Delphi Study about the educational skills by the School Nursing Professional

Section: Originals

How to quote

Ayuso Margañón R, Molina Garúz MC, Medina Moya JL. Estudio Delphi de las competencias pedagógicas del profesional de Enfermería en la escuela. Metas Enferm jun 2019; 22(5):49-58.


Raquel Ayuso Margañón3, Mª Cruz Molina Garúz2, José Luis Medina Moya3


1Doctora en Educación y Sociedad. Grado de Educación Primaria. Licenciada en Humanidades. Diplomada en Enfermería. Instituto Catalán de la Salud. Profesora asociada. Departamento de Enfermería de Salud Pública, Salud Mental y Materno-Infantil. Facultad de Medicina y Ciencias de la Salud. Universidad de Barcelona. Barcelona2Doctora en Medicina. Máster en Promoción y Educación para la salud. Profesora titular. Departamento de Métodos de Investigación y Diagnóstico en Educación. Facultad de Educación. Universidad de Barcelona. Barcelona3Doctor en Ciencias de la Educación. Licenciado en Pedagogía. Diplomado en Enfermería. Profesor titular. Departamento de Didáctica y Organización Educativa. Facultad de Educación. Universidad de Barcelona. Barcelona

Contact address

Raquel Ayuso Margañón. CAP Riu Nord-Riu Sud. C/ Major, 49-53. 08921 Sta. Coloma de Gramenet (Barcelona).

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Objective: to define the Nursing professional as promoter of health in the school setting (NPPHSS), as well as their profile of educational skills: attitudes, skills and knowledge required to conduct a quality action which is effective in said setting.  
Method: a qualitative research was conducted, with interpretive and mixed design. Data collection combined documentary review with the Delphi method as a technique based on questionnaires to experts, with its development established in three rounds. There were different moments of analysis based on the type of questionnaires applied: content analysis was combined with descriptive statistical analysis. Finally, there was a process of association and comparison of the data collected, and the results were then written down.
Results: eleven (11) defining features were obtained for the NPPHSS, classified into three categories: educational role, comprehensive vision of the learner, and integrative approach to action; and 81 competence elements classified into nine categories: basic knowledge for health education at school, interpersonal and teamwork skills, educational communication, skills for pedagogical mediation in health, competent teaching attitude, professional values inherent to the ethics dimension, pedagogical research in health promotion, digital skills and pedagogical innovation, educational coordination and leadership).
Conclusions: nursing professionals as health promoters in the school setting are professionals with their own identity, who must be social and professionally acknowledged as guarantors for good-quality health training.


health promotion; health education; school Nursing; promotion of school health; professional skills; professional skills

Versión en Español


Estudio Delphi de las competencias pedagógicas del profesional de Enfermería en la escuela