Examinando por Autor "Mas Espejo, Marta"

Mostrando 1 - 2 de 2

The challenges of “learning on the go”: A qualitative study of final-year Spanish nursing students incorporated to work during the first Covid-19 pandemic
(Elsevier, 2021-05-04) Velarde García, Juan Francisco; Cachón Pérez, Jose Miguel; Rodríguez García, Marta; Oliva Fernández, Oscar; González Sanz, Pilar; Mas Espejo, Marta; González Hervías, Raquel; Álvarez Embarba, Beatriz; Moro López-Menchero, Paloma; Fernández de las Peñas, César; Palacios Ceña, Domingo
Background: The first wave of the COVID-19 pandemic caused a shortage of qualified nurses in Spain. As a result, the government authorized the hiring of senior students. Objectives: To explore the perspectives of a group of final-year nursing students who were hired on the basis of a relief contract for health professionals during the first COVID-19 outbreak, regarding their learning process and their mixed role as students and novice nurses. Design: A qualitative exploratory study was conducted. Settings: The Nursing Department of the European University of Madrid, and the Red Cross College of Nursing. Participants: Eighteen nursing students were recruited, aged between 18 and 65 years old, enrolled in the fourth year of Nursing Studies and who were hired under a relief contract for health professionals during the pandemic. Methods: Purposive sampling was used. Semi-structured, in-depth interviews were carried out using a question guide. Interviews were conducted in a private video chat room platform. Also, a thematic, inductive analysis was performed. This study was conducted according to the Consolidated Criteria for Reporting Qualitative Research and the Standards for Reporting Qualitative Research. Results: Four specific themes emerged: a) The students' role during the relief contract; b) The learning process during the pandemic; c) Barriers to learning; and d) A unique learning opportunity. The students had an undefined mixed role, which hindered their skills and activities. Learning was self-directed, sometimes through trial and error, and through experiencing critical events. Time constraints and having to learn under pressure were experienced as difficulties for learning. Nevertheless, this was a unique professional learning opportunity. The students learned to be organized and effective, acknowledge their limitations, gain confidence, face their fears, and mature. Conclusions: These results can help inform nurse training programs and improve the organization and incorporation of nurses in health care facilities during the COVID-19 pandemic.
Under-graduate nursing students working during the first outbreak of the COVID-19 pandemic: A qualitative study of psychosocial effects and coping strategies
(Wiley, 2022-05-17) Velarde García, Juan Francisco; González Hervías, Raquel; Álvarez Embarba, Beatriz; Cachón Pérez, Jose Miguel; Rodríguez García, Marta; Oliva Fernández, Oscar; González Sanz, Pilar; Palacios Ceña , Domingo; Moro López-Menchero, Paloma; Fernández de las Peñas, César; Mas Espejo, Marta
Background The first wave of the COVID‐19 pandemic caused a shortage of health care staff, forcing the hiring of senior nursing students. Aims To describe the psychosocial impact and coping strategies used by nursing students during the first outbreak of the COVID‐19 pandemic and to understand the coping strategies they employed. Method A qualitative exploratory study was conducted, based on Sandelowski's proposal. Purposive sampling was carried out to recruit 18 students hired during the pandemic. The students were interviewed between 18 March and 15 June 2020. Semi‐structured interviews were conducted using a digital platform. An inductive thematic analysis was performed. Findings The students lived alone and isolated during their contract to protect their cohabitants from possible contagion. The impact of working during the pandemic leads to experiences of stress, insomnia, nightmares and anxiety. Nursing students coped with the emotional burden through mental disconnection and the support of co‐workers and family members. Conclusion Psychological support and tutoring should be provided by health centres. In addition, in these special circumstances, universities should adapt the training provided.