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"titulo" => "(KEZKAK: erizaintzako ikasleek praktika klinikoetan dituzten estresoreen galdeketa elebiduna"
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"titulo" => "KEZKAK: a new bilingual questionnaire to measure nursing students’ stressors in clinical practice"
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"resumen" => "<span class="elsevierStyleSectionTitle">Objetivo</span><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Construir y validar un cuestionario bilingüe (castellano/ euskera) para medir los estresores que tienen los estudiantes de enfermería en las prácticas clínicas.</p> <span class="elsevierStyleSectionTitle">Metodos</span><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">Se ha partido de las ideas recogidas fundamentalmente en reuniones realizadas con los alumnos. En un primer momento 287 estudiantes de enfermería de la Escuela de Enfermería de San Sebastián respondieron a la versión inicial de 55 ítemes y al cuestionario STAI de ansiedad. Tras la depuración por ítem-análisis, se ha obtenido la versión final de 41 ítemes. Algunos de los sujetos respondieron nuevamente la versión final a los 2 meses (n = 198) y a los 6 meses (n = 211).</p> <span class="elsevierStyleSectionTitle">Resultados</span><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">El cuestionario presenta una alta consistencia interna (α de Cronbach, 0,95), una fiabilidad considerable (0,72 a los 2 meses y 0,68 a los 6 meses), y una validez concurrente aceptable (0,39 con ansiedad-rasgo). El análisis factorial arroja nueve factores que tienen una alta consistencia interna y explican el 64,4% de la varianza. Según esos factores, los principales estresores para los estudiantes de enfermería en las prácticas clínicas se derivan de la falta de competencia (11,2%), del contacto con el sufrimiento (9,1%), de la relación con tutores y compañeros (8,9%), de la impotencia e incertidumbre (7,7%), de no controlar la relación con el enfermo (7,6%), de la implicación emocional (5,8%), de la relación con el enfermo (dañarse en la relación [5,2%] y el enfermo busca una relación íntima [4,6%]) y de la sobrecarga (4,3%). Se discuten aspectos metodológicos y prácticos del cuestionario y su utilidad en la planificación pedagógica de futuras enfermeras.</p> <span class="elsevierStyleSectionTitle">Conclusion</span><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">El cuestionario KEZKAK es un instrumento útil para medir los estresores de los estudiantes de enfermería en las prácticas clínicas.</p>"
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"titulo" => "Laburpena"
"resumen" => "<span class="elsevierStyleSectionTitle">Helburua</span><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">Erizaintzako ikasleek praktika klinikoetan dituzten estresore edo faktore estresagarriak neurtzeko galdeketa elebiduna (gaztelania-euskera) eraiki eta balioztatzea.</p> <span class="elsevierStyleSectionTitle">Metodoak</span><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">Ikasleekin eginiko bileretan bildu ditugun ideietatik abiatu gara. Lehen momentuan, Donostiako Erizaintza Eskolako 287 ikaslek, 55 itemetako lehenengo bertsioa bete zuten, eta, baita ere, larritasuna neurtzeko STAI galdeketa. Item-analisiz eginiko garbiketaren ondoren, 41 itemetako azken bertsioa lortu dugu. Ikasle batzuek berriz bete zuten azken bertsioa, 2 hilabete (n = 198) eta 6 hilabete (n = 211) geroago.</p> <span class="elsevierStyleSectionTitle">Emaitzak</span><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">Galdeketak barne trinkotasun garrantzitsua du (Cronbach-en α 0,95), fidagarritasun nabarmena (0,72 bi hilabetera eta 0,68 sei hilabetera), eta onartzeko moduko konkurrentzi baliagarritasuna (0,39 larritasunerako joerarekin). Analisi faktorialak 9 faktoretan biltzen ditu itemak. Faktoreek barne egonkortasun handia dute eta aldagarritasunaren % 64,4 azaltzen dute. Faktore horietan oinarrituta, esan genezake ikasleei praktika klinikoetan gehien estresatzen diena ondorengo hauek direla: gaitasun eza (% 11,2), oinazearekin kontaktua (% 9,1), tutore eta lankideekiko harremana (% 8,9), ezina eta ziurgabetasuna (% 7,7), gaixoarekiko harremana ez kontrolatzea (% 7,6), inplikazio emozionala (% 5,8), gaixoarekiko harremanean mina hartzea (% 5,2), gaixoak harreman estua bilatzea (% 4,6) eta gainzama (% 4,3). Galdeketaren alde metodologiko eta praktikoak eztabaidatzen dira, eta baita ere, etorkizuneko erizainen prestakuntzaren planifikazioan izan dezakeen erabilgarritasuna.</p> <span class="elsevierStyleSectionTitle">Ondoriorak</span><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">KEZKAK galdeketa erabilgarria da erizaintzako ikasleek praktika klinikoetan dituzten estresoreak neurtzeko.</p>"
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"en" => array:2 [
"titulo" => "Abstract"
"resumen" => "<span class="elsevierStyleSectionTitle">Objective</span><p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">To develop a bilingual questionnaire (Basque-Spanish) to measure nursing students’ stressors in clinical practice.</p> <span class="elsevierStyleSectionTitle">Methods</span><p id="spar0050" class="elsevierStyleSimplePara elsevierViewall">Ideas were gathered from nursing students in group discussions. Initially, 287 nursing students from the School of Nursing in San Sebastian (Spain) completed the State-Trait Anxiety Inventory (STAI) and the 55-item version of our questionnaire. After analyzing the items, we selected 41 items for the final version. Some of the subjects completed this final version two (198 = 198) and six months (n = 211) later.</p> <span class="elsevierStyleSectionTitle">Results</span><p id="spar0055" class="elsevierStyleSimplePara elsevierViewall">The questionnaire presented high internal consistency (Cronbach's α: 0.95), considerable reliability (Spearman's correlation: 0.72 at two months and 0.68 at six months), and acceptable concurrent validity (Spearman's correlation with anxiety: 0.39). Factor analysis produced nine factors, with high internal consistency, which explained 64.4% of the variance. Based on these factors, the main stressors for nursing students in the workplace were produced by lack of competence (11.2%), contact with suffering (9.1%), relationships with tutors, workmates and classmates (8.9%), uncertainty and impotence (7.7%), lack of control in relationships with patients (7.6%), emotional involvement (5.8%), relationships with patients [being harmed by the relationship (5.2%) and patients seeking a close relationship (4.6%)], and overwork (4.3%). Methodological and practice aspects of the questionnaire are discussed, as well as its utility in planning the training of future nurses.</p> <span class="elsevierStyleSectionTitle">Conclusion</span><p id="spar0060" class="elsevierStyleSimplePara elsevierViewall">The KEZKAK questionnaire is a useful instrument for measuring nursing students' stressors in clinical practice.</p>"
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