La-Rosa-Salas, V. (Virginia)
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- Are nursing students trained to meet the needs of cancer survivors and their families? New challenges, new opportunities(2019) La-Rosa-Salas, V. (Virginia); Domingo-Oslé, M. (Marta); Garcia-Vivar, C. (Cristina)Current cancer treatments, along with more effective prevention measures, are producing increased cancer survival globally;(1) becoming – in many cases – a chronic disease.(2) Care of patients and families, living with a chronic disease, like cancer, constitutes one of the principal challenges for most health systems because they represent a heavy burden in terms of morbidity and mortality and carry a high percentage of the public expenditure in health.(3) Above all, the impact of cancer entails suffering and represents an important limitation in the quality of life, productivity, and functional state of the sick individuals and those living with them, that is, their family. More so, with evidence of the progressive increase of the number of older people with cancer, who are more prone to having comorbidities and other problems associated with their age, like dementia, depression, cerebrovascular accident, and diabetes.
- Educación interprofesional: una propuesta de la Universidad de Navarra(Elsevier, 2020) Arbea-Moreno, L. (Leire); Rodriguez-Diez, M.C. (María Cristina); La-Rosa-Salas, V. (Virginia); Beitia, G. (Guadalupe); Marcos, B. (Beatriz); Diez-Goñi, N. (Nieves); Vidaurreta, M. (Marta); Sola-Juango, L. (Leire)La asistencia sanitaria centrada en el paciente es la clave para una atención humana a la persona y a su familia. La práctica colaborativa en equipos interprofesionales resulta imprescindible para alcanzar una atención sanitaria de calidad. La universidad tiene la responsabilidad de preparar a sus graduados para trabajar en equipos interprofesionales. Una enseñanza/aprendizaje centrada en la persona, fundamentada en las competencias que definen la educación interprofesional, es clave para que nuestros estudiantes reconozcan la necesidad del trabajo colaborativo. Este artículo detalla un proyecto docente de educación interprofesional de la Universidad de Navarra, donde estudiantes de las facultades de medicina, enfermería y farmacia aprenden juntos y de manera gradual, las claves de cómo trabajar en equipo.
- Co-design and validation of a family nursing educational intervention in long-term cancer survivorship using expert judgement(2023) Doménech‑Climent, N. (Nuria); Arbea-Moreno, L. (Leire); La-Rosa-Salas, V. (Virginia); Domingo-Oslé, M. (Marta); Garcia-Vivar, C. (Cristina); Ulibarri-Ochoa, A. (Ainhoa)The number of cancer survivors is increasing exponentially thanks to early screening, treatment, and cancer care. One of the main challenges for healthcare systems and professionals is the care of cancer survivors and their families, as they have specific needs that are often unmet. Nursing students, as future healthcare professionals, need education to face these new health demands. They will need to develop specific competencies to help them care for and empower this emerging population. The aim of the study was to co-design and validate an educational intervention on long-term cancer survivorship for nursing, through a multidisciplinary panel of experts. Group interviews were conducted with a panel of 11 experts, including eight professionals from different backgrounds (oncology, cancer nursing, pharmacology, and education), a long-term cancer survivor, a family member of a cancer survivor, and a nursing student. The experts validated a pioneer educational intervention to train nursing students in long-term cancer survival. The co-design and validation of the intervention from an interdisciplinary perspective and with the participation of long-term cancer survivors and their families was considered relevant as it included the vision of all the stakeholders involved in long-term cancer survivorship.
- Nursing educational framework: A new nurse-driven, conceptually guided approach(Wiley, 2023) Esandi, N. (Nuria); Jones, D. (Dorothy); La-Rosa-Salas, V. (Virginia); Perez-Diez-del-Corral, M. (Mercedes); Choperena-Armendáriz, A. (Ana)Purpose: The aim of this article is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum. Data sources: Empirical and theoretical literature studies were reviewed to define the framework rationale and its components. Data synthesis: A deductive/inductive collaborative expert-informed approach was undertaken to develop this evidence-based codesigned framework. Its mission, along with unique components, implementation strategies, and outcomes, were successively integrated into the framework to guide nursing knowledge, learning, and curriculum development. A hermeneutic collaborative process of circular reflection was used in the development process. Conclusions: The NEF contains central guiding principles and concepts that are intended to provide structural consistency across its included programs from a humanistic person/family-centered approach. Implications for nursing practice: This comprehensive theory-guided framework allows educators to suggest specific directions for nursing practice within the nursing discipline and articulate nursing’s unique and specialized approach to promoting excellent patient care outcomes. It can assist students to develop critical lens from a person/family- centered relationship-based practice approach.
- Are nursing interventions effective in improving quality of life in cancer survivors? A systematic review(Lippincott Williams & Wilkins, 2022) Elizondo-Rodríguez, N. (Nerea); La-Rosa-Salas, V. (Virginia); Rodríguez-Matesanz, I. (Irati); Domingo-Oslé, M. (Marta); Garcia-Vivar, C. (Cristina); Ambrosio, L. (Leire)Background: Cancer survivors (CSs) have needs that can negatively impact their quality of life (QoL). Oncology nurses play a key role in providing comprehensive care in cancer survivorship, although little is known about their impact on health outcomes. Objective: The aim of this study was to determine the effectiveness of nursing interventions to improve QoL and satisfaction with care of CSs. Methods: A systematic review was conducted. PubMed, CINAHL, PsycINFO, and Cochrane databases were searched for experimental studies. The Joanna Briggs Institute Checklist for Randomized Controlled Trials was used to verify the quality of the studies (Prospero reference: CRD42020148294). Results: Of the 8 clinical trials eligible for inclusion, 5 demonstrated that interventions conducted by nurses improved the overall QoL or some of its domains in CSs. The included studies focused on short-term survival; no studies in long-term CSs were identified. Two studies assessed satisfaction with care of survivors, obtaining positive results. Conclusions: Nursing interventions seem to improve the QoL of short-term CSs. However, because of the low number of studies identified, the findings of this systematic review should be interpreted with caution. Implications for practice: Further studies are necessary to strengthen the implementation of effective nursing intervention in cancer practice. Research should particularly be conducted with long-term CSs as there is lack of data on this specific stage of cancer.
- Traducción y adaptación transcultural al contexto español del person-centred practice inventory-staff (PCPI-S) para profesionales de la salud(2023) Vazquez-Calatayud, M. (Mónica); Carvajal-Valcárcel, A. (Ana); Arbea-Moreno, L. (Leire); La-Rosa-Salas, V. (Virginia); McCormack, B. (Brendan); Lizarbe-Chocarro, M. (Marta); Choperena-Armendáriz, A. (Ana); Errasti-Ibarrondo, M.B. (María Begoña); Galán-Espinilla, M.J. (María José); Gavela-Ramos, Y. (Yvonne)Background. Person-centred practices - following national and international developments in health-care policies - have become a key approach in healthcare. The Person-Centred Practice Inventory - Staff is an instrument based on the theo-retical framework Person-Centred Practice that focuses on the staff's perspective and how they experience person -cen-tred practices. Here, the aim of this study is to obtain the first Spanish version of the PCPI-S translated and adapted into the Spanish context. Methods. The translation and adaptation of the instrument followed the Translation and Cultural Adaptation of Patient Reported Outcomes Measures - Principles of Good Practice, which included a consulting session with experts. Content va-lidation measures on clarity and relevance were assessed for every item (I-CVI) and the survey as a whole (S-CVI/Ave). Results. No major difficulties were registered to reach an agree-ment on the 12 items that needed to be clarified. Regarding cla-rity and relevance. The validity index per item (I-CVI) obtained excellent scores for clarity in 53 items and for relevance in 59; the S-CVI/Ave showed excellent results (>= 90). Conclusions. This first version of the Person-Centred Practice Inventory - Staff instrument adapted to the Spanish context is conceptually and semantically equivalent to the original one. This valuable tool will be of great help to identify the perception of healthcare professionals on person-centred practices.
- Implementation and evaluation of a training programme to promote the development of professional competences in nursing: A pilot study(Elsevier, 2020) Martín-Pérez, S. (Sonsoles); Llácer, T. (Teresa); La-Rosa-Salas, V. (Virginia); Goñi-Viguria, R. (Rosana); Zaragoza-Salcedo, A. (Amparo); Pardavila-Belio, M.I. (Miren Idoia); Choperena-Armendáriz, A. (Ana); Errasti-Ibarrondo, M.B. (María Begoña); Oroviogoicoechea, C. (Cristina)Background: Clinical narratives may be used as a means to improve the acquisition of clinical competences. Even though there are studies that recognize the potential value of clinical narratives to promote nursing professional development, there is no evidence that shows their value as a tool to improve nurses' competences to provide person-centred nursing care. Purpose: To evaluate the preliminary efficacy of narratives for the development of three nursing professional competences -respect, intentional presence and knowing the person- for providing person-centred care. Method: Using a pre-post quasi-experimental design, a pilot study with a total of 34 nurses enrolled in a training course of nursing specialization was conducted between September 2016 and June 2017. All the nurses received a multi-component intervention based on the Critical Reflective Inquiry model. The strategies of this programme consisted of writing three narratives, attending two masterclasses, participating in a discussion group, and participating in a face-to-face interview. The NarratUN Evaluation tool was used to assess the outcomes. Changes among nurses were analysed using the Wilcoxon signed Rank test. Results: The difference in the means between the pre- and post-intervention scores were statistically significant for respect [0.59 (95% CI 0.23-0.95; p = 0.001)], intentional presence [0.75 (95% CI 0.32-1.17; p < 0.0001)] and knowing the person [0.62 (95% CI 0.25-0.99; p = 0.001)]. The difference in the mean score for use of the narrative and reflection also increased significantly [0.65 (95% CI 0.32-0.98, p < 0.001)]. Conclusions: The use of narratives combined with other reflective strategies (masterclass sessions and discussion groups) proved to be effective for the development of professional competences of nurses.
- The relationship competencies guiding tool: a development, content validation and implementation study(2023) Vazquez-Calatayud, M. (Mónica); Olza-Moreno, I. (Inés); La-Rosa-Salas, V. (Virginia); Pardavila-Belio, M.I. (Miren Idoia); Choperena-Armendáriz, A. (Ana)Aim: The aims of this paper are (1) to present the results of the development, content validation and imple-mentation study of the Relationship Competencies Guiding Tool; (2) to provide examples of how each item in the tool is reflected in clinical narratives written by nurses and justify the corresponding scores after the evaluation; (3) to present how the language and content of the narratives are interpreted with the tool and to describe an exemplar; and (4) to present barriers to and facilitators of the application of the tool. Background: From a person-centered care approach, the fostering of authentic relationships with patients is key to achieving therapeutic benefits. Therefore, it is essential to help nurses establish meaningful relationships with patients and help them acquire these abilities. Clinical narratives can be used as a way to promote reflective practice and professional competency development among nurses. A tool to evaluate the knowledge, skills, at-titudes and values necessary for developing authentic encounters with patients through clinical narratives was developed, validated and implemented.Design: An instrument-development study comprised of three steps: (1) conceptualization; (2) item generation and content validity; and (3) implementation of the tool and linguistic evaluation.Methods: This study was conducted in three major steps. Step one entailed conceptualization. Step two included the generation of items and content validation. In step three, the tool was used to independently evaluate 25 narratives. One of these narratives was also linguistically analysed to provide a comprehensive view of the interpretative strategies deployed by evaluators.Results: The Relationship Competencies Guiding Tool was developed, validated and implemented. It could help nurses work on nursing relationship-based professional competencies, guided the evaluators in the process of assigning scores to the corresponding items and helped the researchers identify certain barriers and facilitators before and during the narrative evaluation process.Conclusions: The tool has been shown to be clear, relevant and conceptually and linguistically suitable for evaluating clinical narratives. The Relationship Competencies Guiding Tool could be applied to interpret how nurses reflect professional competencies in a clinical narrative as a preliminary step in the construction of a mea-surement tool.Tweetable abstract: From a person-centered relationship-based care approach, clinical narratives can be used to promote professional competencies between nurses. The Relationship Competencies Guiding Tool may help eval-uate the knowledge, skills, attitudes and values necessary for developing authentic encounters with persons/ families, as reflected by nurses' clinical narratives.
- Educational Intervention for Family Nursing Students in Long-term Cancer Survivorship: A Randomized Pilot Trial(2023) La-Rosa-Salas, V. (Virginia); Domingo-Oslé, M. (Marta); Garcia-Vivar, C. (Cristina)A randomized pilot study was conducted involving 69 third-year nursing students (ClinicalTrials.gov ID: NCT05270252). Students were randomly assigned to the CG (n = 34) or the intervention group (n = 35), using computer-generated randomization. The CG completed the third-year nursing, and the intervention group received in addition the Learning & Care educational intervention. The aim of this study was to determine the effectiveness, feasibility, and acceptability of the Learning & Care for students to acquire the knowledge, skills, and attitudes necessary to care for survivors and their families. The intervention group significantly improved in knowledge (p = .004; -1.15, 95% confidence interval [CI] [-1.94, -0.37]), skills (p ≤ .0001; -13.51, 95% CI [-15.19, -11.83]), and attitudes (p = .006; -5.61, 95% CI [-8.81, -2.42]). The students' satisfaction was found to be high (93.75%). Offering a family nursing approach improves students' competence to care for long-term cancer survivors and their families.
- La educación interprofesional en la universidad: retos y oportunidades(2021) Arbea-Moreno, L. (Leire); Rodriguez-Diez, M.C. (María Cristina); La-Rosa-Salas, V. (Virginia); Beitia, G. (Guadalupe); Marcos, B. (Beatriz); Diez-Goñi, N. (Nieves); Vidaurreta, M. (Marta); Sola-Juango, L. (Leire)La educación interprofesional (EIP) es clave para garantizar el aprendizaje integrado de los alumnos de diferentes titulaciones, que ejercerán una labor profesional basada en el cuidado centrado en la persona, de manera conjunta. El proyecto de EIP de la Universidad de Navarra pretende dar a los alumnos de medicina, enfermería y farmacia los conocimientos, habilidades y actitudes necesarias para trabajar de manera interprofesional, centrándonos en trabajo en equipo, conocimiento y respeto de roles, resolución de conflictos y comunicación interprofesional. Para ello, el equipo de docentes implicados en este proyecto ha tenido que trabajar colaborativamente, experimentando las claves de este trabajo interprofesional, centrado en el alumno, constituyendo una experiencia enriquecedora, constructiva, y que ha aportado las claves del trabajo en equipo necesario para llevar a cabo un proyecto docente de EIP.