Nursing School

Nurses play an important role in providing health services to the community. Therefore, the curricula in this field are of particular importance and should be continuously revised in line with the educational system and the needs of society. Therefore, this study aimed to compare the MSc curriculum of Iranian Internal Surgery Nursing and The University of Pennsylvania in the United States.

This comparative review was conducted in 1401. First, according to the ranking of nursing faculties of the world, a top university ranking one (Pennsylvania Nursing School) was selected by searching the QS.COM site, and the required information was collected and compared using the 4-step Bereday model.

The findings showed that The Iranian Nursing Program and the Pennsylvania School of Nursing have commonalities and differences. (In Pennsylvania, the method of decentralized admission, with the condition of average and background, and in Iran, merely having a bachelor's degree and participation in the entrance exam of the Ministry of Health), the nature of the field (in Pennsylvania, with an emphasis on the development of clinical decision-making experts according to culture, and in Iran, the development of clinical specialists in the field of disease care). It is international) The content of the courses (in Iran and Pennsylvania, the content of the lessons is largely the same, but varies in the number of units).

Comparing the U.S. and Iran curricula shows that the U.S.-Iran curriculum has similarities in the content of the curriculum and objectives in general. However, in the nature of the field, the mission, prospects, and the way students are accepted are superior to those in Iran.

Procrastination is a very common phenomenon and almost a global problem that exists in all cultures. Studies show that (80-95%) of students are involved in some form of procrastination and (50%) of them are always procrastinating in doing homework and learning subjects. Academic procrastination is one of the factors affecting studentschr('39') academic achievement and many students cannot use their maximum existential capacity due to this problem. In fact, procrastination causes a high degree of anxiety and depression in the person, which lowers his self-esteem. Self-esteem is one of the most important factors modulating psychosocial stress, which is based on family relationships, academic success, physical image, social interaction, and self-worth. The importance of these issues depends on individual differences and growth. Studies show that the way parents relate to their children and how they raise their children affect procrastination. In addition to common problems of other students, medical students also face special problems in their field, such as the stress of the hospital environment and dealing with the problems of patients, and are more at risk of injury. Therefore, it is necessary to examine different academic problems such as academic procrastination and its related factors including relationship with parents and self-esteem of this group to prevent the academic failure of these students as the future workforce. Training students who, due to academic procrastination, have not been able to acquire sufficient educational competence to provide services to patients will cause several problems in the health system in the future. This study aimed to determine the relationship between self-esteem and relationship with parents with academic procrastination in nursing students.

This predictive, correlational, cross-sectional study was conducted on nursing students of Shahrekord University of Medical Sciences during November-December 2019. The statistical population of this study was all students at the School of Nursing and Midwifery, Shahrekord University of Medical Sciences (nursing, midwifery, operating room, and emergency medicine). In total, 410 students were selected through quota sampling and included in the study. The inclusion criteria were being a student, nursing students in one of the intended disciplines, non-employment in the health system and other organizations. The exclusion criteria were being married, having a history of mental illness and not having parents. The measurement tool was a four-part questionnaire, with the first part related to demographic information (age, gender, field of study, semester, and degree), the second part was Solomon and RothBlumchr('39')s academic procrastination questionnaire, the third part was Rosenbergchr('39')s self-esteem questionnaire, and the fourth part of the questionnaire was the parent-child relationships devised by Fine, Moreland, and Schwebe. Data were analyzed in SPSS version 16 using descriptive (mean and standard deviation) and inferential statistics (t-test, one-way ANOVA, Pearson correlation coefficient, and linear regression) at the significance level of 0.05. The Kolmogorov-Smirnov test was used to evaluate the normal distribution of data, and Levene’s test was set as default in t-test. One-way ANOVA was also used to assess the equality of the variances.

Evaluation of the frequency distribution of quantitative variables using the Kolmogorov-Smirnov test showed a normal distribution of data (P>0.05). In terms of age range, the highest frequency belonged to the age range of 18-32 years and the average age of students in this study was 20.82 ± 1.83. Most participants were female. The participants were studying nursing, operating room, emergency medicine, and midwifery, with nursing having the highest ratio. Students in this study were classified into four semesters, with the highest ratio belonging to the first and fifth semesters and the lowest ratio to the third semester. The mean and standard deviation of the academic procrastination score in this study was 64.2 ± 4.48 which was moderate. The mean score of relationship with parents was at the desired level of 142.61 ± 7.11, and the mean score of self-esteem was 24.12 ± 1.45 which was at the average level. Pearson’s correlation-coefficient regarding the correlation between the studied variables indicated a negative and significant relationship between academic procrastination with relationship with parents (P<0.001; r=-0.54) and self-esteem (P<0.001;-r=0.32). Regression test showed that self-esteem (adjusted R2=0.102) and relationship with parents (adjusted R2=0.291) significantly predict academic procrastination. The unstandardized beta value showed that the share of self-esteem in predicting academic procrastination was 0.21, and the share of relationship with parents was 0.27. Mean scores of self- esteem, relationship with parents, and academic procrastination were 12.24 ± 1.45, 142.61 ± 7.11, and 64.2 ± 4.48, respectively. The standardized beta value showed that a one-unit increase in the standard deviation of the relationship with parents will decrease the standard deviation of academic procrastination by 0.40 (standardized β=-0.405). 1 unit increase in the standard deviation of the self-esteem variable will decrease the standard deviation of academic procrastination by 0.36 (standardized β=-0.363).

The study aimed to investigate the relationship between self-esteem and relationship with parents with academic procrastination. The results showed that increasing self-esteem and relationship with parents will significantly reduce academic procrastination in students. Self-esteem and relationship with parents also predict academic procrastination. According to these results, it should be said that studying self-esteem and relationship with parents in students is necessary and, these variables should be improved in educational systems with appropriate education, and therefore action should be taken to improve the situation of academic procrastination. The results of this study have some implications for administrators of educational systems to avoid the academic procrastination of medical students whose educational competence is of great importance. Using psychological counseling to assess mental health and its parameters, including self-esteem, helps in identifying students at risk. Also, identifying studentschr('39') broken relationships with parents through counseling can play an important role in improving their mental health and thus reducing their academic procrastination.

The objective of this study was to explain the perspectives of managers regarding change management in nursing and midwifery faculties. This study was conducted according to the qualitative approach; in fact، a descriptive exploratory method was applied with triangulation. Snow ball sampling method was used. Subjects composed of managers in nursing schools in Tehran and the inclusion criterion was at least 1-year experience. In qualitative phase، no variable was measured. Data were gathered by semi-structured interviews in which a guide and field notes were used. Data were saturated after observing the repetition of codes. Content analysis was used for data analysis. The trustworthiness was achieved by a prolonged field experience، member check، peer check and sharing the content with two experts in qualitative research. Ten participants (7 females and 3 males) between 38 and 54 were interviewed. 2 of them had Master degree and 8 with PhD of nursing; only 3 of them were in high-level management of their faculties. After interviews، 124 conceptual codes، 15 sub concepts and 3 core concepts were extracted. Accordingly، the concept of change management was postulated as the purpose of this study. Furthermore، its influencing factors were identified. The implication of the study is in the faculties of nursing and midwifery to use the model according to organizational culture.

The objective of this study was to explain the perspectives of managers regarding change management in nursing and midwifery faculties. This study was conducted according to the qualitative approach; in fact، a descriptive exploratory method was applied with triangulation. Snow ball sampling method was used. Subjects composed of managers in nursing schools in Tehran and the inclusion criterion was at least 1-year experience. In qualitative phase، no variable was measured. Data were gathered by semi-structured interviews in which a guide and field notes were used. Data were saturated after observing the repetition of codes. Content analysis was used for data analysis. The trustworthiness was achieved by a prolonged field experience، member check، peer check and sharing the content with two experts in qualitative research. Ten participants (7 females and 3 males) between 38 and 54 were interviewed. 2 of them had Master degree and 8 with Ph. D of nursing; only 3 of them were in high-level management of their faculties. After interviews، 124 conceptual codes، 15 sub concepts and 3 core concepts were extracted. Accordingly، the concept of change management was postulated as the purpose of this study. Furthermore، its influencing factors were identified. The implication of the study is in the faculties of nursing and midwifery to use the model according to organizational culture.

The internal environment of any organization is an effective factor on change management. There are many effective factors which should be determined and utilized for change management in any organization including nursing and midwifery schools. So, this study aimed to explore organizational internal environment of nursing and midwifery schools and it''s effect on change management. This study was the qualitative part of a mixed exploratory study. The participants were recruited by purposeful sampling method from the managers of Tehran schools of nursing and midwifery. Data were gathered by semi-structured interviews and conventional content analysis was used for data analysis. Totally, 171 conceptual codes were extracted which were categorized in 3 themes including changing process, internal organizational environment and external organizational environment. Internal organizational environment had 10 subcategories in 3 main categories including managerial-, organizational- and individual-factors The concept of change management is a complicate procedure which is influenced by managerial-, organizational- and individual-factors. Faculty members, manager''s duties, education, attitude and other factors should be considered for change management in schools of nursing and midwifery.

One of the main missions of universities is to train skillful manpower for the society. The higher education institutions try to find out what their graduates will face in the society and if they have a chance to use their specialty. This research was performed to determine the job future of the graduates in Semnan. In a cross-sectional study, all nursing graduates (B.S.) who had been graduated during 1992-1999 were studied (N=174). 93 persons participated in the survey by completing a questionnaire containing 10 questions. The data were analyzed by SPSS software. Frequency distribution, standard deviation and the mean of all questions were calculated and also Chi2 test was used. 60.22% of the participants were female. 30.12% of them were hired as permanent employees. Most of them worked at the hospitals and 43.1% were employed in non-nursing positions. Only 17.2% were employed within less than 6 months and the rest were unemployed in a period of 6 months to 3 years after graduation. Also, 17.2% were unemployed at the time of this study. Most of them (60.21%) had not entered postgraduate studies and 2.61% had continued their studies for non-nursing majors. 6.45% had changed their major of study and also their jobs. 80.64% of the participants did not have any contacts with their schools. And only 17.2% were employed in hospitals affiliated to Semnan University of Medical Sciences. Chi2 – test showed a significant relationship between gender and the period of unemployment. The results revealed the long period of unemployment of nursing graduates, the undetermined hiring situation and employment in fields other than nursing. It is recommended to consider society's needs and student's interests at the time of admission to the university and take some measures concerning employment problems.