Quality assessment in initial paediatric trauma care : Systematic review from prehospital care to the paediatric intensive care unit

Background Trauma is the most common cause of death and disability in the paediatric population. There are a huge number of variables involved in the care they receive from health care professionals. Aim The aim of this study was to review the available evidence of initial paediatric trauma care throughout the health care process with a view to create quality indicators (QIs). Study Design A systematic review was performed from Cochrane Library, Medline, Scopus and SciELO between 2010 and 2020. Studies and guidelines that examined quality or suggested QI were included. Indicators were classified by health care setting, Donabedian's model, risk of bias and the quality of the publication with the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) assessment. Results The initial search included 686 articles, which were reduced to 22, with 15 primary and 7 secondary research articles. The snowball sampling technique was used to add a further seven guidelines and two articles. From these, 534 possible indicators were extracted, summarizing them into 39 and grouping the prehospital care indicators as structure (N = 5), process (N = 12) and outcome (N = 3) indicators and the hospital care indicators as structure (N = 4), process (N = 10) and outcome (N = 6) indicators. Most of the QIs have been extracted from US studies. They are multidisciplinary and in some cases are based on an adaptation of the QIs of adult trauma care. Conclusions There was a clear gap and large variability between the indicators, as well as low-quality evidence. Future studies will validate indicators using the Delphi method. Relevance to Clinical Practice Design a QI framework that may be used by the health system throughout the process. Indicators framework will get nurses, to assess the quality of health care, detect deficient areas and implement improvement measures

Clinical Simulation in pediatrics and neonatology using EDISON: an educational innovation project

[EN] Introduction: Clinical simulation is a tool that allows creating controlled and safe spaces that mimic reality, where students can acquire skills and abilities prior to facing real situations. Methodology: This is a study with two phases. The first quasi-experimental phase where 3 questionnaires were used; two of them to assess knowledge (pretest - posttest) and the other one to assess the satisfaction of the training action. And the second phase was analytical, where the effectiveness of a training intervention in a confinement context based on the use of audiovisual materials created through EDISON was evaluated. Results: In 2019 the average satisfaction of the students was 9.22 (SD 0.72) out of 10. The most valued item was the one related to the domain that the instructors had regarding the knowledge imparted, with 9.79 out of 10. The students' knowledge improved in 9 of the 11 questions. Conclusions: The satisfaction of the students and the knowledge acquired were remarkable, being clinical simulation a methodology that helps to consolidate the knowledge and skills put into practice.Balaguer-López, E.; García-Molina, P.; Blasco, J.; Sanchis-Sánchez, E.; Buck-Sainz-Rozas, P.; García-Martínez, P.; Ruescas-Pérez, M. (2021). Clinical Simulation in pediatrics and neonatology using EDISON: an educational innovation project. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 1053-1061. https://doi.org/10.4995/HEAd21.2021.12934OCS1053106

Improvement in university training in pediatric and neonatal Cardiopulmonary Resuscitation through the application of simulators and realistic environments of advanced clinical simulation

[EN] Introduction: To improve the acquisition of skills through clinical simulation in pediatric and neonatal Cardiopulmonary Resuscitation and the satisfaction of 2nd year nursing students, new simulators were acquired, a more realistic environment was built and new materials were created, all of this included in an already consolidated Educational Innovation project. Methodology: Exploratory analytical study where the influence of the measures implemented before (2018-2019) and after (2020-2021) were tested through questionnaires on the knowledge acquired before and after the simulation and the satisfaction of the participants. Results: The average satisfaction of the students decreased from 9.21/10 (N=160) to 8.84/10 (N=163) and the acquisition of knowledge after the simulation went from 7.49/10 to 6.98/ 10. The implemented measures were not reflected in the results.[ES] Introducción: Para mejorar la adquisición de competencias a través de la simulación clínica en Reanimación Cardiopulmonar pediátrica y neonatal y la satisfacción del alumnado de 2º curso de enfermería, se adquirieron nuevos simuladores, se construyo un entorno más realista y se crearon nuevos materiales, todo ello dentro de un proytecto de Innovación Educatuiva ya consolidado.Metodología: Estudio analítico exploratorio donde se camparó a través de cuestionarios sobre los conocimientos adquiridos antes y después de la simulación y la satisfacción de los participantes, la influencia de las medidas implemnetadas antes (2018-2019) y después (2020-2021).Resultados: La satisfacción media del alumnado disminuyó de 9,21/10 (N=160) a 8,84/10 (N=163) y la adquisión de conocimientos tras la simulación paso de 7,49/10 a 6,98/10. No se vieron reflejados en los resultados las medidas implementadas.Buck Sainz-Rozas, P.; Balaguer-López, E.; Ruescas López, M.; Casal-Angulo, C.; García-Martínez, P.; García-Molina, P. (2022). Mejora en la formación universitaria en Reanimación Cardiopulmonar pediátrica y neonatal mediante la aplicación de simuladores y entornos realistas de simulación clínica avanzada. Editorial Universitat Politècnica de València. 210-219. https://doi.org/10.4995/INRED2022.2022.1584521021

Simulación clínica en pediatría y neonatología: adaptación telemática del proyecto de innovación educativa

[EN] Introduction: Framed within an educational innovation project in the nursing degree, we introduce the application of realistic scenarios, generated through the EDISON tool to deal with topics such as pediatric and neonatal CPR. Due to the COVID-19 pandemic, an adaptation of the project to the telematic modality was proposed. Methodology: Analytical exploratory study where the effectiveness of a training intervention in a confinement context was evaluated. It was based on the use of audiovisual materials created through EDISON that configured a VideoBook that was made available to students through the Virtual Platform, evaluating its effectiveness through the final exam of the subject. Results: Among the 2nd year students (N = 296), 37.8% were exposed to the intervention. The students of this first group (with VideoBook) obtained in a higher percentage the qualification of “Excelente” and “Notable” (99.11%) than the students of the control group (98.65%). Significant differences were detected between the groups (p 0.05) in the score obtained in specific CPR questions (31).[ES] Enmarcado dentro dentro de un proyecto de innovación educativa en el grado de enfermería, introducimos la aplicación de escenarios realista, generados a través de la herramienta EDISON para tratar temas como la RCP pediátrica y neonatal. Debido a la pandemia COVID-19 se propuso una adaptación del proyecto a la modalidad telemática. Metodología: Estudio analítico exploratorio donde se comparó la efectividad de una intervención formativa en un contexto de confinamiento. Se basó en el uso de materiales audiovisuales creados a través de EDISON que configuraron un VideoLibro que se puso a disposición del alumnado a través del Aula Virtual, evaluando su efectividad a través del examen final de la asignatura. Resultados: Entre los estudiantes de 2º curso (N=296), el 37,8% estuvieron expuestos a la intervención. Los alumnos de este primer grupo (con VideoLibro) obtuvieron en mayor porcentaje la calificación de Excelente y Notable (99,11%) que los alumnos del grupo control (98,65%). Se detectaron diferencias significativas entre los grupos (p <0,05) en la puntuación obtenida en preguntas específicas de RCP (31).Balaguer López, E.; Buck Sainz-Rozas, P.; Ruescas López, M.; Casal Angulo, C.; García Martinez, P.; García Molina, P. (2021). Simulación clínica en pediatría y neonatología: adaptación telemática del proyecto de innovación educativa. En IN-RED 2021: VII Congreso de Innovación Edicativa y Docencia en Red. Editorial Universitat Politècnica de València. 1425-1431. https://doi.org/10.4995/INRED2021.2021.137351425143

Divulgación científica: aprender haciendo y coevaluando

[EN] Objective/s: To assess the process of acquiring competence in scientific dissemination among students at the La Fe School of Nursing in Valencia. Development of the innovation: Four cycles of group work were implemented. Each group creates scientific dissemination documents focused on a work topic related to the subject of Physical Activity and Health Promotion in Nursing. Each work is co-evaluated by peers using an analytical rubric, with 10 learning domains, and this evaluation is returned before the creation of the next document. At the end of the 4 work cycles, 8 teachers external to the activity assessed the dissemination papers using the same co-assessment rubric, anonymously and blinded. Results: Acquisition of competence in the domains studied showed significant improvements with repetition of the tasks. The study differentiated by groups shows that learning becomes uniform in 6 of the 10 competencies, showing significant differences in learning between groups in 4 of the domains. Conclusions: Repetition of the task and co-assessment improves the acquisition of competences in science popularisation. The moment of greatest evolution occurs between the second and third repetition of the task, slowing down this benefit between the third and fourth repetition.[ES] Objetivo: Valorar el proceso de adquisición de la competencia en divulgación científica del alumnado de la Escuela de Enfermería de la Fe de Valencia. Desarrollo de la innovación: Se implementaron cuatro ciclos de trabajo grupal. Cada grupo crea documentos de divulgación científica centrados en una temática de trabajo relacionada con la asignatura de Actividad física y Promoción de la salud en Enfermería. Cada trabajo es coevaluado por pares mediante rúbrica analítica, con 10 dominios de aprendizaje, y se devuelve esta evaluación antes de la creación del siguiente documento. Finalizados los 4 ciclos de trabajo, 8 docentes externos a la actividad valoraron los documentos de divulgación utilizando la misma rúbrica de coevaluación, de forma anónima y cegada. Resultados: La adquisición de competencia en los dominios estudiados mostraron mejoras significativas con la repetición de las tareas. En el estudio diferenciado por grupos se muestra que el aprendizaje se vuelve uniformen en 6 de las 10 competencias, mostrando diferencias significativas de aprendizaje entre grupos en 4 de los dominios. Conclusiones: La repetición de la tarea y la coevaluación mejora la adquisición de competencias en divulgación científica. El momento de mayor evolución se produce entre la segunda y tercera repetición de la tarea, ralentizando este beneficio entre la tercera y cuarta repetición.García-Martinez, P.; Saus-Ortega, C.; García-Molina, P.; Balaguer-López, E.; Celda-Belinchón, L.; Sosa-Palanca, E.; Buck Sainz-Rozas, P.... (2022). Divulgación científica: aprender haciendo y coevaluando. Editorial Universitat Politècnica de València. 161-172. https://doi.org/10.4995/INRED2022.2022.1583516117

Estrés percibido por el alumnado de enfermería. Estrategias de sensibilización en la comunidad educativa

[EN] The emotional discomfort perceived by the students needs to be identified and evaluated as a way to improve the emotional well-being and health of the university community. The objective of this experience was to sensitize the university community about the need to promote the emotional well-being of our students, as well as to identify the level of stress perceived in the students of the Escuela Universitaria de Enfermería de la Fe (Valencia) and to analyze the relationship between stress with the sense of coherence, manageability, comprehensibility and significance among the students. The experience has focused on participation in a descriptive and analytical research project on the stress perceived by the students and its relationship with the sense of coherence, with a subsequent return of the results to the educational community. The results identified a greater perceived stress in the first and second years and a sense of coherence that did not increase significantly with the years of teaching experience. Lastly, the creation of a space for participation made it possible to learn about the reality of the emotional well-being of the students, to sensitize the entire community about this problem and to jointly seek solutions with the participation of the entire educational community.[ES] El malestar emocional percibido por el alumnado requiere ser identificado y evaluado como una vía para mejorar el bienestar emocional y la salud de la comunidad universitaria. El objetivo de esta experiencia era sensibilizar a la comunidad universitaria sobre la necesidad de promover el bienestar emocional de nuestro alumnado, así como identificar el nivel de estrés percibido en el estudiantado de la Escuela de Enfermería de la Fe (Valencia) y analizar la relación del estrés con el sentido de coherencia, manejabilidad, comprensibilidad y significancia entre el alumnado. La experiencia se ha centrado en la participación en un proyecto de investigación descriptivo y analítico sobre el estrés percibido por el alumnado y su relación con el sentido de coherencia, con una posterior devolución de los resultados a la comunidad educativa. En los resultados se identificaba un mayor estrés percibido en primer y segundo curso y un sentido de coherencia que no aumentaba significativamente con los años de experiencia docente. Por último, la creación de un espacio de participación permitió conocer la realidad del bienestar emocional del alumnado, sensibilizar a toda la comunidad sobre este problema y buscar de forma conjunta soluciones participadas por toda la comunidad educativa.García-Martínez, P.; Sosa Palanca, E.; García Molina, P.; Buck Sainz-Rozas, P.; González Blázquez, F.; Trujillo Barbera, S.; Castro Calvo, J. (2023). Estrés percibido por el alumnado de enfermería. Estrategias de sensibilización en la comunidad educativa. Editorial Universitat Politècnica de València. 1291-1299. https://doi.org/10.4995/INRED2023.2023.165571291129