Universitat Barcelona (SPAIN)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Page: 5730 (abstract only)
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0374
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
Social situation, and an analysis of the aspects which affect our health, lead us to question whether student nurses at the university really learn what they need to allow them to efficiently respond to the challenges posed by the population.

University training, being the essential tool allowing us to progress, must, gradually and consensually, consider responding to the need to integrate healthcare in order to achieve more consistent care. Our changing lives, taking into account our work and the circumstances surrounding it, produce a high demographic pressure, which will mean that people’s living conditions become more complex, as they develop multimorbidity, disabilities and chronic health problems. Along with health issues, in addition to the social problems, these bring to light a complex situation, which needs to be managed differently. The solution to this situation must be unified, coordinated, and continuous and must come from the community, which must have access to the materials and human resources prepared for this purpose.
All this poses the challenge of revising the curriculum in universities where our future nurses are trained. The curriculum should be adapted to allow nurses to work in an environment of consistent care, where Primary Health Care, being the most likely level of high-resolution care in the field of health promotion and disease prevention, and where integrated work is the answer.
Reviewing the contents of the courses within the nursing faculty involves analysing the specific characteristics of nursing patients in order to develop a training and education strategy adapted to this new reality. From this reflection, and as a starting point for overall analysis, different elements are being brought forward, such as community leadership, informed and participatory patients, and a proactive attitude fostered by collaborative work among members of the health team. These elements are not the only possibilities, but they can help guide us in making changes in order to train future nurses who are capable of providing excellent care and responding to future challenges related to what society, governments, health systems and, ultimately, the people will demand from them.

The university has to respond to the new approach which modern society, social demand and health systems require. If we think that what we teach nurses at university must be important and relevant so that afterwards these nurses will act and be able to cope with the challenges posed by society and be able to look after people, then we must change and, above all else, adapt nursing training. From our point of view, we must defend the training of nurses within the university, because this is the way to respond to what society demands of us. University should be the trigger to meeting social needs in innovative ways, in order to improve what we have achieved so far.

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Education, training, nursing.