No abstract

This new nursing diagnosis will reinforce the strategies for nursing interventions directed to empower immigrant people to acquire and/or develop the resources needed to cope with the immigration process.

Introducción. La formación de las futuras enfermeras plantea la necesidad de preparar profesionales competentes para poder afrontar las incertidumbres y la complejidad que genera la diversidad cultural, entendiendo que cuidar debe contemplar el respeto y la reflexión crítica sobre las ideas y los valores implicados en el dialogo que se genera en la relación terapéutica. El objetivo de este trabajo es evaluar la modificación de la actitud hacia la inmigración en los estudiantes de tercero de enfermería que han cursado la asignatura 'Enfermería y multiculturalidad'. Sujetos y métodos. Para evaluar la actitud de los estudiantes se ha utilizado la escala de actitud ante la inmigración para enfermería (EAIE) en una muestra apareada formada por los 33 estudiantes de tercer curso de enfermería matriculados en la asignatura optativa 'Enfermería y multiculturalidad', mediante la comparación entre las puntuaciones obtenidas en la escala antes y después de cursarla. Para estimar la significación de las diferencias entre las puntuaciones pre y postintervención se ha utilizado la prueba no paramétrica de Wilcoxon para muestras apareadas, tanto para la puntuación global como para cada uno de los ítems de la EAIE. Resultados. Con el análisis individualizado de los ítems se observa que, del total de 39 ítems, siete han presentado diferencias significativas (p < 0,05) en las mediciones iniciales y finales. Conclusión. La 'enculturización' enfermera que reciben los estudiantes en su proceso formativo influye favorablemente en la toma de conciencia de sus propias actitudes. Palabras clave. Actitud. Estudiantes de enfermería. Formación. Inmigración.

The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students ‘preferred’ and ‘actual’ clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.

Health is a complex process determined by the interrelation of biological, environmental, psychological and social factors and it can be experienced differently by women and men (Valls-Llobet, 2003, 2011. In this sense, gender, social class and culture, among others, are determinants in the health-disease process, which is why differences and inequalities in health due to sex/ gender can also occur (Rifà-Ros et al., 2018;Ruiz-Cantero & Verdú-Delgado, 2004).According to the World Health Organization (WHO), gender refers to the roles, behaviours, activities and attributes that a given society considers appropriate for men, women, boys, girls and people with non-binary identities (World Health Organization, 2018). In contemporary globalized societies and in regards to health, gender is understood as a socio-cultural construct that becomes normative