Mental health nurses, together with psychiatrists, are the healthcare professionals who display the highest levels of empathy and the best attitudes towards patients with mental disorders. However, burnout is a common problem among these professionals. The aim of our study is to describe the association between empathy, burnout, and attitudes towards patients with mental disorders among mental health nurses in Spain. A descriptive cross-sectional design was used involving a sample of 750 specialist nurses working in mental health facilities in Spain. An intentional, non-probability, non-discriminative, exponential snowball sampling method was used. The Jefferson Scale of Empathy, the Maslach Burnout Inventory, and the Community Attitudes towards Mental Illness Inventory were used to measure the study variables. A positive correlation was observed between empathy and all the study variables, with the exception of the personal accomplishment dimension of burnout and the social restrictiveness and authoritarianism dimensions of attitudes towards mental illness, where a negative relation was observed. Our findings suggest that empathy is associated with an increase in positive attitudes towards patients with mental disorders, decreasing associated stigma, but did not act as a protective factor against burnout in the study sample.

Aim: To develop and validate a questionnaire to assess satisfaction with teaching innovation, assess the student satisfaction with a video‐based microlearning intervention in its video‐based modality and to verify its impact on academic performance.Design: A descriptive cross‐sectional study was conducted. The study used the COSMIN checklist for studies on measurement instruments.Methods: One hundred and ten nursing students from Salus Infirmorum University Centre (Andalusia, Spain) participated in the study. The items of the instrument were designed based on a literature review and its validity and stability were analysed. After that, 6 weeks of video‐based microlearning intervention were implemented. Then students were asked to fill the satisfaction questionnaire and then took the subject exam.Results: The resulting questionnaire consisted of 5 items with only one dimension. The questionnaire showed good validity and reliability. A direct correlation was observed between satisfaction with the video‐based microlearning intervention and the marks of the subject exam.

Stress and stressors related to clinical practice are some of the main reasons for the discomfort reported by nursing students. It is important to identify the causes of stress and seek strategies to reduce the stress levels in nursing students. Clinical training seminars have proven to be a useful tool to reduce stress levels. This study aims to evaluate the effects of a series of clinical training seminars on the levels of stress and perception of stress factors before the start of clinical practice among undergraduate Spanish nursing students. A two-phase, sequential mixed-methods design was used. For the quantitative phase, data were collected using Cohen’s Perceived Stress Scale and the KEZKAK questionnaire before and after the clinical training seminars. Qualitative data were collected through a focus group session held after the clinical training period. The results show a significant reduction (p = 0.002) in perceived stress levels after the clinical training seminars, and also a change in students’ perception of stressors in the clinical placement. This study provides valuable information for the development of content for clinical training seminars. Universities should develop strategies to reduce stress in their students caused by the clinical placement.

Background/Objectives: Nursing diagnosis is a complex process that requires clinical judgment, time, and resources and whose implementation is hindered by factors such as workload, lack of time, and resistance to computerized systems. This study aimed to compare the quality and efficiency of care plans generated by nursing professionals versus those produced by an artificial intelligence (AI) model, using the NANDA, NOC, and NIC taxonomies as criteria. Methods: An observational study was carried out with three simulated clinical cases. Thirty experts, fifty-four nursing professionals, and the ChatGPT model (GPT-4) were included. The experts established the referral plans using the Delphi technique. Responses were evaluated with a validated rubric (EADE-2) and analyzed using nonparametric tests. Professionals’ perceptions on the use of computer systems were also collected. Results: ChatGPT scored significantly higher on several dimensions (p < 0.001) and resolved all three cases in 35 s, compared to an average of 30 min for practitioners. Professionals expressed dissatisfaction with current diagnostic documentation systems. Conclusions: AI demonstrates high potential in optimizing the diagnostic process in nursing, although for its implementation human supervision, ethical aspects and improvements in current systems must be considered to achieve effective integration.

Introduction: The implementation of Information and Communication Technology (ICT) in daily healthcare practice has become standardized. In relation to education within the nursing degree, ICTs make it possible to carry out practical immersion training from the” classroom or from any other place with an Internet connection, as evidenced by circumstances that have occurred in recent years, such as the pandemic caused by COVID-19. Objective: Design and assess a didactic simulation program for the training of the nursing process that promotes learning in the nursing care Methodology: The methodological approach is quantitative and it is a descriptive cross-sectional study. The sampling method used was non-probabilistic by convenience. Results: When observing the comparison of the averages of student satisfaction with respect to the didactic simulator, it is worth mentioning that all the items are above 2.80 on a score in which “0” is the minimum value and “5” the maximum value. The results of the use of the computer tool by the students, we highlight as significant data that all the items present an average equal to or lower than 3.04 out of 7, where “1” corresponds to a lot of use and “7” to little use. Conclusion: The implication of ICT in the teaching–learning process among Nursing Degree students, it is considered optimal. when analyzing the answers obtained in the items that refer to a higher ease in the execution of development of Care plans, a fundamental work in Nursing performance.

Background/Objectives: Mental health nurses are among the health professionals who show the highest levels of empathy and the most positive attitudes towards patients with mental disorders. Nevertheless, burnout is a prevalent issue among these professionals, as well as throughout their training as residents. The objective of this study is to examine the relationship between empathy, burnout and attitudes towards patients with mental disorders among mental health nurse residents in Spain. Methods: A cross-sectional descriptive design was employed with a sample of 214 resident nurses engaged in specialty training in mental health teaching units in Spain. The sample was selected purposely. The Jefferson Empathy Scale, the Maslach Burnout Inventory and the Community Attitudes Towards Mental Illness Inventory were employed to quantify the study variables. Results: The study sample included 214 residents, composed of 46 males (21.5%) and 168 females (78.5%), with an overall median age of 27.00 years (IQR: 25.00–29.00). The internal reliability of the instruments was high (JSE α = 0.834, MBI α = 0.821, CAMI-CMH α = 0.851). Our findings indicate that empathy during residency is associated with an enhancement in positive attitudes towards patients with mental disorders, and a reduction in the associated stigma (JSE vs. CAMI-SR: ρ = −0.210, p < 0.01). However, empathy did not act as a protective factor against burnout in the study sample, showing a moderate positive correlation with emotional exhaustion (JSE vs. MBI-EE: ρ = 0.481, p < 0.01). Conclusions: Our findings suggest that although empathy does not necessarily act as a protective factor against burnout, it may favour more positive and less stigmatising attitudes towards people with mental disorders. Future research is needed to further investigate the complex interplay between emotional competencies and work-related stress in this context.