Introducción: La introducción de herramientas de aprendizaje y evaluación continuada durante el practicum es necesario para convertir a los estudiantes en protagonistas principales de su proceso de enseñanza-aprendizaje, de forma reflexiva y crítica, estableciendo un sistema de retroalimentación dirigido por el profesor. Una de las posibles estrategias que se están utilizando es el portafolio. Consiste en la aportación de producciones por parte del estudiante a través de las cuáles se puede determinar la adquisición de competencias y habilidades. En el presente estudio se plantea utilizar el portafolio como un sistema de seguimiento y evaluación del aprendizaje de las prácticas para evidenciar las competencias consolidadas y el análisis de las áreas de mejora, a través de un aprendizaje critico- reflexivo. Objetivo: Conocer la opinión de los estudiantes sobre la utilidad de los portafolios durante sus prácticas. Metodología: estudio cualitativo, recogida y análisis deductivo-inductivo de los datos recogidos en los portafolios y los cuestionarios de los estudiantes de enfermería de 4º curso, que realizaron prácticas durante curso 2103-2014. Resultados: La mayoría de los estudiantes han referido una mejora en el aprovechamiento de sus prácticas gracias a la realización del portafolio. Identificaron sus necesidades de aprendizaje, sus áreas de mejora y dificultades. Conclusiones: el portafolio es una herramienta que facilita la reflexión y el pensamiento crítico de los estudiantes durante el practicum. Lo Conciben como un recurso valioso que ha facilitado su proceso reflexivo, de autoevaluación generando formas de autocrítica y análisis sobre su práctica; con la posibilidad de realizar cambios para mejorarla.

The objective of this paper is to review and compare the different commercial and homemade models of ultrasound-guided vascular cannulation phantoms, as well as the methods used for the elaboration of the latter. There are a variety of simulators for ultrasound-guided puncture techniques, from simple homemade phantoms to the most sophisticated and expensive virtual reality simulators. Commercial-grade ultrasound phantoms are expensive and although they are reusable, their cost can be a barrier to simulation-based training. Homemade phantoms are a cost-effective, highly useful tool for teaching vascular access using ultrasound. For the elaboration of the homemade ones, different substances and elements are usually used to produce varied echogenicities and geometries. Specifically, animal-based ones provide more realistic tissue feedback and have a back-ground echogenicity that is closer to that of human tissue. A powerful alternative is the use of poly vinyl alcohol or modified mixtures of this material, which would be better suited to cannulation simulation with high functional fidelity.

Background: Incorporating artificial intelligence (AI) as standardized patients (SPs) in psychology education may enhance experiential learning and student confidence. The aim of the study was to analyze the effectiveness of using AI-based simulations to develop communication skills and influence psychology students’ affective state. Method: A mixed-methods intervention study was conducted with 31 third-year psychology students. Participants engaged in clinical simulations using ChatGPT as an SP. Quantitative data on affective state, communication attitudes, and perceptions of knowledge and skills were collected pre- and post-intervention via questionnaires. Qualitative data were obtained through open-ended questions and a focus group. Data were analyzed using repeated measures ANOVA and thematic analysis. Results: Significant reductions in negative affect and increases in perceived knowledge and skills were observed post-intervention. No significant changes were found in communication attitudes. Qualitative findings supported the quantitative results, indicating improved confidence and reduced anxiety during simulated patient interactions. Conclusions: Utilizing AI as SPs is an effective pedagogical tool that enhances experiential learning, increases student confidence in professional skills, and positively influences the affective state. This innovative approach offers a valuable supplement to traditional teaching methods in psychology education.

Suicide is a serious public health problem, with a global mortality rate of 1.4% of all deaths worldwide and the leading cause of unnatural death in Spain. Clinical simulation has proven to be a beneficial tool in training nursing students. Such experiences allow them to develop cognitive and affective skills that are fundamental for the detection of warning signs and the use of interventions in cases of people who want to take their own lives. Working in a mental health environment can be difficult for nursing students; therefore, the purpose of this study was to explore the perceptions of nursing students on the approach, management, and intervention of suicidal crisis through clinical mental health simulation. Methods: qualitative descriptive phenomenological study through focus groups and reflective narratives in a sample of 45 students. A thematic analysis was performed using ATLAS-ti. Results: After the analysis, three themes were obtained: (a) management and handling of emotions, (b) identification of suicide motives, and (c) intervention in suicidal crisis. Discussion: Clinical simulation in mental health allows students to exercise clinical judgment reasoning, detect warning signs for a better treatment approach, and provide tools for effective intervention and management of patient care. The results of this study indicate that nursing students face challenges in approaching mental health clinical simulation due to a lack of prior exposure.

During the crisis caused by the COVID-19 pandemic in Spain, students in the year of undergraduate degree were hired to provide care assistance support in hospitals. The purpose of the study is to e...

Introducción: El enfoque de educación basada en competencias pretende reducir la brecha entre educación y empleo buscando lograr un aprendizaje profundo, significativo, para toda la vida, transferible a situaciones reales, complejas y cambiantes. Conceptualizar la evaluación a partir de este enfoque implica asumir su carácter multidimensional diseñando una evaluación para el aprendizaje y no sólo del aprendizaje, en la búsqueda de formas de evaluación capaces de mejorar la calidad del mismo. La conciencia del impacto de la evaluación en el aprendizaje obliga a plantear la evaluación como un proceso compartido que sea simultáneamente causa y efecto de los aprendizajes. En este contexto, el objetivo de este estudio es conocer la percepción de discentes y docentes en relación a las prácticas actuales de evaluación de competencias y su impacto en la calidad del aprendizaje. Metodología: Estudio descriptivo interpretativo. Análisis cualitativo de los datos recogidos mediante cuestionarios abiertos y grupos de discusión de discentes y docentes del Grado en Enfermería. Resultados: Ambos grupos consideran que las prácticas actuales de evaluación de competencias condicionan el aprendizaje, sin embargo, existen grandes diferencias en sus percepciones. Los docentes perciben este impacto como negativo y afirman que para los estudiantes la evaluación consiste sólo en superar asignaturas. Los estudiantes manifiestan que la evaluación les influye positivamente al orientar su aprendizaje y ofrecerles oportunidades de mejora. Conclusiones: Los docentes perciben dificultades para superar la orientación tradicional de la evaluación, mientras los estudiantes perciben su función más formativa y demandan para ella un feedback suficiente y de calidad. Introduction: Competency based education offers the promise of reducing the gap between education and employment and concerns in Higher Education have revolved around how to achieve deep and meaningful learning, a long life learning, so that learning transfer to real situations, complex and changing, would be possible. Conceptualizing assessment from competency based education approach requires assuming its multidimensional character and designing an assessment for learning and not only assessment of learning seeking to improve learning quality. Awareness of the assessment impact on learning requires raising evaluation as a shared process able to be simultaneously cause and effect of learning. In this context, the aim of this study is to determine learners and teachers perceptions about current practices of competence assessment and its impact on the quality of learning. Methodology: Interpretative descriptive study. Qualitative analysis of data collected through open questionnaires and discussion groups with Degree in Nursing learners and teachers. Results: Both teachers and learners believe that current assessment practices determine learning skills, but there are big differences in their perceptions. Teachers perceive negatively this impact and claim that for student’s evaluation is only overcoming subjects while students state that assessment influences them positively, guiding their learning and offering improvement opportunities. Conclusions: teachers perceive difficulties in overcoming evaluation`s traditional, while students perceive its most formative function and demand for it sufficient and quality feedback.