Journal of Nursing Education
Year:2017 | Volume:6 | Issue:4 |Papers Count:8

Introduction: Improvement of the quality of clinical education requires continuous assessment of the current situation, identifying the strengths and improving the weaknesses through getting feedback from instructors and students. This study aimed to compare the viewpoints of clinical instructors and nursing and midwifery students about clinical education.Methods: In this descriptive, cross-sectional study, 33 clinical instructors and 361 nursing and midwifery students were selected from Islamic Azad University, Falavarjan Branch, using the census method in 2016. Data were collected using two-part self-reported questionnaire including demographic information and clinical education status' questionnaire in five dimensions (educational objectives and plans, instructor's performance, feedback and interaction with students in clinical field, educational environment, and supervision and evaluation). Data were analyzed using independent t-test, ANOVA and Pearson correlation coefficient by the SPSS 21 software.Results: The clinical education status in the viewpoints of the instructors was in a high level (50.03 ± 7.61) and in the viewpoints of the students was in a moderate level (23.63 ± 11.77). There was a significant difference between students' and instructors' viewpoints in all dimensions of clinical education (P<0.05). Instructors with a higher education level assessed the level of supervision and evaluation of clinical education significantly lower (P<0.05).Conclusions: The instructors, compared to the students, evaluated clinical education status more suitable. It seems that the instructors had more positive approach to training than the students. In contrast, in the viewpoints of students, the problems of clinical environment were more tangible and so they have reported weak assessment of their clinical training. According to the findings of the present study, providing suitable clinical educational environment and improving the interaction with student in the clinical field seems necessary for solving the problems of clinical education.

Introduction: In many cases, pain is inadequately treated. Nurse is the closest person to the patient in the therapeutic process and studies have demonstrated that nurses play an important role in pain management. This study aimed to determine the effect of pain management training on knowledge, attitudes and the methods of pain control in recovery nurses.Methods: This semi-experimental study was conducted on 41 recovery nurses and 246 patients in the recovery room of the BESAT Hospital of Hamadan City in 2015. In the first phase, the questionnaires containing demographic information, knowledge and attitudes regarding pain were completed by recovery nurses. Then, the methods used by nurses for pain control (3 patients per nurse) were recorded. In the second phase, principles of pain management were trained to nurses by the group discussion method in two sessions. In the third phase and two weeks after the training, nurse's knowledge and attitude regarding pain and their methods for pain control were assessed again by the first questionnaires and checklist. Finally, data were analyzed by the SPSS 16 software and paired t-test, Fisher's exact and descriptive statistics at the significant level of 0.05.Results: The mean (SD) age of the participants was 29.93 ± 5 years and the mean (SD) of nurses' clinical experience was 7.51 ± 5 years. Results showed that knowledge of nurses about pain management significantly increased from 64.63 to 81.18 (P<0.001). Also, attitudes of the nurses about pain management increased from 76.87 to 81.12 (P=0.025). The most important barriers to use analgesics were shortage of nursing staff, no physician's order, fear of drugs' side effects, and lack of defined tasks. After the training, methods of pain control significantly changed.Conclusions: Performing training workshops can increase knowledge and attitudes of recovery nurses regarding pain control and consequently increase patient satisfaction and reduce pain complications after the surgery.

Introduction: Acquisition of knowledge and skills in the field of pharmaceutical care of patients is the essential qualification of the nursing profession. Being capable and effective clinical instructors to learn the appropriate pharmacology to students plays an important role in pharmaceutical care skills in the future career. The current study aimed to investigate the nursing students’ perception on the status of teaching pharmacology in effective and ineffective clinical instructors.Methods: This descriptive comparative study was conducted at Qom Islamic Azad University during two semesters of 2015-2016. The sample selection was performed using census sampling. Data were collected by two questionnaires named evaluating of educational performance in effective and ineffective clinical instructors. Reliability was obtained using Cronbach’s alpha. The data were analyzed using descriptive and analytical statistics with the SPSS 21 software.Results: In this study, 94.2% of the participants were females and the remainder were males. The mean age of the participants was 23.98 ± 3.38. The majority of the students (52.9%) were studying in semester 8. The results showed that there was a significant difference in educational performance between effective and ineffective clinical instructors using the Wilcoxon test (P=0.000). From the point of view of the students, the mean scores of the weakest performance in effective instructors (3.89 ± 1.17) were more than the mean scores of the strongest performance in ineffective instructors (2.15 ± 1.13).Conclusions: According to the results of this study, an apparent difference was reported between the effective and ineffective instructors. The results can be used as criteria for effective clinical teaching.

Introduction: Cardiovascular diseases are the main reason of morbidity, mortality and disability all around the world. According to life style changes, it seems that risk factors of coronary heart disease started in childhood and adolescence. This study aimed to examine the effect of educational intervention on preventing cardiovascular disease risk factors among girl students of secondary high school in Zarrin Shahr, Lenjan city, during 2015-2016.Methods: In this experimental interventional study, two high schools were selected and randomly assigned to intervention and control groups. Seventy-one students, their mothers and a trainee in one of the high schools were selected as an intervention group and 80 students, their mothers and another high school educator were selected as a control group. An educational program was held for students, their mothers and a trainee in the intervention group. The effect of training was assessed on all intervention groups six months after the intervention. Data were analyzed using independent t-test, paired t test, chi-square and Mann-Whitney test by the SPSS 20 software. The significance level was considered less than 0.05.Results: The results of this study showed that there was no statistically significant difference between the mean score of demographics and all structures of social cognitive theory before the intervention. After the intervention, the mean scores of knowledge structures and perceived position, outcome expectation, outcome values, self-efficacy, self-management and self-control in the intervention group and the mean scores of perceived barriers' structure in the control group were significantly higher compared to before the intervention, but no significant difference was found in the mean scores of environment structures and social support between the two groups.Conclusions: Ongoing educational intervention from low ages can be considered as an effective factor in reducing the risk factors of cardiovascular diseases among students using the social cognitive theory.

Introduction: It seems that some factors that affect pregnant women with first experience are their personality treats, level of social support and emotional regulation. Therefore, this study aimed to determine the factors predicting fear of childbirth based on personality traits, social support and emotional regulation among nulliparous pregnant mothers.Methods: This study was analytical with a correlational design. The statistical population included all nulliparous pregnant mothers referred to Bandar Abbas Shari' ati Hospital in 2015. One hundred and fifty women were selected using the convenience sampling method. Data were collected using the childbirth attitude questionnaire (CAQ), NEO five-factor inventory (NEO-FFI), social support inventory (SSA) and emotional regulation questionnaire (ERQ). Pearson correlation, multivariate inter-regression and SPSS 22 software were used to analyze the data.Results: Pearson correlation results showed that there was a significant correlation between personality traits, social support and emotional regulation strategies with fear of childbirth (P<0.01). Also, the results of inter-regression analysis showed that social support (B=-0.373, P<0.05), suppression strategy (B=0.217, P<0.05) and traits of neuroticism (B=0.463, P<0.05), conscientiousness (B=0.241, P<0.05) and openness to experience (B=- 0.480, P<0.05) could predict the fear of childbirth, but traits of extraversion, agreeableness and reappraisal strategy could not predict fear of childbirth (P>0.05).Conclusions: According to the findings of this study, training and intervention programs can be recommended to improve nulliparous pregnant mothers' personality traits, social support and emotional regulation as an effective way to decrease their fear of childbirth.

Introduction: Self-care in chronic diseases includes the study and control of the disease, compliance of the medication regimen, and maintaining a healthy lifestyle and daily function. The aim of this study was to examine the effect of self-care education by Mobile on self-efficacy and adherence to the medication regimen in adolescents with epilepsy referred to Iran Epilepsy Association.Methods: This clinical trial study was conducted on 60 adolescents (age range, 12-18 years) with epilepsy registered in the Iran Epilepsy Association. The participants were randomly divided into two groups of intervention and control. Data were collected using the demographic questionnaire, eight-item Morisky Medication Adherence Scale (MMAS-8) and self-efficacy questionnaire. The educational messages were sent during 3 months for the intervention group and for the control group did not send any messages. After 3 months, all patients completed the questionnaires again. The data were analyzed using the SPSS software.Results: Before the intervention, there was no significant difference in demographic variables, self-efficacy and adherence to medication regimen between the intervention and control groups (P>0.05), but after the intervention, the mean scores of the variables in the intervention group were significantly increased and significant differences were found between the two groups (P<0.05).Conclusions: The results of this study showed benefits of educational messages, adopting self-efficacy and adherence to the medication regimen among patients with epilepsy.

Introduction: Many educators believe that active participation of clinical nurses in education, is one of the facilitating factors in educational goals. This study aimed to determine obstacles and facilitators of clinical nurse’s cooperation in clinical education of nursing students in Tehran hospitals in 2014.Methods: This is a descriptive analytical study who aimed in Children's Medical Center, Arash, Shariati (Affiliated to Tehran University of Medical Sciences), Rasoul akram, Ali asghar, Akbarabadi (Affiliated to Iran University of Medical Sciences), Taleghani, Modaress and Mofid (Affiliated to Shahid Beheshti University of Medical Sciences) hospitals.384 samples were selected from wards where nursing students were educating clinically. The data collected via a demographic questionnaire. To assess the validity of the questionnaire, content validity was used in quantitative and qualitative terms. In qualitative method, 5 qualified nurses in the field of clinical nursing education as well as 5 faculty members and experts in this regard will be consulted and their corrective comments were taken and included in the questionnaire. In order to assess the reliability of the instruments, a questionnaire in a pilot study was completed in a sample of 20 nurses completed and Cronbach's alpha=0.78 for cooperative barriers questionnaire and a=0.86 for facilitators questionnaire. Data were analyzed by SPSS software version 16 and independent t-test, ANOVA and Tukey test.Results: Nurses status regarding individual obstacles including crowded ward and nurses’ fatigue (57.1%), structural obstacles including weak educational planning (26.5%) and administrative obstacles including patients and their families complain (16.4%), were ranked as the most important obstacles. Nurses having sufficient knowledge and skills (21%), providing a supporting environment and educational planning (57.8%), determine the duties of the students, identifying the person responsible for performance of students (21.2%) were mentioned as the most important facilitators of clinical nurses’ cooperation.Conclusions: Since, one of the difficulties and obstacles relates to individual obstacles, it seems that reducing or overcoming this challenge, can leads to eliminating nurse’s cooperation barriers. This requires collaboration among educators, clinical nurses, educational supervisors, head nurses, nurse managers and other managerial levels, responsible for educational planning and other top managerial levels.

Introduction: One of the most effective teaching methods in nursing is the use of concept maps. This study aimed to determine the effect of the nursing process education according to the concept maps on learning of the nursing process.Methods: In this quasi-experimental study, 31 nurses were selected from critical wards using the simple random sampling and were divided into two groups, control (n=16 nurses) and experimental (n=15) groups. The researcher evaluated the nurses’ abilities in writing the nursing process before and after the intervention in the control and experimental groups using a self-administered questionnaire. Data were analyzed using descriptive (frequency, mean, and standard deviation) and inferential (t-test) statistics.Results: There was a significant difference between the experimental and control groups in data assessment of abnormal objective and subjective information, (P<0.001), nursing diagnosis (P<0.03) and the total score (P<0.01).Conclusions: According to the results of the present study, the concept map strategy as an instruction is useful in active learning and also can be implemented in the nursing process. Therefore, this technique may have a profound effect on the process of learning in learners.