مجله آموزش پرستاری
سال نهم شماره 5 (پیاپی 43، آذر و دی 1399)

The need for learning through new methods for knowledge promotion is a basic need for acquire clinical skills. Therefore, the aim of this study was to compare the effect of e-learning, traditional and combination training on learning health assessment lesson in midwifery students..

This quasi-experimental study was conducted on 84 midwifery students at the Faculty of Nursing and Midwifery of Islamic Azad University, Abadan Branch in 2015. Samples were randomly divided into three groups. In the first group, echr('39')learning by Using mobile phone, the second group was trained in the traditional way and in the third group of combined training. Then, from all three groups, a written and then a practical test was performed in the form of a checklist consisting of four-answer questions, and the final score of each person was the criterion for his control. One-way analysis of variance, Tukey tracking test, SPSS software and statistical tests were used to analyze the data.

The results of this study showed that there was a statistically significant difference in the mean score of assignments and practical test (p <0.001) and the final score (p <0.001) in the three groups, but no statistically significant difference was observed between the mean score of the written test in the three groups (p = 0.27).

This study showed that combined education is more effective than other educational methods such as traditional education and e-learning using mobile phones in learning the health assessment of midwifery students.  Therefore, it is suggested that instead of using either traditional or electronic teaching methods alone, a combination of these two trainings be used in the form of a new teaching method (combined training) to lead to better and more active learning in students.

Nursing is a profession that requires a positive view of society and governments for growth and excellence. Providing a distorted or populist image of the profession can have negative consequences for health care providers. This article aims to explain the image of nurses in Iranian cinema in the last three decades.

This content analysis study was conducted in 1398 in Semnan University of medical science on 16 Iranian cinema and television films using the researcher-made checklist and was evaluated in three time periods of the 1991s, 2001s and 2011s. Content analysis of selected movies was performed based on a three-step myring method (summarizing, clarifying and structuring).

Most of the films reviewed in each of the three decades were socially thematic, with superpowers playing the role of all the portrayed nurses in the 1970s, while none of them were superstars in the next two decades. Most of the nurses that portrayed in these films were young and gradually, over the course of three decades, the marital status of nurses changed from unmarried to single. Also, the nature of the majority of works that provided by nurses over a three-decade period, ranged from the specialized to the non- special work

Depiction a scientific and accurate picture of the nurse and nursing practices in the films of the three decades under review has not a good progress and nurses have been involved in role stereotypes.Magnifying features such as female gender, celibacy, youth and inappropriate appearance of nurses and playing unprofessional roles that seen in the examined films, can perpetuate the societychr('39')s incorrect stereotypes of nursing that require correction.

Due to the important role of nursing in the health care system of the country, it is necessary to pay attention to improving the quality of clinical education. This study aimed to determine the status of clinical education and the factors affecting effective clinical education from the perspective of nursing students of Alborz University of Medical Sciences in the year 2020.

This is a descriptive cross-sectional study in which all 3rd to 8th semester nursing undergraduate students of Alborz University of Medical Sciences were enrolled by the census method. Data collection tools included a demographic questionnaire, a questionnaire to assess the status of clinical education ,and questionnaire to evaluate the factors affecting effective clinical education. The collected data were analyzed by SPSS software version 26 and descriptive statistics.

A total of 155 nursing students participated in this study. According to the findings, in the status of clinical education questionnaire, mean scores obtained in the areas of goals and educational program (3.30±0.74) at the moderate level, instructor performance (3.65±0.75) at a good level, dealing with the student (2.92±0.88) at the moderate level, the educational environment (2.75±0.88) was at the moderate level and monitoring and evaluation (3.13±0.98) were at the moderate level. Also, in the questionnaire of factors affecting effective clinical education, mean scores obtained in the areas of student personal characteristics (3.67±0.84), personal characteristics of clinical instructor (3.59±0.92), clinical environment conditions (3.06±1.02), educational planning (3.26±1.02) ,and clinical evaluation (3.05±1.02).

The status of clinical education from the perspective of the students was moderate. Also, the two areas of student personal characteristics and personal characteristics of the clinical instructor are more effective in clinical education. Admitting students based on the capacity of clinical standards, providing welfare educational facilities, determining the duties of instructors and students in teaching hospitals, using modern methods of clinical education, and virtual hospital to improve and enhance the quality of clinical education is necessary.

Assessing the clinical competence of final year nursing students to graduate and enter the job market during the Covid-19 pandemic is a major and risky challenge. This study aimed to conduct a clinical competency test for final year nursing students during the Covid-19 pandemic to prevent the spread of the disease.

The present study is a case study that reports a virtual clinical competency test that was held in July 2020 at the Khorramabad School of Nursing and Midwifery. A total of 42 final year nursing students were enrolled in the available method. After orientation and training sessions, students participated in the virtual clinical competency test. This test was held in 9 stations in different areas and by internet software. Test questions were designed with an emphasison clinical and practical aspects. After evaluating the answers, the data were analyzed using descriptive statistics.

42 students participated in this test. At the basic skills and nursing report station, all participants completed the test. At the pediatric and cardiopulmonary resuscitation stations, 19% of the participants were rejected. Students who were rejected at different stations were allowed to study or participate in workshops. Then the next test was held in each station in a decentralized manner.

This report shows that in situations where it is not possible to hold a face-to-face test of clinical competency, students can be evaluated in terms of eligibility to enter the clinic using cyberspace. This method can be developed as a method in the field of nursing education to evaluate studentschr('39') clinical performance.

Individual desires and motivations vary from person to person depending on different temperaments. Therefore, this study aimed to investigate the relationship between temperament and academic motivation of nursing and midwifery students of Bushehr University of Medical Sciences in the second semester of 2017-2018.

This descriptive-analytical study was performed on 296 nursing and midwifery students of Bushehr University of Medical Sciences in the second semester of the 2017-2018 academic year. Sampling was done by stratified random sampling. The data were collected by Self-report and using questionnaires of mojahedi temperament (2014) and vallerand motivation of academic achievement (1992). Data were analyzed by SPSS software version 22, using descriptive statistics and analytical tests as Chi-square at the significance level of less than 0.05.

Out of 296 students, 94 people were with cold and dry temperament (31.8%), 93 people were with cold and wet temperament (31.4%), 55 people were with hot and wet temperament (18.6%), 54 people were with hot and dry temperament (18.2%). Most students (69.33%) had good motivation for academic achievement. The mean score of the motivation of academic achievement participant in students with cold and wet temperament was (124.42±18.6), cold and dry temperament was(114.48±20.01), hot and wet temperament was (124.84±20.11), and hot and dry temperament was(137.39±20.74) that showed a significant difference between studentschr('39') motivation of academic achievement according to their temperaments(p <0.001), so that the highest academic motivation in students with hot and dry temperaments and the least academic motivation were observed in students with cold and dry temperament.

The results of the present study showed that temperament can play a decisive role in a personchr('39')s academic. Therefore, it is suggested that by using the teachings of traditional medicine and temperament correction by health policymakers as well as those in charge of education, the field of improving the level of academic motivation in students should be provided.

Today, the decrease in nurseschr('39') organizational commitment has created many organizational problems and has led to a decrease in care services and the efficiency of hospitals. Since there is a relationship between emotional intelligence and organizational commitment, the present study was conducted to determine the effect of emotional intelligence skills training on nurseschr('39') organizational commitment.

An experimental study with a pretest-posttest design with a control group was conducted in 2014 in Birjand. Using a simple random method, one teaching hospital was selected as the sampling site for the nurses in the intervention group and another for the control group. Pre-test and post-test data were collected by Allen and Meyer Organizational Commitment Questionnaire as self-report. The Emotional Intelligence Skills Training Program is based on the Travis Brad berry and Jean Greaves model, which emphasizes the teaching of the four components of self-awareness, self-management, social awareness, and relationship management over 10 sessions. After the intervention, both individuals were tested. Finally, the collected data were entered into SPSS software (18th edition) and analyzed with the help of the independent t-test and pair t-test at a significance level of 0. 05.

The mean score of total organizational commitment before 94.25 ± 22.74 and after 98.56 ±2.77 of training in the control group was not statistically significant (p> 0.05); While the mean score of total organizational commitment before training in the intervention group was 99.56 ±17.60 and after training was 110.69 ± 16.49 and indicates a statistically significant difference (p =0.04).

To what extent can emotional intelligence affect the important variable of organizational commitment of employees of health organizations and is crucial. Therefore, laying the groundwork for promoting employeeschr('39') emotional intelligence should be considered.

Critical thinking skills are one of the goals of higher education and an expected capability for postgraduate nursing students who need to be nurtured during their studies and grow and develop after gaining educational experience and employment in the nursing profession. Given the position of these types of skills, the need for further studies in this field is felt. The aim of this study was to explore the views and experiences of nursing faculty members about applying critical thinking skills in postgraduate curriculum.

This study is a research with qualitative approach (directed content analysis) which conducted in 2020, using purposive sampling and maximum variation. 16 nursing faculty members of Golestan and Fars University of Medical Sciences participated in the study. The inclusion criteria were sufficient teaching experience at masterchr('39')s and doctoral levels. Semi-structured and open-ended interviews on teaching critical thinking skills to the students, as well as probing questions were used to collect data. Interviews were recorded, handwritten and analyzed according to directed content analysis method.

From data analysis, three main categories; "critical thinking skills", "factors affecting critical thinking", "barriers to critical thinking" and 12 sub-categories were developed.

Data analysis showed that the participants tried to reduce the theoretical teaching and increase analytical content, more and more critical thinking skills for better education of the students. Nursing faculties pay much attention to critical thinking in education and believe that it is a very useful skill in nursing profession. The results of this study can be used for proper planning to improve critical thinking skills education.

Combining science and art with aesthetic is an important feature in the quality of nursing care. On the other hand, self-compassion is one of the important components of mental health and can be a powerful source and a principle to increase the quality of caring for others, especially in the main components of kindness and empathy. The aim of this study was to investigate the relationship self-compassion and aesthetic care in nurses

This descriptive-correlational study and the statistical population of the study consisted of nurses working in educational and medical centers in Isfahan. In this study, 95 nurses and 285 patients were selected by convenience sampling method. Self-compassion questionnaires and Esthetics Nursing care Scale were used. Data analysis was performed in two ways: descriptive and inferential. At the inferential level, Pearson-Speirman correlation coefficients and Chi-square test were used. Analyzes were performed at an error level of 0.05 using SPSS software version 22.

The mean and standard deviation of nurseschr(chr('39')39chr('39')) self-compassion was 75.68± 5.70 and moderate. The highest score was in the self-kindness subscale and the lowest score was in the isolationism subscale. In this study, nurseschr(chr('39')39chr('39')) aesthetic care with a mean and standard deviation of  26.58 ±  135.74 was desirable.The results showed a significant and indirect relationship between the isolationism subscale and aesthetic-based nursing care (p = 0.034).

In this study, nurses had a moderate level of self-compassion and with increasing the isolationism of nurses, the quality of aesthetic care decreased. It is suggested that nursing officials pay more attention to the development of nurseschr(chr('39')39chr('39')) self- compassionate in order to increase the quality of care.