Characterization of the instability mechanisms affecting slopes on carbonatic Flysch: Alicante (SE Spain), case study

The studied Flysch sequence of Alicante occupies a widely populated area crossed by main communication routes. The slopes existing on this area usually suffer slope instabilities that cause substantial damage and a very high maintenance cost. In order to assess the type of instability mechanisms affecting these heterogeneous carbonatic slopes, in this paper a wide inventory of 194 Flysch rock slopes has been performed, reporting the existing lithologies, their competence and their relative arrangement and the geometrical relationship between bedding and the slope and the associated instability mechanism. All these data have been jointly used for performing an instability mechanisms characterization. For systematically characterizing the wide type of complex rock exposures existing in the study area, they are divided into basic units referred as lithological pattern columns to which the different observed instability mechanisms are associated. Inventoried instability mechanisms are diverse and sometimes are combined with each other. Rockfalls are a very common instability mechanism associated to the differential weathering and sapping of the marly lithologies which are present in a wide number of geometrical combinations. The other instability mechanisms closely depend on the combination of the geometrical and lithological parameters. Therefore, this work provides a new basic tool which can be easily used during preliminary project stages for knowing the instability mechanisms which can affect rock slopes excavated on carbonatic Flysch heterogeneous geological formations.

Level of involvement of clinical nurses in the evaluation of competence of nursing students

Objective. To determine the level of involvement of clinical nurses accredited by the Universitat Jaume I (Spain) as mentors of practice (Reference Nurses) in the evaluation of competence of nursing students. Methodolgy. Cross-sectional study, in which the “Clinical Practice Assessment Manual” (CPAM) reported by reference 41 nurses (n=55) were analyzed. Four quality criteria for completion were established: with information at least 80% of the required data, the presence of the signature and final grade in the right place. Verification of learning activities was also conducted. Data collection was performed concurrently reference for nurses and teachers of the subjects in the formative evaluations of clinical clerkship period in the matter “Nursing Care in Healthcare Processes “, from March to June 2013. Results. 63% of CPAM were completed correctly, without reaching the quality threshold established (80%). The absence of the signature is the main criteria of incorrect completion (21%). Nine learning activities do not meet the quality threshold set (80%) (p < 0.05). There are significant differences according to clinical units p < 0.05. From the 30 learning activities evaluated in the CPAM, it can be stated that nine of them do not reach the verification threshold established (80%), therefore it cannot be assumed that these activities had been completed by students and evaluated by the RefN throughout the clinical clerkship period. Conclusion. The level of involvement of Reference Nurse cannot be considered adequate, although strategies to encourage involvement through collaboration and training must be developed.

Delphi study for the design and validation of a questionnaire about digital competences in higher education

The study of digital competence remains an issue of interest for both the scientific community and the supranational political agenda. This study uses the Delphi method to validate the design of a questionnaire to determine the perceived importance of digital competence in higher education. The questionnaire was constructed from different framework documents in digital competence standards (NETS, ACLR, UNESCO). The triangulation of non-parametric techniques made it possible to consolidate the results obtained through the Delphi panel, the suitability of which was highlighted through the expert competence index (K). The resulting questionnaire emerges as a good tool for undertaking future national and international studies on digital competence in higher education.