Journal of Nursing Education
Year:2017 | Volume:6 | Issue:5 |Papers Count:8

Introduction: Information literacy and critical thinking are very important for medical students because of the importance of lifelong learning and being up-to-date. This study aimed at determining information literacy and critical thinking in students of School of Nursing, Midwifery, and Paramedicine College of Guilan University of Medical Sciences (GUMS).Methods: In this analytic cross-sectional study, 165 undergraduate students of Radio-technology, Nursing, Medical laboratory, Midwifery, Anesthesiology and Operation Technology were selected from School of Nursing, Midwifery and Paramedicine College affiliated to GUMS using the random sampling of comparative classification during 2016-2017. Data were collected by a demographic, standard questionnaire to assess information literacy based on Association of College and Research Libraries (ACRL) and the California Critical Thinking Inventory (CCTST-B). Then, the data were analyzed using sample t-test, one-way ANOVA and Pearson tests by the SPSS software version 16. A P-value less than 0.05 was considered statistically significant.Results: The mean scores of critical thinking and information literacy were 22.78 ± 9.5 and 24.53 ± 7.054, respectively. The scores of Operating Technologists and Midwifery were more than others, respectively. Total scores of information literacy and the various disciplines involved were a significant relationship (P=0.001). Although there was no significant relationship between the overall means of information literacy and critical thinking (P=0.093), but effective and efficient access, the ability to critically evaluative information and resources and integrated knowledge base and value system and the ability to understand, access and use based on ethical and legal principles as information literacy areas had a significant relationship with the areas of critical thinking (P<0.05).Conclusions: Information literacy and critical thinking are evaluated to be low in the subunits. Considering to the importance of two issues of critical thinking and information literacy in academic developing and professional achievements, experts and policy makers related to education should emphasize on teaching of these two areas more.

Introduction: Nowadays, the field of treatment as a learning organization is one of the most important areas in the use of knowledge. For this reason, one of the most important functions of knowledge management (KM) in this sector is the improvement in innovation and quality in health care. Therefore, this study aimed at developing a model for implementing KM in the field of treatment using an interpretive structural modeling method.Methods: This study was conducted using the Delphi method and interviewing with the experts.Factors influencing KM implementation were identified. The statistical population was nursing experts selected from the hospitals affiliated to Hamedan University of Medical Sciences using the non-randomized sampling method. Finally, the identified factors were interpreted by structural modeling of the survey, leveling and finally implementing the model.Results: The results showed that seventeen factors in implementation of KM should be considered and the most important factors in this regard were senior management commitment, organizational goals and culture. Also, these three variables are less dependent on power. On the other hand, the culture of the organization plays a very important role in the efforts and cooperation of its members to establish KM, and the role of human resources in most of the implementation stages was also important.Conclusions: The final result of this study is the explanation of the relationships and priorities of the identified effective factors in the implementation of KM along with the presentation of the model with the help of interpretive structural modeling. In this model, factors that have a high potential for knowledge utilization are identified as the basis for modeling the model and are emphasized for effective implementation of KM.

Introduction: Women in the reproductive age are the first target group in public health promotion plans. With regards to the importance of health literacy in this matter, the present study aimed to determine the relationship between health literacy in women of reproductive age and self-care.Methods: In this descriptive-analytical study, 330 women who visited health centers in Lenjan (Isfahan) were examined. Data collection tools included a self-care questionnaire and the Test of Functional Health Literacy in Adults (TOFHLA). The reliability and validity of both tools have been examined and confirmed in previous studies. ANOVA and multivariate regression were used for data analysis. The significance level of all the tests was 0.05.Results: The mean scores of health literacy and self-care were 41.05 ± 9.23 and 67.91 ± 23.55, respectively. In total, 28%, 23% and 49% of the subjects had inadequate, borderline, and adequate literacy levels, respectively. ANOVA results showed that the scores of self-care, body care, vaccinations and stress management were significantly different at different levels of health literacy.Regression model showed that linear combination of independent variables explained 13% of variance in self-care. ANOVA results also showed that the regression model was significant (P< 0.001). Among the predictor variables, only health literacy in the reading skill had a significant coefficient.Conclusions: Findings showed that women with inadequate health literacy had lower mean selfcare, body care and stress management scores, as compared to those with adequate health literacy.It seems that more attention to improving the level of health literacy, especially reading literacy, is necessary as a factor affecting self-care in reproductive age.

Introduction: Training with active learning and student-centered approaches are more effective to strengthen problem-solving skills in nurses. The aim of this study was to determine the effect of problem-based learning (PBL) method and lecture on nursing students' knowledge and performance in Qom Islamic Azad University.Methods: This quasi-experimental study with two groups of pre and posttest method was conducted during 2015 on 64 nursing students (in their third semester) who had chosen the evaluation of health status course in Qom Islamic Azad University. The students were randomly divided into two groups of cases (32 persons). Having applied PBL and lecture during two weeks, knowledge and performance were evaluated via one questioner and checklist at the end of two months after the course. Data was analyzed using mean, standard deviation, Fisher, dependent and independent t-tests. The level of significance was 0.05.Results: Learning significantly increased the mean scores of knowledge (9.66 ± 1.92) and performance (4.16 ± 1.41) in the learning group based on problem solving in relation to the lecture group with 6.28 ± 1.9 for knowledge and 2.81 ± 1.71 for performance. There was no significant difference between the lecture and the problem solving groups before the intervention in terms of level of knowledge (P=0.574).Conclusions: our results suggest that although both forms of teaching were effective, PBL seemed to be more effective than lecture in improving knowledge and performance; because the instructor managed the process of discussion, gave positive feedback, and conducted a summary.

Introduction: Organizational culture and learning play an important role in the success of an organization. The purpose of this study was to examine the level of organizational learning of nurses in hospitals affiliated to Tehran University of Medical Sciences and the impact of organizational culture component on that Methods: This was a cross-sectional descriptive study. The statistical population of this study was nurses of hospitals affiliated to Tehran University of Medical Sciences in 2016. The sample size was 260 using the Cochran formula. Sampling was through simple random method. The main tool for this study was demographic information questionnaire, Denison organizational culture questionnaire, and Neefe organizational learning questionnaire. The reliability of the questionnaires was 0.81 for organizational culture and 0.84 for organizational learning questionnaires. Pearson’s coefficient was used to determine the correlation coefficient.Results: The mean scores of organizational culture and organizational learning in nurses was 3.44 ± 0.75 and 3.23 ± 0.82 out of 5, respectively. Among the organizational culture components, participatory culture with a mean score of 3.81 ± 0.74 was higher than other components in the work environment of nurses working in Tehran medical sciences hospitals. Pearson’s correlation coefficient of organizational culture and organizational learning among nurses was equal to 0.84 and the significance level was P<0.0001, so there was a positive and significant relationship between these two variables.Conclusions: Organizational culture had a positive and significant relationship with organizational learning, and managers of Tehran medical sciences hospitals can improve organizational learning by training and improving the organizational culture structure in hospitals.

Introduction: This study examined the effectiveness of emotion regulation skills training on psychological well-being of female nursing students with symptoms of depression, anxiety, and stress.Methods: This was a quasi-experimental study with pretest-posttest control group design. The sample was selected randomly and the Depression, Anxiety and Stress Scale (DASS-21) was completed by all participants. The students with high scores in depression, anxiety, and stress, were randomly divided to two experimental (12 students) and control groups (12 students). Emotion regulation training was applied during 8 sessions of 60 minutes for the experimental group. The data collection instrument was Psychological Well-Being Questionnaire (SPWB) and Depression, Anxiety And Stress Scale (DASS-21).Results: The results showed that emotion regulation skills training was significantly on the experimental group compared with the control group and increased psychological well-being of nursing students with symptoms of depression, anxiety, and stress (P<0.001).Conclusions: Because emotion regulation skills have been more effective to enhance the psychological well-being of nursing students with symptoms of depression, anxiety and stress, this intervention can be used to enhance students' mental health.

Introduction: Achievement motivation has an important role in adaptation of students at university.One of the circumstances that is experienced by students is academic burnout. This study aimed at determining the relationship between achievement motivation and academic burnout, during year 2016.Methods: This descriptive-correlational study was conducted on 180 undergraduate nursing students selected through the census method. Data were collected using a personal demographic information form, Hermans Achievement Motivation Questionnaire and the Maslach Burnout Inventory-Student Survey (MBI-SS). Data were analyzed using descriptive and analytical statistics using the SPSS-16 software. The level of statistical significance was set at P<0.05.Results: Achievement motivation and academic burnout had a negative correlation (r=-0.54, P< 0.001). Score of academic average was related to achievement motivation (r=0.047, P<0.05) and had a negative correlational with academic burnout (r=-0.3, P<0.05). Students interested in nursing had a high level of achievement motivation (P<0.05).Conclusions: Entry of nursing enthusiasts and appropriate educational planning reduces the amount of academic burnout and promotes the level of achievement motivation.

Introduction: Children, who grow up in family environments, are resilient to life problems.Therefore, this study was done to compare risky behavior, communication skills and self-efficacy between adolescents that have been raised in an orphanage, replacement families and normal families.Methods: Descriptive and causal-comparative analysis was used as a research method. The statistical population included all adolescents aged 12 to 18 years, living in an orphanage, replacement families and normal families of Bandar Abbas, during year 2015. The sample of this study was 150 adolescents, which were selected from 50 orphanage adolescents and 50 adolescents of replacement families by purposive sampling and 50 adolescents of normal families by random sampling. Iranian Adolescents Risk Scale, General Self-Efficacy Scale and Queendom Communication Skills Test were used for gathering the data. Multiple-way analysis of variance and SPSS software were used for analyzing the data.Results: Mean and standard deviation of risky behavior in adolescents of orphanages were 118.04 ± 5.85, and for replacement families and normal families, these were 110.14 ± 5.21 and 109.82 ±6.06, respectively. Mean and standard deviation of communication skills in adolescents of orphanages were 111.17 ± 6.19, for replacement families, this was 122.11 ± 7.62 and for normal families it was 121.03 ± 6.42. Self-efficacy values in adolescents of orphanages were 53.33 ± 3.84, replacement families 61.39 ± 4.01 and normal families 63.20 ± 3.26. There was no significant difference between adolescents of normal families and replacement families in risky behaviors, communication skills and self-efficacy (P>0.05), yet there was a significant difference between adolescents of normal families and replacement families with orphanage adolescences in risky behaviors, communication skills and self-efficacy (P<0.05).Conclusions: The occurrence of risky behaviors is high in orphan adolescents. Also, orphan adolescents have weak communication skills and their perception of self-efficacy is low. Therefore, it is important to develop programs and conduct training to prevent risky behaviors as well as increase communication skills and self-efficacy in adolescents of orphanage.