مجله آموزش پرستاری
سال یازدهم شماره 2 (پیاپی 52، خرداد و تیر 1401)

Psychological distress and resilience is always an important problem in nurses with coronary disease. The aim of this study was to determine the effectiveness of acceptance and commitment-based therapy on psychological distress and resilience in nurses with coronary in Tehran.

The present study was a quasi-experimental pretest-posttest with a control group. For this purpose, among all nurses with coronary disease in the period of autumn and winter of 1399, two designated centers and 30 nurses were selected by available sampling and randomly replaced in two experimental and control groups, each group 15 people. Subjects answered the Depression, Anxiety and Stress Questionnaire and Connor and Davidson Resilience Scale before and after the intervention. But no intervention was done for the control group. Data were entered into SPSS software version 25 by multivariate analysis of covariance at a significance level of less than 0.05.

The results of multivariate analysis of covariance showed that there was a significant difference between the experimental and control groups in the scores of psychological distresses (depression, anxiety and stress) and resilience.

According to the results, it is possible to use acceptance and commitment therapy to improve psychological distress and resilience of nurses with mild coronary disease.

Reflection is one of the basic methods of education that is effective in raising the level of awareness and skills in clinical situations. The aim of this study was to investigate the effect of family nursing education using reflection method with the help of situation simulation through video screening on learning and perspective of nursing students.

This quasi-experimental study was performed with the participation of 144 nursing students. Basic content was presented in the first sessions. Students were divided into groups of four. In the intervention group, family nursing education was performed with the help of situation simulation through film screening and in the control group, traditional education was conducted through lectures and questions and answers. To evaluate the results, a survey and comparison of scores of the two groups were used. Data were analyzed using SPSS software version 20.

There was a statistically significant difference in the mean score of the final exam between the two groups of family nursing education with the help of situation simulation through film screening and the traditional education group through lectures(p<0.05). From the perspective of nursing students, rethinking method on practical and effective learning, increasing job knowledge, increasing the opportunity to provide appropriate feedback from the teacher and reducing errors in the real environment, increasing knowledge of crisis and vulnerable families and removing barriers to home visits in terms of Legal and cultural issues had a greater impact.

Design and implementation of family nursing education through reflection method, promoting students' learning and perspective. By simulating the situation with the help of film screening, students' understanding of the situation of vulnerable families can be improved. Students take a deeper look at family problems, which can increase their ability and responsibility to solve family-centered problems in the future. Therefore, this educational method is recommended for use to managers and lesson planners.

"Caring behavior" are actions that are performed for the well-being of the patient. Nurses and patients' perceptions of caring behavior may differ. The aim of this study was comparison of nurses’ and patients' perspective on caring behaviors in intensive care units of educational and medical hospitals affiliated Golestan University of Medical Sciences.

This descriptive- analytical, cross-sectional study was performed in 2021 in intensive care units (ICU, CCU, hemodialysis) in educational and medical centers of Golestan University of Medical Sciences. Cluster and census random sampling were used to select hospitals and nurses, respectively. The patients entered into the study by convenience sampling. Data collected using Caring Behavior Inventory (CBI) questionnaire consisting of 42 questions and five domains (respect for others, ensuring human presence, communication and positive attitude, knowledge and professional skills and attention to other experiences) with six-point Likert responses. Data were analyzed using Mann-Whitney, Kruskal-Wallis, and Spearman correlation coefficient tests.

149 nurses and 145 patients were studied. The mean of nurses’ caring behaviors from the nurses and patients’ perspectives were 229.07±14.65 and 208.79±19.92 respectively. The CBI’ scores in each of five domains were significantly higher in nurses than patients (P-value <0.001).

The difference between patients' and nurses' perception about caring behaviors confirms that although nurses' perspective is that they perform care well, but from patients' point of view, nurses have not been able to meet their expectations.

Although all people are exposed to outbursts of anger and job dissatisfaction, but a group of people are more exposed to the fact that nurses belong to this group due to their type of work and responsibility. This study is conducted to investigate the effect of group metacognition education on job satisfaction and anger management of the nurses of Shiraz university of Medical Science.

The present study is a quasi-experimental one with pre-test, post-test and four months follow ups with group control. Statistical population of this study consists of nurses working in hospitals affiliated to Shiraz Medical Science University in 1399. Using convenient method, 40 nurses were selected based on inclusion and exclusion criteria by multi-stage cluster random sampling method and place randomly on two groups of control and experiment. Each one consists of 20 subjects. The experimental group went under education of 12 sessions of 75-minute sessions twice a week as the control group received education ofter follow-up. The participants were assessed using the Spielberger's anger questionnaire and the Wysocki& Kromm Job Satisfaction questionnaires. SPSS-23 statistical package and univariate analysis of variance were used to analyze the data.

The mean scores of anger before education were 163.80 ±11.02 and 156.78 ±18.43, which changed to 118.95 ±8.08 and 154.44 ±13.9 ofter education in post-test and to 143.95 ±6.55 and 155.89 ±8.15 in follow up. The mean scores of Job Satisfaction before education were 79.25±12.20 and 77.05 ±16.07, which changed to 90.11 ±4.50 and 76.12 ±15.63 ofter education in post-test and to 90.70 ±11.72 and 76.06 ±15.13 in follow up. A comparison between the experimental and control group showed that the mean score of anger and job satisfaction in experimental group of metacognition were significant at (P<0.001) after the intervention. The highest effect size in post-tests were related to anger management (0.72) and then job satisfaction (0.65).

The results indicated the education of metacognition for nurses will improve job satisfaction and anger management in them.

Considering the importance of communication skills in nursing educators, in terms of having educational and practical experiences and amenability as well as student acceptance as a mentor, have an important role in shaping students’ behavior including emotional growth behaviors. The aim of this study was to improve the emotional growth of nursing students based on growing up and role modelling theories.

The present study was a collaborative action research. All of freshmen undergraduate nursing students from the faculty of nursing in 2015(n=30), Baqiyatallah University of Medical Sciences, entered into the study. After developing a standard and valid questionnaire, the emotional development was assessed. Strategies for improving emotional growth were identified by relevant literature reviews, interview sessions with faculty members and group discussions with target student. In the implementation step, some of the feasible strategies were conducted. Students' emotional development was measured in 4 times (at the beginning of the study (March 2015), twice during the study and once at the end of the study (February 2017)).

The total score of emotional growth of students was 90.9± 18.9. In the planning phase, after conducting directed content analysis of interviews and group discussions, solutions were identified. The main strategies identified were effective communication, motivation, self-esteem and positive identity. After completing some strategies at the implementation stage, finally their emotional growth scores in the areas positive identity, effective communication and motivation, as well as the total score of emotional development of students at different times were higher than baseline. Over the two years the total score of students' emotional growth was increased from 90.9±18.9 to 97.9±11.9.

Using effective strategies such as creating a suitable environment for effective interaction between lecturers and students, and helping to increase self-esteem and motivation in students can be helpful in students' emotional growth improvement.

It is clear that The Covid-19 pandemic has disrupted an education system like other areas of society. The current research aimed to investigate faculty members' and medical students’ perceptions towards E-learning challenges during the Covid-19.

This qualitative study was performed by purposive sampling among students (N=16) and faculty members (N=6) in Sabzevar University of Medical Sciences in 2020. After obtaining informed consent from the participants, all semi-structured interviews were recorded one by one, handwritten, and analyzed by qualitative content analysis. To assess the accuracy and reliability of data was confirmed from various methods. 

From the data analysis, two main themes include "turmoil in the organization" (with the main classes of technical concerns, time concerns, and educational alienation) and "organizational uncertainty" (with the main classes of fundamental inconsistency and managerial inconsistency) were extracted.as virtual educational challenges.

Based on the result, there are challenges of management and organization in relation to managers' emphasis on the importance of e-learning and the issue of supporting these training. Paying attention to the challenges and obstacles in e-learning can greatly improve the quality of higher education.

 qualitative analysis of self-directed learning components can help to better and more effective learning. The purpose of this study was to identify self-directed learning components in nursing students.

Attride-Stirling (2001) qualitative method of thematic analysis was used for Identification of self-directed learning components where basic themes identified inductively (based on data) and from basic themes towards learner theme (part-to-whole). Basic themes were identified and extracted by researcher after complete review on all resources in research environment, according to Attride-Stirling (2001) thematic analysis steps .Also the Holstein method was utilized to determine themes coefficient reliability, confirming the opinion of the experts that was estimated to be ./827.

By reviewing the research literature and opinion polls by experts, 62 themes were identified, and then these factors were classified into ten main dimensions. The ten organizing  themes of self-directed learning are as follows: Self-management with 7basic themes, self-monitoring with 4 basic themes, self-learning with 7 basic themes, background or contextual with 8 basic themes, motivation and willingness with 9 basic themes, cognitive and metacognitive strategies with 6 basic themes, individual characteristics with 7 basic themes, learner autonomy with 7 basic themes, interpersonal communication skills with 3 basic themes,and emotional skills with 4 basic themes.

The basic themes of self-directed learning in higher education presented in the current study can be used as a model for teaching and learning programs in the higher education system for nursing students and learners.

Patients undergoing hemodialysis have a lower quality of life due to limitations, stress, and socio-supportive deficiencies that should be considered in nursing interventions. The purpose of this study was to determine the effect of the implementation of an empowerment program on the quality of life of patients undergoing hemodialysis in hospitals affiliated with Kermanshah University of Medical Sciences in 2020. 

The present study was an experimental study with a pre-test-post-test design and its statistical population was all patients in hemodialysis wards of Imam Reza and Imam Khomeini hospitals affiliated to Kermanshah University of Medical Sciences in the second half of 2020. Through a Purpose-based sampling method and based on inclusion criteria, 70 patients were selected and randomly divided into intervention and control groups using a table of random numbers. For the intervention group, 4 sessions of empowerment training were held using the teach-back method with a one-month follow-up by telephone. Samples completed a quality of life questionnaire for kidney patients before and after the intervention. Data were analyzed using SPSS21 statistical software using statistical tests.

There was no statistically significant difference between the two groups in terms of demographic variables. The mean scores of patients' quality of life before the intervention in the intervention group was 36.18 ± 3.78 and in the control group was 36.76 ± 3.95 which was not statistically significant (P = 0.54) which after the intervention in the intervention group It reached 43.93 ± 3.60 and in the control group it was 36.98 ± 12.4 and this difference was significant and in the intervention group, the quality of life improved (P <0.001).

Implementing an empowerment program through feedback-based education and telephone follow-up to clear up ambiguities and consolidate learning can be useful and effective in improving the quality of life of patients undergoing hemodialysis, so it is recommended that nurses in their training while empowering patients, be sure to get feedback on the accuracy of the lessons learned.