مجله آموزش پرستاری
سال دوازدهم شماره 6 (پیاپی 62، بهمن و اسفند 1402)

The development of resilience is done through problem-solving, coping strategies, and mood, and regarding determining the role of structural causal relationships of problem-solving skills, coping strategies and temperament with resilience with the mediation of psychological disturbance, no study has been done between nurses. This research was conducted to determine  the structural causal relationships of problem-solving skills, coping strategies, and temperament with resilience through the mediation of psychological disturbance in nurses.

This was descriptive-correlational research (structural equations) and the statistical population included all the nurses in Tabriz city in 2020-2021 and 500 people were selected by stratified random sampling. Information was collected using Heppner & krauskopf problem-solving questionnaires (PSQ), Lazarus & Folkman coping strategies (CSQ), Buss & Plomin temperament (EAS), Connor-Davidson resilience (CD-RISC) and psychological disturbance Kessler et al. (PDQ). Data were analyzed using the structural equation analysis method in SPSS.23 and Smart Pls3 software.

There was a direct causal relationship between problem-solving skills (β=0.174, p=0.001) and coping strategies (β=0.188, p=0.002)  with resilience; while there was no direct causal relationship between temperament and resilience (p=0.459). Also, there was an indirect causal relationship between coping strategies (β=0.143, p=0.001) and temperament (β=0.259, p=0.002) with resilience mediated by psychological disturbance; but there was no indirect causal relationship between problem-solving skills (β= -0.003, p=0.947) and resilience with the mediation of psychological disturbance.

Considering that the relationship between coping strategies and mood with resilience is mediated by psychological disturbance; it seems that the results of this research help design interventions aimed at improving the resilience of nurses by considering the role of the discussed variables.

Emotion regulation has integral links with thought, spirituality, religious attitude, and mental health. Therefore, this research aimed to investigate the effectiveness of the psychodynamics training based on the Islamic approach to emotional regulation of female high school students.

The current semi-experimental study was conducted with a pre-test, post-test, and follow-up design with a control group. The statistical population of this research included all female students in the second grade of high school in Kerman City in 2022, 30 students were selected by random cluster method and simple random allocation and were placed in the experimental and control groups (15 people in each group). Data collection was done using a demographic form and a cognitive emotion regulation questionnaire. After conducting the pre-test, the experimental group underwent 90-minute 12 sessions of the psychodynamics program based on the Islamic approach. The tools were completed by the experimental and control groups in 3 stages of the study. Data analysis was done in SPSS-24 software at a significant level of p< 0.05.

The results showed that the average emotion regulation scores of the experimental and control groups were 97.60±10.90, 98.67±10.95, and 98.67±10.95 respectively in the pre-test stage; The post-test was 145.01±12.18, 109.80±8.97, and the follow-up was 142.53±10.89, 110.80±9.15. According to a two-way analysis of variance with repeated measurements, there was a significant difference between the two groups in terms of emotion regulation scores (p<0.001).

Considering the effect of psychodynamics training based on the Islamic approach in a group manner on increasing the emotion regulation of any high school students, it is recommended to provide this training in the form of written programs to female students in most schools.

Coronary heart disease (CHD) is the leading cause of death from cardiovascular disorders. Over the past few decades, coronary angioplasty has become an effective procedure for the treatment of coronary artery disease. Patients undergoing angioplasty experience high levels of anxiety due to poor quality of care resulting from inadequate and unprincipled training of nurses. The aim of this study was to evaluate the effect of an educational program based on the James Brown model on the quality of nursing care during angioplasty.

The current quasi-experimental study (before and after method) investigated 24 nurses working in the angioplasty unit of chamran hospital in Isfahan in 2021. They were selected by the consensus sampling method. The nurses’ group was trained based on the James Brown model. The quality of angioplasty nursing care was measured before the intervention, 3 days and one month after the intervention Using a researcher-made checklist of the quality of angioplasty care. The data were analyzed by the SPSS 16 software at the significance level of p<0.05. Statistical tests such as paired t-test and repeated measure ANOVA were used to analyze the data.

 Based on the results, the mean scores of the nursing care quality equaled 42/52±6/04 before the intervention, 60/46±7/51 three days after the intervention, and 66/07±6/53 one month after the intervention. The results showed significant differences among the mean scores of the angioplasty nursing care quality before training by the James Brown model, as well as three days and one month after the training (p<0.001).

According to the results, The James Brown educational program enhanced the quality of angioplasty nursing care. Therefore, it is suggested that the nurses working in this unit receive specific angioplasty care training through the James Brown model.

The gap between theoretical knowledge and clinical care is one of the main problems in nursing and nursing students cannot adapt to this situation. Studies on theoretical and clinical gaps have paid less attention to students' views and business in this field. Positive or negative experiences affect students' learning. This study aimed at the lived experiences of nursing students in the face of theoretical and practical gaps.

In this interpretive phenomenological study, seven nursing students were selected with purposeful sampling. Data were collected by semi-structured interviews and analyzed with Dickelman approach.

From the participants' answers, two main themes and seven subthemes were extracted; The theme "separation of professionalism in education and the clinic" from " Tendency to routine in bedside", " Restrictions on the use of professional knowledge in the clinic", " Lack of attention to standards in clinical conditions" and " Poor professional knowledge of clinical staff", and "lack of mutual understanding" from " Differences in faculty and clinical nursing status", " Different professional atmospheres in colleges and bedside" and " Non-professional interaction of clinical staff with faculty members " subthemes.

Theoretical and practical distance have negative experiences in shaping students' basic skills and professional abilities.

The institutionalization of ethical and professional principles in medical education has been a longstanding concern. This study aims to explore the ethical challenges associated with teaching clinical skills to nursing students using the body of a recently deceased patient.

Case Report: 

An educational instructor utilized the body of a deceased patient to demonstrate basic cardiopulmonary resuscitation and cadaver care to students. The patient, a 75-year-old man with a metastatic brain tumor, had undergone unsuccessful resuscitation following cardiac and respiratory arrest. The instructor encountered resistance and dissatisfaction from the patient's family, leading to role conflict in balancing clinical skill instruction with professional ethics.

This study highlights the ethical challenges involved in using the body of a recently deceased patient, particularly one with a terminal illness, for educational purposes. It emphasizes the importance of obtaining written consent from patients or their families for such use, as well as the development of guidelines and restrictions for its ethical utilization. It is recommended that future research compare the benefits and drawbacks of utilizing deceased patients for clinical skill instruction.

Misinterpretation of the ECG can lead to serious clinical errors. Social networks with sharing features enable creativity and innovation in education. The aim of this study was the compare the effect of social-networking-based teaching and workshop-based teaching on emergency nurse ECG interpretation skills.

This was three groups pre-test and post-test quasi-experimental study with a control group. Three hospitals were randomly divided into three groups: control, workshop, and WhatsApp. Nurses were selected by the available method. Before the intervention, a pre-test was taken from all three groups. The workshop group was taught through the workshop and the based on social networks group was taught through WhatsApp. After the end of the training, a post-test was taken from all three groups and the amount of skill score changes in each group was compared with other groups. Data were analyzed with SPSS-19 software and (P<0.05).

Comparison of the average skill score in all three study groups: control (t=2.71, P=0.011), workshop (t=2.58, P=0.016), and WhatsApp (t= 5.03, P< 0.001) had a significant increase before and after the intervention. The average comparison of skill score changes in the WhatsApp group was significantly higher than the other two groups (P = 0.044). There was a significant difference between the average score of the ECG interpretation skill between the WhatsApp and control groups (P = 0.022) and between the WhatsApp and workshop groups (P = 0.039).

Considering that the score of the ECG interpretation skills of the WhatsApp group nurses was higher. Therefore, social networks can represent the new method of education along with other educational methods and be effective in improving the education process.

Attitudes towards gender roles show people's attitudes about appropriate role activities for women and men. Many family-related factors, including parents' beliefs and behavior, can affect people's attitudes towards gender roles. As health care providers, nurses can play a role in helping to form health values ​​and behaviors at different levels. The purpose of this study was to investigate the relationship between the attitude toward parental gender roles and the quality of the parent-child relationship among nurses working at selected hospitals in Kazeroon in 2022.

This study was descriptive-correlation research conducted on 135 female nurses by convenient sampling. The data collection tool in this research was the Bam Sex Role Questionnaire -short form and including the Parent-Child Rating Scale. Statistical analysis was done using SPSS version 16 software.

The mean age of the participants was 32.62 ± 7.19 years. The mean score of attitude towardgender roles in nurses was 170.47±12.25. The average attitude score in the dimension of the femininity role was 64.06±5.14, in the dimension of the masculinity role it was 54.78±5.96, and 51.64±3.53 in the social desirability dimension. The average score of the  parent-child relationship in children of nurses was 142.19±9.74. The results showed a direct and significant relationship between the score of attitudes toward gender roles and parent-child relationship in nurses (r=187, p=0.03).

The results of this study can be used in various fields of education and awareness of parents and school guardians to influence the quality of relationships, values, ​​and attitudes of children and parents and to change the public opinion of society about the positive role of women and men in construction.

Technology in medical education is a little-known issue that needs to be used more quickly. In this regard, researchers need to explain the challenges of this issue more and with better quality. The current research has been carried out with the main purpose of identifying the current and desirable situation of the use of information technology in medical education and the challenges facing it from the point of view of the professors and personnel of Birjand University of Medical Sciences.

This study was conducted using a qualitative method, with semi-structured interviews, in order to categorize the challenges and obstacles of the use of new technologies in health in 1402. 17 of them were selected by purposeful sampling. Interviews were written, coded, and classified.

the challenges of using health technology in the university in two categories "insufficient support and "technology challenge" and sub-categories "decreasing motivation to use new educational methods based on technology, avoiding technology, not providing new educational platforms, high costs, and insufficient support They were placed.

Providing infrastructures, getting to know more personnel and providing appropriate educational assistance for practical ideas and teaching user-friendly technology programs can greatly help to solve the challenges of modern technologies in the field of medical sciences and health in medical sciences universities.