To examine the effect of the Feldenkrais method on lower legs and foot somatosensory postural control-related function, dynamic balance, fear of falling and quality of life in adults with diabetic polyneuropathy in the short and mid-term. A single-blinded, parallel, multicentric randomized control trial was conducted in two health hospitals. Subjects with diabetic polyneuropathy and older than 55 years with a history of falls or dynamic balance dysfunction were recruited from the hospital databases and randomly allocated to the experimental or control group. The experimental group received 16 sessions of sensorimotor training based on the Feldenkrais method. Both groups received diabetic foot care instructions. The results were measured at the 3 and 6-month follow-up periods. The mean age was 70 ± 8. A total of 44 participants were enrolled in the study, and 27 completed the process. No adverse events were reported. After the intervention, significant somatosensory results were obtained (p < 0.001). The results of the Up and Go and POMA tests were significant after the intervention (p < 0.001) and during the 3-month follow-up period for POMA (p = 0.018). The fear of falling showed significant results at the 3-month follow-up period (p = 0.03), and the quality of life in all measurements. Significant short-term effects were obtained on somatosensory postural control-related function, dynamic balance, and fear of falling. Significant short and mid-term effects were achieved on quality of life. Older adults with diabetic polyneuropathy, dynamic balance impairment, or a history of falls can improve their abilities through the Feldenkrais method. Clinicaltrials.gov: NCT05262946.

The detection and prevention of addictive behaviour at an early age is essential given the relationship between the age of the onset of consumption and the appearance of addiction disorders. The aim of this study was to describe the behavior related to substance use and addictive behaviors in adolescents at secondary school from 12 to 16 years of age. A cross-sectional descriptive study has been conducted. The prevalence of consumption of different addictive substances (alcohol, tobacco, cannabis, cocaine) and addictive behaviours (use of social networks and video games) were collated, and the influence of the surrounding social environment and risk perception were evaluated. The final sample was 1298 students. Alcohol, tobacco and cannabis use reflect the prevalence of last month’s consumption: 14% (11.8–15.6), 15% (13.4–17.4) and 3% (1.9–2.7) respectively. 76% of the sample frequently use the Internet (5–7 days per week). There is a positive association between the frequency of use and use in the immediate environment. The relationships found show the need for educational and preventive intervention aimed at parents and students that will allow them to know and effectively deal with possible problems associated with the consumption of addictive substances.

To cross-culturally adapt and psychometrically test the Spanish version of the EPICC Spiritual Care Competency Tool for student nurses and midwives (EPICC_ spa) BACKGROUND: Spiritual care is an essential component of holistic nursing and specific training on its competencies and their evaluation should be mandatory in nursing degree studies. However, assessment instruments of spiritual care competencies among student nurses in Spanish contexts are presently insufficient. This was a multicentre, descriptive, cross-sectional study in two phases. Phase 1 involved the translation and linguistic adaptation of the scale through a panel of experts and a pilot test. Phase 2 involved the evaluation of structural content, internal reliability and construct validity. Data were collected between January and June 2024. Twelve of thirteen nursing schools in Madrid, Spain participated, with 642 first- or fourth-year nursing students as the final sample population. In the content validity analysis based on an expert panel, 28 items showed good or excellent validity indices. Exploratory and confirmatory factor analyses revealed a bifactor model of the EPICC_ spa, with two dimensions and 16 items: attitudes towards spiritual care (ten items) and knowledge and skills to provide spiritual care (six items). Very good reliability and evidence of construct validity (convergent and differentiation in known groups) were also shown. The EPICC_spa can be a reliable and valid self-assessment tool for spiritual-care competence among nursing students in Spain and Spanish-speaking countries.

Introduction: The diverse cultural landscape of Europe underscores the importance of culturally safe healthcare. There is a necessity to assess cultural competence among European nursing faculty to provide an international perspective on cultural competence.Design: A descriptive, cross‐sectional study.Methods: An assessment of cultural competencies was conducted using the Cultural Competence Assessment scale, either in its original language (English) or in its translated and validated versions in Spanish, Italian, Portuguese, and Turkish. An online questionnaire was used to collect data.The study was conducted in 71 higher institutions, distributed across 17 countries through a consecutive sample of 1364 nursing faculty.The ethical principles of biomedical research were respected during the study, and the confidentiality of the data was guaranteed.Results: The mean level of cultural competence of the European nursing faculty was at the level of ‘good’. They showed greater cultural awareness and sensitivity than cultural competence behaviors. Significant associations were found between cultural competence level and the language of the questionnaire, level of education, having a nursing degree, leisure stays abroad, having friends from other countries or cultures, and international experiences abroad and at home. The better levels of cultural competence were found in profiles with the categories of: women with a Nursing Degree, a higher level of education, and with an ERASMUS+ stay experience.Conclusions: This study offers an international overview of the cultural competence of nursing faculty. While the overall level of cultural competence was good, there is a need to reinforce the behaviors and factors that influence it.

Aim: To assess the level of cultural competence among European nursing students after their first clinical experience. Design: A descriptive, cross‐sectional study was conducted in 18 countries and 66 higher institutions with a sample of 2932 nursing students. Methods: The Cultural Competence Assessment (CCA) tool was used in its original version (English) and its validated versions in Spanish, Italian, Portuguese, Turkish, and Lithuanian. The CCA includes 25 items, Likert‐type normalized in a 0–100‐point scale with two dimensions: Cultural Awareness and Sensitivity (CAS) subscale and Cultural Competence Behavior (CCB) subscale. An online anonymized questionnaire was used to collect the variables. The influence of background and acquired factors in CCA was analyzed with multivariate regression models. Results: The mean level of cultural competence of the European undergraduate nursing students after their first supervised internships is at a good level. Significant associations were found between cultural competence level and language of the questionnaire, gender, religious community, current year of education, leisure stays abroad, and international experiences at home, but having friends from other countries or cultures was the most important factor to explain CCA. The explained variance of CCA by these factors was low. Conclusions: The international perspective of cultural competence among undergraduate nursing students at the starting point of their clinical experience provided by this study serves as an important preview of where European nursing education currently stands as a baseline scenario for designing, providing, and assessing adequate educational strategies for being a culturally competent nurse at the point of graduation. Implications for the profession and patient care: The study highlights specific factors that contribute to higher levels of cultural competence. These insights can be used to further improve nursing education by providing more opportunities for students to engage with diverse cultures, resulting in enhanced cultural competence, which can lead to better patient care and higher satisfaction in diverse environments. Impact: The findings can guide future research and curriculum development, emphasizing the importance of creating educational strategies to enhance cultural competence. By understanding the predictors of cultural competence, educational institutions can design targeted interventions that improve the quality of care and patient satisfaction in multicultural settings, as well as helping to reduce health inequalities and promote a more inclusive healthcare environment. Reporting Method: This research is reported in accordance with the STROBE guidelines. Public Contribution: A wide network of European higher education institutions was contacted. Nursing students from those willing to participate were voluntarily involved in this study by answering the CCA questionnaire.