Actitud de enfermería ante pacientes marroquíes

Debido al reparto desigual de la riqueza en el mundo se ha producido un incremento de los movimientos migratorios, motivados, en su mayor parte, por la necesidad de la población de buscar un futuro, e incluso, un presente mejor. Una de las consecuencias que se producen por este fenómeno es una creciente diversidad cultural en nuestra sociedad. Para los profesionales de la salud este incremento de diversidad cultural supone un reto, sobre todo para el personal de enfermería debido a la cercanía con el paciente. En 2013 el 15% de la población en Melilla eran personas extranjeras procedentes mayoritariamente de Marruecos, además de otros inmigrantes de otras procedencias de África como subsaharianos, sirios, argelinos, nigerianos… que son atendidos en el Hospital Comarcal haciendo uso de los servicios sanitarios. Por esto, el objetivo que nos hemos planteado es conocer cuál es la actitud de las enfermeras del Hospital Comarcal de Melilla hacia los pacientes marroquíes. Para la realización de este trabajo se ha utilizado una metodología empírico-analítica, es un estudio Ex post facto de tipo descriptivo. Se ha aplicado el cuestionario “Escala de Actitud ante la Inmigración para Enfermería” a las enfermeras de las áreas de hospitalización del Hospital. Los resultados indican que en general las enfermeras presentan unas actitudes negativas ante los pacientes marroquíes, con estereotipos de que el aumento de la delincuencia es provocado por la llegada de inmigrantes, consideran que los inmigrantes que delinquen deben ser expulsados de España, se aprovechan de nuestro sistema sanitario así como que se dedican demasiados recursos para la inmigración. Los inmigrantes peores valorados son los marroquíes, considerando que son muy pocos cuidadosos con su higiene personal y los que menos hacen en adaptarse a los países de acogida, pudiendo ser la razón la religión musulmana la que provoca la distancia social que presentan. De todo esto se concluye que es necesario trabajar con el personal de enfermería para que cambien estas actitudes. Las futuras promociones de Grado deben estar formadas en competencias culturales y mejorarán los cuidados a los inmigrantes como un mayor compromiso con la diferencia cultural.Due to unequal distribution of wealth inmigration has increased, motivated mainly, by the need of population for looking for a better present and future. One of the consequences produced by this situation is an increasing cultural diversity in our society. For health professionals this rising of cultural diversity means a challenge, especially for nursing staff due to their proximity to patients. In the year 2013 15% of population in Melilla were foreigners coming from Morocco, moreover there were inmigrants who came from some other places in Africa such as Sub-Saharian, Syrian, Algerian and Nigerian who are treated in Hospital Comarcal and make use of health services. For this reason, our objective is trying to know which is nurses attitude towards these type of patients. In order to perform this work we have used an empirical-analytical methodology, which is a study Ex post facto of descriptive type. The questionnaire applied to nurses in hospitalization areas " Attitude towards Inmigration Scale for Nursery" Results show that nurses mostly have negative attitude towards Moroccan patients, thinking that the increasing of crime is produced by the growth of inmigration , therefore they believe that we expend too many resources on people who should be expelled from our territory. The worst appreciated inmigrants are Moroccan ones, they consider they pay little attention to their personal sanitation and don't adapt to host countries, perhaps the religion they profess can be the reason of social distance. From all this we can conclude that it is necessary to work with nursery staff to change these attitudes. Future promotions of Grade must be trained in cultural competences to improve cares to inmigrants as a great commitment with cultural diversity.Universidad de Granada. Máster Universitario en Diversidad Cultural. Un enfoque multidisciplinar y transfronteriz

Healthy lifestyles of the university population

El estilo de vida se define como el conjunto de pautas y hábitos comportamentales cotidianos de una persona, que mantenidos en el tiempo pueden constituirse en dimensiones de riesgo o de seguridad dependiendo de su naturaleza. Los objetivos del presente trabajo han sido conocer los estilos de vida de los jóvenes universitarios en las siguientes dimensiones: alimentación, ejercicio físico, consumo de tabaco, alcohol y otras drogas, relaciones sexuales y seguridad vial. Para ello se ha realizado una revisión bibliográfica en las bases de datos electrónicas: PUBMED, SCIELO y CUIDEN entre los años 2002-2014; utilizando como palabras claves: estilos de vida, conductas saludables, dieta, ejercicio, drogas, estudiantes universitarios. De los artículos encontrados, destacar como dato más relevante, que los jóvenes universitarios poseen una alta presencia de creencias favorables sobre hábitos de vida saludables y a pesar de ello, no lo llevan a la práctica. Tras realizar una exhaustiva revisión podemos concluir que según los distintos autores, los jóvenes universitarios en general, no tienen buenos hábitos alimentarios, consumiendo dietas desequilibradas con alto contenido calórico. Además la práctica del ejercicio físico es nula, aun sabiendo que una buena alimentación y la realización de ejercicio tienen efectos beneficiosos sobre la salud. A esto hay que añadirle el consumo elevado de alcohol, tabaco y marihuana entre los jóvenes universitarios.The lifestyle is defined as the set of behavioral patterns and daily habits of a person, which maintained over time may become dimensions of risk or safety depending on their nature. The aim of this study was to know the lifestyles of university students in the following dimensions: diet, exercise, consumption of tobacco, alcohol and other drugs, sex and road safety. We made a literature review in electronic databases: PubMed, SCIELO and CUIDEN, between 2002-2014; using as keywords habits, lifestyle, health behaviors, young adult and university students. From articles found, stand out as most relevant data that university students have a high presence of favorable beliefs about healthy lifestyles and nevertheless not put into practice. We could conclude that according to different authors, university students in general have not a good eating habits, eating unbalanced diets high in calories. Besides the physical exercise is null, knowing that a good diet and doing exercise have beneficial effects on health. To this must be added the high consumption of alcohol, tobacco and marijuana among university students

Cultural influence on the expression of labour‑associated pain

Background: Every woman expresses pain differently during birth since it depends on a multitude of predictive factors. The medical care received, companionship during birth, cultural background and language barriers of the women in labour can influence on the expression of pain. This study aims to evaluate the expression of pain during birth and its associated factors in women treated in a Spanish border town. Methods: The study included 246 women in labour. The expression of pain during labour was evaluated using the validated ESVADOPA scale. A descriptive analysis and association study were performed between cultural identity and dimensions of the scale. Multiple linear regression models were performed to assess the association between cultural identity, origin, language barrier, and companionship during labour. Results: The women included in the study comprised 68.7% Berbers, 71.5% Muslims and 82.1% were accompanied during labour. An association between cultural identity and greater body expression of pain (p = 0.020; Cramer’s V = 0.163) in addition to its verbal expression was found during the latent phase of labour, (p = 0.028; Cramer’s V = 0.159). During the active phase of labour, cultural identity was associated with pain expression through greater body response, verbal expression, expression of the facial muscles, anxiety, inability to relax and vegetative symptoms. The different factors studied that had a predictive value were companionship (p = 0.027) during the latent phase of labour and Berber origin (p = 0.000), language barrier (p = 0.014) and companionship (p = 0.005) during the active phase of labour. The models designed predict pain expression in the latent phase by companionship and type of companionship (β = 1.483; 95%CI = 0.459–2.506, β = 0.238; 95%CI = 0.029–0. 448, respectively), and in the active phase by background, language barrier and companionship (β = 0.728; 95%CI = 0.258–1.198, β = 0.738; 95%CI = 0.150–1.326, β = 1.888; 95%CI = 0.984–2.791, respectively). Conclusion: Culture, origin, language barrier and companionship during labour influences the manner in which women in labour express their pain. An understanding of this may help midwives correctly interpret the signs of pain expression and be able to offer the appropriate assistance depending on a woman’s particular characteristics. There is a clear need for new models of maternity care that will take the cultural and language characteristics of women in labour into consideration

Analysis of the Lifestyle of Spanish Undergraduate Nursing Students and Comparison with Students of Other Degrees

Background: Nursing students are exposed to concepts of healthy lifestyles while they are attending university. Objective: The aim of this study was to analyze whether nursing students have a healthier lifestyle than non-nursing students and to determine whether their behaviour is consistent with their beliefs. Methods: A cross-sectional study, with 293 university students was performed by using a validated questionnaire to measure beliefs and behaviour regarding health. Results: The lifestyle pattern of the nursing students evaluated was characterised by a high percentage of nurses with low levels of physical activity, poor balanced diet and smoking habits. The comparative analysis showed no significant differences between nursing students and students from other degrees. Conclusions: Students have a positive attitude and knowledge about healthy lifestyle, but do not transfer it to their own lives. Nurses’ lifestyle can unintentionally affect the behaviour of other people through their own behaviour and beliefs because they serve as a model for a healthy lifestyle. These findings support that nurse educators have an active role as promoter of health by using lessons to modify the behaviour of their students

Content Validation of an Instrument for the Assessment of School Teachers’ Levels of Knowledge of Diabetes through Expert Judgment

The objective of this study was to describe the content validation, through expert judgment, of a questionnaire for determining the level of knowledge that school teachers have of diabetes in order to design relevant educational interventions to improve the health of school-aged children. This psychometric study involved 15 experts who assessed each of the items in the instrument. The results revealed that the strength of agreement shown by the questionnaire ranged from substantial to almost perfect in its four dimensions, with the characteristics of “su ciency” and “relevance” having the highest scores (0.982 and 0.903, respectively) based on the judgments made by the participating experts. Regarding statistical significance, the characteristics “su ciency”, with p < 0.001, and “relevance”, with p = 0.001, were particularly relevant. The overall degree of understandability for the new version of the instrument was high (91.54%). The psychometric results obtained from validation of the “grado de conocimientos sobre diabetes en docentes del ámbito escolar” (Spanish for “level of knowledge of diabetes in school teachers”)—GCDDaE questionnaire through expert judgment and the pre-test indicate that it is recommended for use as it is both relevant and quick and easy to administer

Actitudes prejuiciosas de los estudiantes de enfermería de la Universidad de Granada ante pacientes inmigrantes

Tesis Univ. Granada. Programa Oficial de Doctorado en Ciencias de la Educació

Sexuality and Religious Ethics: Analysis in a Multicultural University Context

Sexuality is still perceived by some cultures as a taboo subject. Although there is now a more open attitude towards sexuality, the maintenance of virginity is one of the most concerning issues in some religions. The aim of this research is to investigate the sexual behavior of university students and analyze how culture and religion influence the beliefs and maintenance of virginity in women and men. A mixed methodology was used, involving 355 students in the quantitative design and 18 informants for the qualitative study who took part in two focus groups. The results indicate that religion and the degree of religious practice are predictor variables for the decision to have penetrative sex, with Muslim women and men giving more importance to the maintenance of a woman’s virginity. However, this hymen-centric view does not prevent other sexual practices, such as oral and/or anal sex, among young people who wish to maintain their virginity until marriage. Religious ethics continue to influence the sexual behavior of young people today. Therefore, nursing education must address these issues to improve the affective sexual health of the population.University of Granada 21-0

Dynamisation of classrooms. Peer-to-peer educational intervention through branching: education for healthy and inclusive sexuality

Los objetivos específicos del proyecto fueron: Formar al alumnado en relación a la Sexualidad Humana que contemple todas las dimensiones de esta Dinamizar las aulas con nuevas formas de docencia Fomentar la inclusión en relación a las diferentes identidades sexuales Capacitar al alumnado con las herramientas suficientes para que sean agentes de salud en su futura vida profesional Actualizar al profesorado en relación a las nuevas vías de relaciones humanas utilizadas entre los jóvenes Implicar al alumnado en la formación de sus congéneres Estudiar la situación inicial en cuanto a conocimientos sobre la Sexualidad Humana del estudiantado de los Grados de Enfermería y Fisioterapia Crear material didáctico y juegos como apoyo a la docencia Aplicar una intervención educativa sexual impartida entre iguales utilizando la gamificación y los materiales didácticos elaborados La metodología que guió este Proyecto de Innovación contempló dos aspectos primordiales, utilización del alumnado como docentes de sus congéneres y utilización de las nuevas tecnologías como las aplicaciones móviles y la gamificación como herramientas educativas. Esta metodología tuvo la siguiente distribución temporal: Fase 1: formación del alumnado tanto teórica cómo práctica sobre sexualidad. Para ello se utilizaron las siguientes nuevas formas de aprendizaje: flipped clasroom, aprender enseñando, aprendizaje basado en problemas, actividades de debate y gamificación de la formación. Fase 2: presentación del proyecto junto con sus objetivos y propuestas de trabajo con el fin de fomentar la participación. Fase 3: creación de grupo de trabajo y asignación de roles afines a cada participante. De este modo, aunque todos los participantes trabajaron en todas las fases y aspectos, cada uno sustentó un rol principal según sus capacidades, fomentando el liderazgo de los participantes ya que cada uno guió al resto en el ámbito del que sea responsable Fase 4: se realizó un análisis de los conocimientos del alumnado al que los participantes del proyecto iban a formar. Fase 5: evaluación de los resultados para enfocar la intervención educativa posterior Fase 6: elaboración de materiales didácticos que se usarían para la posterior intervención. Además, se abrió una página de Instagram gestionada por el alumnado que fue utilizada como medio de difusión del conocimiento, como lugar de resolución de dudas y como herramienta que afianzaba los conocimientos y la confianza de los participantes Fase 7: Feedback o ensayo. Antes de realizar la intervención educativa a sus congéneres, se organizó una intervención a menos escala ante un grupo de compañeros y compañeras de su mismo curso. Todo ello se realizó con el fin de recibir una crítica constructiva y enmendar errores de la intervención antes de exponerla a los grupos diana Fase 8: Intervención Educativa a sus congéneres. Se programaron 4 exposiciones en 4 clases diferentes entre las asignaturas de los Grados en Enfermería y Fisioterapia, abarcando los diferentes cursos. Fase 9: Organización de una Jinkana. En esta actividad se inscribieron alumnas y alumnos del Campus de Melilla, incluyendo, por tanto, alumnado de la Facultad de Educación y Ciencias del Deporte y la Facultad de Ciencias Sociales y Jurídicas. De este modo, se pudo comprobar que aquellas personas que recibieron la Intervención Educativa presentaron puntuaciones mayores ya que no solo se competía con destrezas, sino que también se entremezclaron juegos que conllevaban adquisición de conocimientos. El mayor logro alcanzado fue la satisfacción tanto del alumnado como del profesorado. La nueva forma didáctica que el proyecto conllevó hizo que el alumnado se mostrara mucho más participativo y motivado que en años anteriores en los que no se llevaron a cabo las actividades propuestas en el proyecto. Los conocimientos teóricos alcanzados eran fácilmente llevados a la práctica en cuanto a agentes de salud se trataba. De este modo, compitieron sus enseñanzas a través de la página Sexo en la Uni de Instagram, cuyos seguidores alcanzaron casi los 500 en menos de una semana.The specific objectives of the project were: - To train students in relation to human sexuality, taking into account all its dimensions - To energise classrooms with new forms of teaching - To promote inclusion in relation to different sexual identities - To provide students with sufficient tools to become health agents in their future professional lives - To update teachers in relation to the new ways of human relations used among young people - To involve students in the training of their peers - To study the initial situation in terms of knowledge about Human Sexuality of the students of the Nursing and Physiotherapy Degrees - To create didactic material and games to support teaching To apply a peer-to-peer sexual education intervention using gamification and the didactic materials developed The methodology that guided this Innovation Project contemplated two main aspects, the use of students as teachers of their peers and the use of new technologies such as mobile applications and gamification as educational tools. This methodology had the following temporal distribution: Phase 1: training pupils both theoretically and practically on sexuality. The following new forms of learning were used: flipped classroom, learning by teaching, problem-based learning, discussion activities and gamification of the training. Phase 2: presentation of the project together with its objectives and work proposals in order to encourage participation. Phase 3: creation of the working group and assignment of related roles to each participant. In this way, although all the participants worked in all the phases and aspects, each one supported a main role according to their abilities, encouraging the leadership of the participants as each one guided the others in the area for which they were responsible. Phase 4: an analysis of the knowledge of the students that the project participants were going to train was carried out. Phase 5: evaluation of the results in order to focus the subsequent educational intervention. Phase 6: elaboration of didactic materials to be used for the subsequent intervention. In addition, an Instagram page managed by the students was opened and used as a means of disseminating knowledge, as a place for resolving doubts and as a tool that strengthened the knowledge and confidence of the participants. Phase 7: Feedback or rehearsal. Before delivering the educational intervention to their peers, a smaller-scale intervention was organised with a group of peers in the same class. This was done in order to receive constructive criticism and to correct errors in the intervention before presenting it to the target groups. Phase 8: Educational intervention with their peers. Four presentations were programmed in four different classes between the subjects of the Nursing and Physiotherapy degrees, covering the different courses. Phase 9: Organisation of a Jinkana. Students from the Melilla Campus were enrolled in this activity, including students from the Faculty of Education and Sports Sciences and the Faculty of Social and Legal Sciences. In this way, it could be seen that those who received the Educational Intervention had higher scores, as not only skills were competed with, but also games that involved knowledge acquisition were intermingled. The greatest achievement was the satisfaction of both students and teachers. The new didactic form that the project entailed meant that the pupils were much more participative and motivated than in previous years when the activities proposed in the project were not carried out. The theoretical knowledge gained was easily put into practice as far as health workers were concerned. In this way, they competed their teachings through the Instagram page Sex at Uni, whose followers reached almost 500 in less than a week.Unidad de Calidad, Innovación Docente y Prospectiva. Universidad de Granad

Attitudes and Perceptions of School Teachers in Melilla Regarding the Care Provided to Students with Type 1 Diabetes

The main objective of the study was to assess the perception of non-university teachers in the city of Melilla to help students with type 1 diabetes mellitus (T1DM), as well as their attitudes towards helping these students in diabetic emergencies. This observational, descriptive, crosssectional study analyzed the answers given by 441 teachers from 25 public institutions in the city of Melilla to a survey on the attitude and perception regarding the capacity of educational institutions (16 questions) to help and manage students with T1DM. Out of 47.6% of teachers who represent having had students with TIDM, only 4.8% acknowledged having been trained in diabetes. The percentage that has experienced a hypoglycaemia episode at the institution was 29.9%. More than half of participants acknowledged that their educational institution is not prepared to manage diabetic emergencies. Only 5.7% stated their institutions have glucagon in their first-aid kit and less than half of participants (44.7%) would be willing to administer it if necessary. Teachers of educational institutions believe they have not been particularly trained in the care of students living with T1DM and point out that their educational institutions are not prepared to help in diabetic emergencies

Content Validation through Expert Judgement of an Instrument on the Nutritional Knowledge, Beliefs, and Habits of Pregnant Women

The aim of this study was to conduct content validation through expert judgement of an instrument which explores the nutritional knowledge, beliefs, and habits during pregnancy. This is a psychometric study in which 14 experts participated in the evaluation of each of the questionnaire items, which were divided into two blocks according to the characteristics of sufficiency, clarity, coherence, and relevance. Fleiss’ κ statistic was used to measure strength of agreement. A pre-test with 102 participants was conducted to measure the degree of understandability of the instrument. The strength of agreement obtained for each of the dimensions was almost perfect. For each pair of experts, strength of agreement ranged between substantial and almost perfect. Sufficiency was the characteristic of the questionnaire that obtained the highest values in the two blocks, and was also the most statistically significant (p < 0.001). Coherence was the most statistically significant characteristic in the first block (p = 0.030). Clarity was the most statistically significant characteristic in the second block (p = 0.037). The wording of five of the twenty original items was corrected. The new version of the instrument attained a high degree of understandability. The results suggest that the instrument is valid and may therefore be applied