Background: Nursing project management is widely used in different aspects of the society. However, whether the Nursing project management can control the infections in the operation Room (OR) is rarely reported. We evaluated the outcomes of surgical patients after implementing a Nursing project management program to provide new scientific ways to manage the OR infections.Methods: Overall, 382 patients, who underwent surgical treatment in Qilu Hospital of Shandong University, Shan-dong, China from May 2015 to January 2016, were enrolled as observation group. Besides, 347 cases were selected as control group. Patients in the observation group were treated with the Nursing project management plan, while pa-tients in the control group were treated with the routine operation-Room Nursing measures. The infection control rates in the OR, and the patient satisfaction with the Nursing team postoperatively were both compared between the two groups of patients.Results: The OR air, the surgical and personnel’s hands surfaces were sampled for colony forming units, and all were found to be significantly of better quality (indicated by less colony forming units) in the observation group (P<0.001). In addition, there were 3 cases (0.79%) of post-operation infections in the observation group, while 12 cases (3.46%) occurred in the control group. The overall infection rate of the observation group was significantly lower than that of the control group (P=0.011); and the satisfaction of patients with the Nursing team in the observation group was significantly higher than that of the patients in the control group (P=0.001).Conclusion: It is worth popularizing and applying a good Nursing project management plan for surgical patients in hospitals.

Introduction: Anxiety is a type of worry and fear can effects learning, decision making and performance of medical sciences and clinical decision making. Based on literature review, acupressure non medical method for decrease of anxiety is an appropriate method to reduce anxiety. Objective: Determine the effects of acupressure on anxiety Nursing, midwifery and Operating Room students in the beginning of clinical training. Materials and Methods: In this single-blind clinical trial study, 66 students of Nursing, midwifery and Operating Room that were in the parts of neonatal, delivery and Operating Room in the beginning of training course were selected. They were divided to P6 and Thumbs groups. The questionnaire included two parts: 1) demographic data (sex & age), 2) Silberberg state trait anxiety scale completed before and after applying pressure in each group. Data analyzed by SPSS 16 software. Stata software used for study power analysis. Results: The mean and standard deviation was 21.26+1.80 for age and 93.9% of samples were female. Also P6 and thumb group were equal in age and sex. There were not any significant difference between state and trait anxiety before intervention in all of the students and two groups were equal. In addition after acupressure we found increased mean of state and trait anxiety in nurse and operative Room students than before acupressure, but it decreased in midwifery students that this was not significant statistically. Conclusion: It seems that ineffectiveness of acupressure on nurse, midwifery neonatal and operative Room parts, causes of client`s referral and their condition sensitivity.

Introduction: Operating Room with respect to multiple invasive procedures can be a context for the incidence of Nursing errors. Also, students are in the process of learning that can lead to errors by them. This study aimed to determine the rate, causes and reporting barriers of Nursing errors in the Operating Room students of Kurdistan University of Medical Sciences in 2016. Methods: In this descriptive and cross-sectional study 120 students of Operating Room that have been choosen by census method participated. To collect data a three-part questionnaire including (demographic characteristics, frequency of error, the causes of errors and error reporting barriers) was used. Data analysis using descriptive statistics by SPSS was performed. Results: Most Nursing errors were related to non-compliance with sterile technique (78. 3 percent), reactions to blood or blood products (75. 5 percent) and retention of foreign bodies in the surgical incision (73. 3 percent), respectively. The most important causes of Nursing errors from the perspective of students were the lack of sufficient information (82. 5 percent), distraction (79. 2 percent) and forced to perform multi-tasks simultaneously (78. 3 percent). The most important causes for refusing to report the error were the fear of disclosure of mistakes and following by justice issues (57. 5 percent) and fear of the impact of errors in the evaluation and educational consequences (57. 5 percent), respectively. Conclusions: Prevention is the best way of reducing errors, so by recognizing the type and causes of Nursing errors in the view of Operating Room students, clinical instructors should perform necessary preventive actions especially in the clinical training period. Promoting culture of reporting errors, especially in college by supporting them and reduce the impact on student evaluation is recommended.

Operating Rooms have become the most important areas in hospitals because of the scarcity and cost of resources. The present study investigates Operating Room scheduling and rescheduling considering the priority of surgical patients in a specialized hospital. The ultimate purpose of scheduling is to minimize patient waiting time, surgeon idle time between surgeries, and penalties for deviations from Operating Room preferences. A mathematical programming model is presented to solve the problem. Because the problem is strongly NP-hard, two heuristic algorithms are presented. A heuristic algorithm based on a mathematical programming model with local search obtains near-optimal solutions for all the samples. The average relative deviation of this algorithm is 0.02%. In continuous, heuristic algorithms performance have been investigated by increasing the number of patients and reduce the number of recovery beds. Next, a rescheduling heuristic algorithm is presented to deal with real-time situations. This algorithm presents fewer changes resulting from rescheduling in comparison with the scheduling problem.

Introduction: Self-efficacy is the belief in one's ability and ability to perform the task. One way to enhance employees' job self-efficacy is the manager's leadership style. The purpose of this study was to determine the correlation between leadership style of Operating Room supervisors and Operating Room technologists' selfefficacy in teaching hospitals of Iran University of Medical Sciences in 2017-2018. Methods: The present study is a descriptive-correlational study which was performed on 220 Operating Room technologists of hospitals of Iran University of Medical Sciences by stratified random sampling. Data were collected using two questionnaires: "Multifactor Leadership Questionnaire" and "Job Self-Efficacy Questionnaire. " The content validity of the questionnaires was confirmed in previous studies, and their reliability was tested by the retest method. Data were analyzed using SPSS 21 software. Results: Most Operating Room supervisors (65. 5%) had a transformational leadership style. The majority of Operating Room technologists (71. 4%) had high self-efficacy. There was a direct and significant correlation between transformational, exchangeable, and non-interference leadership styles of Operating Room supervisors with occupational self-efficacy (P < 0. 05). Also, the mean score of self-efficacy in transformational and exchangeable leadership styles was higher than non-interventionist leadership styles. Conclusions: There is a direct relationship between job self-efficacy with all three types of leadership styles, but the mean score of self-efficacy in transformational and exchangeable leadership styles is higher than the non-intervention style. Therefore, it is recommended that supervisors use transformational or transactional leadership styles, or a combination of these two leadership styles, depending on the situation in the Operating Room.

Background: Individual differences in learning partly depends on intelligence and ability but Various factors such as motivation, environment, quality of schools and coach also can involve it. Learning style is another effective factor in learning that like other abilities achieve through experience, In this regard, this study has been done with the aim of determining learning styles of Operating Room and Nursing students different lessons in Shahrekord University of medical sciences in 2013.Methods: In this descriptive –cross sectional study, all the Operating Room and Nursing students of Shahrekord University of Medical Sciences were selected through census method and evaluated (N = 200). Kolb's Learning Style Questionnaire was used to collect data. At the end of the data through SPSS and descriptive statistical tests such as frequency were analyzed.Results: Of 200 students participated in this study, 77% were female and 23% were male. Preferred learning style among all the students participating in this study was accommodator (56.5%), diverger (37.5%), converter (5.5%), and assimilator (5.0%).Conclusion: Given that the dominant learning styles of students was accommodator style, It is necessary, University lecturers focus more attention to the learning style of students, and using various teaching strategies Strengthen and enhance the capabilities necessary for this group of learners in an educational setting and working places.

Introduction: The Operating Room internship is associated with stress and anxiety and using simulations may reduce this anxiety. The aim of this study was to determine the effect of Operating Room simulation on students’ hidden anxiety during Operating Room internship. Methods: This study was a quasi-experimental research. All students of a class (n=17) were simple randomly assigned to a simulation and a control group. The students in the simulation group were trained by simulation method prior to the internship program. The control group received routine and traditional training. The students’ anxiety level was measured before the intervention, the first and the last day of the internship using Spielberger's hidden anxiety questionnaire. Data were analyzed by Mann-Whitney U and Friedman tests at a significance level of 0. 05. Results: Mean anxiety scores (total=80) before the intervention, the first and the last day of internship were 43. 7± 75. 64, 41. 5± 00. 12, and 37. 62± 2. 32 in the simulation group and 42. 11± 6. 23, 40. 88± 6. 8 and 42. 55± 5. 07 in the control group, respectively. There was no significant difference between the two groups (P=0. 321) in the anxiety scores before the intervention and the first day of internship, while a significant difference was found between the two groups in the anxiety scores on the last day of the internship program (P=0. 021, t=-2/078). Conclusion: Exposing the Operating Room students to a simulated environment before the internship cannot reduce their anxiety on the first day of internship, but it can lower their anxiety during the internship period and significantly reduce anxiety at the end of this period.