Examinando por Autor "López Entrambasaguas, Olga María"
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Ítem Is it possible to become a midwife in a refugee camp?(ELSEVIER, 2019) Martínez Linares, Jose Manuel; Linares Abad, Manuel; Calero García, María José; López Entrambasaguas, Olga MaríaThe historical backdrop of Western Sahara has meant that, for the last 43 years, part of its indigenous population has survived in refugee camps located in the Algerian desert. International aid from abroad has become the main source of sustenance for all people living in this hostile environment. Since the beginning of this type of settlement, the Sahrawi Arab Democratic Republic has been con cerned with creating the necessary infrastructures to meet the health needs of the people living in these conditions. As a result, the Ahmed Abdel-Fatah School of Nursing was created in the Sahrawi refugee camps, which began to train midwives to care for women during the stages of pregnancy, childbirth and postpartum in 2002. The aim of this paper is to provide an approach to the origin and evolution of midwifery education for the Sahrawi refugee camps, in the only school of nursing that exists worldwide in a refugee camp.Ítem Newly qualified nurses’ perception of their competency achievement on leaving university: A qualitative study(MDPI, 2019) López Entrambasaguas, Olga María; Martínez Yébenes, Rocío; Calero García, María José; Granero Molina, José; Martínez Linares, José ManuelBackground: After implementing the Tuning Educational Structures in Europe Project, numerous efforts have been made to define, establish, and evaluate nursing competences. The European Federation of Nurses Association played a key role in enacting the nursing competences included in Directive 2013/55/EU. Nevertheless, assessing competences remains elusive, and there is little research into nurses’ perceptions of the competency training provided by their universities. The purpose of the study was to explore the perceptions and experiences of newly qualified nurses about the competences they acquired during their university education. Methods: A qualitative research study was developed in a Spanish university. Twelve semi-structured interviews with newly qualified nurses were conducted, and two focus groups made up of twelve students were carried out in order to triangulate the results. Participants were recruited through email contact. Interviews focused on clinical training, theoretical content, and the reality of healthcare. Data was analyzed thematically. Results: Two main themes emerged: (1) improving theoretical content and (2) rethinking practical lessons and clinical training. A lack of knowledge about mental health, pharmacology, or critical care has been found; in addition, it was highlighted, among others, the need to improve communication skills in difficult and conflictive situations. Conclusions: Considering the participants’ perception of deficiency in some aspects of most of the competences established by the European Federation of Nurses Association, further research has been suggested to include other stakeholders’ views.Ítem Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses(MDPI, 2019) López Entrambasaguas, Olga María; Calero García, María José; Díaz-Meco Niño, Ana María; Martínez Linares, José ManuelBackground: Assuring quality training for future nursing professionals is essential to preserving population health and socio-economic development. Quality assurance in the European Higher Education Area places students in a leading role to transform and improve higher education programs. Therefore, an innovative way of reviewing strengths and weaknesses of the nursing education program of a Spanish university has been developed. Objectives: The aim of this paper was to explore the perceptions and opinions of nursing students and newly-qualified nurses regarding the contents of the nursing curriculum in order to improve its quality. Methods: Descriptive and exploratory qualitative research was carried out involving 12 newly-qualified nurses and 12 student nurses. Semi-structured interviews and focus groups were performed. Results: Based on the thematic analysis, two themes emerged: improving clinical practices and reviewing the theoretical curriculum. Conclusions: Among the improvements suggested by the participants, the most relevant ones were establishing a clear structure of learning contents in the practicum, and redistributing the European Credit Transfer and Accumulation System ECTS credits in various courses of the study program. However, additional evidence is needed prior to proceeding with any changes.Ítem Should we be trained to train? Nursing students’ and newly qualified nurses’ perception on good lecturers and good clinical preceptors(MDPI, 2019) Martínez Linares, Jose Manuel; Parra Sáez, Celia; Tello Liébana, Carlos; López Entrambasaguas, Olga MaríasettingsOrder Article Reprints Open AccessArticle Should We Be Trained to Train? Nursing Students’ and Newly Qualified Nurses’ Perception on Good Lecturers and Good Clinical Preceptors by José Manuel Martínez-Linares 1,*ORCID,Celia Parra-Sáez 2,Carlos Tello-Liébana 2 andOlga María López-Entrambasaguas 1ORCID 1 Department of Nursing, Universidad de Jaén, 23071 Jaén, Spain 2 Servicio Andaluz de Salud, 23007 Jaén, Spain * Author to whom correspondence should be addressed. Int. J. Environ. Res. Public Health 2019, 16(24), 4885; https://doi.org/10.3390/ijerph16244885 Submission received: 1 November 2019 / Revised: 24 November 2019 / Accepted: 2 December 2019 / Published: 4 December 2019 (This article belongs to the Collection Nursing Research) Downloadkeyboard_arrow_down Browse Figure Review Reports Versions Notes Abstract Background: The reform of the Spanish higher education studies from the Bologna Declaration did not entail the necessary changes in the teaching methodologies used. The clinical preceptor emerged as the main guiding professional in the practical training of nursing students. The aim of this qualitative study was to understand fourth-year nursing students’ and newly qualified nurses’ (NQNs) perception on their lecturers’ and clinical preceptors’ effectiveness. Methods: Exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling and according to defined inclusion and exclusion criteria, twelve newly qualified nurses and twelve fourth-year students of the Degree in Nursing were included in order to contrast the results. A thematic analysis of data was carried out, to later be coded by two researchers. Results: Two main themes were identified: the good lecturer and the good clinical preceptor, with several subthemes in each. These included the characteristics that both should have, both in teaching, nursing and interpersonal-relation skills. Conclusions: The need of preceptorship training programs has been highlighted in our context. Educators all over the world should be properly qualified in order to train and educate competent nurses for the future.