Background: Collaborative Online International Learning (COIL) involves international online activities that allow the support of transversal competencies in diverse and multicultural environments without moving from home. This paper presents the learning experiences and satisfaction of undergraduate nursing students at the University of Girona (Spain) from a COIL activity involving clinical simulation in collaboration with the University of Coventry (United Kingdom). Methods: Qualitative study of content analysis. Twelve students from each of the two universities participated in the data collection process using reflective diaries. Results: The data analysis highlighted five topics related to the COIL activity involving clinical simulation: (a) initial attitudes towards the COIL activity; (b) main learning through the COIL activity; (c) positive aspects of the COIL activity; (d) weaknesses of the COIL activity and proposals for improvement; and (e) overall evaluation of the COIL activity. Conclusions: The main learning outcomes referred to by students were the relationships between transversal competencies and the skills for life, language skills, cultural skills, and more specific skills related to clinical standards. The students were most satisfied with the teaching activities and specified positive aspects and weaknesses that will add value to future versions of the activities.

A mixed methodology was used through the triangulation of quantitative and qualitative data to determine older adults’ perspectives regarding volunteering and identify what factors can contribute to promoting it, with special emphasis on the role that their own well-being plays in this behavior. The results reveal that satisfaction with life as a whole contributes positively to volunteer behavior and satisfaction with the groups one belongs to contributes negatively. The volunteers were less satisfied than non-volunteers with interpersonal relationships and with the groups they belong to. Knowing the opinion of the older adults with regard to volunteering and understanding how this prosocial behavior relates to their own well-being is very useful for developing strategic plans that allow future volunteers to be captured.

Recognizing predictors of positive birth experience is viewed as essential for minimizing negative experiences during childbirth that are related to current obstetric care, especially when those could be attributed to intrapartum interventions. The CEQ-E is a suitable instrument for investigating maternal birth experience within the Spanish population, highlighting the necessity to identify predictors for all its domains. This study aimed to identify predictors of positive birth experience based on socio-demographic and clinical variables, and obstetric interventions. Cross-sectional study conducted with consecutive sampling (N = 301). Quantitative data were collected by the Childbirth Experience Questionnaire (CEQ-E) and an Ad hoc questionnaire. Clinical data was obtained from participants' medical records. Descriptive, bivariant and multivariant analysis were performed. The CEQ overall mean score was 3.18(SD:0.42), showing the highest score for the professional support (3.79; SD: 0.43) and the lowest for the own capacity (2.8; SD:0.57). All domains and overall score showed negative correlations with the number of intrapartum interventions (p ≤ .001). Inductions of labour, instrumental deliveries, and caesarean sections were inversely related to; overall birth experience score (p ≤ .001), perceived safety (p ≤ .001), and own capacity (p ≤ .001). Epidural analgesia was linked to worse values of birth experience (p ≤ .001). Predictors of positive birth experience were identified as having a midwife as birth attendant (p ≤ .001) and neonatal higher Apgar scores at birth (p ≤ .001), whereas higher maternal education grade (p = .04), inductions of labour (p ≤ .001) and caesarean births (p ≤ .001) had worse values on birth experience. Women reported a positive birth experience, and professional support was highly valued. Key predictors of lower scores in birth experience included higher maternal education, caesarean and instrumental deliveries, and neonatal intensive care unit (NICU) admission. Spontaneous labour onset predicted better capacity and safety. Epidural use decreased participation. Midwife-attended births reported better scores on birth experience, highlighting their importance in maternal care.

Background: Nursing students often face high academic and emotional demands, which can negatively affect both their mental health and academic performance. From a salutogenic perspective, the sense of coherence (SOC) is considered a key protective factor in managing stress and fostering resilience. Objectives: This study aimed to explore the SOC levels among nursing students and examine their associations with perceived academic stress and sociodemographic variables. Methods: A multicenter, cross-sectional, exploratory study was conducted in a sample of 1301 undergraduate nursing students from four universities in Spain and Chile. Participants completed the Orientation to Life Questionnaire, a validated instrument assessing SOC and its three dimensions: comprehensibility, manageability, and meaningfulness. Sociodemographic data and students’ perceived stress in relation to key academic activities were also collected. Descriptive and inferential statistical analyses were performed, including t-tests and ANOVA. Results: The mean SOC score was 62.65 (SD = 12.36), with no significant differences between universities. Significant associations (p < 0.05) were found between SOC scores and age, marital status, academic year, work status, and university entry path, but not with gender or caregiving responsibilities. Students aged ≥29 years and those who were married or working had higher SOC scores. Higher levels of perceived stress in lectures, seminars, clinical practice, group work, and written assignments were significantly associated with lower SOC scores. Conclusions: This study’s findings suggest that a stronger SOC is associated with lower perceived academic stress and certain sociodemographic characteristics. Integrating salutogenic approaches into nursing curricula could strengthen students’ SOC, promoting their mental well-being and academic resilience.

Research in Gerontological Nursing | The current study emphasizes the importance of active and productive aging to promote health and autonomy among older adults, highlighting effects on social and familial levels. A questionnaire was administered to a sample of 198 individuals older than 65 living in Palafrugell, Spain with the objective of determining which factors influence informal helping behavior among older adults and the

La universitat travessa un moment de transformació profunda. La digitalització, els canvis socials, la diversitat creixent de l’estudiantat i l’impacte de la intel·ligència artificial estan redefinint el sentit mateix de la docència universitària. En aquest context, les pràctiques tradicionals ja no són suficients: cal repensar com s’ensenya, com s’aprèn i quin paper ha d’assumir el professorat en la formació de persones crítiques, compromeses i capaces d’afrontar un món complex. Aquest llibre aborda els principals reptes de la docència universitària contemporània: la motivació i la participació de l’estudiantat, l’equilibri entre rigor acadèmic i innovació pedagògica, la incorporació crítica de les tecnologies digitals, la promoció de la igualtat de gènere i la necessitat de consolidar una universitat inclusiva, justa i socialment responsable. Lluny de receptes simplistes, les aportacions que recull defensen una pedagogia de l’acompanyament, del pensament crític i de l’aprenentatge significatiu, connectat amb la realitat i els valors democràtics. Les reflexions que s’hi presenten neixen de la pràctica i del debat col·lectiu del professorat implicat en les xarxes i els grups d’innovació docent de la Universitat de Girona. Des d’aquesta experiència compartida, el llibre ofereix mirades, preguntes i propostes que conviden a repensar la identitat docent i a reforçar el paper de la universitat com a espai de transformació social. No es tracta només d’innovar metodologies, sinó de renovar el compromís educatiu amb el coneixement, la igualtat i el bé comú.