitigate dehydration among agricultural workers exposed to heat stress during their workday outdoors, in both real and simulated contexts. Methods: A systematic review was performed in accordance to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The search strategy combined MeSH terms and an open search in six scientific databases. Relevant studies were selected and data from the interventions were extracted, following the guidelines from the Joanna Briggs Institute (JBI) for systematic reviews. The studies were assessed with the Mixed Methods Appraisal Tool (MMAT) and the GRADE assessment framework. Results: Nine studies were included, which focused on interventions such as education programs, cooling devices, and hydration strategies. The results showed that adequate access to water, rest in the shade, the use of cooling bandanas, and hydration backpacks, were effective in reducing dehydration and heat stress among agricultural workers exposed to high temperatures. Conclusions: An integrated approach combining education, hydration, and workplace improvements is essential to prevent dehydration and heat stress among agricultural workers. While body cooling is promising, further research and investments in infrastructure are needed to ensure access to safe drinking water, shaded rest areas, cooling technologies, educational initiatives, and health monitoring systems.

Background: Women diagnosed with serious mental illness (SMI) face increased vulnerability and significant risks to their sexual and reproductive health, an issue that is often overlooked in healthcare systems. Aim: This study aimed to explore the sexual and reproductive healthcare provided to women with SMI, based on the perspectives of professionals specialising in mental health and sexual and reproductive health. Methods: A descriptive qualitative design was used. Semi-structured interviews were conducted with a purposive sample of professionals from community mental health and sexual and reproductive health in Catalonia (Spain). Data were analysed using thematic analysis. Results: Two themes were identified: clinical practice and professional context. The clinical practice theme had three sub-themes: lack of a preventive framework, attention to sexual and reproductive needs, and supporting women in their desire for motherhood and in pregnancy. The professional context theme had four sub-themes: cross-disciplinary coordination, lack of protocols, lack of human resources and time, and lack of training in mental health. Conclusions: Mental health professionals and sexual and reproductive health professionals expressed different perspectives about sexual and reproductive healthcare for women with SMI, pointing to a need for greater training and coordination.

Women who are living with a diagnosis of serious mental illness face an elevated risk of premature mortality from breast and gynecological cancers. To understand the risk factors associated with prevalence and premature death from breast or gynecological cancer in women diagnosed with an SMI, a scoping review was conducted, using the Arksey and O'Malley framework in accordance with the PRISMAScR guidelines. Four electronic databases were searched for research from 2012 to 2024. The 21 selected articles identified potential factors associated with our target: clinical status, coordination of care across health services, and social and family support. The findings suggest that the keys to improving outcomes are conducting proper screening among women diagnosed with SMI, coordinating mental health and oncological care, and capitalizing on available family support.

Background: Evidence-based practice must be promoted in nursing education to provide quality care. For this, teaching practices that promote its development must be considered. Aim: The aim of this study was to explore a learning experience centered on evidence-based practice through cooperative learning in an online discussion forum with nursing students. Methods: We employed a descriptive qualitative study with the participation of 137 nursing students. A teaching intervention based on cooperative teamwork through an online forum is proposed. The students, through a question, must manage information to provide a reasoned answer. The interactions in the forums were analyzed through qualitative content analysis. Results: Two themes and eight categories emerged: Critical Analysis of the Literature (Computer Literacy, Reliability of the data sources, Level of evidence according to the article design, and Relevance of the research) and Clinical Practice (Patient’s perspective, Professional experience, Quality of care, and Usefulness of EBP). Conclusions: The use of interactive teaching methodologies (cooperative learning and online discussion forums) facilitates the construction of knowledge applied to clinical practice. Students perceive EBP as necessary and useful for optimal care management, and the forums allow for the development of key competencies, such as autonomous learning, teamwork, and critical thinking.

Objectives: The aim of this systematic review is to summarize the results of qualitative research into people with type 2 diabetes mellitus (T2DM) and their propensity to engage in physical activity (PA), and to identify and analyse their experiences and opinions of interventions and programs designed to increase their adherence to PA recommendations. Design: Systematic review of qualitative studies extracted from databases using the SPIDER systematic search method. The review included studies that combined qualitative and mixed methods research and compiled the experiences and opinions of people with T2DM who had participated in interventions to increase their levels of PA. A thematic summary of qualitative data was performed. Results: The review comprised nine studies published between 2017 and 2021, which included 170 people. Four themes and ten subthemes were identified. The four themes include: (1) factors related to PA, (2) factors related to the program, (3) factors related to the support the participants received and (4) factors related to the person. Conclusion: The support patients receive, both from family/friends and from health providers, is key to consolidating changes in habits and in promoting individualized health education. Future interventions and health policies should reinforce programs designed to promote PA that prioritize the experiences of people in order to increase their adherence to PA programs.