Journal of Nursing Education
Year:2014 | Volume:3 | Issue:1 (7)|Papers Count:8

Introduction: Adequate education of patients and good metabolic control can improve clinical outcome in children with diabetes. This study aimed to investigate the effect of education on management of glycemic control in diabetic children aged 10 to 14 years in Diabetes Research Center of Hamadan, Iran in 2013.Method: This quasi-experimental study had a single-group with pre-post test design. Forty diabetic children from 10 to 14 years of age were selected by random sampling. In order to empower them, we conducted four sessions of group training; each session took 30 to 45-minutes. The scales included a record form of blood glucose levels and diabetic children behavioral management questionnaire. Cronbach's alpha of 0.74 -0.93 indicated stability of the questionnaire domains. Data analysis was conducted using SPSS version 19 using descriptive statistics and paired t-test, Kolmogorov- Smirnov, and Pearson correlation coefficient at 95% confidence level.Results: There was a statistically significant difference between mean scores of behavioral management of diabetic children in four domains: “blood glucose measurement (t=7.44, P<0.001) “, “following principles of insulin therapy (t=7.43, P<0.001) “, Observing Dietary Behaviors (t=9.72, P<0.001) and “physical activities (t=12.18, P<0.001) “. Moreover, there was a statistically significant difference between mean level of recorded blood glucose in the diabetic children a week before and a week after training intervention (t=-3.97, P<0.001); as well as, between mean level of glycosylated hemoglobin before and three months after the intervention (t=-5.23, P<0.001).Conclusion: Systematic training and empowering children with diabetes aged 10-14 years to perform blood glucose measurements, observing insulin therapy principles, Observing Dietary Behaviors, and doing physical activities reduces blood glucose and HbA1C. Therefore, systematic training and involvement of diabetic children in the care and treatment can improve management of blood glucose.

Introduction: Due to rising elderly population and the subsequent increase in chronic disorders such as dementia, the expected number of family caregivers and health care complications, especially psychological effects such as anxiety, depression, etc are on the rise. Therefore, present study aimed to investigate the effect of family education program on depression, anxiety and stress in family caregivers of elderly individuals with dementia.Method: This study was a clinical trial investigating the effect of a family education program on 50 family caregivers in referral centers for elderly with dementia located in Isfahan. Convenience sampling and random assignment were used in our study. Data collection tools were mini mental status examination (MMSE) and DASS (42 items). Data were analyzed using SPSS software version 16 and chisquare, independent t-test, and analysis of variance with repeated measures.Results: Demographic characteristics did not show any statistically significant different. Compared with control group, mean score for depression, anxiety and stress of experimental group in caregivers decreased significantly (P<0.01).Conclusion: Implementation of this program could improve psychological status of family-caregivers of elderly individual with dementia, it is suggested that some programs be standardized and developed after evaluation of different research designs.

Introduction: Examining the gap between theoretical and practical training can be effective in professional development and can be changed. The aim of this study was to determine the experiences of nursing teachers about the issue of gap between theory and practice in nursing education.Method: This qualitative study was carried out on 32 nursing teachers and managers at Nursing and Midwifery Faculties of Ahvaz Jundishapur University of Medical Sciences, Tehran University of Medical Sciences and Esfahan University of Medical Sciences. Data collection conducted using semi-structured interview and after signing the informed consent by the participants. The interviews were recorded and transcribed. Then, collected data were analyzed through conventional content analysis. In order to assess the validity of data collection, different criteria such as acceptability and verifiability were used.Results: Main themes of the research include education engineering, meritocratic and professional partnership. Experience and understanding of the participants showed that their professional practice and educational activities are in compliance with the core planning. Therefore, content of education and clinical credibility and competency should be standardized through acquired efficient partnership. This will reduce the gap between education and training.Conclusion: The results of this study provides knowledge and insight in educators and managers, so that that they would be able to confront and resolve the gap between theory and clinical training. Results of this study revealed that experiences of participants can identify factors affecting the challenge and provide improved status appropriate for enhanced competence and capabilities of nursing student.

Introduction: Assertiveness and critical thinking help improve the academic practice of nursing students. Therefore, the aim of this study was to determine the relationship between assertiveness and critical thinking in nursing students.Method: This analytical and correlation study was performed on 213 nursing students in Tehran University of Medical Sciences using convenient sampling. Main study tools were California critical thinking skills test (CCTST) and assertiveness inventory of Gambril & Richi. Data were analyzed by SPSS 16 software using ANOVA, chi square and Pearson correlation coefficient test.Results: Mean scores of assertiveness and critical thinking for nursing students were 68.15±12.79 and 9.32±3.38. Many students had moderate level of assertiveness (89.7%) and most of them had unusual level of critical thinking (94.8%). Pearson correlation coefficient test showed a direct correlation between assertiveness and critical thinking (r=0.045) with no significant difference between the two variables (P=0.51).Conclusion: It is necessary to revise the teaching strategy to improve the level of critical thinking in nursing curriculum. To achieve assertiveness training in nurses, efforts should be made to identifying and support nursing students who have low levels of critical thinking.

recent years a new structure called social capital has attracted particular attention. Studies on burnout suggests that social capital is an important factor influencing burnout ; The present study aimed to determine the relationship between burnout among nurses was conducted with the dimensions of social capital.Method: The study population consisted of all women nurses working in academic hospitals of Khorramabad, among which 180 people (Through Cochran formula) were tested using a stratified random sampling method. Tools used in this study were Dimensions of social capital & Burnout Inventory. The data collected have been analyzed with descriptive statistics standard deviation and inferential statistics, the correlation coefficient and regression analysis.Results: Multiple regression analysis showed that the aspects of social capital are able to predict 23 % of the variance in occupational burnout. That these informal social relationships and diversity in socializing and friendship, but a significant share of the trust, generosity and spirit of volunteerism, leadership and civic contributions were no significant.Conclusion: Considering the relationship between social capital and burnout, it seems that social capital by reducing burnout among nurses is improved; it seems to be trying to enhance the dimensions of social capital among nurses is essential.

Introduction: Examining the training competency of the health care workers in training their clients and patients can lead to identification of the training problems, improving training qualities, and promoting the health of society as a whole. The current study which was conducted in the city of Mashhad aimed to determine the training competency of the urban health care workers in training the clients referring to these centers.Method: In this cross sectional-descriptive study, 250 health care workers at Mashhad s’ urban health care centers were enrolled in the study using probability sampling. Data collection instrument was a researcher-made questionnaire consisting of two parts; demographic data and training competency status. Data were analyzed using SPSSv.16 software and descriptive statistical tests (Frequency and cumulative frequency) and analytical tests (Spearman, correlative tests, Independent t-test, one way variance analysis). Significant level of difference was considered for measuring difference between demographic and training competency (P<0.05).Results: The results of the study indicated that the training competency of 159 workers (5.63%) in health care centers were good and acceptable , and there was a significant difference between training competency of workers and individual differences such as work experience, age, educational degree, employment status, and job satisfaction of health workers. There were also significant differences between courses taken by the health workers to promote their educational level and educational workshops based on promoting educational skills and training competency (P<0.05).Conclusion: Although the training competency of health workers were very good, competency in areas such as training skills, development, performance, and professional responsibility were not satisfactory. Results of the current study provided appropriate data about training competency of the workers for managers of health care centers. Since the status of training competency of the workers can be assessed by managers and clients, it is suggested that for gaining more comprehensive information, training competency of the health workers be examined from the managers and clients point of view.

Introduction: The impact of clinical education in midwifery students’ skill development and preparation has long been recognized. The students’ experiences of these fields, especially the students who are employed in the new strategies, are very important and should be considered. Therefore, the aim of this study was to explore the midwifery students’ experiences role-playing as a teaching strategy in learning group counseling and training of the clients.Method: This study was conducted via qualitative content analysis. All midwifery students (n=16) using role playing were enrolled in the study after a purposive sampling. Data collected via 16 semi-structured individual interviews, four focus group interviews, observations and field notes. The average duration of the individual and focus group interviews were respectively 25.3(±8.7) and 48.7(12.2±) minutes. The conventional content analysis was simultaneously done with data gathering.Results: Mean ages of the students were 21.3(± .81) years. All of them were at fifth semester course of midwifery and had no prior work experience. Qualitative analysis of the interview transcripts, observations and field notes, brought about three themes “play the role”, "execution the role” and “transition from the student to professional person”. The first theme had three categories: “role taking”, “theory using opportunity” and “role significance”. The second consisted of the “primary nervousness”, “mastery” and “fulfillment” categories. The latter had “qualified practice” and “proficient future”.Conclusion: By using role playing as a teaching strategy, students can “play the imaginary role”, "implement the real role” and “transform from student to a professional person”.

Introduction: Main task of universities is training efficient and effective human resources. Students annually experience academic failure due to different reasons. Because academic failure of medical students has negative impacts on the community, patients, profession and university, the present study aimed to determine the frequency of academic failure, and to compare its associated factors from the viewpoint of the students with and without academic failure.Method: This descriptive cross sectional study was conducted during the second semester of 2011-2012 academic years on 148 nursing and midwifery students in Khorramabad Nursing and Midwifery Faculty using convenience sampling method. Academic failure was considered 0.2 and more decline in standard score (Z score) of the grade point average of the prior semester compare to the two previous semesters. The instrument was a researcher made questionnaire which included demographic information and 52 questions about influential factors on academic failure. Five point likert scale questions from very high to very low applied to examine the students’ agreement with the factors affecting academic failure. The Questionnaires were self-reporting. Descriptive statistics, Chi square test, and independent T test were used for data analysis.Results: 36.5% of the students had academic failure. The most important reported factors of academic failure from the viewpoint of the students with academic failure were death of a close one (4.13±1.25), faculty members’ teaching method (4.11±1.7), high number of courses per semester (3.89±0.95), and delivery of theoretical and clinical courses at the same term (3.76±1.09). Those of the students without academic failure were faculty members’ evaluation methods (4.03±1.36), faculty members’ teaching method (3.81±1.1), high number of courses in each semester (3.76±1.09), and educational planning (3.76±1.14). There was no significant difference between the viewpoints of students with and without academic failure in the associated factors of academic failure.Conclusion: More than one third of the students had academic failure. Applying some strategies are necessary such as identifying and supporting students at risk of academic failure by consultant faculty members, encourage and support faculty members to apply more effective teaching and evaluation methods, teach correct studying and learning methods to students, and revision in the nursing educational planning.