Virginia La Rosa-Salas

Aim: Self‐assessment is critical in nursing education, enabling students to reflect on their cognitive and clinical skills while helping educators identify gaps in competencies. Combining subjective self‐assessment with the objectivity of Objective Structured Clinical Examinations (OSCEs) supports learning adjustments. This study explores the impact of OSCEs on nursing students' self‐assessment of practical competencies. Design: A quasi‐experimental pre‐post study was conducted with a convenience sample of 229 third‐ and fourth‐year nursing students at a Spanish university. Only students who had not previously taken an OSCE were included. A 10‐station OSCE was implemented, and the Self‐Assessment Competence Scale (SACS) evaluated perceived competence levels. Data analyses included descriptive statistics, sensitivity testing, t ‐tests, and ANOVA (tertile analysis) with size effect for group differences, and regression analysis to detect the Dunning‐Kruger effect. Results: Fourth‐year students scored significantly higher on OSCEs than third‐year students. Female and male students had similar OSCE results, though fourth‐year students demonstrated higher self‐perception of competence than their third‐year peers. The mean of self‐assessment scores is similar for men and women, but disaggregating scores by competences shows significant differences. Interestingly, students with higher self‐perceived competence often achieved lower OSCE scores, revealing discrepancies attributed to the Dunning‐Kruger effect. Post‐OSCE, students adjusted their self‐perception more closely to their actual performance. Conclusion: OSCEs effectively identify and address discrepancies between self‐assessment and objective performance, fostering critical self‐awareness among nursing students. By revealing overconfidence in less skilled students, these findings highlight the importance of integrating structured OSCEs into nursing curricula. Educators can use these insights to develop targeted programs that enhance competency development, reflective learning and patient safety.

Aim(s): To translate, culturally adapt and validate the first Spanish version of the Person‐centred Practice Inventory‐Care (PCPI‐C) instrument. Design: Cross‐cultural adaptation and psychometric validation. Methods: Two‐phase research design: (1) the PCPI‐C's translation and cultural adaptation from English to Spanish following the ‘Translation and Cultural Adaptation of Patient‐Reported Outcomes Measures‐Principles Guide of Good Practice’ tool; and (2) a cross‐sectional quantitative survey to assess the Spanish version's psychometric properties. Results: A sample of 200 patients participated to obtain the PCPI‐C's Spanish version. No significant issues arose during the translation process or the consulting sessions. No item exhibited an inadequate value following adjustment via the weighted kappa index (−scale‐level content validity average of 0.95 for clarity and 0.97 for relevance). Psychometric evaluation revealed acceptable internal consistency (Cronbach's alpha from 0.67 to 0.84) and strong construct validity. Exploratory and confirmatory factor analyses supported a five‐dimensional structure consistent with the domain Person‐Centred Processes. Fit indices improved after model refinements, achieving CFI = 0.92, SRMR = 0.05 and RMSEA = 0.07. This study's observed psychometric properties confirm that the PCPI‐C's Spanish version retains the original instrument's theoretical integrity, while showing strong reliability and validity in the new context. Conclusion: The PCPI‐C's Spanish translation was psychometrically valid when tested with Spanish patients, thus providing a culturally appropriate, psychometrically sound tool to evaluate Spanish‐speaking patients' perception of person‐centred care. Impact: This study provides a validated instrument that allows for the assessment of person‐centred practice in Spanish‐speaking clinical environments. It enables healthcare professionals to measure patients' perceptions, track the implementation of person‐centred principles and supports international comparative studies, contributing to the development of more ethical and responsive models of care. Patient or Public Contribution: Patients participated in cognitive consultations and completed the survey for psychometric testing, ensuring that the translated items were understandable, culturally appropriate and reflective of their experiences of person‐centred care.

Introduction: The Evaluation of Learning and Performance standard of the International Nursing Association for Clinical Simulation and Learning proposes evaluating all simulation-based experiences. Over the years, multiple instruments have been designed to evaluate simulation. The Simulation Effectiveness Tool—Modified (SET-M) was developed by Leighton and colleagues in English in 2015. This tool has been translated and validated in different languages and cultures, presenting stable psychometric properties. Although a Spanish validation of the instrument has been found, it was conducted with medical students after participating in telesimulation. To date, no validation has been found for its use after face-to-face simulation with Spanish-speaking nursing students. This study aims to validate the psychometric properties of the SET-M in advanced nursing bachelor's students engaged in face-to-face simulation from 2 Spanish-speaking countries. Methods: A multicenter, cross-sectional, analytical, and psychometric validation study was conducted. The sample consisted of 232 students from the final 2 years of their Bachelor's Degree in Nursing at 2 privately managed universities, 1 in Argentina and the other 1 in Spain. The bootstrap Exploratory Graphical Analysis (EGA) approach was used to determine the structural consistency and stability of the items. Results: An EGA identified 4 communities with adequate stability and structural consistency values. Furthermore, the SET-M was found to be invariant among nursing students in Argentina and Spain. Conclusions: The Spanish version of the SET-M demonstrated adequate psychometric properties, confirming its validity and reliability for assessing simulation-based education effectiveness in undergraduate nursing students in Argentina and Spain. This study provides a valuable tool for self-assessment in simulation education within Spanish-speaking contexts.

To develop guidelines for the care of long‐term cancer survivors and their families for primary care nurses. A modified Delphi study was conducted. A questionnaire was developed and administered to a panel of 16 expert nurses to obtain consensus. For each identified guideline, consensus needed to exceed 70%, as measured using a Likert‐type scale. A two‐round Delphi study was conducted to achieve agreement among the expert panel. Round 1 data were analyzed using qualitative content analysis for open‐ended responses, while quantitative analysis, including descriptive statistics, was performed in Round 2. After two rounds of evaluation, a final document comprising 58 guidelines across six main themes was established. Of these, 29 guidelines achieved 100% consensus among the experts. The guidelines developed in this study provide a foundation for designing care strategies for long‐term cancer survivors and their families, serving as a valuable resource for primary care nurses. By offering a distinct nursing perspective, these guidelines complement existing multidisciplinary frameworks and contribute original, discipline‐specific insights to the broader field of survivorship care.

Purpose: The aim of this article is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum. Data sources: Empirical and theoretical literature studies were reviewed to define the framework rationale and its components. Data synthesis: A deductive/inductive collaborative expert-informed approach was undertaken to develop this evidence-based codesigned framework. Its mission, along with unique components, implementation strategies, and outcomes, were successively integrated into the framework to guide nursing knowledge, learning, and curriculum development. A hermeneutic collaborative process of circular reflection was used in the development process. Conclusions: The NEF contains central guiding principles and concepts that are intended to provide structural consistency across its included programs from a humanistic person/family-centered approach. Implications for nursing practice: This comprehensive theory-guided framework allows educators to suggest specific directions for nursing practice within the nursing discipline and articulate nursing's unique and specialized approach to promoting excellent patient care outcomes. It can assist students to develop critical lens from a person/family-centered relationship-based practice approach.

Person-centered care (PCC) positively impacts individuals by enhancing self-care, autonomy, well-being, skills, quality of life, and satisfaction with their care experience. The Person-Centered Practice Inventory-Care (PCPI-C), grounded in the Person-Centered Practice theoretical framework, is designed to assess healthcare users' perceptions of the PCC they receive. This study aims to develop the first Spanish version of the PCPI-C, translated and adapted to the Spanish context. The translation and cultural adaptation process followed the "Translation and Cultural Adaptation of Patient-Reported Outcomes Measures: Principles of Good Practice" guideline, which included a session with a group of experts and healthcare users. The clarity and relevance of each item, as well as the whole instrument, were assessed using the content validity index. No difficulties were found during the process. The committee unanimously agreed to include the definition of compassion in the instrument due to its complexity and potential confusion with other terms. Regarding clarity and relevance, the content validity index revealed excellent results for all 18 items in terms of relevance and for 16 items in terms of clarity. The overall validity index for the instrument showed excellent result for both clarity and relevance (=0.95). The first Spanish-adapted version of the PCPI-C, conceptually and semantically aligned with the original, is now available and demonstrates excellent scores for both clarity and relevance.

Background: Person-centredness, a global movement in healthcare, is consistent with international developments in healthcare policy. It is important to have instruments to measure person-centred care. The Person-Centred Practice Inventory-Staff (PCPI-S) is an internationally recognized instrument that aims to measure how healthcare staff experience person-centred practice. Aim: To perform the cultural adaptation and psychometric testing of a Spanish version of the PCPI-S (PCPI-S (Sp)). Method: A two-stage research design was implemented as follows: (1) the translation and cultural adaptation of the PCPI-S from English to Spanish using the “Translation and Cultural Adaptation of Patient Reported Outcomes Measures-Principles of Good Practice”; (2) a quantitative cross-sectional survey for the psychometric evaluation of the PCPI-S. Test–retest reliability was evaluated using the Kendall tau concordance coefficient, internal reliability was assessed through the ordinal theta (OT) coefficient, and confirmatory factor analysis was performed to examine the theoretical measurement model. Results: A Spanish version of the PCPI-S was obtained. There were no significant difficulties in the translation process or the consulting sessions. A sample of 287 healthcare professionals participated in the study at least once. All the items showed at least a fair level of test–retest reliability. The OT scores were adequate (>0.69). The model showed good to adequate levels of fit: CFI = 0.89, SRMR = 0.068; RMSEA = 0.060 with CI90% (0.056–0.063). Conclusions: The Spanish translation of the PCPI-S was psychometrically valid when tested with Spanish healthcare professionals. This instrument will help identify professionals’ perceptions of person-centred practice, track the evolution of this practice over time, and assess interventions aimed at improving person-centred practice.

Background: The global population of long-term cancer survivors is increasing, thanks to advances in treatments and care. Healthcare systems are working to address the unique needs of these individuals. However, there remains a knowledge gap concerning nurses’ view on cancer survivorship care. Objective: To identify nurses’ perspective of care for long-term cancer survivors and their families. Methods: This qualitative descriptive study used 5 focus groups comprising 33 nurses from primary healthcare and specialized oncology care. Data analysis was conducted through thematic analysis, and the study received ethical approval. Results: Long-term cancer survivors and their families often remained unrecognized as a distinct group within the healthcare system. Consequently, nurses provide what can be termed as “opportunistic care” during nurse-survivor encounters, addressing health needs beyond the purpose of the initial healthcare visit. This absence of a systematic or structured approach for this patient group has prompted nurses to seek the establishment of a comprehensive framework through survivorship care plans, thus ensuring a continuum of care for this specific population. Conclusion: The lack of a structured approach to caring for long-term cancer survivors and their families, often invisible as a distinct population group, results in nurses providing care on an opportunistic basis. Implications for practice: It is crucial to develop and implement survivorship care plans tailored to this population’s needs. Simultaneously, it is important to advance research in this area and establish an educational framework for nurses, enabling them to effectively address the care of long-term cancer survivors and their families.