Journal of Nursing Education
Year:2022 | Volume:10 | Issue:6|Papers Count:8

Introduction: Self-directed learning is one of the most practical competencies that makes a person independent in learning and paves lifelong learning. Due to the rapid growth of knowledge and technology in nursing, self-directed learning is more important. This study aimed to investigate the level of self-directed learning readiness in nursing students. Methods: The study population included bachelor and master nursing students studying in the second semester of the 2020-2021 academic years in the School of Nursing and Midwifery of Shahid Beheshti University of Medical Sciences. The sample size was at least 225 students. They were included in the study by convenience sampling method and were evaluated by an online questionnaire due to the limitations caused by the Covid-19 pandemic. Gaglilmino's standard questionnaire was used for determining the level of self-directed learning readiness. The data analysis was done with SPSS 23. 0 version using independent t-test, one-way ONOVA and chi-square test. Results: A total of 225 students (68% female) participated in the study. The average total score of students from the self-directed learning readiness questionnaire was 214. 44±, 19. 05. Eight percent of students had a low level, 13. 8% had a medium level, and 78. 2% had a high level of self-directed learning readiness. There was a statistically significant relationship between age (P=0. 003) and gender (P=0. 04) of students with their level of self-directed learning readiness. Conclusions: Nursing students had a relatively high level of self-directed learning readiness. However, reviewing the educational programs of nursing students at the bachelor and master levels (more emphasis on group learning and critical thinking) and paying attention to the student-centered principle in the educational process can improve students' skills in this area.

Introduction: Burning deformities have devastating effects on a person's mental image of the quality of life and self-esteem. Parse's Theory of Human becoming considers the quality of life from the perspective of each person as one of the important goals of nursing. The aim of this study was nursing care of a patient with burning deformity of the face and limbs, which was done using the "Parse's Theory of Human becoming" as a framework. Methods: This case study was conducted to implement the model of Parse's Theory of Human becoming for nursing care of a patient with burning deformity of the face and limbs. The study is based on three principles of Parse's theory, including 1) creating meaning through the expression of patient values and experiences, 2) creating cooperation in rhythmic patterns in a reciprocal process with the world, such as revealing-hiding, limiting and, connecting-separating and 3) Making a change was to recreate and provide the client with a unique force. Results: Extracted needs and categories include: Lack of self-confidence (disorder of self-image, separation, and divorce), community outlook (isolation and withdrawal, blame, creating remorse), need for support (need for psychological support, need for financial support to continue treatment, need for support of social networks (relief committee, media. . . ), psychological problems (depression, PTSD, suicidal ideation, fear of rejection). Conclusions: Finally, by extracting and applying concepts such as: regulating grief about normal life events, maintaining and promoting relationships with relatives and loved ones, choosing opportunities to clarify the goal, a combination of the meaning of burn deformity experience for the participant of this study evolved,In other words, the client achieved creation and change in the process of her life by taking steps to improve and using power.

Introduction: With the sudden shift of face-to-face education to e-learning during the COVID-19 pandemic, awareness of learners' readiness for online learning and its impact on students' psychological distress related to e-learning is important for teachers, counselors, and educational planners. Therefore, the present study was conducted to investigate the correlation between online learners’,readiness and psychological distress related to e-learning in nursing and midwifery students during the COVID-19 pandemic in 2021. Methods: The present study was a descriptive-correlational study that was conducted on 194 undergraduate nursing and midwifery students of the Islamic Azad University, Karaj Branch during June in the second semester of 2020-2021. Sampling was done by convenience sampling. After coordinate with the faculty education, a researcher attended the virtual groups of students in each of the 1st to 6th semesters of the nursing and midwifery departments, after the initial textual explanation related to the research, provided the link of the electronic questionnaire designed in Google Form to its students. The data collection method was the same for all nursing and midwifery semesters and was performed by a researcher. Sampling was done easily by sending the link of the electronic questionnaire designed in Google Form to the group of students of Karaj Azad School of Nursing and Midwifery on the social network. Data were collected by demographic data form, Online Learners Readiness scale, and psychological distress related to e-learning questionnaire. Data was analyzed by SPSS software version 22 and using descriptive statistics, t-test, ANOVA, and coefficient Pearson correlation. Results: Findings showed that the mean score of psychological distress related to e-learning was 65. 43±,14. 47 and 61. 3 students had moderate psychological distress related to e-learning. Also, the mean score of readiness for online learning was 64. 1 ±, 10. 28 and 56. 2% of students had moderate readiness for online learning. There was an inverse, moderate and significant correlation between the total score of readiness for online learning and the total score of psychological distress related to e-learning in students (r=-0. 374, p<0. 001). Conclusions: The present study showed that students who were less ready for online learning had more psychological distress related to e-learning. This finding highlights the need to empower students to online learning, screening for psychological disorders, and providing support and counseling resources to promote students' mental health are emphasized.

Introduction: One the ways to review and revision of curriculum is to conduct the comparative study to identify the strengths and weaknesses of the curriculum. According to the educational regulations by nursing committee, the rehabilitation nursing curriculum is being revised and improved. Therefore, this study was conducted with the aim of comparative comparison of Iran and Australia Rehabilitation Nursing Master's curriculum. Methods: This study is a comparative study by Bereday model 1964 based on four stages of description, interpretation, proximity and comparison in Iran in 2021. In this comparative comparison, the curricula of the two countries available on the website of University of Social Welfare and Rehabilitation Sciences from Iran and Tasmania University from Australia by mission and vision, philosophy and goals, admission requirements, curriculum content and characteristics, executive strategies, evaluation methods and graduate roles and duties were described and after proximity and classification of information, comparison and interpretation were performed. Results: Despite the similarities in the mission, philosophy and goals of the rehabilitation nursing curriculum of Iran and Australia, there are differences such as differences in the admission requirements, course duration, type of courses accreditation, internship hours, diversity of educational environments, existence of the dissertation and as well as assigned role and duties after graduation. Conclusions: A comparative comparison of two curriculums identified the strength and weaknesses of the Iranian Rehabilitation Nursing curriculum for program designers. By reviewing the student admission requirements, accommodation of assigned roles and content with Iranian community needs and creating diversity in inclusive learning methods, we can take the big step to improve the quality of Iranian rehabilitation nursing curriculum.

Introduction: Stress is a natural phenomenon and is considered as an integral part of daily life. Identifying stressors and training and applying coping styles can be very useful in training qualified and efficient nurses. The aim of this study was to identify stressors and coping styles from the perspective of nursing students. Methods: The present study is a cross-sectional descriptive study that was conducted in 2020. All 3rd to 8th semester undergraduate nursing students of Alborz University of Medical Sciences (200 students) were enrolled in the study by census method. Data collection tools were the Stressors Questionnaire and Lazarus and Folkman Coping Styles Questionnaire. The data were analyzed using SPSS software V. 26 and descriptive statistics (mean and standard deviation). Results: The mean and standard deviation of stress perceived by students (2. 85 58 0. 58) and in the domains of clinical environments (2. 91±, 0. 61), personal-social (2. 89±, 0. 73), studying in university (2. 75±, 0. 63) and generally stressors questionnaire was (2. 85±, 0. 58). The use of stress coping styles in 1. 3% of students was at a high level, 64. 5% at a medium level and 34. 2% at a low level. The positive reassessment coping style with mean and standard deviation (12. 22±, 3. 43) was the most used among students. Conclusions: It is essential to make the necessary plans by the managers and educational programmers to reduce and control stressors and use effective coping strategies in nursing students. In this regard, educating and guiding students to use problem-oriented coping methods seems useful.

Introduction: Mothers of single-parent children need a lot of help and assistance because they are alone in playing parenting roles. This study aimed to determine the effectiveness of play therapy based on child-parent relationships and cognitive-behavioral art-play therapy on single-parent mothers’,affective capital and their components. Methods: The research method was semi-experimental with three groups in two stages of pre-test and post-test. The statistical population of the study included single-parent mothers and their 6 to 12 years children. From the statistical population, 54 people were selected through purposive sampling and then randomly assigned to two experimental groups and a control group (each with 18 people). Golparvar affective capital questionnaire was used to measure the dependent variable. Play therapy based on child-parent relationships and cognitive-behavioral art-play therapy groups were treated in 10 sessions (90 to 120 minutes in each session) respectively. Data were analyzed by univariate and multivariate analysis of covariance and Bonferroni post hoc test. Results: The results showed that in affective capital, there was a significant difference between cognitive-behavioral art-play therapy with play therapy based on child-parent relationships (p<0. 05) and the control group (p<0. 01), and between play therapy based on child-parent relationships with the control group (p<0. 01). In positive affect, there was a significant difference between cognitivebehavioral art-play therapy and play therapy based on child-parent relationships with the control group (p<0. 01). Also, results revealed that there was significant difference between the effectiveness of cognitive-behavioral art-play therapy and control group on feeling of energy and between cognitive-behavioral art-play therapy with play therapy based on quality of child-parent relationships and control group on mothers’,happiness (p<0. 01). Conclusions: Considering the effect of cognitive-behavioral art-play therapy and play-therapy based on parent-child relationships on increasing of single-parent mothers’,affective capital, the use of these therapies in treatment centers for single-parent mothers and their children can be considered.

Introduction: It is necessary to pay attention to the perception of competence, and quality of life in students because of its effective role on mental, physical and social health,therefore this study aimed to determine the effectiveness of optimism training on the perception of competence and quality of life of elementary students. Methods: In a quasi-experimental study of pre-test and post-test with a control group, from the fifth and sixth-grade students of Chabahar city in the academic year 2020-2021, 30 people were selected by available sampling method and in two A group of 15 people was tested and tested,And responded to Harter's Merit Perception Scale and Quality of Life Ravens Siberi et al. The students in the experimental group underwent Seligman optimism training for 8 sessions of 60 minutes, but the control group did not receive any training. Data were analyzed using SPSS software version 22 and multivariate analysis of covariance at the significance level of α,= 0. 05. Results: The results showed that there was a significant difference between the perception of competence and quality of life of students in the experimental group compared to the control group (P<0. 01). Conclusions: The results showed that optimism education improved the perception of competence and quality of life of elementary students, so the results of the study require more attention from educators in the field of the effect of optimism on improving the psychological status of students.

Introduction: Educational Bybee and Ganiye educational model are among the teaching methods that seem to play a role in strengthening this category of thinking skills,therefore, the present study was conducted to comparethe effectiveness of the educational model Bybee and Ganiye educational model on critical thinking and creative thinking of second-year female students. Methods: The statistical population of this quasi-experimental study (pre-test-post-test with a control group) included all-female high school students in Tabriz in the academic year 2010-2011 those 60 students were selected using multi-stage and available cluster sampling and randomly assigned to three groups (20 for each group). All three groups completed the Carter (2009) Creative Thinking Skills Assessment Questionnaire and the Watson-Glears Critical Thinking Test as a pre-test and at the end of eight sessions of 60-90 minutes of Bybee training model and eight 60–, 90-minute sessions of Ganiye training model (every two sessions per week for 4 weeks), the mentioned questionnaires were completed by the groups. Data were analyzed using univariate analysis of covariance in SPSS. 15 software. Results: Both the Bybee educational model and Ganiye educational model had a significant effect on critical thinking and creative thinking of second-year female students (p<0. 001),However, the Bybee training model had a greater effect on the promotion of critical thinking and creative thinking than the Ganiye training model (p<0. 001). Conclusions: Due to the superiority of the effectiveness of the Bybee educational model on fostering students' critical thinking and creative thinking, the use of this teaching method is recommended with more caution due to the small research evidence,however, the importance of holding training courses in this approach should be explained to teachers and specialists in the field of education.