Journal of Nursing Education
Year:2021 | Volume:10 | Issue:1|Papers Count:8

Introduction: Postoperative nursing care is very important in open heart surgery patients and is affective on hemodynamic status of these patients. The main problem is the lack t to investigate the effect of nursing care management program on hemodynamic of patients in the cardiac intensive care unit. Methods: This quasi-experimental study (2016) had two groups of control and experimental. Patients in the control group were cared for according to routine postoperative care. Information in the control group was collected and recorded using a hemodynamic evaluation checklist. In the experimental group, nursing care program based on patients' needs according to the principles of patient care management, after Cardiac surgery was designed and performed for 2. 5 months. A total of 53 patients in each group were selected according to the sample characteristics including successful heart surgery and age of 20-75 years and stabilization of relative hemodynamic status. Then, the hemodynamic status of patients was measured using a hemodynamic status assessment checklist in both control and experimental groups. For data analysis, SPSS22 software and repeated measures analysis of variance, independent t-test, Mann-Whitney and Chi-square was used. Results: The patients in the control and experimental groups were selected in terms of age, sex and type of surgery in terms of demographic variables and there was no significant difference based on statistical tests and had the same study conditions (p>0. 05). There was a significant difference after intervention between hemodynamic variables (systolic and diastolic blood pressure, pulse, respiration rate and arterial oxygen saturation) in the control group compared to the experimental group (p <0. 001). Conclusions: Nursing care management program in the intensive care unit of cardiac surgery had an effect on the hemodynamic status of patients after heart surgery. This program is recommended to nursing managers to be introduced in the in-service training program for nurses.

Introduction: It is essential to evaluate the present situation, make a plan, and do some structural and executive changes to improve the quality and quantity level of clinical evaluation. This study aimed to determine the clinical evaluation status of undergraduate nursing students from the viewpoints of students and teachers in Alborz University of Medical Sciences. Methods: The present study is a descriptive cross-sectional study conducted in 2020. All 3rd to 8th semester undergraduate nursing students and all nursing teachers of Alborz University of Medical Sciences were enrolled in the study by the census method. Data collection tools included a questionnaire to assess the status of clinical evaluation, which were completed electronically by students and teachers. The collected data were analyzed by SPSS software version 26 and descriptive statistics. Results: Findings showed that the mean of studentsי opinions score was 2. 85± 0. 74 and it was lower than the grand mean of the questionnaire. Teachers had the same status; their scoresי mean was 2. 90± 0. 68 in the questionnaire. Moreover, findings showed that the present method of clinical evaluation, which is based on the teacher-made checklists, does not have enough quality and acceptability from the viewpoints of 65. 2% of teachers and 57. 1% of students. Conclusions: The results of this study showed that from the point of view of the students and teachers, the evaluation forms (scales) used were inadequate and non-standard. According to the results of this study, it is essential to modify and revision the forms and generally the process of the clinical evaluation to achieve the goals of clinical education and empower nursing students.

Introduction: Academic advancement of students is one of the important indicators in educational evaluation. Characteristics such as social competence and educaional meaning from the students, point of view have decisive role. The aim of this research was anticipating students, academic advancement according to social competence with the mediating role of educational meaning. Methods: This research was done by descriptive-correlation method. The statitical community of this research includes 3015 grade 11 male students in the region two of Rasht in educational year 2019-2020 and 341 students were selected by random sampling cluster. For gathering the data, the average of second semester of the students, social competence questionnaire of Felner Lis and Philips (1990) and educational meaning questionnaire of Henderson, king and Smith (2006) were used. Research data were analyzed using Pearson correlation coefficient and structural equation modeling with SPSS26 and AMOS24 software. Results: The results of structural equation modeling showed that the direct effect of social competence on the variable of academic achievement was significant (P<0. 001). The direct effect of social competence on the variable of academic meaning and the direct effect of academic meaning on the variable of academic achievement were significant (P<0. 001). The indirect effect of social competence mediated by academic meaning on academic achievement variable was significant (P<0. 001). Conclusions: According to the results of findings in this research, we can say that structural model of research fits with the gathered data. Based on the results of this study education policy makers can use the social competence variable to mediate academic meaning to explain the relationship between students' academic achievement.

Introduction: Improving the quality and dynamism of nursing higher education programs requires continuous evaluation and quantitative and qualitative studies and applying the results of an evaluation in practice. Neglecting the quality of higher education and the efficiency of graduates, especially doctoral education, is one of the major concerns of the health education system. Therefore, this study was conducted with the aim of a comparative comparison of the Iranian nursing education system and the University of Tennessee. Methods: This descriptive-comparative study was conducted in 2019. Internet search was performed using Persian and English databases. The collected data were analyzed using Bereday four-step model including description, interpretation, proximity, and comparison. Results: Although there were similarities in terms of course characteristics and structure, the comparison showed that at the University of Tennessee, lesson plans are tailored to the needs and problems of the community. It is possible to continue studying for a doctorate in different fields. The university offers three ways to enter the doctoral program DNP, BSN, MSN. The main focus of the Ph. D. program in scientific research and theory development. The curriculum is offered full-time and part-time using advanced educational technologies and distance and close education, and student recruitment is done independently by the university, while in Iran this is not possible and this course is only full time and student admission is done through an exam. Conclusions: Considering the importance of the role and duties of nursing Ph. D. graduates in the development of the field and the complex and changing needs of society, it is suggested that the objectives, mission, content of the curriculum, executive approach, and evaluation of this course be reviewed so that by strengthening the strengths and eliminating the weaknesses of nursing curricula, it increased the quality of education and, consequently, the quality of nursing doctoral graduates.

Introduction: Cardiovascular disease is a major cause of death, creating huge health-related costs for health care systems. A client who understands the goals of treatment and care in line with their goals and priorities, will be more involved. King's goal attainment theory has addressed this issue. This study was performed to provide a nursing process in a client with acute coronary syndrome based on King's goal attainment Model. Methods: In this case study, a myocardial infarction client with unsuccessful coronary angioplasty and the impossibility of open-heart surgery who was referred to the hospital twice within 10 days due to complications was evaluated. Data were collected through the client's file, observation and interview with the client, family, physician and nurse. The stages of the nursing process, namely, nursing diagnosis, common goals setting and prioritization, transaction based on client preferences, and evaluation of client achievement goals by comparing before and after in the range of 2-to 2+ were performed as a qualitative analysis. Results: Analyzes showed that although the client did not have a clear understanding of the importance of adherence to health and treatment behaviors, he was willing to interact with the nurse in a step-by step manner. Findings led to 7 nursing diagnoses and 42 caring goals. In the evaluation, the client was able to adhere the treatment well and modify the activities of daily living. Conclusions: According to the nursing process based on King's goal achievement model, the Acute Coronary Syndrome client was able to act on his prioritized goals by trying to adjust daily activities. It is suggested that the nursing process be used based on King's goal achievement model in clients with acute coronary syndrome.

Introduction: Educating nurses and nursing students about spiritual principles and values helps them to have a deep understanding of moral problems and ideas. However, the issue of spirituality is not included in the moral education content. This study aimed to investigate the effect of spiritual care training on moral sensitivity in nursing students. Methods: This was a randomized controlled intervention study. A total of 58 nursing students from 7th semester of Tabas Nursing School and Ferdows Paramedical School affiliated to Birjand University of Medical Sciences entered to the study by complete enumeration method in 2020. The two schools were divided into two groups of intervention (29 people) and control (29 people) based on coin toss. The spiritual care training in the intervention group was conducted as a 5-session workshop (4 sessions of 90 minutes and one session of 120 minutes) and then a two-month follow-up period. The instruments included standard moral sensitivity questionnaire and demographic information form. Data were analyzed using SPSS software (v. 16) using descriptive statistics like mean and standard deviation and inferential like Friedman and Mann-Whitney U at the significant level of P <0. 05. Results: The mean score of moral sensitivity before the intervention was not statistically different between the intervention (72. 62± 13. 37) and control (75. 10± 9. 72) groups (p= 0. 42). The mean score of moral sensitivity immediately after the intervention in the intervention group (87. 03± 13. 14) had a significant difference compared to control group (76. 38± 7. 83) (p<0. 001). Also, two months after the intervention the mean score of moral sensitivity in the intervention group (85. 31 ± 9. 43) showed a significant difference compared to control group (77. 86± 8. 64) (p=0. 003). Conclusions: It is suggested that the spiritual care training program to be included in educational programs while studying or their curriculum in order to develop the moral sensitivity of nursing students.

Introduction: Emotional distress tolerance is one of the effective components in mental health and It is important to examine the factors that affect it, such as ego strength and perceived social support. This study aimed to the investigate structural relations between, between ego power and tolerance of emotional distress to the mediating role of perceived social support in the woman students of the Faculty of Nursing and Midwifery University of Tehran. Methods: The method of this research was correlational research based on structural equation modeling. The statistical population of this study consisted of all students of the first semester of the 98-99 academic year of the Faculty of Nursing, University of Tehran. In this study, due to the number of observed variables and aassign a coefficient of 15 to each variable and considering the possibility of incomplete questionnaire, 280 people By random sampling method were selected. Data collection tools included Perceived Social Support Scale, Ego Strength Scale, and Distress Tolerance Scale. Data analysis tools were SPSS-18 and AMOS-23. Results: Results of this research showed a significant relationship between ego strength and emotional distress tolerance (r=0. 39, p<0. 01) and between by perceived social support and emotional distress tolerance (r=0. 35, p<0. 01). Also, findings confirmed moderating role of perceived social support (B=0. 46, p<0. 01) in the relationship between ego strength and emotional distress tolerance. Conclusions: According to the findings, since ego power and perceived social support had a positive effect on emotional distress tolerance, it seems that with their growth and improvement can be used to prevent psychosomatic diseases as well as psychological problems of nursing students.

Introduction: Exploring students' educational experience of virtual education in covid-19 epidemic and recognizing strategies to create more effective learning can be valuable for decision makers and policy makers of country's education system. So this qualitative study was conducted to explore the perspective of the nursing and midwifery students from virtual education in COVID-19 epidemic. Methods: The present qualitative study was done with the conventional content analysis approach. Data were collected through semi-structured in-depth interviews with 15 nursing and midwifery students’ entrance 2017 to 2019, semesters one to six in Babol University of Medical Sciences by purposive sampling method in 2020 simultaneously with COVID-19 epidemic. All interviews were recorded, and then were transcribed verbatim, and finally conventional content analysis was used. Results: Data analysis led to extraction of categories "virtual education advantages", "virtual education disadvantages" and "virtual education promotion strategies". These categories have the subcategories of "learning flexibility and appropriate teaching-learning context"; "inadequate teaching skill of some teachers, lack of the effective learning, poor planning of student in learning, invalid evaluation and the hardware and software problems" and "optimizing virtual teaching methods, establishing virtual online classroom, uploading video files and effective evaluations", respectively. Conclusions: Data analysis showed that the participants, in addition to expressing the advantages, pointed out the disadvantages of virtual education and finally suggested strategies to improve this educational method. As a result, these findings confirm the need to doing interventions to improve the quality of the virtual education implementation by teachers and students.