مجله آموزش پرستاری
سال چهارم شماره 3 (پیاپی 13، پاییز 1394)

Cardiopulmonary arrest remains a major health problem and a cause of sudden death in the world. Immediate help to save the life of cardiac arrest patients is very important. Cardiopulmonary resuscitation training in schools could be an effective and affordable idea to develop those skillsin the society. The aim of this study was toassess the effect of cardiopulmonary resuscitation training on Basic Life Support knowledge and performance among thestudents. In this quasi-experimental study، a total of 40 6th grade students from both sexes were selected randomly from Larschools from 2013 to 2014. Validity and reliability of the personal characteristics، knowledge questionnaire، checklist، and Half-body Cpr Training Manikin، “personal characteristics” and “knowledge” questionnaire، and checklist were completed before cardiopulmonary resuscitation training. The training session included theoretical and practical sessions. Right afterthe intervention and one month after the training، “knowledge” questionnaire and checklists were completed again. Then، data were analyzed using SPSS version 22. The results showed significant difference in mean scores of knowledge and performance of students before، immediately، and one month after the training (P<0. 001). After one month، mean score of knowledge and performance decreased in comparison with immediately after training (P<0. 001) but remained significantly higher than before training (P-value < 0. 001). Although immediately after the training،there were no significant difference in the score of knowledge and performance of students according to theirparents education، and mother’s occupation (P>0. 05)، but there was a significant difference in the mean score of performance of students according to their father’s occupation immediately after the training (P<0. 05). Also، there was a significant difference in the mean score of performance between body mass index groups immediately after the training (P<0. 05). The results of this study emphasizes the need for planning and implementing cardio-pulmonary resuscitation courses among elementary school students; as well as، regular implementation and retraining courses in order to maintain and promote public health usingschool pediatric nurses.

Due to their educational situations, medical students are more vulnerable to general health and mental disorders. Therefore, their health could lead to improving science, practice, and improving their education. This study aimed to investigate the general health in nursing and midwifery students and its relationship with their academic achievement at Islamic Azad University, Rasht, Iran. This was a correlational study using the census method. Participants were midwifery and nursing students who were studying at Islamic Azad University of Rasht in their second semester of academic year 2013. Data were obtained using a two parts questionnaire including demographic data and general health status based on GHQ- 28.Then data were analyzed by SPSS version 16 using descriptive and analytical statistics. The mean score and the standard deviation of general health among midwifery and nursing students were 22.85±11.22 and 48.20±10.8, respectively. There was a significant relationship between general health among midwifery and nursing students (p=0.03). However there was no significant relationship between general health and score of academic achievement in midwifery and nursing students (p>0.05). The results of this study showed that the majority of nursing and midwifery students are in a state of perfect health. Consequently, providing training and counseling are necessary to maintain and improve their level of health.

Decision-making is the main concept in nursing, having a direct effect on nursing care. Awareness of the relationship between decision-making style and nursing clinical competence is a prerequisite for establishing proper educative programs over developing the nurses’ expertise. The current study was conducted to determine the correlation between general decision-making style and clinical competence of nurses. In this correctional research, 204 nurses working in the educational hospitals in Kermanshah enrolled in the study using a stratified random method in 2014. The tools included clinical competence of Benner and Scott and Bruce decision-making styles questioners. Data were collected from work location of the participants and completing the questioners. Then they were analyzed using SPSS version 16 and descriptive and inferential statistics. Mean and standard deviation of total clinical competence was 69.56± 10.74. The mean number of rational decision- making (17.97± 3.07) and intuitive decision-making (17.95± 3.43) styles was higher than other styles. There was a significant positive correlation between rational (r=0.209 P=0.003) and intuitive (r=0.193 P=0.006) decision- making styles with clinical competence. There was a positive relationship between rational and intuitive decision- making styles with clinical competence. Consequently, an appropriate educational program should be designed to strengthen the clinical competency of nurses and nursing students.

diabetes is one of problems in aging. Family support helps to maintain independence and self-care which results in reducing diabetes cost and burden. This study aimed at evaluating the effect of a family-based social support educational intervention program among older people with type 2 diabetes. In this interventional study, eligible elderly patients with type 2 diabetes participated in the study using randomized sampling. A three parts questionnaire including demographic and heath related variable, standard perceived social support instrument and self-designed questionnaire based on Social Cognitive Theory (SCT). After baseline, an educational program performed based on Social Cognitive Theory constructs (SCT) (knowledge and situation analysis, expected outcome, self-efficacy, self-management and self-control to relatives who lived with the subjects (the intervention group). Collected data was analyzed using SPSS version 16 with statistical tests at the significant level of p<0.05. Before intervention, there was no significant differences perceived social support and constructs of SCT between intervention group and compare based on Wilcoxon test (p>0.05). But after the intervention, there was a statistical difference (p<0.001). SCT' structures and perceived social support just in the intervention group revealed a statistical differences using Paired t- Test (p<0.001). family-centered educational program based on SCT can be effective in diabetes care improvement and family support promotion in health care systems.

The purpose of most of the nursing programs is to graduate nurses who can make positive changes in the healthcare system. Comparing different educational systems may lead to the improvement in the content and quality of curriculum and considering successful curriculum around the world can establish an efficient system. This study aimed at comparing the MS curriculum in pediatric nursing in Iran and USA resulting in practical suggestions for improving the curriculum. This descriptive, analytical study was carried out in 2015. After searching the network on the master curriculum of pediatric nursing in well-known international universities, we selected John Hopkins University due to relative similarities between two courses. Both curriculums were assessed in terms of their philosophy, goals, content, and their weak, and strong points. Iran Master’s curriculum of pediatric nursing has distinctive philosophy, values, position, and career duties. The required qualification to enter the course is included having a Bachelor’s of Science degree in nursing and passing the test. In the United States interview and presenting the scores, CV, and working licensure were essential as well. Pediatric nursing course is delivered during 4 semesters in Iran. In the curriculum of the USA it is also possible to pass the course as part-time. The content of both curriculums were similar. The new pediatric nursing master’s curriculum in Iran has many strong points regarding its clinical nature. Considering the volunteers’ carrier records, interviewing participants in terms of their psychological qualification before entering the course and also delivering the course as a part-time program could be worthwhile.

Social and moral intelligence in university settings stimulates students’ adaptation in the university and affect their academic performance. The aim of this research was to investigate the relationship between social and moral intelligence with students’ academic performance. This descriptive correlational study was carried out on 333 medical students of Islamic Azad Universities and State universities of Bonab and Maragheh, Iran in 2015. Samples were selected through a cluster sampling in several phases. Data were collected using Farsi versions of Thet’s social intelligence questionnaire as well as Lennick & Kiel’s moral intelligence. Data was analyzed using Pearson correlation coefficient and multiple regression analysis. Positive and direct correlation was observed between students’ academic performance and social intelligence (R=0. 394, P=0. 00), a compassion subscale of moral intelligence (r=0. 320, P=0. 00), a responsibility subscale of moral intelligence (R=0. 243, P=0. 00), a forgiveness subscale of moral intelligence (r=0. 436, P=0. 00), and honesty subscale of moral intelligence (r=0. 263, P=0. 00). The results of multivariate correlation coefficient showed that variable of social intelligence and the subscales of moral intelligence may partially (41.3%). According to the direct correlation of academic performance with social intelligence and subscales of moral intelligence, it seems that social and moral intelligence causes an increase in the students’ academic performance.

Lecture as a teacher-centered pattern is a common method in education. However, previous years showed a tendency of various disciplines of medical sciences toward a student-centered orientation. This study aimed to compare the effectiveness of teaching through lecture and conference presentation method on the learning level of anesthesiology students. This quasi-experimental study was performed on 44 anesthesiology students through census method in Jahrom University in 2013. This study compared teaching through peer learning with lecture method. At the end of the semester, satisfaction questionnaires were completed by the students. Also, at the end of the course, students were assessed using multiple-choice questions. Mean test scores in the classroom conference method and teacher lecture method were79.02 ± 11.43 and 78.57 ± 8.21, respectively. The difference was not statistically significant (p=0.76). Also the results showed that most of the students (68.36%) were satisfied with the class conference method. The two teaching methods used did not have a statistically significant difference and a tangible effect on the final exam results. However, conference method had the highest student’s satisfaction. In line with the finding of this study, learning method based on the student participation is recommended.

Patient education is difficult in hospital. And there are many barriers to its implementation. For effective patient education,, identifying the barriers and motivations of patient education from involved people’s point of view in the process of patient education is necessary. In this analytical cross-sectional study 131 nurses and Nurse Managers employed at bojnoud University of Medical Sciences hospitals in 2014, were selected by census sampling method and studied. Data was collected by Nurses motivational factors associated with Patient Education questionnaires and Questionnaire to identify barriers to patient education In three dimensions related to patient, management and nurses. Data were analyzed by SPSS V20 software using descriptive statistical tests and independent t-test. From the nurses’ point of view most of the barriers for patient education were: nurses’ lack of knowledge toward patient education (71.9%) illiteracy or low literacy of the patients (70.8%), not identifying the requirements of patients’ education and lack of nursing manpower (66.7%), lack of educational textbooks (62.5%), lack if regular plans for patient education (60.4%), patients unfavorable general condition and lack if law about patient education (59.4%) and from managers’ point of view: lack of nurses’ knowledge toward patient education (97.1%) lack of patient cooperation (91.4%) and, lack of manpower and sex difference between educator and patient (77.1%) the inability of patient for taking care of him/herself (71.4%) lack of time for nurses (68.8%) illiteracy or low literacy of patients (68.6%), rejection of education from patients (60%), low budget for patient education (54.3%). From nurses’ point of view most of the motivational factors for patient education were: job conscious (46.9%), awareness and appreciation from authorities (43.8%) salary (42.7%). And from managers’ point of view: advancement and job improvement (42.9%) interest in the job, and supervision from authorities (37.1%). And also there has been a meaningful relation between some of the demographic variables. Nurses and managers had a common point of view toward the main barriers regarding the patients and nurses. But they had a different point of view toward barriers regarding the administration. According to costs the effectiveness of patient education is essential and the authorities can contribute in removing the barriers of patient education by applying measures like attributing enough budget for education that lead to holding training courses, employing enough manpower, effective planning, appropriate supervised encouragement.