The present paper reviews Spanish social scientific literature analyzing the employment of the "diversity" concept applied to the school field. The research methodology started with detailed scrutiny and examination of the Social Sciences journals indexed in CSIC-ISOC and DIALNET databases, published between 2006 and 2012, followed by the documentary analysis of 218 articles extracted from those sources. Discourse analysis enables us to single out distinct narrative configurations about how "the other" is defined at school grounds. Results show two hegemonic narrative patterns: an institutional narrative based upon the legal sorting of students classified by scholar results and abilities, and an intercultural narrative constructed around cultural categories that would differentiate nationals from foreigners. We conclude that both accounts unveil predominantly essentialized views of the "diversity" idea and its conceptualization, failing to ponder over other social and economic categories when addressing school related inequalities and differences. Key words: cultural diversity, literature analysis, social construction of reality, interculturality. Resumen: Este artículo indaga en los usos académicos del concepto diversidad en el ámbito escolar a partir del análisis de la literatura científica española. El método se basa en el análisis documental partiendo de una exhaustiva búsqueda y revisión de 218 artículos publicados entre 2006 y 2012 en revistas indexadas en CSIC-ISOC y DIALNET. Se aplicó un esquema estructural de análisis que permitió identificar diferentes configuraciones narrativas en torno a la definición del "otro" en la escuela. Los resultados señalan dos relatos hegemónicos: institucional, basado en las clasificaciones legislativas del alumnado en función de sus capacidades y rendimientos escolares; e intercultural, sustentado en categorizaciones en torno a las diferencias culturales derivadas de la condición inmigrante-extranjera. Concluimos que en ambos relatos se proyecta predominantemente una visión esencializada de la diversidad construida desde parámetros dicotómicos y excluyentes, sin apenas considerar otras categorías sociales y económicas en la conformación de las diferencias y desigualdades educativas. Palabras clave: diversidad cultural, análisis de la literatura, construcción social de la realidad, interculturalidad.

In 2015, the United Nations and various countries committed to achieving the Sustainable Development Goals. The 17 goals revolve around 3 main axes: eradicating poverty, protecting the planet, and ensuring peace and prosperity for all people by 2030. These goals are integrated so that interventions in one area inevitably affect the others. Undoubtedly, this application involves developing competencies related to Prejudice, conflict resolution, and empowerment. Our research aims to analyse the knowledge and competency of university students undergoing specific training to facilitate the application of UNESCO’s objectives in their work performance, while incorporating human rights as a basis for all future actions. A total of 241 students from the University of Salamanca participated. The average age of the sample was 21.13 years; 76.8% were female, and 23.2% were male (22.41 ± 7.17 years old). The data collection protocol included questions related to knowledge of the Sustainable Development Goals and involving SDGs in their personal life and future profession, which were assessed using the empowerment Scale, the Conflictalk Scale, and the Subtle and Overt Bias Scale. Significant differences were found between SDGs knowledge and involvement with academic courses. There was a direct relationship between this knowledge and involvement with the control, esteem, and activism dimensions of the Empowerment Scale, cooperative from the Conflictalk Scale, and positive emotions had inverse relationships with threat–rejection, and traditional values from the prejudice scale. Our study found that students who are more engaged with the SDGs resolve conflicts cooperatively, foster community activism, and experience positive emotions, whereas students with aggressive conflict resolution are more Prejudiced.

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A teaching experience related to the evaluation of self-learning in the control and prevention of Healthcare-Related Infections (HCAI) in healthcare settings is presented. For this purpose, we have considered the measurement of self-learning through the pedagogical E-book designed for this reason. The measurement procedure aims to determine the assessment made by nursing students, since they are the ones to whom this training support is addressed. The procedure initially poses to the students the completion of different tasks that are managed in the training support. Subsequently, an individual evaluation of its use is made by means of a structured questionnaire and another group evaluation by means of a focus group. The results show the functionality of the E-book to transfer the training contents on control and prevention of HCAI in health care settings in an autonomous way, as well as to acquire and develop key competencies in the professional practice of nursing. CCS CONCEPTS• Applied computing → Life and medical sciences; Life and medical sciences; Health informatics; Education; E-learning.

A clinical simulation teaching experience is presented, which aims to place students in a context that imitates some aspect of everyday clinical reality, in order to establish in this environment, situations similar to those that they will have to face in the future in their professional work. The aim of this procedure is to test the possibility of students being able to acquire competencies and practical skills through the use of simulation in undergraduate nursing training, regardless of the prior performance of external care placements in hospital wards. This methodology was used to reproduce essential aspects of a clinical situation, with the aim of better understanding and managing the situation when it occurs in daily clinical practice. The experience showed that simulation is an effective method for the development of many competencies and skills for the practice of their profession. CCS CONCEPTS• Applied computing → Life and medical sciences; Life and medical sciences; Health informatics; Education; Computer-assisted instruction.