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The aim of the study was to measure the associations between and the evolution of gender awareness, gender-related health knowledge and patient pain legitimation among nursing students. BACKGROUND: Evidence indicates that gender equity skills are still lacking among nurses. Indeed, several studies report gender-biased patient assessment and care, arguing that greater attention should be paid to the gender perspective at university, in order to train nurses who are sensitive to this issue. Recently, certain gender perspective measurement scales have been adapted to the nursing population, offering new opportunities for the educational field. DESIGN: A quasi-experimental study was used for this study. METHODS: This study was conducted in the second semester of the first year of the Nursing Degree run by the University of the Basque Country. A sample of 103 students enrolled in the Anthropology, Ethics and Legislation module completed the Nijmegen Gender Awareness in Medicine Scale, the Pain Legitimation Scale and the Gender Perspective Health Knowledge Scale before and after the second semester, during which part of the syllabus focused on developing gender equity skills. Data were collected between January - April 2022. RESULTS: We found positive correlations between gender-related health knowledge and pain legitimation at post-test, and between said knowledge and gender sensitivity at both pre- and post-test (p < 0.05). The repeated measures indicated that traditional expositive teaching did not increase overall scores for gender awareness, gender-related health knowledge or pain legitimation. CONCLUSIONS: The results suggest that gender-related health knowledge may be a key modifiable factor that leads to enhanced gender awareness in dealings with patients. However, traditional expositive lectures were not enough to produce a robust increase in gender awareness, pain legitimation or gender-related health knowledge levels. The effectiveness of active teaching methodologies should be tested, in order to help nursing students strengthen their resistance to clinical gender stereotypes and become active assets in the move from inequality to equity.

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BACKGROUND: Adolescents are more susceptible than originally thought to COVID-19, and they could play a significant role in community transmission. We aim to evaluate a health education program on students' declarative knowledge and risk awareness concerning COVID-19-related public health recommendations. METHODS: A quasi-experimental pre-post pilot study was conducted. A number of 487 students aged between 12 and 17 years old participated in an educational program. Following Socratic Method, preventive actions were simulated in order to encourage students to seek answers about the correct application of measures. The program covered 3 prevention areas: (1) practice hygienic handwashing; (2) instruction on the appropriate use of masks; and (3) promotion of physical distancing, and was implemented in class by 3 registered nurses. RESULTS: Following the educational program, declarative knowledge regarding handwashing and mask use improved along with the students' total score. In the pre-test, students 16 years and older as well as female students obtained higher scores in declarative knowledge. Age-dependent differences between groups vanished in the post-test, but girls still achieved better scores. CONCLUSION: This nurse-led health education program proved to be effective to enhance declarative knowledge about COVID-19-related public health recommendations.

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AIM: Identify priorities and reach a consensus on student nurses´ learning requirements and the best-suited teaching strategies in dementia care. BACKGROUND: Dementia has become a global health priority. Nurses are primary service providers for people with dementia, but they may fall short on professional training. Nursing curricula still lacks a clear educational framework for dementia, meaning that nurse educators must make decisions amidst uncertainty. DESIGN: Nominal group technique based on the conceptual framework proposed by Van de Ven and Delbecq (1972). METHODS: A structured face-to-face meeting convened in November 2021 involved nine participants who were directly involved in dementia care. The steps in the technique were (a) idea generation, (b) round-robin recording, (c) discussion, (d) voting and ranking, (e) discussion on the vote and (f) re-ranking. Participants answered two nominal questions. Consent, anonymity, feedback and iteration were guaranteed throughout the process. RESULTS: The nominal group prioritized theoretical understanding of dementia, communication, caregivers´ needs, comprehensive assessment and ethical practice as learning requirements for nursing students. The outstanding teaching strategy discussed included various approaches to experiential learning. CONCLUSIONS: The nominal group technique process explored learning requirement priorities for student nurses within a specific context. Participants discussed experiential learning as the best-suited teaching strategy. Findings could support nurse educators to design and deliver better dementia education.

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AIM: Review available evidence on teaching methods and learning outcomes among undergraduate nursing students regarding care for people with dementia. BACKGROUND: The debilitating nature and the rapidly growing number of dementia cases will cause significant increase in the demand of healthcare services. Nurses play an essential role in improving the quality of care for people with dementia, although some evidence suggests that training in dementia care among nurses is poor. DESIGN: A scoping review of the literature. following the Joanna Briggs Institute methodology for scoping reviews. The source of evidence selection adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review. METHODS: Data sources were Medline, Embase, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Education Resources Information Centre and Scopus. Inclusion criteria were studies found through database search up to 15th December 2020, published in English or Spanish with data regarding any method used for dementia education among undergraduate nursing students. RESULTS: 19 studies were included in this review. The identified methods were simulation (n = 5), awareness-raising activities (n = 4), placement (n = 3), home visits (n = 3), combined activities (n = 3) and service learning (n = 1). Learning outcomes were measured in terms of knowledge, attitudes, preparedness, empathy, self-confidence, self-efficacy, awareness and students´ perceptions. CONCLUSIONS: This scoping review has found high heterogeneity among dementia education programs and learning outcomes. Nursing education can be enhanced by designing and measuring effective and evidence-based educational interventions so that nursing students develop competencies which make it easier to deliver quality care for people with dementia.

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Objetivo: analizar las diferencias en la adquisición de conocimiento declarativo y argumentativo sobre la vacunación mediante dos metodologías educativas (método del caso (MdC) y clase expositiva (CE)) en estudiantes de segundo curso del Grado en Enfermería de la Universidad del País Vasco/Euskal Herriko Unibertsitatea.Métodos: estudio post-intervención con grupo control no equivalente realizado en el curso 2019/20. Se incluyó a todos los estudiantes (n= 29) matriculados en la asignatura “Enfermería del Ciclo Vital I” de segundo curso. El grupo experimental (GE: MdC) lo formaron quienes eligieron evaluación continuada y el grupo control (GC: CE) quienes eligieron evaluación final. Ambos recibieron 12 horas de formación semipresencial impartidas por la misma docente. Se analizaron: sexo, edad, tipo de formación y resultados en conocimiento declarativo y argumentativo obtenidos en el examen final de la asignatura. Se realizaron índices de estadística descriptiva y análisis bivariantes.Resultados: participaron 29 estudiantes (GE n= 23; GC n= 6). De forma global se obtuvo una mediana (Me) de 8 sobre 17 puntos. En conocimiento declarativo (sobre 10 puntos) los resultados fueron: GE [Me= 6; RIQ (4-8)]; GC [Me= 1; RIQ (0-2,75)]; p= 0,003. En conocimiento argumentativo (sobre 7 puntos) los resultados fueron: GE [Me= 2; RIQ(1-4)]; GC [Me= 1; RIQ (0,75-1,25)]; p= 0,012.Conclusiones: el método del caso es una herramienta más efectiva frente al modelo expositivo para que los futuros enfermeros memoricen información y argumenten las dudas que plantean los usuarios sobre la vacunación. Los resultados indican que hay margen de mejora en ambos grupos.(AU)

Objective: to analyze the differences in acquiring declarative and argumentative knowledge about vaccination through two educational methodologies: Case Method (CM) and Lecture Class (LC) in 2nd year students of the Nursing Degree at the Universidad del País Vasco/Euskal Herriko Unibertsitatea.Method: a post-intervention study with a non-equivalent control arm, conducted in the 2019/20 year. The study included all students (n= 29) enrolled in the Nursing Care in the Life Cycle I subject in their second year. The experimental arm (EA: CM) was formed by those who chose continuous evaluation, and the control arm (CA: LC) by those who chose final evaluation. Both arms received a 12-hour blended training course by the same teacher. There was analysis of: gender, age, type of training, and results in declarative and argumentative knowledge obtained at the final exam of the subjects. Descriptive statistics indexes and bivariate analyses were conducted.Results: the study included 29 students (EA n= 23; CA n= 6). Overall, the median (Me) score achieved was 8 out of 17. In declarative knowledge (from 1 to 10), the results were: EA [Me= 6; IQR (4-8)]; CA [Me= 1; IQR (0-2.75)]; p= 0.003. In argumentative knowledge (from 1 to 7), the results were: EA [Me= 2; IQR (1-4)]; CA [Me= 1; IQR (0.75-1.25)]; p= 0.012.Conclusions: case Method is a more effective tool vs. the lecture model, for future nurses to memorize information and argue about any doubts asked by users about vaccination. Results have shown that there is room for improvement in both arms.(AU)

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AIM: The aim of the study was twofold. First, to explore understanding difficulties in nutritional concepts among nursing students and second, to analyse the effect of two teaching strategies on the level of understanding. BACKGROUND: Previous studies have pointed out the need to improve the nutritional care education offered to undergraduates in health sciences. As nurses play a crucial role in lifestyle counselling and nutrition assessment, it is essential to identify the learning difficulties that can impair their learning capacity and the more effective teaching strategy in the nutrition area during the nursing degree. DESIGN: A pretest-posttest study was conducted with a mixed-method conversion design. METHODS: 146 first-year-nursing students were included. Two teaching methods, debate-based learning and lecture-based learning were used for instruction on the effect of macronutrient intake on an individual's state of health. Each group completed two open-ended questions before and after the intervention. Firstly, phenomenographic analysis was performed to identify the learning categories representing variations in students' understanding. Secondly, qualitative data were quantised and statistically analysed to address differences in learning improvement. RESULTS: More than 40% of students struggled with the idea that proteins are associated with weight gain independently of the teaching strategy applied. In the first evaluation question, the debate-based learning teaching method improved students' learning, achieving higher levels of understanding (p < 0.05). In the second evaluation question, no significant differences were found between the two groups. CONCLUSIONS: Areas of problematic knowledge in nutrition education have been identified for the first time that will allow nurse educators to design research-based teaching strategies. Further studies are necessary not only on how to address these misconceptions in nursing students, but also to investigate how nurse educators can contribute to deeper levels of student learning.

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BACKGROUND: Nurse educators are required to prepare graduates for the increasing complexities of the practice environment. Debate is an active teaching strategy long recognised in many disciplines to promote student-centred learning by enhancing the development of communication skills, collaboration, and critical thinking, all of which are essential skill for future nurses. OBJECTIVES: The aim of this study was to compare in-class university structured debate implementation methods among undergraduate nursing students, and to identify the effect of such debate methods in the students' learning. DESIGN: A systematic review of the literature. DATA SOURCES: Publications in English identified in multiple databases (PubMed, CINAHL, Web of Science, Medline and ERIC) from the launch of the database until 26th November 2019. REVIEW METHOD: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the review. Studies that investigated the use of in-class debate among undergraduate nursing students as a pedagogical tool were eligible. Information related to the study design, debate process characteristics, evaluation method of the teaching strategy and results were collected. RESULTS: We identified 14 relevant studies describing structured implementation of debate, 11 of which were instructional design and 3 quasi-experimental studies. Heterogeneity was found across the papers regarding topics, timing schedules, group formation and positioning. Most of the studies evaluated implementation using satisfaction questionnaires or subjective observations. Three quasi-experimental studies reported that implementation of debating improved declarative capacity, argumentative capacity, idealistic moral judgment, and realistic moral judgment. CONCLUSIONS: Current studies do not provide enough evidence to understand the scope of structured debating as an instrument to develop personal competences needed in nursing. However, based on the evidence reviewed, we have identified elements to establish a debate-based learning format that might enhance student's learning and future studies.

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BACKGROUND: Considering the prevalence and complexity of a stroke, it is necessary to think about how undergraduate nursing students are developing knowledge for stroke care. AIM: To obtain a vision of nursing students' learning, exploring difficulties concerning understanding stroke care delivery. DESIGN: A phenomenographic research approach. LOCATIONS AND PARTICIPANTS: This research is based on written exam papers (n = 126) from third-year nursing students enrolled in the 2015-16 academic year in two Nursing Schools in Spain. RESULTS: The analysis revealed four conceptions in which students demonstrated difficulties understanding stroke care delivery: 1) limitation of the neurological assessment to the level of consciousness and use of the Glasgow Coma Scale; 2) association of haemorrhagic stroke with hypovolaemia; 3) justification of the need for appropriate patient positioning and postural changes based solely on preventing pressure ulcers; and 4) assertion that strength exercises help improve spasticity. CONCLUSIONS: Empirical identification of these conceptions among undergraduate nursing students, together with agreed definitions of learning outcomes, in the subject of stroke care delivery will allow educators to design evidence-based teaching-learning strategies.

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Depression is an illness that constitutes a major challenge for Public Health worldwide. Therefore, there is a clear need to receive training to care for this type of patient. This study sets out to identify alternative non-scientific beliefs among nursing students regarding the topic of depression after studying the module of Psychopathology. This study enrolled 102 third year undergraduate nursing students. The students resolved a case on an individual basis in written form which was analysed qualitatively. In this study, we have found that, despite having undergone information-transfer educational training in relation to the physiopathology of depression, nursing students persist in holding unscientific beliefs about this condition. On the basis that the opinions of nurses about depression can influence the care of their future patients, it is important to consider these alternative beliefs as learning difficulties in order to design an effective teaching instruction.

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BACKGROUND: A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals. OBJECTIVES: In view of this issue, the authors present a promising alternative to the traditional lecture: the Guided University Debate (GUD). With regard to this aim a teaching-learning sequence of schizophrenia is described based on the GUD. Next, the improvement in the argumentative and declarative knowledge of the students who have participated in the said methodology is demonstrated. METHODS: Quasi-experimental study with pre-test and post-test design to measure differences in the improvement of declarative and argumentative knowledge. To determine if there is a statistically significant difference in the score obtained in the pre-test and in the post-test score a parametric t-tests was carried. 64 students participated in the study. Implementation of the study took place during the 2015-2016 academic year in the third year of the Nursing undergraduate degree course in the University of the Basque Country (UPV/EHU) as part of the Mental Health class. RESULTS: The results showed a statistically-significant improvement in the students' scores for all learning outcomes analysed: Identifies symptoms of schizophrenia (p≤0.001), identifies the nursing interventions (p≤0.001), provides a rationale for nursing interventions (p≤0.001) and provides evidence of nursing interventions (p≤0.001). That is, the declarative and argumentative capacity of the group improved significantly with the Guided University Debate methodology. CONCLUSIONS: Although the teaching design feasibility and outcomes may vary in different contexts, based on this studies' positive outcome, the authors call today's educators to be able to use GUD as a teaching method.

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BACKGROUND: Depression is a worldwide public health problem that requires the attention of qualified health professionals. The training of skilled nurses is a challenge for nursing instructors due to the complexity of this pathology. OBJECTIVES: The aim was to analyse the declarative and argumentative knowledge acquired about depression by students receiving traditional expository instruction versus students receiving problem-based learning instruction. METHODS: Quasi-experimental study with pre-test and post-test design in experimental and control group to measure differences in the improvement of declarative and argumentative knowledge. Non parametric tests were used to compare the scores between the experimental group and the control group, and between the pre-test and post-test in each group. 114 students participated in the study. Implementation of the study took place during the 2014-2015 academic year in the third year of the Nursing undergraduate degree courses in the University of the Basque Country (UPV/EHU) as part of the Mental Health Nursing subject. RESULTS: The data indicated that there were no statistically significant differences between the two methodologies in regard to declarative knowledge in the care of patients with depression. Nevertheless, the argumentative capacity of the experimental group improved significantly with the problem-based learning methodology (p=0.000). CONCLUSIONS: The results of the implementation indicated that problem-based learning was a satisfactory tool for the acquisition of argumentative capacity in depression nursing care. Still, working examples of teaching sequences that bridge the gap between general clinical practice and classroom practice remain an important goal for continuing research in nursing education.

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Introducción: El síndrome confusional agudo o delírium es una complicación frecuente en la población de edad avanzada hospitalizada, y de acuerdo con la literatura científica representa un claro desafío para la enfermera geriátrica. Objetivo: Este trabajo desarrolla una estrategia de mejora del proceso de enseñanza-aprendizaje del paciente con delírium basada en el Método del Caso. Método: La implementación tuvo lugar el año 2013 en la Escuela Universitaria de Enfermería de Leioa, de la Universidad del País Vasco. En la implementación del caso participó el 100% del alumnado matriculado (n = 71) en la asignatura Enfermería Geriátrica, impartida en el 2.º curso, 2.º cuatrimestre del Grado en Enfermería. Resultados: Los resultados indican que a pesar de que el Método del Caso requiere de una mayor planificación que las clases expositivas y una nueva forma de pensar acerca de la práctica docente, los resultados obtenidos son satisfactorios (el 94,3% ha adquirido, al menos, las competencias mínimas exigidas). Conclusiones: El Método del Caso proporciona una oportunidad de aprender las habilidades necesarias para valorar e intervenir en los pacientes con síndrome confusional agudo, respondiendo además a una nueva forma de pensar acerca de enseñar y mejorar la calidad de la práctica docente. Asimismo, este trabajo tiende un puente entre la práctica clínica general y la práctica en el aula, lo que constituye un objetivo importante para la investigación en la educación en enfermería

Introduction: Clinical practice as well as scientific literature have shown that handling older patients with delirium or acute confusional syndrome marks a remarkable challenge to the geriatric nurse. Aim: This paper describes the implementation of a Case Method based teaching and learning strategy for acute confusional syndrome care. Method: Data were collected during 2013 at the nursing school of Leioa, University of the Basque Country. All students enrolled on a Geriatric Nursing Course, during the 2nd year 2nd semester of a Nursing Degree Programme, participated in the implementation (n = 71). Results: The results have shown that even though the Case Method requires greatest planning needs in comparison with traditional teaching and involves a new way of thinking about the teaching practice, the results are satisfactory (94.3% have acquired, at least, the minimum required competencies). Conclusions: The Case Method enables students to learn the required abilities to assess and care patients with acute confusional syndrome. In addition, answers the demands of a new way of understanding the teaching role and the quality of education. Likewise, this work helps to close the theory practice gap, representing an important aim in the nursing education practice and research

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OBJECTIVE: This study sets out to design and implement a teaching sequence that offers students the opportunity to acquire the necessary knowledge, skills, attitudes and values to deal with a confrontational patient. When designing the teaching methodology, we chose an active teaching strategy, commonly entitled the Case Method. METHOD: The case was developed during the 2011-2012 academic year and implemented across the curriculum in the 2012-2013 academic year, in the "Relations and Communications in Nursing Care" and "Geriatric Nursing" subject modules, in the second year undergraduate nursing course at the University of the Basque Country. RESULTS: Implementation results indicate that the Case Method is a satisfactory tool to facilitate acquisition of the chosen skills, as well as being a learning method that is well received by students. At the end of the process, 72.8% of them shared the opinion that "this methodology has helped me more or much more than traditional 'chalk and talk' expository methodology". Moreover, 93% of the students successfully achieved at least the minimum learning results required. Nevertheless, students said that they felt overwhelmed on more than one occasion. IMPLICATIONS: The study has provided evidence that the Case Method contributes to acquiring skills that every nurse will need during their career. This should spur us on to continue extending the range of possibilities offered by active methodologies.

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