Person:
Arrogante Maroto, Óscar

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First Name
Óscar
Last Name
Arrogante Maroto
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Enfermería, Fisioterapia y Podología
Department
Enfermería
Area
Enfermería
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Search Results

Now showing 1 - 10 of 23
  • Publication
    Use of high-fidelity clinical simulation for the development of cultural competence of nursing students
    (Elsevier, 2022-07-09) Plaza del Pino, Fernando Jesús; Arrogante Maroto, Óscar; Simonelli Muñoz, Agustín Javier; Gallego Gómez, Juana Inés; Jiménez Rodríguez, Diana
    Background: The increasing growth of migrant populations in Spain has changed the cultural profile of healthcare system users. Cultural competence in health care settings has become an increasing worry for health professionals, specifically for nurses. Therefore, the training in cultural competency of nursing students is indispensable. Objective: To explore the views on the use of high-fidelity simulation in fourth-year nursing students to improve their cultural competence. Methods: A qualitative descriptive study was conducted with an interpretative phenomenological approach. Before and after taking part in simulated scenarios, 56 semi-structured interviews were conducted. We explored the perceptions of the nursing students when addressing a simulated clinical case with a patient who is a migrant, including the training deficiencies in cultural competences perceived before the simulation, the benefits perceived, and the improvement suggestions. We also analyzed their views on the skills and knowledge developed during the simulation experience. Results: Before entering the simulation scenario, we found the existence of insecurity, uncertainty, and cultural differences in the nursing students, with the main worry being the language barrier. They also mentioned the need to improve their intercultural communication and cultural adaptation of the care in their training. After finishing the simulation, they indicated positive aspects, aspects to be improved, learning acquired, and learning to be strengthened, highlighting the existing cultural differences and asking for training on cultural competence. Conclusions: The use of high-fidelity simulation provides a positive learning experience, which increases a student's comfort when working with patients of varied cultural origins. Its usefulness in teaching is found in its capacity to develop communication skills and interpersonal skills, such as empathy, in the students. This study provides evidence on the importance of specific training on cultural competence in the Nursing Degree, and the usefulness of high-fidelity clinical simulation to achieve this.
  • Publication
    La alimentación como herramienta para promover la vida sana y el bienestar. Intervención educativa en estudiantes de enfermería sobre el etiquetado mediante Nutri-Score.
    (2023-07-31) Zaragoza-García, Ignacio; Ortuño Soriano, Ismael; Carrasco Rodriguez-Rey, Luis Fernando; Arrogante Maroto, Óscar; Villar García, Susana; Mellides González, Marta; Jurado Molina, Rebeca Araceli; Martínez Izquierdo, Paula; Rodríguez Sáncho, María José
    La obesidad supone un reto para los profesionales sanitarios. Se han desarrollo diferentes estrategias, entre las que se encuentra Nutri-Score. En este estudio, se ha desarrollado un cuestionario de conocimientos y opiniones relacionados con el etiquetado nutricional, se ha realizado un formación relacionada con el etiquetado y Nutri-Scores y se ha evaluado antes y después los conocimientos y actitudes hacia el etiquetado nutricional y Nutri-Score.
  • Publication
    Desarrollo de competencias clínicas mediante Simulación Virtual en alumnos de último curso del Grado de Enfermería en tiempos de COVID-19
    (2021-06) Zaragoza García, Ignacio; Ortuño Soriano, Ismael; Sanchez Chillón, Francisco Javier; Carrasco Rodriguez-Rey, Luis Fernando; Posada Moreno, Paloma; Raurell Torredá, Marta; Arrogante Maroto, Óscar; Cernuda González, Vicente; Cruz Ramírez, Lorena; Gómez Higuera, Jacinto
    Durante la pandemia Covid-19, la comunidad universitaria se ha visto obligada a reconducir toda la docencia. Con la intención de poder evaluar nuevas herramientas de aprendizaje, que mejoren conocimientos y desarrollen competencias relacionados con los cuidados de enfermería, se realizó un amplio rastreo de herramientas que pudieran ser adecuadas para la formación práctica de nuestros estudiantes. En esta búsqueda, se encontraron diferentes opciones, destacando especialmente la plataforma vSim® For Nursing. La relevancia de esta herramienta se basa en su formato online y la posibilidad de adaptación de toda su metodología a distancia, lo que disminuye el riesgo de contagios por Covid-19. Por ello, nos propusimos como objetivo general: Evaluar la adquisición de competencias clínicas mediante una plataforma de simulación virtual en el último curso del Grado de Enfermería. Los resultados de la utilización de la herramienta fueron óptima. Mejoraron los conocimientos, se incrementaron habilidades clínicas y la satisfacción fue elevada por parte de los participantes.
  • Publication
    Breaking the Stigma in Mental Health Nursing through High-Fidelity Simulation Training
    (MDPI, 2023-11-03) Simonelli Muñoz, Agustín Javier; Jiménez Rodríguez, Diana; Arrogante Maroto, Óscar; Plaza del Pino, Fernando Jesús; Gallego Gómez, Juana Inés
    The social stigma toward individuals with mental health problems is habitual among nursing students, which can lead to poor quality of health care services for patients with mental illnesses. The purpose of the present study was to learn about nursing students’ perceptions of providing care to patients with severe mental disorders before and after participating in a simulated student clinical case. A descriptive qualitative study was conducted through 39 interviews. The difficulties expected by the students and their perceptions about patients were explored before the simulation training. Their perceptions about the use of clinical simulation for learning about the adequate management of these patients were analyzed afterwards. Results: Before the simulation training, the students assessed the case as being complicated, expressed their lack of specific training, and felt fear and insecurity, thus reproducing the stigma towards mental health patients. After this training, they positively valued the usefulness of the clinical simulation for gaining confidence and overcoming the stigma. Discussion: The use of high-fidelity simulation offers nursing students the opportunity to approach patients with mental health conditions, overcoming their fears and normalizing mental disorders. Simulation training allows nursing students to analyze the reasoning of clinical judgment and to detect the influence of previous prejudices about mental illness in their clinical decision. This study was not registered.
  • Publication
    Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations
    (MDPI, 2021-12-26) Jiménez Rodríguez, Diana; Pérez Heredia, Mercedes; Molero Jurado, María del Mar; Pérez Fuentes, María del Carmen; Arrogante Maroto, Óscar
    During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.
  • Publication
    The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students
    (MDPI, 2022-05-07) Jiménez Rodríguez, Diana; Molero Jurado, María del Mar; Pérez Fuentes, María del Carmen; Arrogante Maroto, Óscar; Oropesa Ruiz, Nieves Fátima; Gázquez Linares, José Jesús
    There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.
  • Publication
    Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing
    (MDPI, 2023-04-10) Velarde García, Juan Francisco; Álvarez Embarba, Beatriz; Moro Tejedor, Maria Nieves; Rodríguez Leal, Leyre; Arrogante Maroto, Óscar; Alvarado Zambrano, María Gema; Pérez Corrales, Jorge; Palacios Ceña, Domingo
    Background: The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. Methods: A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. Results: The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students’ organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. Conclusions: Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.
  • Publication
    Nurse Training in Gender-Based Violence Using Simulated Nursing Video Consultations during the COVID-19 Pandemic: A Qualitative Study
    (MDPI, 2020-11-21) Jiménez Rodríguez, Diana; Belmonte García, María Teresa; Santillán García, Azucena; Plaza del Pino, Fernando Jesús; Ponce Valencia, Alicia; Arrogante Maroto, Óscar
    Gender-based violence (GBV) is a serious global public health problem that becomes aggravated during public health emergencies that involve quarantine measures. It is important to train nursing students on GBV, especially in vulnerable situations, such as the current COVID-19 pandemic. The purpose of our study is to explore the perceptions of third-year nursing students about simulated nursing video consultations for providing assistance to potential cases of GBV victims using a high-fidelity clinical simulation methodology. After all of the simulated scenarios were completed, 48 scripted interviews were carried out following a guide composed of four open-ended questions to facilitate in-depth discussion. A descriptive qualitative study based on the interpretative paradigm was conducted. The nursing students indicated that they improved their knowledge on GBV victim management (mainly their awareness of the problem, recognition of the role of nursing professionals, and performance of non-technical skills), although they also mentioned the need for continuous training (particularly in socio-emotional skills, interview techniques, a holistic nursing care approach, and not presupposing). This innovative high-fidelity simulation methodology allows nursing students to improve their awareness of the GBV problem, acquire a realistic view about their role in addressing GBV, and build their non-technical skills (such as active listening, communication skills, empathy, and generating confidence) required to adequately care for victims of GBV.
  • Publication
    Satisfaction and Beliefs on Gender-Based Violence: A Training Program of Mexican Nursing Students Based on Simulated Video Consultations during the COVID-19 Pandemic
    (MDPI, 2021-11-23) Jiménez Rodríguez, Diana; Arrogante Maroto, Óscar; Giménez Fernández, Maravillas; Gómez Díaz, Magdalena; Guerrero Mojica, Nery; Morales Moreno, Isabel
    The increase in gender-based violence in light of the COVID-19 pandemic is a public health problem that needs to be addressed. Our study aimed to describe the satisfaction with a training program in gender violence victim’s attention through simulated nursing video consultations, analyze the beliefs on gender violence in Mexican undergraduate nursing students, and understand the skills that need to be improved. A descriptive cross-sectional study using a mixed-method was carried out with 27 students using a validated satisfaction questionnaire (quantitative data) and conducting scripted interviews (qualitative data) analyzed through the interpretive paradigm. All nursing students expressed a high overall satisfaction with simulated nursing video consultations and positive perceptions about this training program. From the students’ perceptions, three first-level categories and their related second-level and specific categories emerged: belief and myths, skills to improve, and learning improvements. A training program in gender violence victim’s attention through simulated nursing video consultations, in the middle of a pandemic, was a satisfactory experience for nursing students and beneficial for them, as they gained new knowledge and socioemotional skills. This training program mainly improved the acquisition of communication and emotional management skills for an adequate gender violence victim’s attention.
  • Publication
    High-Fidelity Virtual Objective Structured Clinical Examinations with Standardized Patients in Nursing Students: An Innovative Proposal during the COVID-19 Pandemic
    (MDPI, 2021-03-20) Arrogante Maroto, Óscar; López Torre, Eva María; Carrión García, Laura; Polo, Alberto; Jiménez Rodríguez. Diana
    In response to the cancellation of in-person objective structured clinical examinations (OSCEs) prompted by confinement due to the COVID-19 pandemic, we designed a solution to adapt our traditional OSCEs to this new reality in nursing education. We implemented an innovative teaching proposal based on high-fidelity virtual OSCEs with standardized patients. The purposes of our study were to describe this innovative teaching proposal and compare nursing competence acquisition in final year nursing students through virtual and in-person OSCE modalities. The study included 234 undergraduate students: 123 students were assessed through high-fidelity virtual OSCEs during May 2020, whereas 111 students were assessed through in-person OSCEs during May 2019. The structure of OSCEs, including its stations, clinical simulated scenarios, and checklists, was the same in both OSCE modalities. The effect size of the differences among the competence categories of checklists, including their total scores, was small. Regarding our virtual OSCEs was similarly successful to in-person OSCEs, this online format was found to be useful, feasible, and cost-saving when in-person OSCE was not possible. Therefore, high-fidelity virtual OSCEs with standardized patients could be considered as another choice of OSCE not only in the current COVID-19 pandemic but could also be extended to normal situations, even post-pandemic.