Journal of JundiShapur Educational Development
Year:2018 | Volume:9 | Issue:3 |Papers Count:7

Good communication between nurses and patients is essential part of patient care. Previous studies have shown that nursing students would not be able to communicate effectively with patients. This Study examined barriers to effective communication between nurses and patients from the perspective of nursing Students at Ahvaz University of Medical Sciences. This descriptive-analytic study was conducted in 1393. The study sample were 238 nursing students those have passed the nursing basic course. Among them, 200 nursing Students were selected by Census sampling and participated in the study. The data collection tool was a questionnaire consisted of two parts. The first part contained information regarding students, and the second part included 35 questions with 5 choices for each based on the Likert scale about the barriers to communication between students and patients. Data analysis was completed using descriptive statistics, Chi-square analysis and also using SPSS software. The results showed that students have mentioned that stay on the unfamiliar environment in hospital (29. 5%), low self-esteem of students (29%), patient resistance and unwillingness to communicate (27. 5%), language differences among students and patients (25. 5%) were as major obstacles to the effective communication between nursing students and patients. In other words, the results suggested that there were difficulties in making the connection between nursing students and patients, therefore, this subject requires prior planning and attention by the relevant authorities to meet the demands barriers.

The aim of this study was to determine the student’ s perception from clinical self-efficacy and its relation with satisfaction of clinical education status among physical therapy students at Ahvaz Jundishapur University of Medical Sciences. The physical therapy students of 6th and 8th term were included in the study population. All the study population (52 individuals) were drawn in this descriptive cross-sectional study by census manner. Finally, the data of 47 students was analyzed. Clinical self-efficacy questioner and satisfaction of clinical education status questioner which respectively consisted of 30 and 33 questions were used for collecting data. Mean score of student’ s perception from clinical self-efficacy was in average level (76/3± 16/12). However, perception from clinical self-efficacy in 8th term students was significantly greater than 6th term students (p<0/05). Additionally, mean score of student’ s satisfaction of clinical education status was in average level (3/1± 0/52). The most important strength point of clinical education status was for “ expectation of on-time presence of students in clinics” with mean score of 4/71; and the most important weakness point was for “ number of patients for learning” and “ facilities in clinics” with mean score of 2/41. Moreover, no significant correlation was observed between student’ s perception from clinical self-efficacy and satisfaction of clinical education status (p=0/164, r=0/207). Considering that student’ s perception and satisfaction were in average level, it is required that educational statesman pay more attention to improve quality of clinical education.

One of the best ways to determine the knowledge and clinical skills is self-assessment. Clinical success and self-assessment as an indicator of the quality of clinical practice has been influenced a number of factors, and then identification the affecting factors can be effected in improving clinical practice. Hence, this study aimed to evaluate the relationship between self-esteem and clinical self-assessment in paramedical students, and it was performed in Bushehr University of Medical Sciences. This study was cross-sectional study and performed through census way on 145 students of paramedical student of Bushehr University of Medical Sciences in 2014 in which Cooper Smith questionnaire self-esteem and self-made questionnaire self-assessment were used. Moreover, data analysis was used by SPSS and methods of descriptive and inferential statistics, t-test, ANOVA and regression. The average age was 22± 2. 1 years old. Therefore, the mean and standard deviation of self-esteem and clinical self-assessment was 82. 15± 15. 01, 48. 48± 6. 47. The inferential tests showed no relationship between demographic variables and self-assessment but self – esteem predicted clinical self-assessment score 14% (p<0. 001, r=0. 386%). Considering that clinical skills by students paramedical plays the important role in their future career success, and also the direct relationship of self-esteem with clinical self-assessment, design interventions and strategies for enhancing self-esteem in the students should be a prior concern of higher education policy makers.

Today's world requires the use of individual knowledge management (IKM). Despite the specific attention of scholars to IKM in a different discipline, there is a call for investigation of its role and relationship with clinical staff performance. Several studies have been shown that there is a lack of IKM among health care. In this context, the present paper was performed to outline how clinical teaching staff IKM is related to their self-efficacy in West Mazandaran province. This correlational study collected its required data through two sets of questionnaires related to self-efficacy and individual knowledge management from 105 clinical teaching staff those wereselected according to the stratified random method. The data were analyzed using Pearson correlation test and multiple regression analysis. Hence, the results showed a statistically significant relationship between all dimensions of IKM and self-efficacy (p<0. 05). The collaborative skills also (r=0. 39, p<0. 05) demonstrated the highest correlation with self-efficacy. IKM had also adequate ability to predict the staff self-efficacy (r2=0. 37, ß =0. 14). According to the results of this study, it is expected employees with the higher level of IKM would present higher level of self-efficacy. Therefore, administrators are recommended to use appropriate strategies to provide the necessary conditions for improving it such as holding related in-service training courses.

Study skills are well known as an educational improvement factors. Hence, this study aimed to determine students’ study skills in Ahvaz Jundishapur University of Medical Sciences. The research population of this descriptive and cross-sectional study was the students of various disciplines at Ahvaz Jundishapur University of Medical Sciences. Sample size was calculated 268 members that were categorized through random method. Moreover, data gathering tool was Congos study skill questionnaire. Collected data was analyzed using descriptive statistics (mean and frequency), Pearson Correlation analysis, independent t, and ANOVA tests. Accordingly, the mean score of students' study skill was 2. 34± 0. 4. The results’ finding indicated that 16% of research population's skills assessed poor, 78. 4% moderate and 5. 6% good. There was a positive and significant medium association between mean score of study skills and their educational performance score (P< 0. 001, r= 0. 31). Students with different gender, marital status, education level and accommodation also showed significant difference in some study skills, although such differences were not observed in study sample with different employment status and age group. The study skills status was estimated moderate at that University. Considering study skills' importance in students’ performance and their educational progress, therefore, the administers priority is to notice specific planning to improve students' skills and study methods among students.

The aim of this study was to investigate the relationship between sleep quality and stress, anxiety and depression among students in the Faculty of Medical Sciences of Shoushtar. This study was a descriptive and analytical research that 193 out of 530 students from systematic random sampling were selected. Additionally, two questionnaires were utilized: Pittsburgh Sleep Quality (PSQI) questionnaire and (DASS-21) was used for depression, anxiety, stress, as well as data analysis was performed by chi-square and Pearson correlation coefficient in the statistical program SPSS21. Results showed afterwards that among all population 78. 8% students suffered from poor sleep quality; 10. 4% with severe stress, and 10. 9% of severe anxiety and 8. 3% had severe depression. The results showed the relationship between sleep quality and stress was statistically significant (P 0. 05). Moreover, no significant association was found between sleep quality and depression (P 0. 05). Accordingly, due to the high percentage of poor sleep quality and significant relationship with stress and anxiety, improving sleep quality has a proper planning for students. It is also planned to eliminate stress, anxiety and depression and psychological intervention aimed at improving students' mental health, therefore, it can ultimately improve the quality of their sleep that should be considered by the university authorities.

Health systems across the countries are in the deep request for quality healthcare and treatment services. These services are related to and influenced by various factors such as human resources, technology, flow knowledge in the organization, and etc. Nurses constitute the main part of human resource management in these systems, which each year faces the loss and repeatedly recruitment of human resource. In current study, the relationship between multiple intelligence and job satisfaction of 224 nurses that worked in Ahvaz educational hospitals was investigated; to understand if there is a relationship between multiple intelligence and job satisfaction of nurses, hence, checking multiple intelligence can be suggested as an indicator of student submission in this field and their employment. According to the limitations, the sample was selected by convenience sampling method. For the research purpose, the standard questionnaire was 80 questions to measure multiple intelligence in eight items and besides, JDI job satisfaction questionnaire have been adopted. The results of this study showed that there was a positive relationship between Eight Intelligences and nurses' job satisfaction at a significant level of 5% even though only 4 types of intelligence were statically important including verbal intelligence (P= 0/001), interpersonal intelligence (P= 0 / 001), intrapersonal intelligence (P= 0/001) and naturalistic intelligence (P= 0/008) those were capable of job satisfaction predict. It is mentioned the founded relationship was not affected by age and educational level of respondents.