Analysis of Nursing Education Curricula in Spain: Integration of Genetic and Genomic Concepts.

The integration of genetics and genomics into nursing practice is essential for addressing genetic pathologies and providing personalized patient care. This study aims to analyze the nursing education curricula across Spanish universities to understand how genetic and genomic concepts are incorporated. Using the "Qué estudiar y dónde en la Universidad" (QEDU) database, an official source provided by the Spanish Ministry of Universities, a systematic review of 4720 teaching guides from 118 university centers was conducted.

Learners to Leaders: Impact of Instructor Roles on Nursing Students' Professional Development in Clinical Simulations.

Background/objectives: Clinical simulation is a pivotal educational strategy in nursing, facilitating the integration of theoretical knowledge with practical skills in a safe environment. While the benefits of simulation in enhancing technical and non-technical competencies are well-documented, the transition of nursing students to the role of instructors within these simulations remains underexplored, particularly in the Spanish context. This study aims to investigate how assuming the instructor role in clinical simulations impacts the professional development of fourth-year nursing students.

Self-Perceived Health, Mood, and Substance Use Among Adolescents: An Analysis to Enhance Family, Community, and Mental Health Care.

Background: Adolescence is a critical period for developing self-perception, emotional well-being, and health behaviors. Mental health disorders represent a substantial burden for adolescents worldwide. This study examines self-perceived health, mood, and substance use among adolescents, identifying associated risk factors.

Perception of Knowledge Transfer from Clinical Simulations to the Care Practice in Nursing Students.

Objective: This work sought to assess the perception of knowledge transfer from clinical simulations to the care practice in nursing students through effective debriefing.

Methods: An observational, descriptive, and cross-sectional study was conducted with a sample of 281 students during the 2020-2021 course, through una ad hoc survey from the Debriefing Assessment for Simulation in Healthcare (DASH) in Spanish, to assess competence areas that undergraduate students must reach to complete their studies.

Results: The survey conducted after each simulation showed that the students valued positively the debriefing sessions conducted by experts, with a mean score of 6.