http://hdl.handle.net/10256/1527 2025-06-26T17:43:33Z 2025-06-26T17:43:33Z Romero Collado, Ángel García-Fernández, Francisco Pedro Verdú Soriano, José Pancorbo Hidalgo, Pedro L http://hdl.handle.net/10256/26961 2025-06-25T08:10:40Z 2025-06-01T00:00:00Z

Formación y necesidades formativas en heridas según la Red de Profesorado en Heridas del GNEAUPP Romero Collado, Ángel; García-Fernández, Francisco Pedro; Verdú Soriano, José; Pancorbo Hidalgo, Pedro L Objective: To determine the content and identify the training needs in wound care among professionals dedicated to teaching about wounds. Methodology: A cross-sectional study was conducted among members registered in the GNEAUPP Wound Care Teaching Network. A specific survey was designed for this study, including 4 main sections: demographic data of participants, teaching activities, content, and training needs related to wound care. The survey was securely distributed online, and data collection occurred between March 15 and April 15, 2023. Results: A total of 134 educators participated, representing 32.2% of the network. The average age of participants was 47.2 years, with 23.4 years of professional experience and 10 years of teaching experience. Most participants had received training through continuing education in hospitals (26.1%, 35 cases), university postgraduate courses (25.4%, 34 cases), and online training courses (47.8%, 64 cases). A total of 113 participants (84.3%) used GNEAUPP documents for teaching. The main challenges perceived were the lack of training for educators and insufficient time allocated for wound care topics in undergraduate, postgraduate, EIR, and continuing education programs. Conclusions: A significant percentage of nurse educators involved in wound care training possess a high level of academic expertise and frequently use materials developed by GNEAUPP. However, the lack of specialized training for educators in wound care and limited time in academic curricula are the most significant obstacles identified by educators; Objetivo: Determinar los contenidos e identificar las necesidades formativas en heridas de los profesionales dedicados a la docencia en heridas. Metodología: Se realizó un estudio transversal a los miembros inscritos en la Red de Profesorado en Heridas del GNEAUPP. Se creó un formulario específico para este estudio que incluía 4 grandes bloques de preguntas: datos demográficos de participantes, docencia, contenidos y necesidades formativas sobre heridas. Se envió de forma segura online y el intervalo de recogida de los datos fue del 15 marzo al 15 abril del año 2023. Resultados: Participaron 134 docentes, un 32,2% del total de la Red, con una edad media de 47,2 años, una experiencia profesional de 23,4 años y docente de 10 años. La formación mayoritaria de los participantes fue recibida mediante formación continuada en hospital, el 26,1% (35 casos), cursos de posgrado de universidad, el 25,4% (34), y cursos de formación online, el 47,8% (64). Para la docencia utilizan los documentos del GNEAUPP 113 personas (84,3%). Los principales obstáculos percibidos fueron la falta de formación de los docentes y la falta de tiempo en los programas de estudio del grado, posgrado, enfermero/a interno/a residente y formación continuada. Conclusiones: Existe un elevado porcentaje de enfermeros/as docentes que desarrollan formación sobre heridas con una alta capacitación académica, que hacen un uso elevado de documentos elaborados por el GNEAUPP. La falta de formación de los docentes en heridas y la falta de tiempo en los programas de estudio son los mayores obstáculos percibidos por los docentes

2025-06-01T00:00:00Z Reyes-Amargant, Zaira Roqueta Vall-llosera, Marta Garre Olmo, Josep Ballester Ferrando, David Rascón Hernán, Carolina Fuentes Pumarola, Concepció http://hdl.handle.net/10256/26952 2025-06-23T08:21:36Z 2025-09-01T00:00:00Z

Prevalence of mistreatment in maternity care: a population-based comprehensive multi-indicator approach Reyes-Amargant, Zaira; Roqueta Vall-llosera, Marta; Garre Olmo, Josep; Ballester Ferrando, David; Rascón Hernán, Carolina; Fuentes Pumarola, Concepció Background Obstetric literature lacks clarity on what constitutes Mistreatment in Maternity Care (MMC). This includes dehumanized care, excessive interventions, and medicalization of a natural process. Aims To estimate the prevalence of MMC by developing multiple-source indicators and to determine their relationship with sociodemographic and childbirth characteristics. Methods Observational and cross-sectional multicentric study with 978 participants contacted by consecutive recruitment. Obstetric practices were collected from self-administered questionnaires and the available information registered in clinical records. Findings 9 MMC indicators (MMCi) were developed according to evidence-based practice. 847 women accepted to participate (87.9 % participation). The prevalence of MMCi was 4.3 % (95 % CI = 3.1 -6.1) for instrumental delivery or caesarean unregistered in clinical records or performed with non-evidence-based clinical indication (UNREG/N-EB), and 48.1 % (95 % CI = 45.1- 52.2) for perception of inadequate attention. Six indicators were above 40 % (induction without a written consent, amniotomy performed as routine, lithotomy during pushing, suffering mother-baby separation, no maternal position choice during labor and delivery, or to drink freely). Private facilities were associated with the use of UNREG/N-EB practices. Childbirth characteristics showed differential associations with MMCi. Conclusions This study highlights the gap between recommended standards for respectful childbirth care and actual clinical practices. Addressing MMC requires a comprehensive approach that includes both clinical data and women's perceptions, along with the enforcement of good clinical practice policies. Future research should focus on intersectional factors and reducing disparities to ensure equitable, high-quality care for all women

2025-09-01T00:00:00Z Reyes-Amargant, Zaira Fuentes Pumarola, Concepció Roqueta Vall-llosera, Marta Garre Olmo, Josep Ballester Ferrando, David Rascón Hernán, Carolina http://hdl.handle.net/10256/26894 2025-06-11T12:06:41Z 2025-06-05T00:00:00Z

Obstetric violence: perspectives from mothers, midwives, and obstetricians Reyes-Amargant, Zaira; Fuentes Pumarola, Concepció; Roqueta Vall-llosera, Marta; Garre Olmo, Josep; Ballester Ferrando, David; Rascón Hernán, Carolina Background: According to the World Health Organization (WHO), the majority of the 140 million annual births occur without complications. Women desire a positive birth experience based on respectful care, clear information, and emotional support, which enables them to make informed decisions and maintain control over their reproductive process. However, many women experience disrespectful or abusive treatment during obstetric care, with lasting consequences for both their physical and mental health. This study explores the factors that influence respectful maternal care and the phenomenon of obstetric violence, as perceived by mothers, midwives, and obstetricians. Methodology: A qualitative study using a phenomenological approach was conducted in eight public and private hospitals in the Girona Health Region (Catalonia, Spain) between 2021 and 2022. In-depth interviews were conducted with eight mothers and eight healthcare professionals (midwives and obstetricians) selected through purposive sampling. The interviews were transcribed verbatim and analysed using thematic analysis to identify meaningful units and key themes. Results: The narratives collected allowed for the identification of key elements of non-respectful maternal care. A lack of information during pregnancy and childbirth emerged as a central concern for both mothers and professionals, affecting their sense of control and satisfaction. Poor communication with healthcare providers, particularly with anaesthesiologists and obstetricians, was perceived as a barrier to quality care. Mothers reported experiences of disrespect, the absence of informed consent for procedures such as episiotomies, and paternalistic treatment. Obstetricians showed resistance to the term 'obstetric violence,' while midwives recognized it as practices and attitudes that negatively affect the maternal experience. Conclusions: The discrepancy between professional perspectives and mothers' experiences highlights the urgent need for transformation in obstetric care. It is crucial to promote a care model based on evidence, effective communication, and respect for women's rights. Incorporating a gender perspective into healthcare training and strengthening public policies to ensure respectful obstetric care are essential measures to improve the quality of care and prevent obstetric violence

2025-06-05T00:00:00Z Chabrera, Carolina Aldomà, M. Bazo Hernández, Leticia Faro Basco, Montserrat Farrés Tarafa, Mariona Gil Mateu, Elsa Gomez Ibañez, Rebeca Insa, E. Medel Villar, Daniel Peñataro Pintado, Ester Puiggrós-Binefa, Antònia Rascón Hernán, Carolina Sarria Guerrero, José Antonio Ricart, M. Teresa Suris, Cristina Fernández, P. Rodríguez-Higueras, Encarna http://hdl.handle.net/10256/26756 2025-05-15T12:15:49Z 2024-02-19T00:00:00Z

The Use of Simulation in Nursing Education Programs: A Cross-Sectional Interuniversity Study Chabrera, Carolina; Aldomà, M.; Bazo Hernández, Leticia; Faro Basco, Montserrat; Farrés Tarafa, Mariona; Gil Mateu, Elsa; Gomez Ibañez, Rebeca; Insa, E.; Medel Villar, Daniel; Peñataro Pintado, Ester; Puiggrós-Binefa, Antònia; Rascón Hernán, Carolina; Sarria Guerrero, José Antonio; Ricart, M. Teresa; Suris, Cristina; Fernández, P.; Rodríguez-Higueras, Encarna Background. Simulation-based education has been incorporated into nursing curricula as an educational strategy. However, its implementation has not yet been standardized in different regions. Purpose. The aim of this study is to describe simulation-based education in the nursing curricula in Catalonia and Andorra. Methods. An exploratory cross-sectional study was conducted in 2019 in which 16 universities participated. Results. The median dedication to clinical simulation in the nursing studies was 287.5 hours, with variations between universities (ranging from 24 to 516 hours). The dedication for the low-medium fidelity simulation was 89.4 hours (SD ± 58.3) and 26 hours (SD ± 17) for the high-fidelity simulation. All the universities had qualified teaching staff and facilities. Conclusions. There is variability in the implementation and use of simulation-based education among universities. However, there is consensus on its usefulness in nursing curricula. To integrate simulation training into the nursing curriculum, it is necessary to establish convergent simulation standards in higher education

2024-02-19T00:00:00Z