Introduction: Interprofessional simulation enhances both technical and nontechnical skills among healthcare professionals, improving their clinical practice. Co‐debriefing, where two facilitators lead debriefing sessions, is a common approach in these trainings. This study aims to assess educational aspects of interprofessional simulation and co‐debriefing in postgraduate medical and emergency nursing students. Methods: A descriptive cross‐sectional study with a mixed‐methods approach was conducted among postgraduate students ( n = 46). A mixed‐methods design was used, combining quantitative questionnaire data with qualitative content analysis of open‐ended responses, allowing integration of numerical trends with in‐depth learner perspectives. A valid and reliable ad hoc questionnaire was designed, and qualitative content analysis was used to examine participants’ free‐text responses. Results: Students’ perceptions were evaluated across six dimensions: applicability, satisfaction, motivation, safe environment, organization, and co‐debriefing. Significant differences were found between medical and nursing students in all dimensions except applicability and organization. Overall, students rated interdisciplinary sessions and co‐debriefing positively, though nurses highlighted areas for improvement, such as icebreaker activities, more dynamic simulations, and equal representation of both professions. Conclusions: While interprofessional simulation and co‐debriefing were well received, participants—especially nurses—identified areas for enhancement to ensure a more balanced and engaging learning experience. By integrating quantitative outcomes with qualitative insights, the study highlights when co‐debriefing adds value in interprofessional simulation and when single‐facilitator approaches may be sufficient.

El manual «Habilidades directivas y gestión de la calidad en Enfermería. Claves para la gestión eficiente y el liderazgo en los equipos de Enfermería» presenta una exposición ordenada del papel que la enfermera gestora desempeña en los servicios sanitarios contemporáneos. Parte de la premisa de que la complejidad creciente del sistema obliga a ampliar el tradicional enfoque asistencial hacia funciones de planificación, organización, dirección y control, siempre enmarcadas en la garantía de calidad y seguridad del paciente. El texto se dirige principalmente a estudiantes y profesionales de la Enfermería que deseen adquirir competencias avanzadas para optimizar procesos, coordinar equipos multidisciplinares e implantar estándares de seguridad y mejora continua en entornos clínicos. La obra se estructura en nueve capítulos que recorren, de forma progresiva, los fundamentos de la administración, la configuración de la empresa sanitaria, la evolución del pensamiento organizativo y el modelo de sistema de salud español. Sobre esta base describe con detalle las fases del proceso administrativo aplicadas a la enfermería—planificación estratégica, diseño organizativo, liderazgo de equipos y evaluación de resultados—y dedica el último tramo a los programas de calidad, la gestión del riesgo clínico y la salud laboral. En conjunto, el manual sintetiza los elementos clave de la gestión enfermera en España: define el marco administrativo, enumera los requisitos jurídicos y bioéticos, perfila las habilidades directivas necesarias e identifica los procesos de calidad y seguridad que afectan a la práctica diaria.

Background/Objectives: Online sexual violence is an increasingly prevalent form of gender-based harm facilitated by digital technologies, with significant consequences for the health, well-being, and rights of adult women. Despite growing attention to this phenomenon, women’s lived experiences remain underexplored, particularly regarding sexual consent and institutional responses. This study aimed to examine how adult women experience online sexual violence, how consent is negotiated or constrained in digital contexts, and how coping and institutional mechanisms are perceived. Methods: A qualitative study with a hermeneutic phenomenological approach was conducted. Data were collected through three focus groups with 23 women aged 21 to 42 years who were active users of social media. Results: Participants reported diverse forms of online sexual violence, including unsolicited sexual messages and images, persistent harassment, coercion, blackmail, and threats. Sexual consent was often undermined by emotional manipulation, social pressure, and fear, placing women in vulnerable positions. These experiences negatively affected well-being, contributing to anxiety, reduced self-esteem, fear, and difficulties in sexual and emotional relationships. Coping strategies were mainly individual, such as blocking perpetrators or reporting content, while social support was frequently perceived as insufficient. A generalized distrust of institutional responses emerged, with formal mechanisms viewed as ineffective or inaccessible. Conclusions: For the study participants, online sexual violence is increasingly normalized and concealed within digital environments, reinforced by anonymity and impunity. The findings highlight the need for continued research and the development of interventions that include early sexual and emotional education, awareness-raising initiatives, digital regulation, specialized professional training, and the strengthening of victim-centered support networks.

Objective: This study evaluated the competency of nursing leaders and managers in Spain regarding evidence‐based practice (EBP) and identified factors that affect its implementation in clinical environments. Background: EBP is essential for enhancing healthcare quality; however, there are still gaps between theoretical knowledge and its practical application. Nursing leaders are crucial in promoting EBP, yet their competence levels and obstacles have not been thoroughly examined in Spain. Material and methods: A cross‐sectional study surveyed 159 nurse managers across 16 autonomous communities in Spain, utilizing the validated EBP‐COQ Prof tool. The questionnaire assessed four competency domains—attitude, knowledge, skills, and utilization—using a 1 to 5 Likert scale. Predictors of EBP competency, including training, mentorship, and organizational affiliation, were analyzed using multivariate linear regression. Results: Participants demonstrated a strong overall EBP competence, with an average total score of 143.77 out of 175. The highest scores were in the attitude domain (36.26/40) and knowledge (43.09/55), whereas utilization scores were relatively lower (37.57/50). This indicates that applying EBP in practice still lags behind positive attitudes and knowledge. Key factors predicting higher EBP competence included EBP training, consistent reading of scientific literature, mentoring nursing students, and working in a BPSO center. These results also imply that organizational constraints may continue to impede the integration of EBP competence into routine managerial practice. Conclusions: Spanish nurse managers possess strong EBP knowledge but continue to encounter difficulties in applying it clinically. The study highlights four adjustable factors of EBP competency that could guide focused interventions. Implications for Nursing Management: Healthcare institutions should implement (1) training programs for addressing knowledge‐to‐practice gaps, especially for nonspecialist managers; (2) mentorship systems pairing EBP‐competent leaders with novices; (3) protected time for EBP activities; and (4) expanded BPSO accreditation to institutionalize evidence‐based care. Future initiatives should include EBP metrics in performance evaluations, and research should explore factors such as leadership styles and the impact of resource allocation on patient outcomes through longitudinal designs.