Journal of Nursing Education
Year:2018 | Volume:7 | Issue:1 (27) |Papers Count:8

Introduction: Due to the significant direct relationship between health sector and patients’ mental health, and the important role of nurses in this regard, the present study aimed at determining the moderating role of social support in predicting the tendency of nurses toward psychoactive substances and its relationship with cognitive variables.Methods: The current descriptive, correlational study was conducted on the nurses working in hospitals of Kermanshah, Iran in 2016. A sample of 341 nurses was selected using the multi-stage cluster sampling method. The data were collected using the perceived social support multidimensional scale developed by Simit et al., difficulties in emotion regulation scale (DERS) developed by Grats and Roemer, metacognitive beliefs introduced by Wales and Krtraygt, and psychoactive substance abuse questionnaire developed by Bahremand et al. The data were analyzed with SPSS version 22 using Pearson correlation test and regression analysis.Results: The results of the current study showed a significant relationship between the total score of social support, emotion dysregulation, meta-cognitive beliefs, and the tendency toward psychotropic substances in the nurses (P<0.001). Also, the results of hierarchical regression analysis confirmed the predicting role of deviant variables of meta-cognitive and emotion dysregulation in the tendency of nurses toward psychotropic substances and the moderating role of social support in this regard. P<0.001 was considered as the level of significance.Conclusions: It seems that the cognitive variables can predict the tendency of nurses toward psychotropic substances through regression analysis test, and social support can play a moderating role in this regard.

Introduction: To exploit nurses' capabilities and identify their potential capacities, providing a desired clinical environment is of great importance; therefore, the current study aimed at studying the effect of a leadership development program, based on the concept-mapping method, on the components of leadership style in headnurses in 2016.Methods: In the current experimental study, 30 headnurses and 150 nurses of Vali-Asr and Imam Reza hospitals in Birjand, Iran, who met the inclusion criteria were enrolled in the study. The subjects were equally allocated into 2 groups of experimental and control. The subjects in the experimental group received an 8-session human resources development program based on the concept-mapping method. The Clarke leadership style survey was completed by the study participants before as well as one and two months after the intervention. Data were analyzed with SPSS version 15 using independent t test, intragroup analysis of variance (ANOVA), and Bonferroni test at the significance level of 0.05.Results: Based on the results of the current study, the mean score of leadership styles (autocratic, democratic, and free-reign) was significantly higher in experimental group after the intervention and the follow-up period compared with those of before intervention and the control group (P<0.05).Conclusions: Based on the results of the current study and viewpoints of headnurses and nurses, the leadership development program based on concept-mapping method could affect the leadership styles and improve the leadership style score. Therefore, it is recommended to use this method to train headnurses and nurses in terms of leadership.

Introduction: Oral hygiene is important in children with mental disability and one of the effective learning methods for this group is role playing. This study was performed to determine the effect of oral health education through role playing on health behavior of educable mentally disabled males.Methods: In this quasi-experimental study, 34 mentally disabled male students in the first year of high school (Guidance) as census in Hamadan, during year 2014, were studied. Data was collected using the health behavior questionnaire and oral hygiene index in 2 steps, before and after the intervention. For data analysis, descriptive statistics and Student’s t-test and SPSS 16 statistical software were used.Results: health behavior of students with mental disability before and after the intervention had a mean and SD of 55.65 ± 12.76 and 79.82 ± 12.24, respectively, indicating a significant difference before and after the intervention (P=0.001). There was a significant difference in the dimensions of health behavior questionnaire before and after the implementation of the role play procedure (P=0.001). The oral health index of these students before and after the role playing model showed a significant difference (P=0.001).Conclusions: The results showed that the role playing model improved health behavior of the students and the simplified oral hygiene index. Considering that this method is easy and inexpensive, it could be used to improve the physical health of mentally disabled students.

Introduction: Nosocomial infection is a limited or disseminated infection caused by the reactions associated with infectious agent or its toxins at least 48 to 72 hours after being admitted to the hospital. The present study aimed at evaluating the effect of controlled contacts on nosocomial infections in the neonatal intensive care units (NICUs).Methods: The current interventional study was conducted on 240 children who met the inclusion and exclusion criteria and equally assigned into two groups of control and case. The data gathering tool was an infection control checklist in order to check the healthcare quality in doctors, nurses, and the parents as well as the standard protocols of infection control used in Ahvaz hospitals. Data analysis was performed using descriptive and inferential statistics with SPSS version 20.Results: There was no significant difference between the study groups in the rate of pneumonia, urinary tract infection, septicemia, and nosocomial infection (P=0.582).Conclusions: The controlled contact is a solution for infection control in NICUs, although it is not the ultimate method for this purpose.

Introduction: Presentation of feedback is an essential component of effective teaching. Unfortunately, it is a challenging subject in the clinical field and trainers do not take responsibility for this subject. The goal of this study was to assess the efficacy of oral feedback on trainee’s satisfaction in clinical fields.Methods: This quasi-experimental study and sampling was done using convenient method. The sample size was 33 nursing students (19 in the experimental and 14 in the control group), who passed their training in a pediatric ward with two trainers. Each trainer participated in both groups. Trainers gave oral feedback at least once for student's performance in the experimental group. Data was gathered with demographic forum and satisfaction measurement questioner from feedback presentation. Data were analyzed using SPSS 17, Mann-Whitney statistical test, and independent t-tests.Results: Score of student's satisfaction of clinical novitiate and presenting effective feedback, in the experimental group was 32.94 ± 6.87 and in the control group, this was 28.28 ± 4.87. Therefore, there was a significant statistical difference in satisfaction score between experimental and control groups (P=0.038). After evaluation of 19 items in satisfaction questionnaire, it was demonstrated that feedback presentation in nearest time of clinical performance caused motivation and a tendency for participating in the training environment. "Feedback caused worrying and made a competitive environment and fear of failure; feedback presentation can cause the feeling of anger, shame, and aggressiveness." It can cause an effective relationship between students and other personnel.Conclusions: This finding in the experimental group was more than the control group (P<0.05) yet in the other 14 questions, there was no significant difference.

Introduction: Antibiotics are the most widely used prescription medications today. Irrational consumption of antibiotics has adverse effects, including increased therapeutic costs and antibiotic resistance. Increasing self-care and self-management can reduce primary care. Given the necessity of correct pattern of antibiotics, this study aimed at determining the effect of educational intervention on self-care and self-management in the rational use of antibiotics based on Cognitive Social Theory in Clients of health centers in south of Tehran.Methods: This experimental study was performed on 260 clients of the health centers in the south of Tehran. Using cluster sampling, the subjects were assigned to two 130-member groups as the control and the intervention groups. Eight centers were chosen for the study (180 subjects were selected from six centers - 30 subjects from each center; the other 80 subjects were chosen from two centers, 40 subjects from each center). The intervention was carried out during 45 minutes in four educational sessions. Educational intervention on self-care and self-management in the rational use of antibiotics was done using lectures, question and answer methods, group discussion and educational reminder and also using texting, posters, and delivering educational pamphlets in the intervention group. The effect of training was assessed on all intervention groups six months after the intervention. The instrument of the study included a three-part questionnaire: demographic information and self-care researcher-made questionnaires, self-management, and questions of the cognitive-social theory constructs. Data analyses were performed by the SPSS software version 23 using chi-square test, independent t-test, and covariance analysis.Results: Before the intervention, the two groups did not have a significant difference in terms of demographic variables, model constructs, and self-management and self-management questions (P>0.05). After the educational intervention, the mean scores of social cognitive theory constructs, self-care questions, and self-management in the intervention group were significantly increased.Conclusions: The educational intervention based on social cognitive theory could be effective to improve self-care and self-management in the field of rational use of antibiotics in individuals.

Introduction: Depression is one of the most problematic juvenile disorders that creates many problems for adolescents and their families. Hence, the improvement of psychological characteristics of these individuals has been addressed by many therapists. The study aimed at determining the impact of communication skills on social responsibility of adolescent females.Methods: The present study was a semi-empirical study with a pre-test and post-test scheme. The statistical community included all secondary-school students of the second district of Korramabad city, who studied in the academic year of 2017. A total of 40 people, who had high scores in Beck 's depression test were selected by an example of the cluster and randomly substituted in two groups and control (each group with 20 individuals). The test group received a 10-minute training session and did not receive the intervention control group. The intervention group received socially responsible questionnaires as pretest and post-test. Data analysis was done with SPSS-21 and univariate covariance analysis method (ANCOVA).Results: The findings showed that there was a significant difference in the post-test stage between the mean social responsibility of the experimental and control groups. In other words, communication skills training increased social responsibility in depressed adolescent females (P<0.001).Conclusions: Regarding the effect of communication skills training on social responsibility of depressed teens, it is recommended that counselors, therapists and clinical psychologists use this method to increase social responsibility and reduce depression in depressed adolescents.

Regarding the importance of promotion of education in nursing students, using methods, which maintain knowledge and skills in students, seems necessary. The current study aimed at assessing the effect of education (problem base learning, cooperative training, and routine approach to clinical education) on clinical learning, anxiety, and satisfaction in critical care nursing students.Methods: The current quasi-experimental study was performed in the intensive care unit (ICU) of Amir Al-moemenin Hospital in Arak, Iran, from 2015 to 2017. The subjects were 60 nursing students selected via fixed blocked randomization method and randomly allocated into three groups. After the administration of pretest, subjects in the control group were educated with the routine method; in one of the experimental groups, the cooperative learning and in the other one, problem-based learning were used for nine days. Then, the three groups recompleted the questionnaires at the end of the intervention. Finally, data were analyzed with SPSS version 16 using analysis of variance, chi-square, the Kruskal-Wallis, the Wilcoxon, and the Fisher exact tests.Results: The mean total score of learning was significantly difference among three groups after the intervention. After intervention, the mean score of problem-based learning and collaborative learning were significantly higher than that of routine method. There was no significant difference between means of satisfaction and anxiety in three groups.Conclusions: It seems that two methods of problem-based learning and cooperative training could enhance clinical learning in the students. Therefore, it is recommended to use these two methods to the students.