samaneh raffe

The COVID-19 pandemic has shown that an important priority for advancing nursing education is to ensure that nurses are competent to provide effective care during a pandemic or other disasters. This study aimed to determine the clinical competencies required by nurses during the COVID-19 crisis and determine the factors affecting these competencies.

A systematic review was used to carry out this project. First, the keywords of clinical competence, COVID-19, and nurse were searched in the title and abstract of the articles available in PubMed, Scopus, and web of Science databases, using AND and OR operators.

10 related studies were included in the present study. Based on the findings of this systematic review, the clinical competencies needed by nurses in the care of patients with COVID-19 are placed in 4 dimensions: knowledge and experience about COVID-19 disease, prevention ability, preparation ability, medical care and rescue ability. Factors affecting these competencies include: education level, work experience, work experience in infectious or isolation departments, age, sex, job rank, and experience in practicing emergency skills.

The results of this study showed that nurses have poor to average performance in terms of knowledge, experience and preparation against the Covid19 crisis, so training programs and skills development should be designed in such a way that nurses can be empowered to provide the best care and prevention

Understanding the knowledge patterns used in nursing is the key to teaching and learning.  Carper proposed four models of empirics, personal, ethics and aesthetic knowledge. Since then, nursing scientists have expanded on her work and they suggested other models for basic knowledge in nursing. Munhall identified the fifth pattern of knowing, which is, paradoxically, unknowing.

This article is a narrative review. Previously published information on the pattern of unknowing in nursing was searched with the Persian and English keywords of patterns of knowledge in nursing, knowing and un knowing in the information sources Google Scholar, PubMed, Scopus, ISI, Science Direct. In order to cover the maximum aim, the search was done without applying time limit and using AND/OR operators. Finally, 28 articles and books were used.

Unknowing is the knowledge that the nurse does not know the patient at the first meeting and by recognizing this unknowing, the nurse remains alert to the patients' point of view. Unknowing can be defined as a process of understanding or a condition of openness that gives meaning to an experience. In unknowing, people purposefully let go of their preconceptions, stereotypes, prejudices, and assumptions. This view of unknowing fosters an open mind by exploring multiple possibilities.

In this model, the nurse should discard the preconceived notions of what is best for the patient. Unknowing can be considered a vital pathway to new and undiscovered knowledge for nursing and all interpersonal relationships.

Evaluation is essential to ensure the success of the organization. Approach Orinted-Management is one of the most important approaches to serving managers who are responsible for planning, implementing, and evaluating programs. The CIPP model has been distinguished from other models due to its comprehensiveness, continuity and, also the purpose of this model, which is a decision guide in program management (but, there is not enough knowledge about it). Therefore, in this article, the CIPP model and its components are studied.

This is a narrative review article. First, the keywords of evaluation models, approach oriented-management, and CIPP model were searched in available databases including Google Scholar, Science Direct, PubMed and SID, also, textbooks of management and educational evaluation were assessed in 1980-2021. Finally, 23sources including English and Persian books and articles were used to collect

CIPP stands for four different dimensions of the model, which respectively are: Context, contextual evaluation and indicates the extent to which the context is conducive to program formation. Input, this indicates the evaluation of the input. It is a tool for identifying and evaluating competitive applications and can best meet identified needs. The process represents the process evaluation that evaluates and guides the implementation of projects. Product refers to output evaluation. This step, measures, interprets, and judges project results and interpret their merit, value, importance, and correctness.

CIPP model is one of the oriented-management models and helps managers and decision makers to successfully implement plans and how to achieve their aims. This model is recommended as a framework to guide the concept, design, implementation, and evaluation of training programs, systematically