https://sms.carm.es/ricsmur/handle/123456789/17064 Sun, 04 Oct 2026 03:56:22 GMT 2026-10-04T03:56:22Z https://sms.carm.es/ricsmur/handle/123456789/28187 Strength Training Adaptations in Breast Cancer Survivors Across Recovery Phases: A Longitudinal Quasi-Experimental Study Villarejo-García, Diego-Hernan; Gómez-Parra, Aaron; Pino-Ortega, José; Moreno-Villanueva, Adrián; Navarro-Martínez, Carlos; Pastor-Cano, Josep Fri, 29 May 2026 00:00:00 GMT https://sms.carm.es/ricsmur/handle/123456789/28187 2026-05-29T00:00:00Z https://sms.carm.es/ricsmur/handle/123456789/28114 Nursing Students' Experiences of Learning Evidence-Based Practice Through a Flipped Classroom: A Qualitative Study Pérez-Muñoz, Veronica; Ramos-Morcillo, Antonio-Jesús; Molina-Rodríguez, Alonso; Ruzafa-Martínez, María Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students' learning experiences remains limited. Objectives: To explore nursing students' perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. Thu, 23 Apr 2026 00:00:00 GMT https://sms.carm.es/ricsmur/handle/123456789/28114 2026-04-23T00:00:00Z https://sms.carm.es/ricsmur/handle/123456789/28058 [Translated article] Letter to the editor about the article: "Is the coronal plane alignment of the knee (CPAK) classification useful to plan individualized total knee arthroplasty surgery for the Spanish population? A critical analysis of the CPAK classification". León-Muñoz, Vicente-Jesús; Hurtado-Avilés, José; López-López, M; Santonja-Medina, Fernando; Moya-Angeler, Joaquín Mon, 01 Sep 2025 00:00:00 GMT https://sms.carm.es/ricsmur/handle/123456789/28058 2025-09-01T00:00:00Z https://sms.carm.es/ricsmur/handle/123456789/27964 Trabajo social en el ámbito sanitario. Servicio Murciano de Salud Servicio Murciano de Salud. Subdirección General de Cuidados y Cronicidad Sat, 01 Aug 2026 00:00:00 GMT https://sms.carm.es/ricsmur/handle/123456789/27964 2026-08-01T00:00:00Z