Training in occupational nursing in nursing students. Current situation in Spanish universities

Abstract

Objective

To analyse the implementation of subjects and knowledge related to Occupational Nursing (ON) in undergraduate nursing education.

Method

National multicentre study by means of an integrative review of the curricula of the Bachelor's Degree in Nursing compiled in 2023 from the Ministry of Universities. Duplicate curricula linked to the same university were eliminated. Subjects with specific occupational nursing competencies were identified. In curricula without specific subjects, a reverse search was carried out in the teaching guides of subjects linked to ON. The variables studied were: occupational nursing competences, training credits, optional/compulsory, academic year.

Results

123 centres offering the Bachelor's Degree in Nursing were identified, 31 were eliminated due to duplication of curriculum. Of the total, 21 (22.82%) offered subjects with ON competences, taught in the 2nd year (n = 3), 3rd year (n = 7) and 4th year (n = 11). The teaching load of the subjects was 6 ECTS (n = 10), 3 ECTS (n = 8), 4 ECTS (n = 2) and 4.5 ECTS (n = 1). The subjects were optional in 95.24% (n = 20). 7 centres were found to include ON competences in other subjects: a) ‘Community Nursing’ (n = 3), b) ‘Public Health’ (n = 5), c) ‘Management and Quality’ (n = 1).

Conclusions

Training in ON is very heterogeneous. It would be necessary to unify training plans for the development of ON.

Resumen

Objetivo

Analizar la implantación de asignaturas y conocimientos vinculados a Enfermería del Trabajo (ET) en la formación pregrado enfermera.

Método

Estudio multicéntrico nacional mediante revisión integrativa de los planes de estudio del Grado de Enfermería recopilados en 2023 a través del Ministerio de Universidades. Se eliminaron planes duplicados vinculados a la misma universidad. Se identificaron asignaturas con competencias específicas de ET. En los planes de estudios sin asignaturas específicas, se realizó búsqueda inversa en las guías docentes de asignaturas vinculadas a la especialidad. Las variables estudiadas fueron: competencias de ET, créditos formativos, optatividad/obligatoriedad, curso académico.

Resultados

Se identificaron 123 centros que ofertaban el Grado de Enfermería, eliminándose 31 por duplicidad de plan de estudios. Del total, 21 (22,82%) ofertaban asignatura con competencias de ET, impartida en 2º curso (n = 3), 3º (n = 7) y 4º (n = 11). La carga lectiva de las asignaturas fue de 6 ECTS (n = 10), 3 ECTS (n = 8), 4 ECTS (n = 2) y 4,5 ECTS (n = 1). Las asignaturas eran optativas en el 95,24% (n = 20). Se encontraron 7 centros que incluían competencias de ET en otras asignaturas: a) “Enfermería Comunitaria” (n = 3), b) “Salud Pública” (n = 5), c) “Gestión y calidad” (n = 1).

Conclusiones

La formación en ET es muy heterogénea. Sería necesario unificar los planes formativos para el desarrollo de la ET.