Background Individualising the provided care is mandatory in nursing and is essential in clinical practice. Therefore, there is a need to develop accurate instruments to evaluate the quality of care. Moreover, there is no validated instrument to assess nurses’ views of individualised care in Spanish‐speaking countries. Aim To assess the construct validity and internal consistency of the Spanish version of the Individualised Care Scale‐Nurse. Methods A cross‐sectional study including 108 nursing professionals (40.84 ± 9.51 years old, 86.1% female) was used to validate the Spanish Individualised Care Scale‐Nurse version. A forward‐back translation method with an expert panel and a cross‐sectional study was used for transcultural adaptation and psychometric validation purposes. Psychometric properties of feasibility, reliability and validity were assessed. Construct validity was examined through a confirmatory factor analysis and fit indices of the overall model were computed. Internal consistency was explored through McDonald’s omega and Cronbach’s alpha coefficients among other correlation measures. Results The back‐translation concluded both Spanish and English Individualised Care Scale‐Nurse versions to be equivalent. The original structure of the Individualised Care Scale‐Nurse was verified in the Spanish version through the confirmatory factor analysis (factor loadings >0.3; acceptable fit indices: SRMR ≈ 0.08, CFI ≈ 0.9, RMSEA ≈ 0.09 after posteriori modifications). McDonald's omega exceeded 0.7 for both subscales and complete scales revealing an adequate internal consistency. Conclusions The Spanish version of the Individualised Care Scale‐Nurse has exhibited good properties of homogeneity and construct validity for its use in practice and research in health care systems.

The rapid spread of the COVID-19 worldwide led to the migration of the traditional education system based on the face-to-face classroom into an improvised online system, among many other preventive measures. Thus, all teaching methods had to be adapted to this new modality. This work is aimed at studying the viability of the online teaching of the subject of Applied Statistics in Health Sciences in higher education based on the teaching experience lived during COVID-19. In addition to this, possible technological difficulties and COVID-19-derived problems were investigated. A retrospective observational cross-sectional study was performed to analyze the students’ satisfaction according to the teaching methodologies in both face-to-face and online modalities. An exploratory and inferential analysis revealed that online teaching is feasible for the subject under study, although face-to-face learning still continues to significantly revert in favor of the quality of teaching. Therefore, further research is required to develop new online teaching methods given the feasibility of the proposal found in this research. Most of the students reported not having technological learning difficulties, whether related to their connectivity or technological resources, which did not have a significative impact on their teaching perception. Despite the psychological sequalae of COVID-19, this did not affect the students’ teaching satisfaction.