Esther García-García

Introducción. La rápida integración de la inteligencia artificial (IA) en la educación biomédica ha generado una necesidad urgente de un marco que sirva de guía para el estudiantado y para el personal académico. En España, las instituciones están adoptando la IA con rapidez, pero sin una orientación regulatoria o pedagógica homogénea. Se requieren enfoques estructurados que permitan priorizar competencias my abordar los desafíos éticos, legales y educativos emergentes. Métodos. Se llevó a cabo un estudio Delphi coordinado por la UEM, utilizando REDCap para gestionar las rondas iterativas. El proyecto recibió apoyo financiero de la Sociedad Española de Educación Médica (SEDEM). Expertos en educación médica, algunos con conocimientos específicos en IA, participaron en una serie de cuestionarios en línea. A través de retroalimentación anonimizada, los participantes evaluaron, refinaron y priorizaron un conjunto de áreas donde el impacto de la IA resulta esencial. Resultados. Los expertos coincidieron en la necesidad de habilidades más allá de la alfabetización técnica, destacando el pensamiento crítico, la interpretación de resultados generados por IA, la conciencia sobre sesgos y la responsabilidad profesional. Las consideraciones éticas y legales, especialmente las relacionadas con la privacidad, la transparencia y la toma de decisiones, fueron altamente priorizadas. También subrayaron el carácter transversal de la IA, sugiriendo que las competencias deben integrarse en todo el currículo y no tratarse como contenidos aislados. Discusión. A pesar de la heterogeneidad institucional, el consenso convergió en áreas que equilibran la innovación con salvaguardas éticas. Los resultados respaldan el desarrollo de un marco competencial capaz de guiar el diseño curricular, orientar la formación del profesorado y promover un uso responsable y basado en la evidencia de la IA, sin comprometer la autonomía profesional.

During the COVID‐19 pandemic, extracorporeal membrane oxygenation (ECMO) was used for respiratory distress. This study sought to describe the nurses' perspectives on the process of ECMO training through a simulation‐based experience (SBE). Eleven nurses who undertook postgraduate studies in critical care using simulation were recruited. A qualitative descriptive study. Purposive sampling was applied, and data were collected through semi‐structured interviews. An inductive analysis was used. The credibility, transferability, confirmability, and dependability strategies were used for rigor. Three themes were identified: (a) Simulation: a bridge between practice and educational content, simulation serves as a link between acquired knowledge and its integration with clinical practice; (b) Patient‐ECMO machine interaction, simulation enables the integration of ECMO management within nursing care, as an extension of the care of the individual; (c) Critical situations in simulation, the management of vascular pressures is identified as the greatest challenge faced by nurses during simulation. SBEs enable critical care nurses to be trained in the management of highly complex technological devices such as ECMO.

As shown in the previous literature, in view of the future responsibilities of nursing professionals and the consequences for healthcare, it is of great interest to examine their risk perceptions, coping behaviors, and sense of coherency during the COVID-19 pandemic. The purpose of this study is to design and to validate a specific questionnaire that evaluates the factors relating to perceived risk, coping behaviors, and preventive knowledge against COVID-19 infection among nursing students from Spain. This is a psychometric study of a questionnaire’s design and its validation in 1562 nursing students at 16 undergraduate nursing institutions in Spain. An ad-hoc survey was designed by a panel of six experts drawing from the literature. After a trial test, the questionnaire was formed with four scales (perception, risk, coping, and knowledge of preventive practices for COVID-19), with a total of 69 items. The final questionnaire was composed of 52 items grouped into four scales, with good psychometric properties to measure risk perception (Cronbach’s alpha 0.735), factors related to perceived risk (Cronbach’s alpha 0.653), coping behaviors (Cronbach’s alpha 0.80), and knowledge of preventive practices against COVID-19 (Cronbach’s alpha 0.77). This questionnaire, specifically designed and validated for nursing students, is the first to address four important areas in the development of preventive measures against COVID-19.

Introduction: This study aims to assess the efficacy of the modified kangaroo care lateral position on the thermal stability of preterm neonates versus conventional kangaroo care prone position. Material and methods: A non-inferiority randomized parallel clinical trial. Kangaroo care will be performed in a lateral position for the experimental group and in a prone position for the control group preterm. The study will take place at the neonatal intensive care unit (NICU) of a University Hospital. The participants will be extremely premature infants (under 28 weeks of gestational age) along the first five days of life, hemodynamically stable, with mother or father willing to do kangaroo care and give their written consent to participate in the study. The sample size calculated was 35 participants in each group. When the premature infant is hemodynamically stable and one of the parents stays in the NICU, the patient will be randomized into two groups: an experimental group or a control group. The primary outcome is premature infant axillary temperature. Neonatal pain level and intraventricular hemorrhage are secondary outcomes. Discussion: There is no scientific evidence on modified kangaroo care lateral position. Furthermore, there is little evidence of increased intraventricular hemorrhage association with the lateral head position necessary in conventional or prone kangaroo care in extremely premature newborns. Kangaroo care is a priority intervention in neonatal units increasing the time of use more and more, making postural changes necessary to optimize comfort and minimize risks with kangaroo care lateral position as an alternative to conventional prone position kangaroo care. Meanwhile, it is essential to ensure that the conventional kangaroo care prone position, which requires the head to lay sideways, is a safe position in terms of preventing intraventricular hemorrhage in the first five days of life of children under 28 weeks of gestational age. Trial registration at clinicaltrials.gov: NCT03990116.

Background: Professional nursing organizations recommend the use of nursing diagnosis to enhance and facilitate the standardization of care and the development of a common language used by nursing practitioners. In the clinical reality of hospital emergency departments, however, its use is controversial. The objectives of the research are (a) to explore the use of nursing diagnosis in hospital emergency departments, and (b) to describe the meaning of nursing diagnosis for hospital emergency nurses. Methods: A qualitative phenomenological study was conducted. A purposeful sampling and snowball technique were used. Data were collected using in-depth interviews, researchers’ field notes, and documental analysis. An inductive analysis based on Giorgi´s proposal was used to identify significant emerging themes from interviews and field notes. Seventeen participants with a mean age of 40 were recruited. Results: Three themes were identified. The results showed how the use of nursing diagnosis in hospital emergency departments depends on nurses to apply a working methodology in their practice, along with other dimensions such as the characteristics of emergency care, the type of health problems, and the complexity of care. Conclusions: The use of standardized language in emergency departments is complex due to the overcrowded nature of care in these settings.

Introducción: Los estudiantes de enfermería deben adquirir conocimientos, habilidades, actitudes y valores, para proporcionar cuidados de calidad. Las prácticas clínicas son el contexto ideal para lograr algunas de las competencias requeridas. Objetivo: Explorar las percepciones de los estudiantes sobre sus vivencias durante sus prácticas clínicas. Método: Abordaje metodológico descriptivo de tipo cualitativo y con un encuadre sociocrítico. Se analizaron los 45 portafolios de estudiantes de 4º curso de la Escuela Universitaria de Enfermería (EUE) Cruz Roja, donde explican sus vivencias en prácticas. Se optó por un portafolio semiestructurado en función de la competencia a demostrar definiendo previamente las tareas o evidencias Se realizó un análisis de contenido que comprendía las siguientes fases: reducción de los datos; categorización-codificación, presentación de datos y conclusiones/verificación de los datos. Se alcanzó saturación en la información sobre las categorías presentadas. Resultados: Del análisis de los datos emergen distintas unidades de significado que se engloban en tres categorías: aprendizaje en prácticas, dificultades del entorno, crecimiento personal y profesional. Conclusiones: El estudio evidencia la importancia de las prácticas clínicas para los estudiantes dentro del plan de estudios, ya que es donde aplican lo que han aprendido en el aula y son conscientes de la realidad a la que se enfrentan. El entorno clínico y la relación que se establezca entre este y el estudiante determina en muchas ocasiones el aprendizaje. Queda patente que los estudiantes durante sus prácticas clínicas toman conciencia de aquellos conocimientos del saber, saber hacer y saber estar.