skills

This study aimed to investigate the effectiveness of motivational psychotherapy on the social emotional competencies of students with type 1 diabetes.

The research employed a mixed-method approach. The first phase involved qualitative and deductive content analysis. During a multi-step process, an educational package was developed and validated by the researchers using written sources and guidance from psychology experts and knowledgeable professors. The quantitative phase utilized a quasi-experimental pre-test and post-test design with a control group. The study population included all secondary school students in Gonabad during 2022 - 2023. Fifty male students were randomly selected and divided into two groups of 25 (experimental and control groups). The research instrument used was the Social-Emotional Competence questionnaire by Zuo and Ji (2012). The experimental group participated in eight 90-minute sessions of motivational psychotherapy, held twice a week, while the control group received no intervention. Data analysis was performed using SPSS- 24 software and multivariate analysis of variance.

The findings revealed that the motivational psychotherapy program significantly increased the social-emotional competencies of the experimental group compared to the control group (P < 0.01). These results indicate that the educational package of motivational psychotherapy is an effective method for enhancing the social-emotional competencies of secondary school students with type 1 diabetes.

This study highlights the effectiveness of motivational psychotherapy in improving social-emotional competencies in students with type 1 diabetes. The findings underscore the importance of targeted interventions in fostering emotional and social skills among this demographic.

The findings showed that the mentioned program has significantly increased the social-emotional competencies of the experimental group compared to the control group (P<0.01).

Based on the results, the educational package of  motivational psychotherapy was an effective method for increasing emotional-social competencies of primary school students with type 1 diabetes.

In the ever-evolving healthcare landscape, nurses are at the forefront of patient care. Nurses’ procedural skills are the lifeblood of quality care. Artificial Intelligence (AI) is a useful game changer that can change how we approach nursing practice. This scoping review of reviews was conducted with the aim of determining the potential of AI in improving nurses’ clinical, educational, decision-making, informational, and research skills.

Eight electronic databases (PubMed, Scopus, Web of Science, Embase, CINAHL, ProQuest, Microsoft Academic, and OpenGrey) were searched to find all studies (peer-reviewed and grey literature) published up to September 2024 using the keywords AI, nursing skills, and related terms. The Google Scholar search engine was used to find relevant sources and complete the search coverage. Data collected from included studies on each role that AI could play in nurses' skills were analyzed using narrative methods.

finally, thirty review studies were included. Accordingly, AI has a beneficial effect on six main themes (education, decision, clinical practice, research, information, and psychiatric nursing) and thirty-three subthemes.

The results of our study showed that AI plays a fundamental role in improving the clinical, educational, decision-making, informational, and research skills of nurses. The integration of AI technologies not only fosters better patient outcomes but also equips nurses with the tools necessary for continuous professional development and efficiency. Future research should continue to explore specific applications and address any barriers to implementation to fully realize the benefits AI can bring to the nursing profession.

The educational needs of future health administrators, prioritizing their needs, and developing a relationship between these needs and the needs of the community are very important to provide better respon-siveness.We aimed to identify the knowledge and skills required for health care management students as future managers of the health community.

In this systematic literature review, all studies conducted between 1990 and 2021 were searched in such databases as MEDLINE, Scopus, Web of Science, ProQuest Iran Medex, Magiran and Scientific Infor-mation Database (SID), and the collected data were analyzed via the thematic analysis method.

Findings of this study were divided into two main categories and fourteen subcategories, including knowledge-related factors (awareness of the structure and processes in the field of health and knowledge of man-agement science) and skill-related factors (planning, coordination, organization, leadership, control and evalua-tion, management of financial resources and budgeting, service management, communication and information management, human resource management, implementation of participatory and team activities, crisis manage-ment, entrepreneurship, innovation, marketing, policymaking, and decision-making).

By identifying the knowledge and skills that students need, it is possible to empower them through necessary education. Therefore, by providing responsive education, developing skills, and improving capabilities, we can take an effective step to improve the quality of health system services.

This study aimed to determine the efficacy of musical activities and behavioral skills training strategies in group supervision in developing the social skills of high school pupils.

This randomized controlled study used a sample of high school pupils of Semarang City, Indonesia, in April 2022. The employed tool was a 106-item student social skills scale. The Gregory model's content validity earned a score of 0.94, indicating strong validity. Cronbach's alpha reliability test resulted in a score of 0.961. The Wilcoxon and the Mann-Whitney tests were used in SPSS 25 software.

There was no significant difference between the pre-test social skills scores of the students in the experimental (326.69±27.15) and control (329.62±32.89) groups (p>0.05). Also, the social skills score of the experimental group (333.51±26.63) was not significantly higher than the control group (332.28±34.01) after the educational courses (p=0.517). 

Music activities do not improve high school students’ social skills.

University training for committed and specialized human resources is not provided only through specialized skills training; graduates in any field need high quality soft skills for fulfilling the requirements of the community, so the proper integration of such skills into the curriculum of that profession is essential. Given the significance of soft skills in the success and quality of dentistry and lack of attention to soft skills training in basic sciences courses, the present study aimed to identify the requirements of the process-oriented integration of soft skills training in basic sciences courses of dentistry.

The present qualitative study employed a semistructured interviewing technique for data collection. The research population consisted of 39 basic sciences faculty members at Isfahan and Mazandaran Universities of Medical Sciences and education experts selected by a purposive sampling technique. The content analysis method was used to analyze the data.

For the process-oriented integration of soft skills in basic sciences courses, the current study identified four central requirements: providing background conditions (provision of socio-cultural contexts in society; development of educational and evaluation platforms in pre-university courses), providing professionalism (development of professionalism in the doctoral course of basic medical sciences; improvement in the model of faculty members), providing conditions for changing the curriculum (modification of curriculum and objectives in the basic sciences courses in dentistry; development of the attitude and knowledge of basic science faculty members towards soft skills training), and providing conditions for university pedagogy (provision of interactive and communication conditions; benefitting from diverse and appropriate learning activities; development of faculty members’ pedagogical abilities).

Medical sciences curriculum planners can integrate the soft skills of dentistry in the basic science courses of the field by providing the conditions for the identified requirements.

 Flipped classrooms make learners eager to learn actively. it is based on learner-based and active learning methods. The flipped classroom is an educational strategy and a kind of hybrid learning that turns education into a learner-based model in which the class time is spent exploring topics and creating engaging learning opportunities.

 During an interventional quasi-experimental research, 90 medical students entered the study. The intervention and control group received flipped classroom and traditional education, respectively. The knowledge and skills of the participants were assessed by a standard checklist approved by the Ministry of Health. Data analysis was done by analytical statistical test after data collection.

 the mean score of students’ knowledge in performing adult examination, obtaining medical history, and pediatric examinations in all three areas between the two groups after the intervention and two months later was statistically significant (P<0.001). there was a statistically significant difference between the mean scores of students’ skills in performing adult examinations in all three areas (P≤0.001) so that the mean skill score of adult examinations was higher in the intervention group than the control group. there was a statistically significant difference between the mean scores of students’ skills in obtaining medical history (P≤0.001) so that the mean skill score of obtaining medical history was higher in the intervention group than the control group. Also, there was a statistically significant difference between the mean scores of students’ skills in performing pediatric examinations (P≤0.001) so that the mean skill score of pediatric examinations was higher in the intervention group than the control group.

 Flipped classroom increases knowledge, improves skills in instructing practical semiotics to medical students of physiopathology grade.

Clinical decision-making and self-efficacy are essential parts of nurses’ professional work, which includes information analysis, and proper implementation of decisions in the clinical field.

The present study investigated the perspectives of anesthesia nursing students on clinical decision-making and clinical self-efficacy skills.

This cross-sectional study was done on 70 undergraduate anesthesia nursing students at Jundishapur University of Medical Sciences in Ahvaz, Iran, in 2021, who were recruited through the census method. The required data were collected using a questionnaire containing demographics, clinical decision-making, and self-efficacy in clinical performance. The collected data were analyzed in SPSS 16 using the chi-square test, Mann-Whitney U test, and KruskalWallis test at a statistical significance of 0.05.

Mean age of students was 21.70 ± 1.06 years. The median score of all students’ perceptions of clinical decision-making was 66.5 ± 6. Moreover, 60% of the students had a weak perception of clinical decision-making (systematic analytical). The median clinical self-efficacy score of all students was 87.50 ± 22. Also, 51.4% of the students had a moderate level of clinical self-efficacy.

There is insufficient perception of clinical decision-making and clinical self-efficacy among anesthesia nursing students at Jundishapur University of Medical Sciences in Ahvaz. Therefore, it is recommended to pay more attention to the curricula and educational programs in order to promote students’ perceptions.

Natural and manmade disasters affect public health directly and indirectly. As statistics show, 31 of the 42 types of natural disasters in the world occur in Iran; therefore, preparation is necessary to effectively manage them. To this end, it is essential to train experienced and professional personnel to work in disaster fields.

This study aimed to evaluate the gaps in pre-hospital knowledge and skills among the rescuers of the Red Crescent Society of the Islamic Republic of Iran to increase the effectiveness of pre-hospital training courses for rescuers across the country.

This study was conducted with a descriptive qualitative method in two months through targeted in-depth interviews with the personnel of aid and relief centers, staff, volunteers, and pre-hospital skills training instructors of the Red Crescent Society. The inclusion criteria were having a bachelor’s degree or above and at least seven years of work experience (including teaching and responding to operations), as well as willingness to participate in the study. To determine the gaps in pre-hospital knowledge and skills in the Red Crescent society, the interviews were conducted in a semi-structured manner. A total of 31 interviews were conducted, which were written verbatim, and the codes were extracted manually. Finally, thematic analysis was used to analyze the data.

After analyzing the text of the interviews, 98 codes were extracted, which after removing duplicate codes and reanalyzing, were divided into two categories of knowledge and skills, each of which had 10 subcategories.

It seems that the pre-hospital theoretical and skill training courses of the Red Crescent Society failed to fill the knowledge and skill gaps identified in this research in terms of content and skills. Therefore, these courses can be revised based on the findings of this study. It is also necessary to identify the weight of each of the themes and investigate their impact on the efficiency of rescuers’ performance through a supplementary quantitative study, which we suggest as a topic for future research.

Multimedia in learning plays a significant role in supporting the success of learning. This study aimed to develop digital-based learning multimedia to improve student skills in childbirth.

Materials & Methods:

This study consisted of six stages, including potential problems, data collection, product design, design validation, revision, and product testing. Based on the results of development and testing, the learning media in the form of an animated delivery aid video was declared successful after being reviewed by material experts with highly good results and good learning. The media experts stated that this multimedia learning has a good appearance and features. Further, testing on students was conducted in three groups, including one-on-one groups, small groups, and field trials.

The trial results found that six students, with a proportion of 87.79%, had high validity scores. Student assessment in small groups involving 10 students obtained a value of 92.67% in the valid category. The results of field trials on 35 students was valid, with the proportion of 92.86%.

Students can achieve better learning outcomes after using animated video media. The animated videos are highly effective as a learning media in improving student skills in childbirth.

Nurses need critical thinking (CT) skills when faced with unstable clinical conditions. CT is a style of thinking, which requires new and student-oriented education. Nursing educators should train active students interested in continuous learning with their educational methods.

Therefore, this study aimed to determine the effect of problem-solving-based education on the CT skills of nursing students of the Islamic Azad University of Golestan province in Iran.

This experimental study used a pre-test and post-test with a control group. The study area was the department of undergraduate nursing students of the Islamic Azad University of Golestan province in the 7th and 8th semesters in the Islamic Azad University of Golestan province in 2022. The population included 50 nursing students, who were selected by convenient sampling. The data collection tool was the demographic profile form and the California Critical Skills Test (CCST).

In the control group, the results of the paired t-test in different dimensions, including truth-seeking (P = 0.91), criticism (P = 0.82), organization (P = 0.74), Curiosity (P = 0.52) and the overall size (P = 0.06) did not show significant differences before and after the intervention. However, there was a significant difference in the dimensions of analysis (P = 0.03) and self-confidence (P < 0.01). The ANCOVA test showed a significant difference (P < 0.01, Eta = 0.55) by removing the pre-test. Thus, 55% of post-test changes could be related to problem-solving skills.

Based on the effectiveness of problem-solving learning in increasing the CT of nursing students, CT levels can be raised using this method. Therefore, it is recommended to hold the related courses in educational centers, especially universities and higher education centers.

Context: 

This study aimed to provide an overview of cardiopulmonary-cerebral resuscitation (CPCR) training methods for nurses in Iran and introduce some innovations in using training methods to improve nurses’ knowledge and skills in clinical settings. Cardiac arrest is one of the most common causes of death worldwide. Evidence shows that despite the support for improving and treating cardiac arrest in recent years, the overall survival rate after it is still low. Thus, an awareness of the latest CPCR methods is vital for nursing staff. To this end, nurses’ knowledge and skills can be promoted using effective training interventions and techniques.

Evidence Acquisition: 

In this review study, the English keywords; education, training, cardiopulmonary-cerebral resuscitation, nurses, knowledge, skill, and performance, and their equivalent Persian terms were searched in articles published from 2010 to 2020 in Iranian and international databases including Google Scholar, SID, IranMedex, Magiran, PubMed, Ensani.ir, and CINAHL. A total of 21 articles were identified. After removing duplicate articles and the studies conducted in Iran, ten articles were selected for the final review.

In recent years, different conventional and modern training techniques have been used to teach cardiopulmonary resuscitation (CPR) to nurses in Iran to improve one or two areas of learning (knowledge and performance). The combined use of these training methods can enhance nurses’ knowledge, skills, and satisfaction with CPR training.

There are many conventional and modern methods for teaching clinical skills. Thus, the most effective methods should be used to teach CPCR to nurses. To this end, educational officials and managers should use integrated training methods to improve nurses’ CPCR skills.