Background. Simulation-based education has been incorporated into nursing curricula as an educational strategy. However, its implementation has not yet been standardized in different regions. Purpose. The aim of this study is to describe simulation-based education in the nursing curricula in Catalonia and Andorra. Methods. An exploratory cross-sectional study was conducted in 2019 in which 16 universities participated. Results. The median dedication to clinical simulation in the nursing studies was 287.5hours, with variations between universities (ranging from 24 to 516hours). The dedication for the low-medium fidelity simulation was 89.4hours (SD±58.3) and 26hours (SD±17) for the high-fidelity simulation. All the universities had qualified teaching staff and facilities. Conclusions. There is variability in the implementation and use of simulation-based education among universities. However, there is consensus on its usefulness in nursing curricula. To integrate simulation training into the nursing curriculum, it is necessary to establish convergent simulation standards in higher education.

Objectives: The aim of this systematic review is to summarize the results of qualitative research into people with type 2 diabetes mellitus (T2DM) and their propensity to engage in physical activity (PA), and to identify and analyse their experiences and opinions of interventions and programs designed to increase their adherence to PA recommendations. Design: Systematic review of qualitative studies extracted from databases using the SPIDER systematic search method. The review included studies that combined qualitative and mixed methods research and compiled the experiences and opinions of people with T2DM who had participated in interventions to increase their levels of PA. A thematic summary of qualitative data was performed. Results: The review comprised nine studies published between 2017 and 2021, which included 170 people. Four themes and ten subthemes were identified. The four themes include: (1) factors related to PA, (2) factors related to the program, (3) factors related to the support the participants received and (4) factors related to the person. Conclusion: The support patients receive, both from family/friends and from health providers, is key to consolidating changes in habits and in promoting individualized health education. Future interventions and health policies should reinforce programs designed to promote PA that prioritize the experiences of people in order to increase their adherence to PA programs.

Background: School nurses play a crucial role in promoting student health, addressing issues such as substance use, mental health, physical health, violence, and sexual health. However, their job satisfaction has been understudied, particularly in relation to the challenges they face. Objective: This study evaluates the job satisfaction and professional quality of life among school nurses and nurses working in educational settings in Spain. Methods: A descriptive cross-sectional study was conducted (November 2023–February 2024) with 553 nurses from various regions of Spain, using the Font-Roja job satisfaction and CPV-35 professional quality of life questionnaires. Results: Our results showed significant differences in job satisfaction between nurses in healthcare and educational settings, influenced by factors such as workload and institutional support. Most participants (97.5% women, median age ~40 years) had less than 5 years of experience. The lack of a dedicated nurse in half of the schools highlights disparities in service provision. Discussion: This study emphasizes the need for supportive policies and work environments to improve the well-being and job satisfaction of nurses in school settings.

School nurses play a crucial role in promoting student health, addressing issues such as substance use, mental health, physical health, violence, and sexual health. However, their job satisfaction has been understudied, particularly in relation to the challenges they face. This study evaluates job satisfaction and professional quality of life among school nurses and nurses working in educational settings in Spain. Methods: A descriptive cross-sectional study was conducted (November 2023 - February 2024) with 553 nurses from various regions of Spain, using the Font-Roja Job Satisfaction and CPV-35 Professional Quality of Life questionnaires. Results showed significant differences in job satisfaction between nurses in healthcare and educational settings, influenced by factors such as workload and institutional support. Most participants (97.5% women, median age ~40 years) had less than 5 years of experience. The lack of a dedicated nurse in half of the schools highlights disparities in service provision. Discussion: This study emphasizes the need for supportive policies and work environments to improve the well-being and job satisfaction of nurses in school settings.

Background: School nursing plays a crucial role in promoting the health and well-being of students in educational settings. Previous research has highlighted its protective effect across various health domains, including substance use, mental health, violence, and sexual health. Despite its importance, the job satisfaction of school nurses and the factors influencing it have been insufficiently addressed in scientific research, underscoring the need to better understand their challenges and barriers. Therefore, the objective of this research is to evaluate the perceived job satisfaction and professional quality of life of school nurses at a national level in Spain. Methods: A descriptive cross-sectional study was conducted using the Font-Roja Job Satisfaction Questionnaire and the CPV-35 Professional Quality of Life Questionnaire. The sample included 553 school nurses from different geographical regions in Spain, selected through school nursing groups and associations. Data were collected from November 2023 to February 2024. Results: The majority of the nurses were women (68%), with a median age of around 40 years and predominantly less than 5 years of work experience (56%). Significant differences were observed in job satisfaction and professional quality of life depending on the employing entity (healthcare and educational settings). Factors such as workload, institutional support, and work experience influenced the perception of job satisfaction. Conclusions: We affirm that this study, being one of the first of its kind at a national level in Spain, highlights the need to develop effective strategies to improve the job satisfaction and professional quality of life of school nurses. School nurses in Spain present a moderately high level of job satisfaction, although there are significant differences in factors such as status and job monotony depending on the sector of employment (Healthcare, Education, Others). Nurses in educational contexts report lower levels of job satisfaction, influenced by the nature of the work, interpersonal relationships, opportunities for professional development, and institutional support. Additionally, work experience impacts satisfaction, being more positive for nurses with greater experience. We also affirm that the professional quality of life of school nurses is homogeneous, with an average score of 6.000 on the CPV-35. Although professional competence is uniformly perceived, work pressure is a common concern. Working more than 37.5 hours per week is associated with higher professional quality of life, although also with lower job satisfaction. Only half of the schools have a school nurse, highlighting the need for policies that ensure equity in service provision. There is also a recognized need for health training for teachers, which could improve support for nurses and student health. Active interaction with the educational community reinforces the integral role of school nurses and emphasizes the importance of the socioeconomic context in interventions and resource allocation. Keywords: School nursing, job satisfaction, professional quality of life, work factors, educational settings.