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Spiritual and emotional care is an important part of the person, especially in situations such as changes in health or a community coping with a pandemic. However, nurses report scarce university training in this area of care. The aim of the study is to define a catalogue of learning outcomes for spiritual and emotional care for undergraduate nurses. The design used a mixed method for the development and validation of learning outcomes. The first phase designs the catalogue of learning outcomes through a coordinating group and uses a bibliographic search and nursing legislation. The second phase validates the proposal through a group of experts, with a questionnaire using the modified Delphi technique in two rounds. The initial proposal was 75 learning outcomes, of which 17 were eliminated, 36 changed their wording and the experts proposed 7 new ones. The experts validated 65 learning outcomes: 14 for Assessment and diagnosis; 5 for Planning; 17 for Intervention; 4 for Evaluation and quality; 8 for Communication and interpersonal relationship and 17 for Knowledge and intrapersonal development. In conclusion, the academic curriculum can include these learning outcomes to help undergraduate nurses in the process of acquiring knowledge, skills and attitudes in spiritual and emotional care.

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Introducción: Existen razones de orden teórico y empírico que justifican el interés del acompañamiento educativo integral (AEI). El presente trabajo se propone identificar las claves recogidas en la bibliografía médica del AEI en estudiantes de Medicina. Materiales y métodos: Se ha realizado una búsqueda con las palabras ‘Mentor’ y ‘Medical students’ en Medline, EMBASE, Cochrane Database of Systematic Reviews, ScienceDirect, Scopus© y SCIELO Journals, sin fecha inicial hasta mayo de 2019. Resultados: Se revisaron 1.816 títulos, de los que se seleccionaron 169 resúmenes y, de ellos, 51 artículos a texto completo. En la bibliografía médica se destaca que el objetivo fundamental del AEI es lograr un desarrollo integral personal y profesional del estudiante, contar con criterios de selección y formación de mentores excelentes, lo que es clave para lograr una adecuada relación en el AEI, diseñar un plan curricular flexible, que la institución apoye y reconozca el trabajo de AEI, que se tengan en cuenta obstáculos posibles para evitarlos y que se evalúen el proceso, los contenidos y los resultados del plan. Conclusión.: El presente estudio ha identificado claves del AEI en el ámbito médico. Se constata la necesidad de avanzar en la definición de un marco conceptual teórico bien definido y en la obtención de pruebas sobre los resultados formativos.(AU)

Introduction: There are theoretical and empirical reasons that justify the interest of comprehensive educational mentoring (CEM). The present work aims to identify the keys collected in the medical literature of the CEM in medical students. Materials and methods: A search has been carried out, with the words ‘Mentor’ and ‘Medical Students’ in Medline, EMBASE, Cochrane Database of Systematic Reviews, ScienceDirect, Scopus© and SCIELO Journals, with no initial date until May 2019. Results: 1816 titles were reviewed, from which 169 abstracts were selected and, of them, 51 full-text articles were used to obtain keys about CEM. In the medical bibliography it is highlighted that the fundamental objective of CEM is to achieve a comprehensive personal and professional development of the student, that is important designing mentors’ selection criteria and training, achieving an adequate relationship, designing a flexible curricular plan, the institution support and work awarding, taking into account of possible obstacles to avoid them and that the process, contents and results of the plan have to be evaluated. Conclusion: The present study has identified CEM keys in the medical field. It is needed an advance in the definition of a well-focus theoretical conceptual framework and gaining evidence on the training outcomes.(AU)

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Este artículo analiza, desde una postura crítica, la utilización de la craneoplastia de compresión con vendaje como método de limitación de tratamiento de soporte vital (LTSV). Con esta técnica activa, algunos autores han propuesto provocar la muerte encefálica, posibilitando la donación de órganos. Al contrastar este procedimiento con las recomendaciones del documento de consenso sobre el tratamiento al final de la vida del paciente crítico, elaborado por el grupo de bioética de la SEMICYUC, se comprueba que los medios y fines de esta técnica no encajan con las actuaciones propias de la LTSV, que se basan en la retirada de medios de soporte vital o en su no inicio, al considerar dichos medios desproporcionados o extraordinarios en algunos casos, evitando así la obstinación terapéutica. La definición de LTSV permite clarificar los límites en los que, de un modo éticamente correcto y consensuado, las actuaciones al final de la vida se circunscriben a los fines de la medicina, evitando la sospecha de que dichas actuaciones puedan ser malinterpretadas como justificación para una obtención de órganos abusiva. El artículo concluye que la provocación directa de la muerte encefálica mediante la técnica de craneoplastia con vendaje no parece cumplir los criterios propios de la LTSV.

This article analyzes, from a critical perspective, the use of cranioplasty with oppressive binder as a method to limit life support treatment (LLST). Some authors have proposed that this active technique provokes encephalic death, allowing organ donation. Contrasting this procedure with the recommendations of the consent document about treatment of critical patients at the end of life, elaborated by the bioethics group of SEMICYUC, it is shown that the means and ends of this technique do not match with the proper actions of LLST, based on the withdrawal of life support means or in not starting them, considering such means disproportionate or extraordinary in some cases, thus avoiding the therapeutic obstinacy. The definition of LLST allows to clarify the limits in which, in a way ethically fair and with a consensus, the acts at the end of life are included in the medical goals, avoiding the suspicion that these acts may be misinterpreted as justifying an abusive extraction of organs. This article concludes that the direct provocation of encephalic death by the technique of cranioplasty with binder does not appear to fulfill the criteria proper of LLST.

Este artigo analisa, a partir de uma postura crítica, a utilização da cranioplastia de compressão com curativo como método de limitação de tratamento de suporte vital (LTSV). Com esta técnica ativa, alguns autores têm proposto provocar a morte encefálica, possibilitando a doação de órgãos. Ao contrastar este procedimento com as recomendações do documento de consenso sobre o tratamento do final de vida do paciente crítico, elaborado pelo grupo de bioética da SEMICYUC, se comprova que os meios e fins desta técnica não encaixam com as atuações próprias da LTSV, que se baseiam na retirada de meios de suporte vital ou em seu não início, ao considerar os ditos meios desproporcionados ou extraordinários em alguns casos, evitando assim a obstinação terapêutica. A definição de LTSV permite esclarecer os limites nos quais, de um modo eticamente correto e aceito, as atuações ao final da vida se circunscrevem às finalidades da medicina, evitando a suspeita de que ditas atuações podem ser mal interpretadas como justificativa para uma obtenção de órgãos abusiva. O artigo conclui que a provocação direta da morte encefálica mediante a técnica da cranioplastia com curativo não parece cumprir os critérios próprios da LTSV.

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