Showing 10 results for Nurse
Parand Poorghaneh, Mohammad Ali Hosseini,
Volume 3, Issue 4 (4-2010)
Abstract
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Background and Objective: Clinical learning is an important section of nursing education. In clinical learning, students put to use what they have learned theoretically. This can be an effective factor in nursing students' clinical learning. Nursing students spend a long time in clinical learning thus they are very well aware of the role of nurses in students learning and education.
Methods and Materials: This study is a descriptive survey. Sampling method was based on census.Samples were 104 nursing students of Guilan University of Medical Sciences. Its content validity and reliability were estimated by Chronbach α (89%). Analysis was done by SPSS software.
Results: Findings indicated that majority of nursing students agreed with the nurses' important role in clinical education. Also, they agreed that students increase their efficiency with nurses' support.
Conclusion: Regarding the importance of nurses' role in nursing students’ clinical education and learning, education authorities should highlight this role for promoting student learning.
Marzieh Pazokian, Maryam Rassouli,
Volume 5, Issue 8 (8-2012)
Abstract
Background and Objectives: Clinical education, the most important part of nursing education, is the integral part of professional education. The aim of this paper is to answer the question related to challenges in clinical training in Iran.
Material and methods: In this article the literature review, Internet search and library studies about the challenges of clinical education with the key words "Clinical Education", "challenge" and "nurse" between the years 1997-2008, using databases such as MEDLINE and CINAHL, the ISI, and 10 qualitative articles related to keywords were selected & criticized.
Results: Based on the results of studies selected and according to key concepts discussed, it was shown that factors such as reducing importance of clinical education, lack of adequate access to clinical instructors, lack of proper coordination between faculty and clinical training facilities in the performance of hospitals, lack of proper time necessary for dealing with different cases of disease for the full practice learned in the clinical environment, lack of integration between clinical and theoretical training, stressful conditions and clinical problems.
Conclusion: Major challenges in clinical education gap between theory and practice and the factors affecting its prevalence can be associated with teacher, educational environment, the system and the patient. Successful clinical nursing education, creative atmosphere without stress, the need to provide facilities, equipment, clinical review and clinical evaluation tools and processes has been confirmed in many studies. Improving performance of teachers and professional collaboration among experts can improve clinical education.
Zahra Mahdavi Lenji, Fatemeh Ghaedi Heidari,
Volume 7, Issue 13 (4-2014)
Abstract
Background and Objective: Ethical codes are developed as practical guidance for nursing care and are references of decisions-making by nurses in care process. With regard to the importance of morality issue in nursing, observance of ethical codes among nursing students and nursing practitioners in Al-Zahra hospital in Isfahan was studied.
Materials and Methods: This research is a descriptive- analytic study. Data gathering tool was 31-item questionnaire adopted from ethical codes for nurses developed by ministry of health medical education. In addition to individual information, this questionnaire includes two parts of ethical codes related to provision of clinical services (23 item) and those related to relationship of treatment team (8 item).The validity and reliability of the questionnaire was estimated(α=90%). Simple sampling was utilized to select 32 nursing students and 40 nursing practitioners in Al-Zahra hospital. Data were analyzed with SPSS version 18 and t test.
Results: The average age was 22.29(1.37) and 29.47(7.34). Most of the students (93.8%) and nurses (87.5%) were women. There was no significant difference between the two groups in ethical codes related to provision of clinical services, but thenurses gained significantly more score in ethical codes compared to the treatment group (p=0.04).
Conclusion: It is recommend that managers and nursing educators pay more attention to the observance of ethical codes related to provision of clinical services by nursing students and nurses.
Ali Mohammadpour, Shahla Khosravan, Mohammad Reza Mansourian, Batol Mohammadian,
Volume 7, Issue 15 (9-2014)
Abstract
Background: Undoubtly, there are some factors acting as barriers or facilitator in spreading and employing the research findings. Thus, The present study aimed at the determination of the nurses’opinions regarding barriers and facilitators of clinical utilization of research results in hospitals of gonabad.
Methods: In this descriptive – analytic study, 147 nurses working in educational hospitals of gonabad were studied. For gather information, a three- part questionnaire (whose reliability and validity has been confirmed) includjng demographic data, barriers and facilitators application of clinical research was used. Data analysis was performed by SPSS 16 software using descriptive statistics, independent T and Variance Analysis tests and pearson correlation coefficient.
Results: Major barriers acknowledged by nurses were: shortage of facilities for utilization of research results (81/1%), lack of collaboration and participation of physicions for applying nursing research (80/5%), lack of autonomy and authority to change therapeutic and care practices for patients by nurses (79/1%) and lack of nurses’ involvement in research (79/1%). Conducting in service training courses on new research finding (95/1%), increasing manager support (93%) and equipping hospital’s library with a various journals and internet access (90/9%) were determind as the most important facilitators. There was a statistical significant difference between the total score of barriers and age, experience and nurses’s shift work (P<0/05).
Conclusion: According to the results of study, it appears that providing necessary facilities, giving more authority to change the care strategies and creating a supportive environment can be as requirements to implement of research- based practice in nursing.
Mohammadreza Dinmohammadi, Farhad Ramezanibadr, Hamid Peyrovi, Neda Mehrdad,
Volume 7, Issue 15 (9-2014)
Abstract
Final year experience of BSN Students in the clinical environment: Professional Pride
Introduction: Clinical practice is considered a very important part of the nursing education. Effective and dynamic interactions among the students, Health care providers, instructors, and the clinical environment and its elements affect their professional development. This report is part of a major study that describes the final year experience of BSN student in the clinical environment.
Methods: through this qualitative study, the data was collected from 12 undergraduate nursing students in two large nursing and midwifery schools and two new graduated students. In-depth semi-structured individual interviews were conducted with a purposive sample of participants during their clinical placements and after graduation. The data were analyzed using the Straussian version (1998) of grounded theory method.
Results: Professional pride as one of the significant findings of study was evident in experiences of participating students in the final year of their study. Professional pride as one of the most important results of the seminal study consisted of three subcategories: professional adequacy, accepted by others, and the practice of being professional. This feeling initiated and developed through last three semesters. Participants while acquiring individual capabilities and professional competencies, due to prolong presence in clinical environments had much more opportunities to interact and to make relationship with patients and health care members. In addition, they found that they must to be ready to practice in the real workplace.
Conclusion: Professional pride experienced by student nurses coincided with entering to the Internship program. Revision of the philosophy, mission, and goals of the Internship program and make any modifications in execution of program in the clinical settings can result in positive effects on socialization and role transition of the student nurses. Recommendations to enhance the clinical experiences of student nurses in final year of their study were outlined.
Hossein Gangineia, Mohammadreza Heidari, Alireza Shoghli, Mansoor Mohajer,
Volume 11, Issue 31 (12-2018)
Abstract
Background and Objective: The healthcare system seeks responsible nurses, who are committed to professional ethics, which is a vital requirement in this area. Therefore, this study aimed to determine the role of in-service training courses in the attitude of nurses toward professional ethics and their performance in three educational healthcare centers of Zanjan, Iran.
Materials and Methods: This descriptive and cross-sectional research was performed on 400 nurses in educational healthcare centers of Zanjan, including 362 female (90.5%) and 38 male (99.5%) individuals, who were selected via convenience sampling. Data collection was carried out using the standardized questionnaire of ethics in nursing profession by Eun-Ja Yeun (2004) in the spring of 2018. Reliability of the mentioned survey was estimated at the Cronbach’s alpha of 0.76. Data analysis was performed in SPSS version 21 at two descriptive and inferential levels.
Results: From 400 nurses assessed, 53.5% attended the educational courses on professional ethics. According to our findings, no significant difference was observed between the subjects who attended the courses and those who did not participate in the educational classes in terms of attitude toward professional ethics. Moreover, no significant association was found in the performance of participants who attended the mentioned classes before and after the intervention.
Conclusion: According to the results of the study, participation in educational courses on professional ethics failed to make a significant difference in the attitude and performance of nurses. Therefore, more attention must be paid to the implementation of educations and place of work of nurses.
Mohammad Hasan Keshavarzi, Daryadokht Masroor-Roodsari, Leila Janani, Atefe Zabihi Zazoly,
Volume 12, Issue 34 (8-2019)
Abstract
Background & Objective: Nowadays, the academic achievement of students is one of the concerns of professors and authorities. Therefore, the training courses are expected to be designed so that students can achieve this goal as one of the indicators of educational system effectiveness. Hence, in this study, we try to use cognitive strategies training for nursing students' academic achievement and the impact of this training is examined by applying the Kirk-Patrick model.
Materials and Methods: This quasi-experimental study was performed on 60 nursing students (two groups of 30 students) of Iran University of Medical Sciences. In the experimental group, in addition to presenting the content of the lesson, 5 sessions of 20 minutes were presented and practiced in the form of the extracurricular cognitive strategies program. The data collection tool was pre-test and post-test (end-of-course test). Data were analyzed by SPSS software version 20.
Results: All 60 students participated in the study. There was no significant difference between the scores of students in the two groups before the cognitive strategies training (P = 0.1). There was a significant difference between the scores of the two groups after intervention and training (P = 0.001). Moreover, paired t-test results showed that the mean scores of post-test in each group increased compared to the pre-test but this increase was higher in the experimental group than the control group (P = 0.001).
Conclusion: Training the cognitive strategies will lead to students' academic achievement so that planning is recommended for training and promotion of these strategies.
Hamid Reza Peikari, Elham Shakiba, Sedighe Bari Feyzabadi,
Volume 14, Issue 41 (4-2021)
Abstract
Background & Objective: Technology growth results in the advancement of teaching through new educational technology acceptance and readiness, which is known as e-learning. The present study aimed to evaluate technology readiness and its impact on e-learning acceptance among nurses of Rafsanjan University of Medical Sciences.
Materials & Methods: This descriptive and correlational study was performed on 248 nurses at Ali Ebn Abi Taleb, Moradi, and Nik Nafs hospitals, who were selected based on Morgan table and random stratified sampling according to the service location. In addition, data were collected using Richey’s technology readiness scale and Davis's technology acceptance model. Moreover, data analysis was performed in SPSS using descriptive statistics, independent t-test, regression test, and Pearson’s correlation coefficient.
Results: In this study, 56 subjects were male and 139 were female. In terms of the level of education, 174 had a BSc while 21 had an MSc. The maximum and minimum work experience was 29 years and 1 year, respectively. According to the results, technology readiness had the highest impact on technology acceptance for e-learning in dimensions of optimism and innovation with a beta value of 0.374 and 0.332, respectively. Furthermore, R2=0.331 showed that about 33% of e-learning acceptance could be predicted by four dimensions of optimism, insecurity, innovativeness, and discomfort.
Conclusion: According to the results of the study, nurses’ readiness to accept e-learning was assessed as moderate due to the novelty of e-learning.
Haidar Kazem Latif Al-Fazli, Dr . Zahar Sadat Manzari, Dr Morteza Ghanem Adai Al-Jubouri,
Volume 17, Issue 54 (7-2024)
Abstract
Background & Objective: It seems necessary to provide effective training methods to nurses in preventing ventilator-associated infections. The aim of This study was assessment of the knowledge and performance of Intensive Care Unit (ICU) nurses following a training package on the prevention of Ventilator-Associated Pneumonia (VAP) using a Blended Online Learning (BOL) method.
Material & Methods: In this semi-experimental study, 60 nurses from the ICUs of two main hospitals in Najaf were included in the intervention and control groups. In the BOL group, a 45-minute online training session was held. Afterward, a virtual channel was formed and at a specific time, videos were shared for 5 days for further study and short questions were asked for group discussion. In the control group, two 2-hour online training sessions were held once a week. The knowledge and performance of nurses were evaluated before the intervention as well as two and four weeks after the intervention. Data analysis was performed using SPSS 21 software with a significance level of 5%.
Results: The mean values of the knowledge scores were 29.3 ± 4.7 and 29.7 ± 4.1 in the intervention group and 22.6 ± 4.6 and 20.5 ± 4.7 in the control group two and four weeks after the intervention, respectively. The mean values of the performance scores were obtained at 34.1 ± 5.4 and 33.5 ± 5.6 in the intervention group and 23.8 ± 4.6 and 24.3 ± 5.7 in the control group, respectively. The results of the repeated measures ANOVA showed that there was a statistically significant difference between the two groups in terms of the mean score of knowledge (p = 0.001) and the mean score of performance (p = 0.031).
Conclusion: Training using the BOL method was effective in improving the level of knowledge and performance of nurses and can be used as a suitable training method in VAP prevention programs.
Ms. Theresa Barnes, Dr. David Boohene,
Volume 17, Issue 54 (7-2024)
Abstract
Background & Objective: The role of Nurse Managers (NMs) is at the core of the successful implementation of performance management practices in hospitals. Although effective performance planning practices are crucial to the success of every organization, the implementation of the plans is equally important. This study aims to assess the performance execution practices of NMs from the perspective of nurses in a teaching hospital.
Material & Methods: A cross-sectional study was conducted to examine the performance execution practices of NMs in a teaching hospital between 2017 and 2018. Quantitative data was collected using a modified structured questionnaire based on the Aguinis model of performance management. The study sampled 341 nurses using a proportionately stratified sampling technique from the 12 sub-Budget Management Committees (sub-BMCs). Data was analyzed using descriptive (mean, standard deviation, frequencies, and percentages) and inferential statistics (standard multiple regression).
Results: The results of the study show that the overall performance execution practices were above average, with a total mean score of 3.23 and a standard deviation of 1.93. Again, 54.5% of the nurses were satisfied with the performance execution practices of their nurse manager. Results from the multiple regression indicate that NM’s training (β = 0.206, p < 0.001) and interpersonal relations (β = 0.314, p < 0.001) between NM and nurses had a significant positive effect on execution practices, whereas nurses’ years of work (β = -0.204, p < 0.001) with their manager had a significant negative effect. However, performance execution practices are challenged by poor supervision, inadequate human and material resources, and a lack of performance management training, as indicated by respondents.
Conclusion: The findings showed that the performance execution practices were above average from the nurses point of view. Therefore, NMs should be equipped with the necessary skills through periodic in-service training and adequate resources. This will foster a positive environment for nurse education and the implementation of performance execution practices.
