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

Introduction: Evaluation is an essential element of any training program that can guide training from a static to a dynamic process. It depends on the evaluation method that leads to the quality of the learning outcomes. This study aimed to determine the effect of structured objective evaluation of clinical skills on anxiety, satisfaction, and performance of nursing students in the course of health assessment Methods: This quasi-experimental study of two post-test groups was performed on 100 nursing students of Ahvaz Jundishapur University of Medical Sciences in 2017-2018 with an available sampling method in two semesters. The control group was 52 people and the experimental group was 48 people. The routine evaluation was performed in the control group and the OSATS method in the experimental group. Data collection tools included the Satisfaction Questionnaire, Spielberger Anxiety, and Performance Score. By SPSS20 and independent and Chi-square and Mann-Whitney t-tests were used to analyze the collected data. Results: Mean scores of the control group,Performance (14. 02 ±,2. 4), anxiety (46. 35 ±,0. 05) and satisfaction (17. 67 ±,3. 8) and in the experimental group the average performance score (14. 02 ±,06, anxiety (43. 8±, 6. 45) and satisfaction (18. 68 ±,18) was obtained. Statistical tests also showed a statistically significant difference in performance scores (P = 0. 001) and anxiety (P = 0. 047) between the two groups, but no significant difference was observed in satisfaction scores (P = 0. 237). Conclusions: Due to the importance of assessing the patient's health status in determining nursing diagnoses and providing optimal care and effectiveness of OSATES evaluation method on the performance and anxiety of nursing students, it is recommended to use this method in evaluating students' practical skills.

Introduction: Care is a continuous process and caring behaviors of nurses can play an effective role in the quality of service to patient and improving hospital performance. Therefore, present research aimed to investigate the role of meta-memory, positive meta-cognitions and meta-emotions in predicting caring behavior of nurses. Methods: The method of present study was cross-sectional from type of correlation. The research population was nurses of Urmia hospitals in 2019 year, which from them 370 nurse were selected by cluster random sampling method. To collected data used from the questionnaires of meta-memory, positive meta-cognitions and meta-emotions and revised form of caring behavior of nurses. Data were analyzed by Pearson correlation and multiple regression with enter model in SPSS version 19 software. Results: The results showed that the mean of meta-memory was (63. 70±, 13. 69), positive metacognitions and meta-emotions was (45. 72±, 12. 90) and caring behavior was (158. 43±, 33. 66) in nurses. Also, meta-memory (r=0. 531) and positive meta-cognitions and meta-emotions (r=0. 447) and all three dimensions of positive meta-cognitions and meta-emotions include confidence in extinguishing perseverative thoughts and emotions (r=0. 407), confidence in interpreting own emotions as cues, restraining from immediate reaction and mind setting for problem solving (0. 432) and confidence in setting flexible and feasible hierarchies of goals (0. 484) had a positive and significant relationship with caring behavior of nurses (P<0. 001). In addition, meta-memory, positive meta-cognitions and meta-emotions could explain 37. 4 percent and dimensions of positive meta-cognitions and metaemotions could predict 25. 6 percent of variance of caring behavior of nurses (P<0. 001). Conclusions: Based on the results, caring behavior of nurses can be improved by improving the meta-memory and positive meta-cognitions and meta-emotions. Therefore, health policymakers and hospital planners can via improving the meta-memory, positive meta-cognitions and meta-emotions promoting the caring behavior of nurses.

Introduction: The study aimed to compare the effectiveness of empowerment program for nurses and health care providers on glycosylated hemoglobin in middle-aged people with type 2 diabetes. Methods: A double-blind randomized controlled trial was performed on 480 patients covered by health centers in Isfahan during an action research using nested evaluation design in 2018. Patients were divided into 4 equal groups of 120 cases in 4 groups of intervention and control in two divided groups of nurses and health-care providers. Intervention groups of nurses and health care provider participated in 7 sessions of empowerment workshop, then they thought their patients in 4 sessions about self-care issues based on their needs assessment. Patients' data and glycosylated hemoglobin (HbA1c)at first and 3 months after intervention were collected by accurate and reliable methods. Data were analyzed in SPSS software version 20 with Kolmogorov-Smirnov, ANOVA, chi-square, independent t-test and paired t-test at a significant level of 0. 05. Results: Four groups of patients in the intervention and control subgroups of nurses and health care providers did not differ significantly in demographic variables and before the intervention(p=0. 409). Three months after the intervention, mean difference of the patients' HbA1c level between the two groups of empowerment (nurses and health care providers) were significant (p=0. 003) compared with their control groups. Best effectiveness was seen in the nurses' intervention group (p=0. 003). Conclusions: The effectiveness of the empowerment program on patients' glycemic control was confirmed in both groups with higher effect of nurses' education for A1c control in diabetic patients. Therefore, the implementation of this empowerment programs for health personnel and the use of trained nursing staff is recommended due to their important role in health system mission to improve diabetic control.

Introduction: Depending on their job conditions, nurses experience various psychological problems that require problem-solving skills to solve them. Problem-solving helps manage anxiety and improve psychological health. Therefore, this study was conducted to investigate the prediction of problemsolving skills based on anxiety and the psychological health of nurses. Methods: This study was a cross-sectional and correlational study. The statistical population of the present study consisted of all nurses in Kerman hospitals in 2019-2020. The sample consisted of 425 people who were selected by random sampling method and answered Beck Anxiety Inventory (1990), Goldberg and Hiller General Health Questionnaire (1979), and Heppner Problem Solving Questionnaire (1982). Subjects' scores were analyzed using descriptive (mean, standard deviation), and inferential statistics (correlation coefficient and linear regression) by SPSS-22. Results: Mean and standard deviation was in anxiety 22. 20±, 4. 80, mental health 29. 46±, 5. 46, and problem-solving 87. 31±,7. 43. The results showed that problem-solving skills had a significant negative relationship with anxiety (r=-0. 412) and a positive and significant relationship with psychological health (r=-0. 534). Anxiety 20% and mental health explained 16% of the variance of problem-solving (P <0. 05). Conclusions: Based on the findings of the present study, problem-solving skills in nurses can be predicted through anxiety and psychological health. Therefore, it is suggested that relying on training this component and strengthening it, reduce the level of anxiety and increase psychological health in nurses.

Introduction: Nursing is known as a profession with high job stress that has detrimental effects on health and the incidence of nurses' abilities in the workplace and reduce their quality of working life. Therefore, this study aimed to provide a causal model of quality of work life based on job stress and emotional intelligence mediated by fatigue in single nurses. Methods: The research method was descriptive-correlational. The statistical population consisted of all single nurses in Ahvaz hospitals in 2020 that 203 people were selected as the sample by available sampling method. The research tools were,demographic questionnaire "Quality of Work-Life Questionnaire", "Nursing Job Stress Scale", "Emotional Intelligence Questionnaire" and the Fatigue Scales. The evaluation of the proposed model was performed using the path analysis method. Results: The results showed that all direct routes to the Island of Emotional Intelligence (β,= 0. 039 and p = 0. 05) were significant for quality of work life. Direct paths of job stress (β,=-0. 225 and P<0. 01) and characteristics (β,=-0. 270 and P <0. 01) to quality of work life, as well as direct paths of job stress (β,= 0. 413 and P <0. 01) and emotional intelligence (β,=-0. 164 and p = 0. 05) were statistically significant. Indirect paths of job stress (β,=-0. 119 and P <0. 01) and emotional intelligence (β,= 0. 034 and p = 0. 05) are also significant through quality of life. Content validity and reliability ratios were calculated by Cronbach's alpha coefficient. SPSS and AMOS version 24 software were used for data analysis Conclusions: Based on the results of this study, the proposed model has a good fit and is an important step in recognizing the factors affecting the quality of the work-life of nurses. It is suggested that by planning and implementing educational interventions in the field of job stress, emotional intelligence, and fatigue, a positive step be taken to increase the quality of the work-life of nurses.

Introduction: Caring for children and promoting their health is always one of the important concerns of the health system. Therefore, paying attention to the quality of pediatric nursing education programs is of special importance. This aimed to compare the master's degree program in pediatric nursing in Iran and the Ingram School of Nursing, McGill University, Canada. Methods: The present study was conducted based on a comparative approach and using the Bereday model in 2020, during which the main components and important indicators of the curriculum are analyzed based on four stages of description, interpretation, proximity, and comparison. Results: The content of the courses in Ingram Canada is highly specialized and clinical, focusing on participatory approaches and empowerment of nurses, clients, and families. Student recruitment is done internationally and independently by Ingram College. In Iran, the program is based on cultural and Islamic values. Student admission is centralized through a national exam. The content of the course is less focused on clinical specialization, family-centered care, and leadership role. Conclusions: Considering the clinical nature of the Master of Pediatric Nursing course, it seems desirable to focus the program on the clinical expertise of the learners by reviewing the number of clinical units. It is also suggested to align the titles of the program courses with the mission, goals, and roles defined for the graduates and to use new care and family-oriented approaches.

Introduction: Today, cancer as the most important cause of human mortality has received much attention in the world so that it has a large number of psychological studies. The aim of this study was to determine the effectiveness of positive psychotherapy on accepting pain and controlling the emotions of cancer patients. Methods: This study was a randomized clinical trial with a pretest-posttest and follow-up. The statistical population of this study consisted of men with cancer in Kohgiluyeh city in 2018-2019. The statistical sample consisted of 26 cancer patients who were purposefully selected and randomly divided into two groups of positive psychotherapy (13 patients) and the control group (13 patients). The McCracken & Walls scale was used to collect data to measure pain acceptance and the Williams & Chambers scale was used to measure emotion control. The experimental group received positive positivity during eight 90-minute sessions of psychotherapy, but the control group did not receive any intervention. Data were analyzed using MANCOVA and ANCOVA analysis in SPSS-25 software. Results: The results showed that positive psychotherapy was effective on pain tendency, active participation, and the overall score of acceptance of pain, anger, depressed mood, anxiety, positive emotion, and the overall score of emotion control in the post-test phase (P <0. 05), but persistence had no effect (p>0. 05). Conclusions: Positive psychotherapy is effective in accepting pain and controlling the emotions of cancer patients and psychologists can use the results of the present study for therapeutic interventions based on positive psychotherapy to increase pain acceptance and control the emotions of cancer patients.