Sara Esqué Boldú

Issue Addressed: The university setting represents a singular context to promote health and well‐being. Although health‐promoting university (HPU) initiatives exist worldwide, information on theoretical principles is sparse. The purpose of this integrative review is to describe how the HPU approach has been theorised.Methods: A scoping review was carried out in PubMed, Medline, ERIC, Scielo, WoS, Scopus and CINAHL following the Preferred Reporting Items for Systematic reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) statement. The articles included in the final step were content analysed according to: (a) reference; (b) country; (c) label; (d) objectives of work; (e) HPU definition and (f) type of study. For the empirical articles, some additional items were reviewed.Results: After the analysis and exclusion of studies for not meeting the inclusion criteria, 22 articles were integrated into the final sample. Of those, 12 were theoretical papers and 10 were empirical studies. The review found that most of the studies define the HPU approach according to the principles described in the Ottawa Charter and the socioecological perspective on health promotion. Most of the empirical selected studies are based on qualitative data. The implementation of healthy policies and evaluative strategies are remaining challenges.Conclusions: Our findings suggest that the HPU concept is underpinned by a wide array of theories and models. It also points to the need for a common university framework that integrates the basic principles into practice. The articulation between theoretical narrative and practical initiatives is a remaining threat that needs to be assessed in order to enable universities to become healthy spaces.So What?: HPU generates enabling conditions that support communities to improve and maintain their health status and well‐being. In this sense, more evidence of effectiveness will be needed in future research.

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: to analyse how 22 universities in Spain have implemented the HPU framework in different contexts. Methods: firstly, a document analysis was used as a research method to assess the action areas of work to promote HPU framework. Documents were selected from the university’s networks and numerically coded. Results: a Multiple Correspondence Analysis and a Hierarchical Cluster Analysis identified three types of universities based on the implementation of health promotion areas: “Incipient HPU” that is a heterogeneous group that tend to apply some of the HPU principles by addressing acute actions in time; “Premature HPU” englobe those universities that express the need to incorporate a HPU roadmap but does not express it in practice, and “Mature HPU” that are recognized by university authorities. Final Considerations: these results show how universities recognize and implement the HPU framework differently even when they are part of the same network.

El e-portafolios usado como herramienta en el proceso de enseñanza y aprendizaje, ofrece oportunidades de reflexión del estudiante para conseguir una mejora en el transcurso de su propio proceso de aprendizaje. Esta potente herramienta, acompaña el proceso en la consecución de los requerimientos de cambio asegurando la fuerte implicación por parte del estudiante, aumentando el conocimiento del propio aprendizaje y haciendo hincapié en la promoción y desarrollo de la evaluación basada en competencias.El e-portafolios se ha implementado en los estudios de enfermería de la Universitat d’Andorra en todas las asignaturas de prácticas. Prevé una serie de actividades que permiten guiar y acompañar en el proceso de enseñanza aprendizaje, así como evidenciar el progreso de logros del estudiante en el contexto de sus prácticas clínicas a modo transversal y longitudinal a lo largo de los estudios de primer ciclo universitarios de enfermería.En este trabajo, se analiza un grupo de 25 estudiantes de primer curso del Bàtxelor1 en Enfermería, donde se muestra la importancia de la tutorización y seguimiento del estudiante durante las prácticas clínicas, tanto para ofrecer orientaciones en las actividades como para aportar continuidad y acompañamiento. Esta tutorización ofrece la oportunidad de reflexionar de manera continua sobre las actividades y la vivencia en situaciones reales que le suponen nuevos planteamientos, dudas y por tanto evolución y progreso. Los resultados demuestran la alta participación, la constancia de los estudiantes y el progreso a lo largo de las prácticas clínicas.