Showing 4 results for Nurses.
Nasrin Jaffari Golestan, Zohreh Vanaki, Robabeh Memarian,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: One of the most significant problems in clinical environment is the unskilled and inexperienced nurses. This is while, most managers are not aware of nurses' proficiency and competency level. Therefore, applying the new strategy of "organizing nursing mentors committee" by managers as well as their orientation in this regard could be considered as a strategy to improve clinical competency. Methods: This quasi-experimental study as two group design was performed to assess the clinical competency level of five novice nurses and their performance on 72 patients hospitalized in medical-surgical wards in one of the hospitals in Tehran in 2005. They were divided into two experiment and control groups, and were evaluated before and after the intervention. Data was collected using observational checklists in communicative, cognitive, and psychomotor competency domains as double blinded. Number of patients in the experiment group was 32 and in the control group was 40 which were matched before and after the intervention in each group. The allocation of the novice nurses into groups and wards was done randomly. Data was analyzed by SPSS software. Results: Clinical competency of the novice nurses increased in all three domains in both groups. Paired t–test showed this increase in both groups. Moreover, independent t-test demonstrated that the mean difference in the experiment group was higher than the control group. Novice nurses' clinical competency was in a primary level in both groups before the intervention, but, after 3 months was promoted to the advanced level in the experiment group who were exposed to mentors committee. Conclusion: Organizing "nursing mentors committee" is an effective strategy for nursing managers, in order to help novice nurses who need to acquire clinical competency in different domains in a limited time frame.
Reza Borzou, Mahmoud Safari, Masoud Khodavisi, Bita Torkaman,
Volume 8, Issue 2 (3-2009)
Abstract
Introduction: The appropriateness of nurses' educational program to their tasks in clinical practice is an inevitable fact. This study was performed to investigate the viewpoints of nurses employed in hospitals affiliated to Hamedan University of Medical Sciences towards the applicability of nursing curriculum presented during Bachelor of Nursing course. Methods: In this descriptive cross-sectional study, 172 graduated nurses who were employed in hospitals affiliated to Hamedan University of Medical Sciences and met the inclusion criteria, were selected. A questionnaire containing demographic data and nursing educational programs was used for data gathering. This information included basic, main, specialized, and training courses as well as field training in nursing curriculum. After completing the questionnaires by nursing personnel, the data was analyzed by SPSS software. Results: The highest and the lowest mean scores belonged to physiology (2.97), and vital statistics and research methods (1.62) in basic courses pharmacology (3.45), and principles of epidemiology(2.58), in main courses medical surgical diseases nursing 1 & 3 (3.46), and community health nursing 1 (2.34) in specialized courses, respectively. The highest and lowest mean scores in training courses belonged to medical surgical diseases 1 (3.38) and community health nursing (2.33), respectively. Regarding the field training course, the highest and the lowest mean scores belonged to medical surgical diseases 3 & 4 (3.38), and community health nursing (2.35), respectively. Conclusion: Based on the results of this study and considering the fact that most graduated nurses would be employed in medical surgical and critical wards at the beginning of their jobs in hospitals, it is recommen-ded to pay more attention to medical surgical and critical courses in future curriculum planning in addition to conducting more studies in this field.
Marzieh Shayestehfard, Hojjat Houshyari, Bahman Cheraghian, Shila Latifzadeh,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: In spite of qualitative and quantitative improvements in nursing studies, the application of findings in practice is quite limited among nurses. It seems that there are some factors acting as barriers or facilitators in spreading and employing the findings. Therefore, this study was done in order to identify nurses’ opinion regarding barriers and facilitators of clinical utilization of study results in Abadan and Khorramshahr hospitals.
Methods: This descriptive cross-sectional study was performed in year 2007 on a hundred nurses of Abadan and Khoramshahr hospitals selected through convenience sampling. The questionnaire (whose reliability and validity had been confirmed) included 3 parts of demographic data, barriers to clinical utilization of study findings, and factors facilitating the application of study results in clinical settings. Data were analyzed by SPSS software using statistical tests of mean, standard deviation, and relative frequency.
Results: Top three barriers to apply study results in clinical settings were shortage of facilities for utilization of study results with Mean and SD of (3.54±0.7), lack of enough time for implementing innovative ideas (3.37±0.86), and lack of close cooperation between university and hospital (3.36±0.94). Conducting in-service training courses on new research findings (3.73±0.54), training nurses for further information on research methodology (3.69±0.54), and equipping hospital library with a variety of journals and internet access (3.68±0.63) were determined as the most important facilitators.
Conclusion: According to the results of the study, it is necessary to put extensive efforts on individual and organizational aspects to reduce barriers and develop facilitators. This enables nurses to change their Patient’s care practice towards more evidence based one.
Jamal Ashoori,
Volume 13, Issue 8 (11-2013)
Abstract
Introduction: Academic achievement is affected by several variables. They may include cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence. This study aimed to examine the relationship of cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence with academic achievement among nursing students.
Methods: This is a descriptive analytical study of correlation type. The statistical population included all nursing students of Islamic Azad University of Varamin-Pishva Branch in 2012-13 academic years. Totally 180 nursing students (113 female and 67 male) were selected through stratified random sampling. All of them completed the questionnaires including Pinterage motivational strategies of learning, perceived classroom goal structure (Midgley) and Farsi version of spiritual intelligence which its validity and reliability is determined by Abdolahzade et al. Data was analyzed using stepwise regression.
Results: Mastery goal structure (r=0.23), critical thinking (r=0.37), metacognitive self-regulation (r=0.42), and spiritual intelligence (r=0.31) showed a significantly positive relationship with academic achievement (P<0.05). In a predictor model, only metacognitive self-regulation, critical thinking and mastery goal structure predicted 35 percent of academic achievement. The share of metacognitive self-regulation was higher compared to other variables.
Conclusion: In order to increase academic achievement, the first step is to teach metacognitive self-regulation and then critical thinking to the students and finally emphasize on understanding of lessons, to the point that classroom structure would be a mastery structure.
