Journal of Nursing Education
Year:2020 | Volume:9 | Issue:1|Papers Count:8

Introduction: Since nurses, wrong positions during work are directly related to pain in different areas such as neck, therefore, the necessity of designing a questionnaire with acceptable validity and reliability was felt. Therefore, the purpose of this study was to design and validate a questionnaire of knowledge, attitude and practice of nurses regarding neck pain prevention. Methods: The present study was conducted in two parts including questionnaire design and its validity and reliability in Poldokhtar city in 1398. Knowledge, Attitude and Practice Questionnaire was used in this study. Content validity ratio and content validity index were used to determine the content validity using the opinions of 10 experts. Cronbach, s alpha and test-retest reliability were used to evaluate the external and internal reliability, respectively. Results: The initial questionnaire consisted of 44 questions. 16 questions were removed during the validation process. Knowledge, attitude, and practice consisted of 14, 9, and 5 questions, respectively. The ratio and content validity index were 0. 87 and 0. 92, respectively, which is acceptable and appropriate for this questionnaire. Cronbach's alpha was 0. 85 and the correlation coefficient between the questions in the first and second series was reported to be 0. 93, indicating a high correlation between the questionnaire questions. Conclusions: The present study showed that the designed questionnaire was valid and reliable and can be used to assess the knowledge, attitude and practice of nurses regarding neck pain prevention.

Introduction: Effective Nurse Communication with Elderly Patient is an important factor for satisfaction, optimal treatment outcomes. Barriers to communication can delay the improvement. Understanding these barriers and proper planning to address these barriers can improve the nurse-patient relationship and quality of nursing services. The purpose of this study was to determine the barriers to effective communication with the elderly patient from the nurses› point of view at Gilan University of Medical Sciences Hospitals in 2018. Methods: This cross-sectional study was carried out in 2018 in medical educational centers of Gilan province. 250 nurses who met the inclusion criteria were selected by random sampling. Data collection tool was a 30-question questionnaire. Data analysis was performed using spssv. 19 software using inferential statistics including Kolmogorov– Smirnov test to determine normal distribution of data, and nonparametric the Mann– Whitney U test, Spearman correlation was used for significance distribution of samples with significance level p <0. 05. Results: The highest barrier for nurse-patient communication was reported in the area of occupational characteristics of nurses with a mean score 93/3± 95/38. Environmental factors (38/78± 3/88), socioeconomic factors (32/40 ± 4/12), and clinical conditions (15/60± 2/60) were the communication barriers that nurses emphasized, respectively. There was also a significant relationship between the mean score of nurse-patient communication barriers of the elderly with age (r=0/007) and clinical conditions with age (r =-0/003) variables as well as individual-social domains and clinical conditions with sex (p=0/003) and marital status (p = 0/041). Conclusions: According to the results of the present study, nurses were more focused on occupational problems and less important on other factors as barriers to communication with elderly patients. Therefore, barriers to the environment and working conditions of nurses should be addressed as soon as possible by the nursing authorities and necessary steps be taken to eliminate them.

Introduction: Hospitalizing in Intensive Care Units (ICU) is stressful for patients and their relatives. Basically, people in stress use coping strategies therefore determining the type and amount of it can be useful for nurses› decisions to help them. Aim: The aim of this study was to determine the relationship between perceived stress and coping strategies in the family of patients admitted to the cardiac care unit. Methods: This descriptive-analytical study carried out in 2014-2015. Convenience sampling was used for the main members of the family of patients who admitted to ICU. The samples were estimated based on the results of a preliminary study of 462 people. The data included demographic characteristics, perceived stress and coping strategies which collected by Cohen questionnaire, Billings and Mouse questionnaire. Data were analyzed using descriptive statistics tests, Spearman› s rank correlation coefficient by SPSS version 18 software. Results: The study indicated that mean and standard deviation of perceived stress were 44. 80 ± 5. 92 and emotion-focused and problem-oriented coping styles, respectively, 19. 08 ± 3. 02 and 32. 35 ± 5. 54, respectively. There was a significant correlation between perceived stress and coping styles (r = 0. 125, p = 0. 007). Most of the subjects used both problem-focused and emotion-focused coping strategy. Conclusions: This study showed that relatives of patients admitted to intensive care units had moderate stress and increased perceived stress using emotion-focused coping strategies. It is recommended that nurses develop education and supportive care plans to help these clients› health and well-being.

Introduction: Considering the fact that nursing science is associated with a professional clinical practice and skill and that the clinical environment is full of stress, the present study aimed to compare the effectiveness of problem solving training and participatory training with conventional training on clinical skills, anxiety and satisfaction in nursing students of Gonbad Kavous Azad University. Methods: The present research was a quasi-experimental study with the pretest-posttest control group design. The study population included all nursing students of Gonbad, Aliabad and Gorgan Azad universities ninety of whom were divided into 3 groups of 30 participants by random blocking method: participatory training, problem solving training and conventional training. Data collection tools were: DOPS checklist, cognitive domain assessment questionnaire, Spielberger state-trait anxiety inventory, and Visual analogue Scale (VAS) questionnaire. Paired t-test was used to compare the mean scores of clinical skill before and after training, chisquare test was used to compare the level of obvious and hidden anxiety, and ANOVA test was used to analyze students' satisfaction scores. Results: There was a significant difference between the mean scores of clinical skills before and after the intervention in the participatory training (P< 0. 001); this is also true for problem solving training (P < 0. 001). In conventional training, the difference between the scores is not comparable with the two other training methods In the obvious and hidden domains of participatory and problem solving training in contrast conventional training were a significant difference between the mean score, before and after the intervention (P <0. 05 ). In the satisfaction domain similarly in the participatory and problem solving training in contrast conventional training were a significant difference between the mean score, before and after the intervention (P < 0. 001). Conclusions: The results of this study indicated that participatory training and problem solving training can be considered appropriate methods because of promoting clinical skills, reducing anxiety and stress in the clinical environment, and improving the satisfaction of difficult working conditions. Therefore, it is suggested. In relation to this study, two methods of participatory and problem solving in contrast with current method was done, from all Novel educational methods are using and comparison the results also using in all Nursing groups.

Introduction: The assignment-based approach is an educational strategy that emphasizes learning by doing tasks. In this approach, the learner learns how to act in different situations, and this approach teaches skills that are similar to the tasks that the learner encounters in the real world and in practice. Therefore, the purpose of this study was to design an optimal assignment-based curriculum model for nursing masters students based on Akker model. Methods: This research was a qualitative study. It was based on the interpretive model and the content analysis method was used. 5 volumes of books were selected as statistical sample. The research tool was Shanon Entropy, which presents data processing in the context of content analysis in a new and quantitative way. The extracted components were analyzed by Shannon entropy content analysis method. In order to complete the design of the proposed model, a semi-structured interview was conducted on 12 nursing education and training specialists in 1997 and the proposed model was designed based on Acker's ten elements for master's degree in nursing. Results: According to the research findings on the peculiarities and characteristics of the teaching materials element, the most important components of the task-based curriculum design included: being diverse and engaging, well-equipped laboratories, tailored to the needs of learners, integrated, purposeful, applied and Practical, Interactive Textbooks, Workshops, Clinical Skills Unit, Projects, Better Learning, Flowcharts, Clinical Experiences, Simulations, Theory and Practice, Communication Training, Writing Assignments, Tutorials, Targeted, Integrated, Approach The Pedagogical Reflection of Community Realities, Ability to Use New Materials and Resources, and use of images. Conclusions: In order to design the suggested task-based curriculum model, the Aker model was used. Based on the findings of the present study, it can be concluded that students can achieve sustainable and lifelong learning by integrating their findings, transfer and generalization into the environment, so that they can play a role. Implement yourself as one of the human resources involved in human well-being in the workplace. Therefore, it is suggested that the needs of learners and the real needs of the community be identified and empowered by conducting training courses for clinical teachers and empowering curriculum specialists in designing practical assignments and utilizing the curricula of leading universities in curriculum use. The task-centered attention should be taken into consideration.

Introduction: The evaluation of gap in expectations and perceptions of students for increasing educational services is inevitable. The aim of this study is to evaluate this gap in Department of Medical Sciences of Islamic Azad University of Qom. Methods: Analytical descriptive study was performed by sectional method on 286 college students with high grade point average in four fields of study (Medical, Midwifery, Nursing, and Laboratory Sciences) and on 35 professors and educational managers by using standard SERVQUAL questionnaire. The data were analyzed by using descriptive statistics including average and standard deviation, Paired T test or Will-Cookson and independent T test in 5% meaningful level using SPSS-23 software. Results: Among all college students, expectations average is 4. 42 and perceptions average is 3 and the gap between these two is-1. 42. There was no meaningful difference in four fields of study (P = 0. 817). The average negative gap in Laboratory Sciences field was more than that in other fields of study and this dissatisfaction was reduced among college students in fields of Medical, Nursing, and Midwifery respectively. This gap is equal to-0. 825 for professors and educational managers; and there is a meaningful difference in the gap in expectations and perceptions between professors and students (P <0. 05). The negative gap average in considering empathy, tangible, assurance, and guaranteed among students in field of Laboratory Sciences; and in considering responsiveness among students in field of Medical obtained the first ranking. Conclusions: There was a gap between students’ expectations and perceptions, but it was not meaningful. This gap in Laboratory Sciences major students was more than other 4 majors. Recognition of presented weak and strong points of each major group, enhancing educational services methods, and creating effective communication between students, teachers, school directors, and employees, and using students’ ideas will lead to higher quality plans.

Introduction: Caring for Alzheimer's Elderly Caregivers Due to numerous cognitive impairments, it can lead to the exacerbation or exacerbation of many physical and psychological problems for caregivers. The purpose of this study was to determine the burden of caregiver burden on Alzheimer's elderly caregivers and its relationship with demographic characteristics. Methods: In this cross-sectional study, 315 elderly caregivers were selected at the Alzheimer’ s disease's Association of Iran located in Tehran by convenience sampling method. Data were collected using demographic questionnaires and caregiver burden. Descriptive and inferential statistics such as mean and standard deviation and ANOVA and Test were used for data analysis in SPSS 22. Results: The mean and standard deviation of the total score of caregiver burden was 39. 06 ± 21. 07. Caregivers withstood the most burden in time-dependent burden (13. 86± 6. 01) and experienced the least burden in social burden (5. 27± 4. 39). There was a significant difference between the total score of care burden by gender, duration of care for the elderly with Alzheimer's disease, cargiver age, caregiver-to-elderly ratio, degree of Alzheimer's, income status (p <0. 05). Marital status of caregivers and their education were not significantly different (p> 0. 05). Conclusions: Based on the findings of this study, intermediate-level caregivers withstood the burden of care. Elderly age, day care for the elderly with Alzheimer's disease, female gender, income status, Alzheimer's degree were associated with stress load. Social support planning for elderly caregivers with Alzheimer's should be considered by health and treatment policy makers.

Introduction: Nursing students are going through a life stage that this stage can affect on their quality of life. In this regard, it is necessary to examine the quality of life of these students as the future makers of society. The present study was performed with the purpose of determining the correlation between demographic variables and quality of life in nursing students. Methods: Study was conducted as a descriptive correlational study on 194 undergraduate nursing students of Qom University of Medical Sciences in 2016. The samples were selected using census method. Data collection tools were demographic variables and Quality of Life questionnaires of the World Health Organization. Data analysis was performed using ANOVA and independent t-tests. Results: The mean score of students' quality of life was 65. 3± 19. The dimensions of mental health (P <0. 001) and overall quality of life (P=0. 004) had statistically significant differences in terms of age groups. The dimension of environmental health had a statistically significant difference in terms of gender (P =0. 048). The dimensions of mental health (P =0. 001) and social relationships (P =0. 015) had statistically significant differences in terms of academic years. Also, the dimensions of mental health (P =0. 031) and social relationships (P <0. 001) had statistically significant differences in terms of marital status. The dimension of mental health had a statistically significant difference in terms of accommodation in the dormitory (P =0. 045). Conclusions: Considering the results of the study and the unfavorable scores of the quality of life, especially in female students, single students and dormitory students, it is necessary to anticipate the necessary programs in universities to improve the quality of life of these students, including solving the problems of dormitory students.