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This article examines the motif of the substituted child, beginning with Classical mythology and legends about the fairy world, continuing through some literary examples from different historical moments, and finally the presence of this theme in some modern films. The article aims to examine how a continuity of this motif can be identified in a series of stories which, in the first instance, seem to have nothing in common, but which in some way reveal the presence of themes from ancient myths and beliefs, although with differences corresponding to social circumstances at the times when these themes appear. In any case, what runs through all of these examples is a concern with conflicts relating to maternity. Este artículo examina el motivo del hijo sustituido, desde la mitología clásica y las leyendas relativas al mundo de las hadas, pasando después a analizar algunos ejemplos literarios en diferentes momentos históricos y, finalmente, ver la presencia de este tema en el cine actual. El artículo trata de ver de qué manera se puede identificar una continuidad de este motivo en unas historias que, a primera vista, no parecen tener nada en común, pero que de alguna forma dejan translucir temáticas que proceden de los antiguos mitos y creencias aunque con las diferencias lógicas teniendo en cuenta las circunstancias sociales de las épocas en las que los motivos aparecen. En cualquier caso, lo que coincide en dichos ejemplos es que responden a actitudes hacia unos conflictos que se relacionan con la maternidad.

ObjectiveTo analyse the critical thinking skills of students enrolled in the four academic years of the nursing degree at a public university belonging to the European Higher Education Area.DesignCross-sectional, quantitative, descriptive study. Using the Critical Thinking Questionnaire to analyse the critical thinking skills in their substantive and dialogic dimension.SettingFaculty of Nursing, Valladolid Public University in Spain, belonging to the European Higher Education Area.ParticipantsThe sample consisted of 215 first-year, second-year, third-year and fourth-year undergraduate nursing students.Main outcomesThe students of the four academic years were positively disposed towards critical thinking. The students of the final courses obtained higher average scores.ResultsThe study sample was 215 students, 19.1% men/80.9% women. The average score in the substantive dimension (3.81±0.53 points) was higher than that in the dialogic dimension (3.48±0.51 points) (pConclusionsNursing students displayed a greater critical thinking ability in its substantive dimension compared with the dialogic one. This reflects a greater ability in actions related to provide reasons and evidence that support their point of view. Identifying critical thinking skills in nursing students will help establish specific teaching methodologies focused on improving these skills.

Memoria ID-191. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2019-2020.