Incorporation of the Competencies of Humanization, Ethics, Leadership, and Nursing Management into Nursing Curricula in Spain.
Saved in:
| Title: | Incorporation of the Competencies of Humanization, Ethics, Leadership, and Nursing Management into Nursing Curricula in Spain. |
|---|---|
| Alternate Title: | Incorporación de las competencias de humanización, ética, liderazgo y gestión enfermera en los planes de estudio de enfermería en España. Incorporação das competências de humanização, ética, liderança e gestão de enfermagem nos currículos de enfermagem na Espanha. |
| Authors: | Cortés Borra, Albert1,2,3 albert@albertcortesborra.es, Jaén Ferrer, Pedro4 acb155@alu.ua.es, Gea-Caballero, Vicente5 pjaenf@gmail.com, Martínez Riera, José Ramón3,6 vagea@universidadviu.com |
| Source: | Investigación & Educación en Enfermería. May-Jul2026, Vol. 44 Issue 2, p209-220. 12p. |
| Subjects: | Curriculum, Humanism, Cross-sectional method, Graduate nursing education, Professional ethics, Leadership, Scientific observation, Universities & colleges, Public sector, Descriptive statistics, Private sector, Nursing schools, Nursing services administration, Patient-centered care, Research methodology, Curriculum planning, Baccalaureate nursing education, Comparative studies, Outcome-based education, Masters programs (Higher education), Nursing ethics, Professional competence, Nursing students |
| Geographic Terms: | Spain |
| Abstract (English): | Objective. The aim of the study was to analyze the integration of these competencies into the curricula of the Bachelor’s Degree in Nursing in Spain. Methods. A descriptive and comparative study was conducted through documentary and content analysis of the current curricula of the Bachelor’s Degree in Nursing from 51 Spanish universities (39 public and 12 private). Data were obtained from the Official State Gazette and institutional repositories. The presence, explicitness, and credit load (ECTS) of the competencies studied were analyzed using a qualitative-quantitative approach. Results. Ethics and the humanization of care showed a high level of integration and low variability among universities. Management demonstrated an intermediate level of development, while nursing leadership was the least explicitly addressed competency, generally embedded within managementrelated courses. Considerable curricular heterogeneity and qualitative differences were observed between public and private universities, with greater explicit emphasis on leadership and humanization in some private institutions. Conclusion. Although curricula show acceptable levels of integration of ethics and humanization competencies, structural weaknesses exist in developing nursing leadership. Greater curricular harmonization is required to explicitly strengthen clinical leadership, strategic management, and deliberative ethics to ensure education oriented toward humanized leadership. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Objetivo. El objetivo del estudio fue analizar su incorporación en los planes de estudio del Grado en Enfermería en España. Métodos. Se realizó un estudio descriptivo y comparativo mediante análisis documental y de contenido de los planes de estudio vigentes del Grado en Enfermería de 51 universidades españolas (39 públicas y 12 privadas). Los datos se obtuvieron del Boletín Oficial del Estado y de repositorios institucionales. Se analizó la presencia, explicitación y carga crediticia (ECTS) de las competencias estudiadas mediante un enfoque cualitativo-cuantitativo. Resultados. La ética y la humanización del cuidado presentaron un alto nivel de integración y escasa variabilidad entre universidades. La gestión mostró un desarrollo intermedio, mientras que el liderazgo enfermero fue la competencia menos explicitada, generalmente integrada dentro de asignaturas de gestión. Se observó una elevada heterogeneidad curricular y diferencias cualitativas entre universidades públicas y privadas, con mayor explicitación del liderazgo y la humanización en algunas instituciones privadas. Conclusión. Aunque los planes de estudio tienen un nivel aceptable en las competencias de ética y humanización, existen debilidades estructurales en el desarrollo del liderazgo enfermero. Se requiere una mayor armonización curricular que refuerce explícitamente el liderazgo clínico, la gestión estratégica y la ética deliberativa para garantizar una formación orientada al liderazgo humanizado. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Objetivo. O objetivo do estudo foi analisar a incorporação dessas competências nos currículos do curso de Graduação em Enfermagem na Espanha. Métodos. Foi realizado um estudo descritivo e comparativo por meio de análise documental e de conteúdo dos currículos vigentes do curso de Graduação em Enfermagem de 51 universidades espanholas (39 públicas e 12 privadas). Os dados foram obtidos do Boletim Oficial do Estado e de repositórios institucionais. A presença, a explicitação e a carga horária em créditos (ECTS) das competências estudadas foram analisadas utilizando uma abordagem qualitativoquantitativa. Resultados. A ética e a humanização do cuidado apresentaram alto nível de integração e baixa variabilidade entre as universidades. A gestão apresentou um desenvolvimento intermediário, enquanto a liderança em enfermagem foi a competência menos explicitada, geralmente integrada em disciplinas relacionadas à gestão. Observou-se elevada heterogeneidade curricular e diferenças qualitativas entre universidades públicas e privadas, com maior explicitação da liderança e da humanização em algumas instituições privadas. Conclusão. Embora os currículos apresentem um nível aceitável de integração das competências de ética e humanização, existem fragilidades estruturais no desenvolvimento da liderança em enfermagem. É necessária uma maior harmonização curricular que reforce explicitamente a liderança clínica, a gestão estratégica e a ética deliberativa, a fim de garantir uma formação orientada para uma liderança humanizada. [ABSTRACT FROM AUTHOR] |
| Copyright of Investigación & Educación en Enfermería is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | MedicLatina |
| Abstract: | Objective. The aim of the study was to analyze the integration of these competencies into the curricula of the Bachelor’s Degree in Nursing in Spain. Methods. A descriptive and comparative study was conducted through documentary and content analysis of the current curricula of the Bachelor’s Degree in Nursing from 51 Spanish universities (39 public and 12 private). Data were obtained from the Official State Gazette and institutional repositories. The presence, explicitness, and credit load (ECTS) of the competencies studied were analyzed using a qualitative-quantitative approach. Results. Ethics and the humanization of care showed a high level of integration and low variability among universities. Management demonstrated an intermediate level of development, while nursing leadership was the least explicitly addressed competency, generally embedded within managementrelated courses. Considerable curricular heterogeneity and qualitative differences were observed between public and private universities, with greater explicit emphasis on leadership and humanization in some private institutions. Conclusion. Although curricula show acceptable levels of integration of ethics and humanization competencies, structural weaknesses exist in developing nursing leadership. Greater curricular harmonization is required to explicitly strengthen clinical leadership, strategic management, and deliberative ethics to ensure education oriented toward humanized leadership. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01205307 |
| DOI: | 10.17533/udea.iee.v44n2e14 |
