Journal of Nursing Education
Year:2017 | Volume:6 | Issue:1 (21)|Papers Count:9

Introduction: Critical thinking skill in health sciences education is considered as the ultimate goal of learning. This study aimed to determine the effect of educational workshops on improving critical thinking skills of nursing students.Methods: In a quasi-experimental study with a before and after design, 32 undergraduate nursing students from seven levels of Baqiyatollah University of Medical Sciences (n=16) and Artesh University of Medical Sciences (n=16) in 2015 with informed consents participated in the study. In order for better access for intervention, the students from Baqiyatollah University of Medical Sciences were put in the experimental group and the students from Artesh University of Medical Sciences were put in the control group. The experimental group students were trained with critical thinking skills in a workshop for six hours. Critical thinking was assessed using a 34-item California critical thinking skills (Form B) before, immediately after and one month after the education in both groups. The information obtained were analyzed by SPSS software (version 22), descriptive statistics and inferential statistical significance level (P<0. 05).Results: The results showed that test critical thinking, the difference in mean total scores and scores of dimensions (analysis, evaluation, inference, deductive reasoning and deductive reasoning) of critical thinking questionnaire before, immediately after and one month after the training was significantly more in the experimental group compared with the control group (P<0.05).Conclusions: Increased students' scores on the total score of critical thinking skills and aspects of analysis, evaluation, inference, inductive reasoning and deductive reasoning reflect the value of the effect of educational workshop on promoting critical thinking skills and clinical decision making of students.

Introduction: In every area of human activity, without a doubt, ethics and moral values have a significant role in directing behavior. Educational citizenship behaviors are voluntary and optional. Without formal aspects of students' behaviors, by social interaction, with a motivation of friendship, assistance, participation beyond the formal role and participation in the implementation of laws, regulations and training practices are implemented. This study aimed to analyze the educational citizenship behavior and factors affecting its implementation.Methods: In this descriptive-analytical study, the sample included 290 students in Nursing and Midwifery School of Kerman University of Medical Sciences in 2015. Sampling by census method was conducted. The questionnaire of educational citizenship behaviors (ECBQ) was used for data gathering. The questionnaires were distributed and were completed by students. Data, using descriptive and analytical, statistical tests (Pearson’s correlation coefficient, independent t-test, ANOVA) were analyzed in SPSS 18 software.Results: The mean score of the educational citizenship behavior of students (66.64±7.73) was desirable. Between educational citizenship behavior and age (P=0.001) a significant positive correlation was observed. In addition, between educational citizenship behavior and gender (P=0.001), as well as marital status (P=0.001) there were significant positive correlations. However, in educational citizenship behavior with field of study, grade, educational terms and indigenous status, there was no significant relationship.Conclusions: Higher education requires increased focus on ethics in programs and scientific projects for students. If religious beliefs and educational citizenship behavior get combined together, it may strengthen the staff training in future.

Introduction: Today, healthy lifestyle and health promotion is a fundamental need in the world. This study was designed to evaluate the effect of health promoting education plan on lifestyle of adolescents with thalassemia major.Methods: This quasi-experimental study was conducted by one group of 34 adolescents with thalassemia major, who were being treated in Taleghani Hospital at Gonbad-Kavoos, Iran. Educational interventions (educational plan with five A) were carried out in six sessions-60 minutes each- for three weeks in two groups of 17 participants. Data collection was performed by two questionnaires, demographic-clinical information sheet and Health Promoting Lifestyle Profile II” (HPLP II) in dimensions of nutrition, physical activity and stress management, before education, immediately, and one month after an educational intervention. SPSS version 17 software and repeated measures statistics were used for data analysis.Results: The mean scores for overall lifestyle profile in educating dimensions, before, immediately and one month after the intervention were 34.7±2.89, 38.79±3.4 and 77.7±3.5, respectively, and showed a significant difference (P<0.01). Therefore, our hypothesis of “health promoting education plan has an effect on lifestyle of adolescents with thalassemia major on the dimensions of nutrition, physical activity and stress management” was accepted.Conclusions: Pediatric nurses should prepare and apply educational interventions for adolescents with thalassemia major. These plans can improve health promoting behaviors in adolescents’ lifestyle in different dimensions. Therefore, in adolescents with thalassemia major, health promoting plans should be considered as an important part of care-treatment plan, so that patients will actively participate in their health care programs and have access to self-efficacy materials in everyday living.

Introduction: Intuition is an abstract concept, applied to make decision and judgment about clinical issues of patients by nurses. Regarding ambiguity and lack of information on the concept, this study was conducted to analyze the concept of intuition in nursing.Methods: The Walker and Avant method was used for concept analysis, which consists of 8 steps including: 1- selection of a concept, 2- determination of the aims of analyses, 3- Identification of all uses of the concept, 4- Determination of the defining attributes, 5- Identification of a model case, 6- Identification of borderline, related, contrary and invented cases, 7- Identification of antecedents and consequences, 8- Definition of empirical referents.Results: The results showed that the defining attributes of the concept of intuition in nursing included: 1- knowledge achievement as holistic and no process of staging, 2- knowledge perception as immediately, 3- the perception of intuition as a feeling or thought, 4- the perception of intuition unconsciously and spontaneity, 5- the perception of intuition accompanied by physical and psychological signs, 6- dissimilarity between intuitive messages with clinical symptoms of patients, 7- prediction of patient conditions via intuition, 8- improvement of patient status by incorporating the intuition in the nursing care plan. For clarification, simultaneously with these stages, cases such as model, borderline, and contrary cases were offered.Conclusions: In this study, the concept analysis of intuition was performed, hence, the results would be provide a comprehensive and reliable image regarding the use of intuition in nursing, thus, further qualitative and quantitative investigations about intuition are suggested in various nursing settings.

Introduction: Concept map is a graphical tool for organizing and representing knowledge. This study aimed at determining the impact of concept mapping on English achievement, reading comprehension and meaningful learning of students.Methods: This was a quasi-experimental study with a pre-test and a post-test. The subjects were 61 third grade students of a girl’s high school in Karaj city, who were selected through purposive sampling and were randomly assigned to experimental and control groups. The research instrument was a researcher-made academic achievement test. The test questions were on the basis of Bloom classification of cognitive domain. Concept map and high level of cognitive (analysis, synthesis, and evaluation) questions were used to measure meaningful learning. Data were analyzed by SPSS V11.5 software using the independent t test.Results: The results showed that concept mapping strategy had a positive effect on academic achievement (P=0.026) and meaningful learning (P=0.0001) in students of English language. The students in the experimental group obtained better scores in academic achievement test compared to the control group.Conclusions: The findings of the study revealed that the concept mapping strategy was influential on the English achievement, reading comprehension and meaningful learning of students. Based on the results, it is recommended for learners to use a concept map to deepen their learning and improve academic achievements, therefore, executives and educators in the field of education could use a concept map as a teaching strategy, learning task and assessment tool in education.

Introduction: Motivation is important for many activities, such as learning. Having motivation, especially about selection of a medical science discipline is a very sensitive subject, because it is responsible for providing, maintaining, and promoting social health. Therefore, the goal of this study was designing and assessing the psychometric properties of nursing and midwifery students’ motivation about choosing their field of study.Methods: In this research, 204 nursing and midwifery students of the Bushehr Medical Science University in the second semester of years 2014 and 2015, were selected using the available sampling method. Waltz (2010) method was used for designing the questionnaire. The first copy of the questionnaire was designed based on review of the literature. After face and content validity confirmation of the questionnaire by 10 experts, exploratory factor analysis for construct validity was performed. Internal consistency of the questionnaire was determined by calculating Cronbach's coefficient. The SPSS version 18 software was used for analyzing the data.Results: The first copy of the questionnaire was designed with 14 items on the psychometric process and none of the items were excluded through face validity. The questionnaire with content validity index of 0.91 and content validity ration of 0.9 had good validity. Based on exploratory factor analysis, the final copy of the questionnaire had 14 items and motivation dimensions consisted of 3 factors, including material, spiritual and social aspects with predicting power of 0.55. The questionnaire with Cronbach's coefficient of 0.7 had sufficient reliability.Conclusions: Regarding better reliability and validity of the motivation questionnaire in nursing and midwifery students to select their field of study, its use by researchers in this area is recommended.

Introduction: Clinical training is one of the main components of nursing students’ programs. In case of a lack of clinical skills during academic study, providing quality nursing care will be difficult for future nursing jobs. Given that the Clinical Teaching Partner Model is known as a clinical training pattern, this study aimed at evaluating the effectiveness of Clinical Teaching Partner Model on clinical skills in nursing students of Bushehr University of Medical Sciences.Methods: This was a quasi-experimental study. Forty-five of fifth semester nursing students were selected by census from the Persian Gulf Martyrs Hospital of Bushehr, during year 2015. Forty-five nursing students were assigned to 2 groups of control (n=22) and case (n=23) by simple random allocation. Before and after the training period, students' clinical skills were evaluated with a questionnaire. Face and content validity of the questionnaire were assessed. In order to analyze the data, descriptive and inferential statistics, such as chi square test, Fisher’s exact test, Mann-Whitney U, Wilcoxon and t test, were performed using the SPSS version 18 software.Results: There was a significant difference between the experimental and control groups in terms of clinical skills in the areas recovery, infection control, and sterilization (P<0.05). There was no significant difference between the experimental and control groups in terms of duties of the circuling nurse (P=0.058).Conclusions: The results of this study suggest that the education associate model is suitable for students' learning skills, thus its use in clinical teaching is recommended.

Introduction: Hypertension is a serious disease, yet unlike most diseases, hypertension has no symptoms and outer manifestation. Due to the long period of treatment, after a while most patients stop medication consumption and prefer to use non-pharmacological methods for their treatment. This study aimed at investigating the effect of cognitive-behavioral stress management training on perceived stress in females with hypertension.Methods: This quasi-experimental study was done on 40 females with high blood pressure aged between 30 and 45 years, allocated to experimental and control groups, with pretest-posttest phase and follow-up. Stress management training was performed with in 10 60-minute sessions (twice a week) in the experimental group. The assessment tool was perceived stress PSS, which is a standard questionnaire. The research was performed in 4 states including pre-test, training, stress management, post-test, and follow-up.Results: Between the experimental and control groups there was a no statistically significant difference in terms of age, marital status and occupation (P>0.05). The results showed a significant difference between the scores of perceived stress in the pre-test, post-test and follow-up (P<0.002).Conclusions: It can be concluded that stress management training may be used as a model for intervention, to reduce perceived stress in females with hypertension and nurses considering the positive effects of stress management on the control of blood pressure, behavioral style and quality care.

Introduction: Assessing the views of students is one of the tools for assessment of the performance evaluation methods in medical education. The aim of this study was to assess nursing and midwifery students’ viewpoint, performance, and feedback with an Objective Structured Clinical Examination (OSCE).Methods: In this descriptive-cross sectional study, the sampling method was census and included all students of first semister nursing and midwifery (50 students. Instrument of data collection was a performance check list and questionnaire. The questionnaire included 2 parts. The first part gathered data on individual characteristics and the second part evaluated students' perception and feedback about OSCE. Data were analyzed with descriptive statistics and t test.Results: The results demonstrated a significant difference in mean performance of nursing and midwifery (P=0.005). Also, all students provided positive feedback about the OSCE. The majority of the students agreed that the OSCE exam was fair (84%), covered a wide range of knowledge (86%) and clinical skills (74%), had tasks, which were fair (80%), provided a useful practical experience (66%), and the settings and contexts of stations were authentic (72%), while almost half of the students (48%) felt that OSCE was very stressful. Independent t test showed that the mean of perception and feedback in nursing and midwifery students with an OSCE was not significant (P=0.11).Conclusions: The students had positive feedback and view about the OSCE. The OSCE was a useful and fair tool for nursing students' clinical skills and covered a wide range of knowledge.