Background: In a period of hopelessness motivated by a restrictive Victorian society that confined women to the domestic realm, Florence Nightingale wrote the cathartic Cassandra (1852) in an attempt to transform her despair into rebellion. Aims: To discuss Nightingale's approach to women's role in Cassandra. Methods: Historical Research was used to analyse Cassandra. Data gathered from primary and secondary sources were synthesised and reported in terms of their historical context and significance. Findings: Adopting the genre of `sage writing¿, Nightingale positions herself as a female messiah in an autoreferential narrative that projects women¿s future possibilities for release. Discussion: Assuming the identity of a prophetic Greek heroine cursed to never be believed, Nightingale's Cassandra claims professional work as the liberating solution for Victorian women. Conclusion: For the first time, Nightingale predicts in Cassandra some incipient prerequisites for a future nursing path for women's change.

Interprofessional education (IPE) is core topic to ensure the integrated learning of students from different degrees, who will exercise professional work based on person-centred care, in a joint manner. The University of Navarra's EIP project aims to provide medical, nursing and pharmacy students with the knowledge, skills and attitudes necessary to work in an interprofessional manner, focusing on teamwork, knowledge and respect for roles, conflict resolution and interprofessional communication. To do this, the team of teachers involved in this project had to work collaboratively, experiencing the keys to this interprofessional work, centred on student, constituting an enriching and constructive experience, which has provided the keys to teamwork necessary to carry out a project professor of EIP.

The patient-centred healthcare attendance is the core topic for humane care for the person and their family. Collaborative practice in interprofessional teams is essential to achieve quality health care. The university has a responsibility to prepare its graduates to work in interprofessional teams. Person-centred teaching/learning, based on the competencies that define interprofessional education, is core topic for our students to recognise the need for collaborative work. This article details a project professor of interprofessional education at the University of Navarra, where students from Schools of medicine, nursing and pharmacy learn together and in a gradual way, the keys of how to work in a team.

Background: Clinical narratives may be used as a means to improve the acquisition of clinical competences. Even though there are studies that recognize the potential value of clinical narratives to promote nursing professional development, there is no evidence that shows their value as a tool to improve nurses' competences to provide person-centred nursing care. Purpose: To evaluate the preliminary efficacy of narratives for the development of three nursing professional competences -respect, intentional presence and knowing the person- for providing person-centred care. Method: Using a pre-post quasi-experimental design, a pilot study with a total of 34 nurses enrolled in a training course of nursing specialization was conducted between September 2016 and June 2017. All the nurses received a multi-component intervention based on the Critical Reflective Inquiry model. The strategies of this programme consisted of writing three narratives, attending two masterclasses, participating in a discussion group, and participating in a face-to-face interview. The NarratUN Evaluation tool was used to assess the outcomes. Changes among nurses were analysed using the Wilcoxon signed Rank test. Results: The difference in the means between the pre- and post-intervention scores were statistically significant for respect [0.59 (95% CI 0.23-0.95; p = 0.001)], intentional presence [0.75 (95% CI 0.32-1.17; p < 0.0001)] and knowing the person [0.62 (95% CI 0.25-0.99; p = 0.001)]. The difference in the mean score for use of the narrative and reflection also increased significantly [0.65 (95% CI 0.32-0.98, p < 0.001)]. Conclusions: The use of narratives combined with other reflective strategies (masterclass sessions and discussion groups) proved to be effective for the development of professional competences of nurses.

Current cancer treatments, along with more effective prevention measures, are producing increased cancer survival globally;(1) becoming ¿ in many cases ¿ a chronic disease.(2) Care of patients and families, living with a chronic disease, like cancer, constitutes one of the principal challenges for most health systems because they represent a heavy burden in terms of morbidity and mortality and carry a high percentage of the public expenditure in health.(3) Above all, the impact of cancer entails suffering and represents an important limitation in the quality of life, productivity, and functional state of the sick individuals and those living with them, that is, their family. More so, with evidence of the progressive increase of the number of older people with cancer, who are more prone to having comorbidities and other problems associated with their age, like dementia, depression, cerebrovascular accident, and diabetes.