Revistas UDEA (Universidad de Antioquia)
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Investigation of environmental ethics, spiritual health, and its relationship with environmental protection behaviors in nursing students
No full textObjective. To investigate the relationship between environmental ethics, spiritual health, and environmental behavior among nursing students.
Methods. In this cross-sectional study, 200 iranian students from the Chabahar Nursing School were selected using a simple random sampling method. The data collection tool included a questionnaire on demographic information, knowledge, attitudes and behaviors towards the environment, environmental ethics, and spiritual health. Partial least squares structural equation modeling (PLS-SEM) was utilized to evaluate the conceptual framework in this study.
Results. The mean score for environmental ethics among nursing students was 65.73±10.61 out of 100. Most of the students (47%) had desirable environmental ethics. The knowledge structure (β=0.46) predicted attitude. The attitude structure also predicted environmental behavior (β=0.28) and spiritual health (β=0.31). Ultimately, the results showed that spiritual health and environmental ethics predict environmental behavior directly and indirectly (p<0.001).
Conclusion. Spiritual health and environmental ethics were strong predictors of environmental behavior. Therefore, it is necessary to take into account not only students' spiritual health but also their ethical behaviors to promote environmental protection behaviors in the future
Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study
No full textObjective. To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China).
Methods. A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations.
Results. Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom.
Conclusion. Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students
Practical Guide to Achieve Rigor and Data Integration in Mixed Methods Research
No full textMixed methods research represents a dynamic approach, that combines quantitative and qualitative perspectives in the same study to answer complex questions, beyond the reach of each method used separately. This type of research is increasingly used in health sciences and in social sciences, where it is possible to identify important contributions to knowledge and the practice, derived from the characteristic integration of this approach. Nevertheless, it important to reiterate the importance of recognizing their own perspectives, methods, rigor criteria, and challenges. This work presents general aspects of the epistemological perspective of mixed methods research, describes basic and advanced designs, forms and possible integration moments of each design, as well as the rigor criteria that guide these types of studies. Graphic elements are presented to facilitate recognizing the structure of each design. Furthermore, a visual tool is introduced denominated “anatomy of mixed methods research”, which seeks to guide researchers regarding each of the key elements in the design and development of this type of research
Challenges in Feeding Children with Autism Spectrum Disorder: the Role of Nurses in Research and Interventions
No full textPrevalence and severity of nomophobia among nurses: A systematic review and meta-analysis
No full textObjectives. To determine the prevalence and severity of nomophobia (dread of not having a smartphone) among nurses.
Methods. A systematic search was carried out across different electronic databases, including Medline (PubMed), SCOPUS Embase, CINAHL, EBSCO, and Google Scholar, until March 2024. The meta-analysis included studies that reported the prevalence of nomophobia in nurses and used the Nomophobia Questionnaire (NMP-Q). Two independent reviewers identified the studies, extracted the data, and assessed the risk of bias using Joanna Briggs Institute Critical Appraisal Tool. PROSPERO register number CRD42024512079.
Results. A total 10 studies (4 in Italy and 6 in Turkey) with 3086 individuals were found to meet the inclusion criteria for the systematic review. However, data could not be retrieved for one research, thus nine studies being included in the meta-analysis. The Overall Prevalence of nomophobia was 68.15% (95% CI: 57.49%-78.81%; I² = 99%). The prevalence of mild nomophobia was reported to be 43% (95% CI, 24%-65%; I2 = 99%), moderate nomophobia was 31% (95% CI, 17%-50%; I2 = 99%), and severe nomophobia was 7% (95% CI, 2%-25%; I2= 95%). Country-specific analysis revealed that Turkish nurses had a greater level of nomophobia than their Italian nurses.
Conclusion. Nurses have a high prevalence of mild to moderate nomophobia which emphasizes the need of preventative initiatives and tailored intervention for nurses in health care organizations
Attitudes of nursing students towards ageism and associated factors
No full textObjective. To evaluate the associated factors on ageism in nursing students from a public university in Recife-PE.
Methods. This is a cross-sectional, quantitative, analytical study, whose participants (n=215) were students of the bachelor's degree in Nursing at a public university in Recife, Pernambuco, Brazil. Data regarding responses to a sociodemographic questionnaire and Fraboni Ageism Scale were analyzed.
Results. The characteristics that predominated among the participants were: female (83.3%), age between 17-20 years (41.9%), single (92.1%), did not have a scholarship (83.5%), lived with parents and/or siblings (60.9%), had no child (98.1%), did not live with the older adult (74.4%), and was attending the first year of under graduation (28.4%). On the Fraboni Scale, the score was 36.74 out of 84 possible points for ageism, being by domain: 11.55 points for Avoidance, 11.54 points for Antilocution, and 10.05 points for Discrimination.
Conclusion. Among the nursing students surveyed, ageism was associated with the male gender, younger age, not being a scholarship holder and living alone. Education and training aimed at caring for the older adults are effective tools to challenge prejudice related to aging
Violencia(s) escolar(es): un marco interpretativo para su comprensión desde las Ciencias Sociales
No full textThis article presents an interpretative framework for understanding the category of school violence(s) from the field of Social Sciences, through the analysis of biological, psychological, an-thropological, historical, political and sociological positions. The text, situated in a relational per spective of violence, calls for reflection on the different meanings given to this term, frequently associated with aggression and aggressiveness, but which, in a broader sense, involves discussions concerning: the configuration of the civilizing process, the annulment of freedoms, authoritarian and cruel cultural practices, symbolic dominations, conflict transformation, sacrificial acts, socio cultural constructions, as well as domination and internal coercion. It is concluded that, analyzed in the educational field, school violence(s) must be recognized from its plurality, which implies transcending normative approaches that are inscribed in health and psychosocial referents, to recognize the urgency of building other transdisciplinary approaches based on alternative inter-pretative frameworks.Este artículo presenta un marco interpretativo para la comprensión de la categoría violencia(s) escolar(es) desde el campo de las Ciencias Sociales, mediante el análisis de posturas biologistas, psi-cológicas, antropológicas, históricas, políticas y sociológicas. El texto, situado en una perspectiva relacional de las violencias, convoca a la reflexión sobre los distintos significados otorgados a este término, frecuentemente asociado a agresión y agresividad, pero que en sentido más amplio com-porta discusiones concernientes a: la configuración del proceso civilizatorio, la anulación de liberta-des, las prácticas culturales autoritarias y crueles, las dominaciones simbólicas, la transformación de conflictos, los actos sacrificiales, las construcciones socioculturales, así como la dominación y la coacción interna. Se concluye que, analizada en el ámbito educativo, la(s) violencia(s) escolar(es)debe(n) reconocerse desde su pluralidad, lo que implica trascender planteamientos normativos que se inscriben en referentes salubristas y psicosociales, para reconocer la urgencia de construir otros abordajes transdisciplinares a partir de marcos interpretativos alternativos
Reparación y construcción de paces “desde abajo” como alternativas para la transición en Colombiambia
No full textThe purpose of this text is to reflect critically on the possibility of the victims of the armed conflict to build reparation alternatives for the construction of peace in the territories. To achieve this objective, this work is divided into three parts. In the first part, a conceptual development is carried out on the concept of reparation from a critical perspective. In the second part, the relationship between the construction of reparation alternatives with the possibility of building peace "from below" is considered Finally, some conclusions are presented that contribute to fueling the debate on peace in Colombia.El presente texto tiene como propósito reflexionar de manera crítica en torno a la posibilidad de las víctimas del conflicto armado de construir alternativas de reparación para la construcción de paz en los territorios. Para lograr este objetivo se divide este trabajo en tres partes. En la primera parte se realiza un desarrollo conceptual sobre el concepto de reparación desde una perspectiva crítica. En la segunda parte se plantea la relación entre la construcción de alternativas de reparación con la posibilidad de construir paz “desde abajo”. Finalmente, se plantean algunas conclusiones que contribuyen a alimentar el debate sobre sobre las paces en Colombia
Intersecções e intermediações político-afectivas na investigação antropológica: Experiências a duas vozes com mulheres defensoras dos direitos humanos em Veracruz, México
No full textThis article draws on the contributions of the so-called anthropology of emotions and feminist anthropology to analyze collaborative research experiences with women human rights defenders in the indigenous region of Zongolica, Veracruz. Based on ethnographic observations in different litigation scenarios, we analyze how the intersections of categories of oppression/privilege that cross our bodies define specific forms of action and alliances in contexts of impunity and violence. We argue that while emotional circulation enables the construction of shared actions for the struggle for truth and justice, it is necessary to recognize how our locus of enunciation as white and white-mestiza academics unveils structures of power, race, gender, etc., in which these actions unfold. With this argument, we seek to open questions about how the common is defined in the political-affective strategies of anthropological work in contexts of violence.Este artículo parte de los aportes de la llamada antropología de las emociones y la antropología feminista para analizar experiencias de investigación colaborativa con defensoras de derechos humanos en la región indígena de Zongolica, Veracruz. A partir de observaciones etnográficas en diferentes escenarios de litigio, analizamos cómo las intersecciones de categorías de opresión/privilegio que atraviesan nuestros cuerpos definen formas específicas de acción y alianzas en contextos de impunidad y violencia. Planteamos que si bien la circulación emocional posibilita la construcción de acciones compartidas para la lucha por verdad y justicia, es necesario reconocer cómo nuestro locus de enunciación como académicas blancas y blanco-mestizas devela estructuras de poder, raciales, de género, etc., en las que se despliegan estas acciones. Con este argumento, buscamos abrir preguntas acerca de cómo se define lo común en las estrategias político-afectivas del quehacer antropológico en contextos de violencia.Este artigo baseia-se nos contributos da chamada antropologia das emoções e da antropologia feminista para analisar experiências de investigação colaborativa com mulheres defensoras dos direitos humanos na região indígena de Zongolica, Veracruz. Com base em observações etnográficas em diferentes cenários de litígio, analisamos como as intersecções de categorias de opressão/privilégio que atravessam os nossos corpos definem formas específicas de ação e alianças em contextos de impunidade e violência. Argumentamos que, embora a circulação emocional permita a construção de acções partilhadas na luta pela verdade e pela justiça, é necessário reconhecer como o nosso locus de enunciação enquanto académicos brancos e brancos-mestiços revela estruturas de poder, raça, género, etc., nas quais estas acções se desenrolam. Com este argumento, procuramos abrir questões sobre como o comum é definido nas estratégias político-afectivas do trabalho antropológico em contextos de violência
