Person: Meneses Monroy, Alfonso
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First Name
Alfonso
Last Name
Meneses Monroy
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Enfermería, Fisioterapia y Podología
Department
Enfermería
Area
Enfermería
Identifiers
7 results
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Now showing 1 - 7 of 7
Item Emotional empowerment through information research and communication to reduce fear of COVID-19 among nursing students: a randomised controlled trial(BMC Nursing, 2023) Mayor Silva, Luis Iván; Moreno Muñoz, Guillermo; Girón Daviña, Pedro Ramón; Mohamedi Abdelkader, Samir; Hernández Martín, Marta María; Moreno Pimentel, Antonio Gabriel; Meneses Monroy, AlfonsoAntecedentes: A pesar de que existe un cuerpo de literatura sobre la reducción de la ansiedad mediante métodos multi-compoenentes, poco se sabe sobre el efecto de la participación activa de los estudiantes en la investigación y comunicación de información científica como método reduccion de la ansiedad y el miedo. El objetivo de este estudio es evaluar el impacto de la investigación en información científica de calidad y la producción de videos informativos sobre los aspectos preventivos del COVID-19 para la reducción del miedo y la ansiedad. Método: Se realizó un ensayo controlado aleatorio con 220 estudiantes de enfermería en el primer año de la carrera de enfermería. Los estudiantes participantes fueron distribuidos aleatoriamente en dos grupos. El grupo experimental realizó una intervención basada en una búsqueda en una base de datos de información sobre la prevención del COVID-19 y la producción de un vídeo que ofrece razones científicas por las que se deben seguir medidas de prevención. En el grupo de control, los estudiantes crearon carteles y vídeos sobre aspectos teóricos de un módulo de la carrera de enfermería. Ambos grupos fueron encuestados antes y después. la intervención, midiendo su estado de resiliencia, conductas preventivas, nivel de ansiedad y miedo al COVID-19. Resultados: El grupo de intervención mostró una mayor disminución en los niveles de miedo después de la intervención que los del grupo Control. No hubo diferencias entre los grupos en términos de resiliencia, conductas preventivas o ansiedad. En el grupo experimental, hubo una disminución significativa en los niveles de ansiedad y miedo después de la intervención en comparación con los niveles del grupo Control. Conclusiones Una intervención basada en la participación activa en búsquedas de información científica de alta calidad y la producción de videos informativos sobre la prevención del COVID-19 redujo el miedo y la ansiedad causados por el COVID-19 entre estudiantes de enfermería.Item The role of anxiety, fear and resilience in preventive behaviors against COVID-19: a cross-sectional study with nursing students(Academic Journal of Health Sciences: Medicina Balear, 2022) Mayor Silva, Luis Iván; Moreno Muñoz, Guillermo; Cardós Alonso, María Del Carmen; Girón Daviña, Pedro Ramón; Hernández Martín, Marta María; Moreno Pimentel, Antonio Gabriel; Mohamedi Abdelkader, Samir; Meneses Monroy, AlfonsoObjectives: This study aims to explore the relationships between resilience, fear of COVID-19, anxiety and use of preventive behaviors related to COVID-19 among nursing students. Methods: A cross-sectional study was conducted with 220 first-year nursing students during 2020. Results: A significant relationship emerged between resilience (p < .05), fear of COVID-19 (p = .01), anxiety (p < .01) and use of preventive behaviors. Overall, the independent predictors were fear of COVID-19 (p = .003) and male sex (p = .016). Conclusions: It is essential to develop resilience among students further to increase their preventive behaviors against COVID-19.Item Escala para Evaluar las competencias emocionales en estudiantes de enfermería (Escala ERES)(2024) Mayor Silva, Luis Iván; Gallego Lastra, Ramón Del; Hernández Martín, Marta María; Meneses Monroy, Alfonso; Álvarez Méndez, Ana María; Romero Saldaña, Manuel; Moreno Muñoz, GuillermoVersión original en Español (España) de la Escala ERES publicada en Mayor-Silva, L. I., Del Gallego-Lastra, R., Meneses-Monroy, A., Hernández-Martín, M. M., Álvarez-Méndez, A. M., Romero-Saldaña, M., & Moreno, G. (2023). A scale for assessing nursing students' emotional competence: A validation study. Nurse education today, 133, 106046. Advance online publication. https://doi.org/10.1016/j.nedt.2023.106046Item Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study(Nursing reports, 2024) Moreno Muñoz, Guillermo; Meneses Monroy, Alfonso; Mohamedi Abdelkader, Samir; Curcio. Felice; Domínguez Capilla, Raquel; Martínez Rincón, María Del Carmen; Pacheco Del Cerro, Enrique; Mayor Silva, Luis Iván; MDPIBackground: Nursing students need to acquire knowledge through active methods that promote critical thinking and decision making. The purpose of this study is to analyze whether there are differences in the acquisition of knowledge by nursing students between active face-to-face or virtual teaching methods. Methods: In this comparative study, nursing students enrolled in the psychology course were divided into two groups: a face-to-face group that received active teaching methods and a virtual group. The virtual group was exposed to the Effective Learning Strategy (ELS), which included seminars based on video content through the Virtual Campus and answering questions using the H5P tool. In addition, participants engaged in reflection tasks on the content. Covariate data were collected, and knowledge tests were administered to both groups before and after the course. After three months, subjects were re-evaluated with a final exam to assess content retention. Results: A total of 280 students were randomized. No differences were found in students’ scores at the end of the knowledge test or in their final grades in the subject. Having study habits (b = 0.12, p = 0.03) and social support from relevant people (b = 0.09; p = 0.03) were associated with better post-intervention scores, and inversely with social support from friends (b = −0.12, p < 0.01). Final grades were inversely associated with digital safety literacy (b = −0.101, p = 0.01). No factors were associated with the scores of each group separately. Conclusions: The ELS virtual active learning model is as effective as face-to-face active learning methods for teaching psychology to first-year nursing students. This study was not registered.- Project number: 115
Item Effective Learning Strategie (ELS): una forma de maximizar la asimilación de los contenidos y la obtención de resultados durante el seminario online() Mayor Silva, Luis Iván; Gariri Simaoui, Islam; González Sanavia, María José; Martín Martín, Óliver; Martínez Rincón, María del Carmen; Meneses Monroy, Alfonso; Mohamedi Abdelkader, Samir; Moreno Muñoz, Guillermo; Orgaz Rivas, Elena; Rivas Paterna, Ana Belén; Pacheco del Cerro, Enrique; Vargas Castrillón, EmilioSe analizaron los exámenes de los cursos anteriores identificando cuales son los temas que por las puntuaciones obtenidas los alumnos repetidores de la asignatura de farmacología que necesitan un mayor refuerzo (plan antiguo – PA). Se planteo un entorno de seminarios online basado en aprendizaje activo denominado Effective Learning Strategy (ELS) que consiste en videos de una 30 minutos. Los videos tenían insertadas unas preguntas que el alumno respondió para poder continuar con el visionado (esto se llevó a cabo mediante la herramienta del Campus Virtual H5P). Antes del visionado de los vídeos se pasarón escalas para analizar la influencia de variables como el apoyo social, la edad, las cargas de trabajo doméstico, el sexo y el estado laboral, en el proceso de aprendizaje. La experiencia resulto positiva dado que un porcentaje importante de los alumnos que participaron en la experiencia mejoraron sus notas. Item A scale for assessing nursing students' emotional competence: A validation study(Nurse Education Today, 2024) Romero Saldaña, Manuel; Mayor Silva, Luis Iván; Moreno Muñoz, Guillermo; Álvarez Méndez, Ana María; Hernández Martín, Marta María; Meneses Monroy, Alfonso; Gallego Lastra, Ramón DelThe wellbeing of nursing professionals can be affected by emotionally challenging situations. Emotional intelligence (EI) is a recognised ability to manage stress, reduce work overload, and improve clinical relationships and decision making. Therefore, these emotional skills should be identified and developed throughout nursing education. Objectives The aim of this study is to create an observer-based emotional measurement tool to assess the level of emotional skills in university students. Design This is a cross-sectional study. Setting Complutense University in Madrid, Spain. Participants A total of 415 first- and fourth-year nursing students participated. Methods The Situational Emotional Response Scale (ERES) is a questionnaire for observing emotional competence in nursing practice. It underwent content validation using the Delphi method with 6 experts, resulting in a final version of 34 items. Focus group sessions were conducted with nursing students to ensure readability and appropriateness. Participants completed the ERES after viewing two clinical interaction videos, resulting in two sets of responses. Half of the responses were used for exploratory factor analysis (EFA) and half for confirmatory factor analysis (CFA). Results A total of 415 nursing students participated in the study. Four factors were extracted, explaining 55.1 % of the variance. The CFA was conducted with 208 students, yielding a total of 4 factors and a variance of 55.1 %. The internal consistency of the scale was high, with Cronbach's α and McDonald's ω coefficients of 0.947 and 0.949, respectively. Test-retest reliability showed a moderate intra-class correlation coefficient of 0.604 (95 % CI: 0.503–0.688) over a 15-day interval. Conclusions The ERES questionnaire is well grounded in the theoretical framework of emotional competence as manifested in clinical practice. The empirical evidence provided by this study suggests that the ERES is a reliable, valid, useful, and innovative instrument for measuring emotional competence in university students.- Project number: 125
Item Desarrollo de estrategias metacognitivas para mejorar el desempeño (DMD) de los estudiantes de ciencias de la salud en tareas clínicas de alta carga mental(2024) Mayor Silva, Luis Iván; Martín Martín, Óliver; MARTÍN NÚÑEZ, MARINA; Maté Muñoz, José Luis; Meneses Monroy, Alfonso; SAMIR MOHAMEDI ABDELKADER; GUILLERMO MORENO MUÑOZ; Moreno Muñoz, Guillermo; Moreno Pimentel, Antonio Gabriel; Sánchez Gómez, RubénSe realiza una intervención para desarrollar las siguientes estrategias metacognitivas: conciencia, control y autopoiesis durante la ejecución de la tarea y posteriormente el análisis y toma de decisiones para mejorar futuros desempeños