While many emergency department (ED) patients need peripheral vascular catheterization, diagnosis and treatment are often delayed by difficult intravenous access (DIVA). This study of ED patients with DIVA was designed to evaluate ultrasound (US)-guided peripheral intravenous (IV) catheterization, compare it with conventional catheterization, and analyse patient pain and satisfaction regarding catheterization. Randomized controlled clinical trial. Adult patients treated in the ED who scored >3 on the Adult-Difficult Venous Catheterization scale were randomly assigned to either US-guided or conventional peripheral IV catheterization. Data were collected from April to December 2016. Study variables were catheter insertion success, number of catheterization attempts, time required to perform the procedure, catheter length and calibre, puncture site, complications, and catheter functioning. Pain and patient satisfaction were also analysed for each group and the full sample. 120 and 138 patients were recruited for the US-guided and conventional peripheral IV catheterization groups, respectively. For the US-guided compared to the conventional procedure, insertion success was greater (91.75% versus 89.9%; p=0.04), the mean (SD) number of attempts was lower (1.29 (0.59) versus 1.81 (1.28); p<0.001), mean (SD) satisfaction was greater (7.59 (2.04) versus 6.69 (2.28); p=0.03), and the mean (SD) required time in minutes was greater (7.89 (7.13) versus 5.1 (3.69); p=0.045). Mean (SD) pain was moderate in both groups (4.6 (2.75) versus 4.33 (2.91) (p=0.32). Logistic regression for the full sample indicated that more attempts and greater pain were both associated with reduced satisfaction, while use of higher-calibre catheters was associated with greater satisfaction. US-guided compared to conventional peripheral IV catheterization in patients with DIVA was more successful, required fewer attempts, enabled use of longer and higher-calibre catheters, and led to greater patient satisfaction. Patients who underwent US-guided intravenous catheterization reported moderate pain, similar to that reported for the conventional procedure. US-guided peripheral intravenous catheterization improves ED patient care, as it requires fewer catheterization attempts. It is especially recommended for patients with DIVA.

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.

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.

Oral health is crucial for the overall well-being and quality of life, and nurses play a significant role in promoting it. This study assessed the oral health knowledge of fourth-grade nursing degree students. Seventy-two students completed a questionnaire covering sociodemographic variables, oral health-related factors, knowledge about oral health, and perceptions of its importance and learning experiences. The results showed that 83.3% of students attended regular dental check-ups for preventive purposes, and 55.6% had visited a dentist during the last year. Most of the students reported experiencing cavities (66.7%) and undergoing orthodontic treatment (54.2%). The average knowledge score in oral health was 6.4 out of 10, and students recognized the importance of oral health in the nursing role. However, their knowledge acquired during their nursing degree scored relatively low, being 2.5 out of 5. Notably, students who valued problem-based learning achieved higher knowledge scores (p < 0.05). Overall, fourth-grade nursing students demonstrated a moderate level of oral health knowledge. Improving oral health education within nursing curricula, particularly through problem-based learning, is essential to enhance their preparedness in addressing oral health issues effectively. This study was not registered.

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.

Service learning is a teaching methodology that combines learning and service to the community in the same well-articulated project, where the participants are trained to improve and work on the real needs of the environment. This paper aimed to explore learning about healthy habits and standards of nursing professional practice through a service learning activity between nursing students and high school students. Data of participants (N = 127 high school students and N = 12 nursing students) were collected by the high school students’ healthy habits mind map and with the help of the nursing students’ reflective journals. A generic qualitative design using content analysis was performed. After the activity, high school students identified which habits they should improve, such as diet, physical activity, resting time, and emotional health. By performing the activity, nursing students increased their knowledge about health habits, as well as their communication skills, confidence in public speaking, and awareness about community nurses’ tasks. Service learning activity on health habits conducted by nursing students in a high school has a positive effect on the knowledge of healthy habits for both participants, nursing and high school students. Participating in an activity of service learning improves communication skills among first-year nursing students and narrows the gap between university theory and nursing practice.