{"title":"Dificultades de aprendizaje de los estudiantes de enfermería en el cuidado a un paciente con apatía postictus","authors":"Jagoba Zarandona , Marta Arrue , Sergio Yuste , Itziar Hoyos Cillero","doi":"10.1016/j.sedene.2020.02.002","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><p>To obtain a vision of nursing students’ learning, exploring difficulties concerning understanding stroke care delivery when apathy occurs.</p></div><div><h3>Methods</h3><p>Mixed methods research combining a quantitative research method with a pre-experimental one group pretest-postest design and a qualitative research method with a phenomenographic descriptive design. Data was collected from written self-assessments (pretest; n<!--> <!-->=<!--> <!-->83) and exam papers (postest; n<!--> <!-->=<!--> <!-->82) completed by third-year nursing students enrolled in the 2016-17 academic year in one nursing school in Spain.</p></div><div><h3>Results</h3><p>The analysis revealed 3<!--> <!-->conceptions in relation to understanding stroke care delivery when apathy occurs: a) apathy as a multi-causal response; b) apathy as a reactive psychological response; c) apathy as a result of brain injury.</p></div><div><h3>Conclusions</h3><p>The analysis of conceptions in this research has shown that the percentage of students arguing apathy based on one single factor did not vary from pretest to postest. The relationship between functional loss and reactive psychological answers was the abounding argument. Identification of conceptions will allow nurse educators to design evidence-based teaching-learning strategies focused on difficulties in stroke care delivery among undergraduate nursing students. Likewise, it will help to enhance the quality of care delivered by future nurses, improving these patients’ quality of life.</p></div>","PeriodicalId":38763,"journal":{"name":"Revista Cientifica de la Sociedad Espanola de Enfermeria Neurologica","volume":"53 ","pages":"Pages 25-33"},"PeriodicalIF":0.0000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Cientifica de la Sociedad Espanola de Enfermeria Neurologica","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2013524620300088","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Nursing","Score":null,"Total":0}
引用次数: 1
Abstract
Aim
To obtain a vision of nursing students’ learning, exploring difficulties concerning understanding stroke care delivery when apathy occurs.
Methods
Mixed methods research combining a quantitative research method with a pre-experimental one group pretest-postest design and a qualitative research method with a phenomenographic descriptive design. Data was collected from written self-assessments (pretest; n = 83) and exam papers (postest; n = 82) completed by third-year nursing students enrolled in the 2016-17 academic year in one nursing school in Spain.
Results
The analysis revealed 3 conceptions in relation to understanding stroke care delivery when apathy occurs: a) apathy as a multi-causal response; b) apathy as a reactive psychological response; c) apathy as a result of brain injury.
Conclusions
The analysis of conceptions in this research has shown that the percentage of students arguing apathy based on one single factor did not vary from pretest to postest. The relationship between functional loss and reactive psychological answers was the abounding argument. Identification of conceptions will allow nurse educators to design evidence-based teaching-learning strategies focused on difficulties in stroke care delivery among undergraduate nursing students. Likewise, it will help to enhance the quality of care delivered by future nurses, improving these patients’ quality of life.
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