The presence of playful elements in learning environments is increasingly frequent in university settings. The objective of this study was to evaluate the gaming experience of the participants of an escape room activity developed in the second year of the Bachelor of Science in Nursing program. An escape room activity was carried out, based on 10 tasks, on the thematic content of the subject ‘History, Theory and Methods of Nursing II’, with students in the second year. After the game experience, the Gameful Experience Scale (GAMEX) questionnaire of 27 items in the validated version in Spanish and for nursing students was applied. An open-ended question was also included to allow the students to give their opinion on aspects of improvement, or their feelings during their performance, and a thematic analysis was utilized for this qualitative approach. A total of 107 students participated in the escape room activity, and 75 individuals acceded to the request to be surveyed. The results in the Enjoyment dimension showed that five of the six questions were assessed with the maximum score by the majority of respondents. In the Absorption dimension, between 15% and 25% of the sample did not manage to abstract themselves from the real world. In the dimensions of Creative Thinking and Activation, up to 70% managed to feel imaginative, creative, or exploratory, feeling active and excited. Nearly 85% of the sample reported the Absence of Negative Affect (hostility, annoyance, or frustration) during the game. In the Dominance dimension, up to 70% of the sample considered feeling influential during the game. Two categories were identified after analyzing the participants’ responses: room for improvement in the activity and feelings during the activity. In conclusion, the escape room is positioned as a useful tool for university teaching in nursing. This didactic game allows students to have fun while learning, and to value the knowledge and techniques provided by the subject while being able to work as a team.

Background: Adolescence and young adulthood are critical periods during which psycho-emotional factors can significantly influence disease management and increase the risk of complications. This systematic review aims to examine the impact of body image, self-image, self-perception, and other psycho-emotional variables on the management of type 1 diabetes mellitus (T1DM) in this population. Methods: This review follows the Cochrane Handbook, PRISMA 2020 guidelines and the JBI Checklist for Systematic Reviews and Research Syntheses. A comprehensive search was conducted across both general and discipline-specific databases (PubMed, Web of Science, Scopus, Embase, CINAHL, APA PsycInfo, APA PsycArticles) between March and April 2025. The inclusion criteria focused on studies involving adolescents with T1DM that addressed relevant emotional or psychological aspects. Methodological quality was assessed using JBI tools. Data extraction was performed independently by four reviewers, with discrepancies resolved by consensus. A total of 25 studies met the inclusion criteria. Results: Body image concerns were found to be highly prevalent among adolescents and young adults with T1DM, and were associated with adverse outcomes such as disordered eating behaviors and suboptimal glycemic control. Gender differences were consistently reported, with adolescent girls and young women displaying greater body dissatisfaction and engaging more frequently in risky weight management practices, including insulin omission. Other factors, such as self-perception, diabetes-specific stress, and identity formation, also played significant roles in treatment adherence and psychosocial adaptation. Notably, this review reveals a lack of interventions specifically designed to address the psychological dimensions of T1DM. Conclusions: Body image and self-concept exert a substantial influence on T1DM management in adolescents and young adults, affecting both glycemic outcomes and psychosocial well-being. There is a pressing need for gender-sensitive and developmentally appropriate interventions that address body image, self-concept, and disease acceptance. Future research should prioritize longitudinal designs and the development and evaluation of targeted psycho-emotional support strategies.

The progressive digitalization of healthcare requires nursing students to develop digital competence to safely access, evaluate, and apply scientific information in clinical practice. This study described nursing students’ perceived digital competence and confidence in using digital resources to support evidence-based clinical decision-making after a structured educational seminar. A descriptive post-intervention, single-group study was conducted with 35 undergraduate nursing students enrolled in a compulsory clinical nursing course. The two-hour seminar covered evidence-based websites and clinical guidelines, biomedical database searching, and use of a wound-management mobile application. Data were collected using an anonymous 12-item Likert-scale questionnaire (Cronbach’s alpha = 0.935). Domain mean scores ranged from 4.19 (SD = 0.83) to 4.51 (SD = 0.67). The highest item mean was for continuous learning (M = 4.63, SD = 0.60) and the lowest was for statistical programs (M = 4.03, SD = 0.95); intellectual property protection was also lower (M = 4.17, SD = 0.89). Spearman correlations showed no significant associations between age and any item after Bonferroni correction (adjusted α = 0.0042; all p > 0.05). These findings describe high perceived digital competence and identify areas for further educational reinforcement.

Background/Objectives: Structured therapeutic patient education is the key to improving biopsychosocial outcomes in people with type 1 diabetes mellitus. This study aimed to determine the effects of structured therapeutic education on glycemic control and emotional well-being in people with type 1 diabetes mellitus. Methods: This is a systematic review with a meta-analysis (PROSPERO ID: CRD42023390079). Searches were performed in Scopus, MEDLINE, Web of Science, CINAHL, APA PsycInfo, APA PsycArticles, and the Psychology Database (June–August 2024). The eligibility criteria included randomized controlled trials published in English or Spanish within the past 10 years. Data extraction and risk of bias evaluations were independently conducted by two reviewers. The outcomes analyzed included glycated hemoglobin, time in range, emotional well-being, self-management behaviors, and adherence to treatment. Meta-analyses were performed using RevMan with random and fixed effects models. Results: Seventeen studies met the eligibility criteria. There was a significant improvement in glycemic control, stress, anxiety, and treatment satisfaction, although the results for the other emotional outcomes were mixed. Conclusions: Structured therapeutic patient education improves glycemic control and selected emotional outcomes in individuals with type 1 diabetes mellitus. Further trials are needed to refine the characteristics of the intervention and broaden the applicability of the findings to diverse populations.