مجله آموزش پرستاری
سال پنجم شماره 4 (پیاپی 18، مهر و آبان 1395)

Clinical experiences are so pivotal in nursing education and prepare nursing students to expose with real clinical situations. The study purpose was to explore the pathology of clinical training in medical surgical nursing at nursing faculties.
The qualitative study was conducted on 20 nursing students during their clinical training on medicinal surgical courses in 2014 by census methods. The selection of clinical trainers was performed by purposeful sampling and research process through individual and group semi-structured interviews. Interviews continued until data saturation was met and five-step analysis of Lundman and Graneheim was applied for data analysis.
After the analysis of individual and group interviews, 694 primary codes were derived, which were categorized in three main themes including the following: factors related to coaching with sub-categorizations of competency, attitude to the practice, interpersonal communications, evaluation and supervision; factors related to educational planning with sub-categorizations of coach devoting, clinical environment, and ineffective planning; and ultimately factors related to Logbook or assessment form with sub-categorizations of content problems of Logbook or assessing form, time consumption of Logbook completion, and mental problems for accepting the Logbook or assessment form.
It is so necessary to direct authoritie's attention to clinical ward improvement, selection of professional and empowered trainers, and holding educational courses for coaching; because the amelioration of clinical education quality according to the main mission of nursing education will result in safe care from patients.

Currently, the concept of leadership has come to be greatly appreciated in clinical education, due to its potency in predicting the efficacy of clinical programs. The present study was carried out to set forth the procedural guidelines of situational leadership style in clinical education for nursing students.
The present review study was conducted through searching databases, such as Proquest, PubMed, Elsevier, Wily, Magiran, and SID, for five keywords including leadership, situational leadership, clinical instructor, clinical education, and nursing student. Eventually, a total of 33 articles, found relevant to the study, were selected and reported.
The results were presented under core concepts such as situational leadership model and procedural guidelines of situational leadership in clinical education. Based on situational leadership in clinical education, the levels of clinical educators’ supportive and directive leadership behaviors manifest four different styles, including telling, selling, participating, and delegating, which should be employed commensurate with the students’ readiness and, in case the students’ level of readiness in doing a particular activity changes, the leadership style should change accordingly.
The results of this study indicated that enhancing the nursing educators’ leadership skills is of utmost importance for achieving greater clinical efficacy; therefore, educators should apply situational leadership to clinical education.

In order to improve nurse's critical performance and the quality of nursing care, nursing education must not only provide nursing students with specialized knowledge, but also develop their critical thinking skills. For nurses and nursing students to be efficient, they must be capable of critical thinking. The present study aimed to examine nursing student's disposition toward critical thinking and its relationship with their academic performance.
This was a descriptive correlational study conducted in 2014. The sample consisted of 120 nursing students from the Nursing Faculty of Shiraz University of Medical Sciences. Through convenience sampling, the researchers selected the subjects from among the first-, second-, third-, and fourth-year students in the second semester. The data collection instrument was a two-part questionnaire: part one consisted of questions related to demographics, and part two was Rickett's Critical Thinking Disposition Questionnaire. With a minimum score of 33 and a maximum of 165. The students’ academic performance was measured on the basis of their total average grades. The collected data were analyzed using descriptive and analytical statistics in SPSS 16.
The results showed that the mean and standard deviation of the nursing student's disposition toward critical thinking was 116.4 ± 10.09. Furthermore, the results of Pearson's correlation test showed that there was no significant correlation between the scores of subject's disposition toward critical thinking and their total average grades (P = 0.85, r = 0.02). In addition, there was no significant correlation in disposition toward critical thinking scores with age, gender and years of academic study (P > 0.05).
With regards to the score, it can be concluded that the disposition of students to critical thinking was significant. Accordingly, and due to the disposition of students, it is required to include techniques and methods for improving this kind of thinking in their trainings, which is essential for providing quality care.

Development of critical thinking and Procedural skills has remained a serious and considerable challenge throughout the nursing educational system in Iran. Conventional methods of teaching such as lecture, as the dominant method used in higher educational systems, is a passive style which ignores critical thinking. Therefore, the aim of this study was to compare the effects of instruction by concept-mapping and conventional methods in fundamentals of nursing on critical thinking skills in Tehran nursing students in 2014.
This quasi-experimental study was carried out on 70 nursing students, who were selected through convenient sampling method, then divided randomly into two equal experimental and control groups, in the Clinical Skills Center of Tehran Nursing and Midwifery School. Educational content was presented in the forms of concept-mapping for the experimental group and lecture in the control group. Data collection included a demographic information and California Critical Thinking Skills (form B) questionnaire; They were filled at the beginning and end of the fourth week of the Instructional period. Data were analyzed using SPSS software (v. 21), using descriptive and analytical statistics, at the significance level of 0.05.
Before the intervention, the mean of the total critical thinking skill score was 9.71 ± 2.66 in the concept mapping group and 9.64 ± 2.14 in the lecture group, and the difference was not significant (P = 0.121); but, after the intervention, the critical thinking skill score was 15.20 ± 2.71 in the intervention group and 10.25 ± 2.06 in the control group, which had a significant difference (P = 0.003).
Using concept mapping strategy in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher level education. Therefore, it is recommended to employ this method in clinical nursing education.

Cervical cancer is one of the most prevalent cancers in females. Pap smear test is an effective screening program; however, it is not conducted very frequently. The purpose of this article was to present findings on the effect of health belief model education on women's participation in Pap smear examination.
The study included a convenience sample of asymptomatic females aged 20 years and older, who were living in Sarvabad. Overall, 180 subjects were selected and randomly divided to experimental (n = 90) and control (n = 90) groups. Data were collected using a demographic questionnaire and items of the Health Belief Model were self-reported. Data analysis included descriptive statistics for demographic variables, and Manwitny test and Chi-square determined the associations of other variables.
Our findings showed that the mean scores of the intervention group and the control group based on the Mann-Whitney test in perceived susceptibility, perceived benefits, perceived barriers and perceived self-efficacy had a significant relationship. However, the severity had no significant relationship.Furthermore, 64.5% of people in the intervention group had pap test. Rate of doing a Pap test in the intervention group was 2.5 times that of the control.
Findings showed that targeted training and education models influence participation of women in the Pap smear test.

The purpose of this study was the assessment of family-centered empowerment program on knowledge, attitudes and self-efficacy of mothers of children with asthma.
This clinical trial study was performed during year 2012. In this study, 172 mothers of children aged 6 to 12 years with asthma, who had the inclusion criteria were selected from an available sample. The samples were selected and divided to two groups of case and control. This study was conducted in three phases: pre-intervention, intervention and post-intervention. Tools used in this study included questionnaires on knowledge, attitudes, self-efficacy regarding administration of drugs for children, control attacks of asthma, and identifying triggers of asthma. Data were collected and the SPSS software version 20 was used for analysis of descriptive statistics and inferential statistics (analysis of variance and independent t test).
The results related to the impact of the intervention indicated significant differences in knowledge (21.33 ± 2.23), attitude (53.94 ± 9.45), and self-efficacy (137.62 ± 11.32) in mothers before and after the intervention, with the difference being significant (P This study indicated that the application of family-centered empowerment model influences knowledge, attitudes and self-efficacy of parents regarding control and better asthma management of their young children. Therefore, health care providers should encourage the participation of patients and their families to reduce complications in controlling the disease. Finally, this model can be proposed for other diseases.

Education and support of family of hospitalized patients at the Intensive Care Unit (ICU) effects their coping and decreases distress. The current study aimed to determine the effect of educational-supportive intervention on psychological reactions of family members of hospitalized patients at the ICU.
In this semi-experimental study (pretest-posttest with control group), 154 family members of hospitalized patients at the ICU in trauma center of Khatam-al-Anbia hospital in Zahedan were studied during year 2015. They were selected through convenience sampling and were allocated to intervention and control groups. Data collection tools were Depression Anxiety Stress Scales (DASS-21). The questionnaires were completed by both groups before and after the one-week intervention. Data were analyzed through using the SPSS 20 software, descriptive statistics, paired and independent t test and analysis of covariance.
The mean change score of stress, anxiety and depression of family members of patients after educational-supportive intervention were 7.38 ± 3.68, 7.22 ± 3.01 and 6.67 ± 3.3, respectively in the intervention group and were significantly higher than control group 3.23 ± 1.09, 2.37 ± 0.27 and 7.2 ± 0.72 (P According to effect of educational- supportive intervention on reduction of stress, anxiety and depression of family members, it is essential to apply these interventions in educational programs and family- centered care.

This study was done to assess the information literacy of faculty members and PhD students in order to develop practical knowledge related to information literacy, in doing evidence-based care procedure at Tabriz University of Medical Sciences, Nursing and Midwifery Faculty.
This cross-sectional study was done on 53 academic members and PhD students during the first semester of 2015-2016 at Tabriz University of Medical Sciences, Nursing and Midwifery Faculty. The data gathering tool was a researcher-made questionnaire, which was completed by the samples and analyzed by the SPSS-22 software.
Average information literacy skill level for faculty members and students related to evidence-based care and information literacy standards was higher than the average index, except for “information exchange” standard (50 ± 10). The highest and lowest mean scores in evidence based care were for questions formation (96.18 ± 18.6.17 and 48.51 ± 14.69, respectively) and evaluation results (95.56 ± 6.66 and 45.94 ±14.08, respectively), respectively. For information literacy standards there were calculated for (respectively) finding information as the highest score for (95.56 ± 6.66 and 72.44 ± 13.62, respectively) and the lowest for information exchange (74.19 ± 11.83 and 48.51 ± 11.35, respectively).
According to the results of this study and also considering that PhD students’ and faculty members’ information literacy level was above the average, it is recommended to develop optimal measures to promote evidence based decision making.