Journal of Multidisciplinary Care
Volume:11 Issue: 2, Jun 2022

 Nursing students represent one of the most important healthcare professionals in the health system that, along with acquiring knowledge and practical skills, should learn professional values and attitudes and nursing care ethics. The aim of this study is to investigate the effect of an intervention based on Kohlberg’s theory of moral development on the ethical reasoning of nurse interns.

 The present quasi-experimental study was conducted with participation of 72 nurse interns in the teaching Ayatollah Kashani and Hajar hospitals affiliated to Shahrekord University of Medical Sciences from 2019 to 2021. The nurse interns were first selected based on the inclusion criteria by census and then randomly assigned to two groups of 36 each, namely, intervention and control. In the intervention group, educational content was performed in four sessions of one and a half hours within one month. Data collection tools included a demographic characteristics checklist and Nursing Dilemma Test (NDT) which was administered at baseline and immediately and one month after the intervention to both groups. Data were analyzed by SPSS version 24 using descriptive and analytical tests such as paired t-test, independent t-test and Fisher’s exact test at a significance level of 0.05.

 The mean (±standard deviation) score of ethical reasoning before the moral intervention were 39.16±5.74 in the control group and 39.22±1.09 in the intervention group, with no statistically significant difference by independent t test (P=0.831). The mean±standard deviation score of this variable immediately after the moral intervention was obtained 39.08±5.26 in the control group and 39.41±6.58 in the intervention group, with no statistically significant difference by independent t test (P=0.370). But the mean±standard deviation score of ethical reasoning one month after the moral intervention was 38.94±5.68 in the control group and 47.77±6.71 in the intervention group, with a statistically significant difference by independent t test (P=0.001).

 Given that most nursing students have a low level of ethical reasoning, it is necessary for nursing managers to pay more attention to the issue of professional ethics in educating students in this field. The results of the present study indicated the desirable impact of Kohlberg’s moral intervention on the ethical reasoning of nurse interns, so it is recommended to give serious attention to the use of Kohlberg’s theory of moral development -based interventions in the education of nursing students.

 A case of coronavirus disease 2019 (COVID-19) was identified first in Wuhan, China in December 2019. To prevent the rampant spread of COVID-19, the behavioral change of people was crucial. This study aimed to determine the knowledge, attitude, and practice (KAP) toward COVID-19 among college-degree students in the southern district of India.

 A cross-sectional, online study was conducted from January to February 2021 among 400 college-degree students. Snowball sampling technique was adopted for collecting data using a semi-structured questionnaire. Data were entered in Excel and analyzed using Epi Info version 7.2.

 Out of 400 participants, 107 (26.75%) were male and 293 (73.25%) were female. Out of all the men in the study, 107 (100%) had good knowledge regarding COVID-19 infection, whereas 276 (94.2%) of women had good and 17 (5.8%) had average knowledge (P<0.01). A total of 262 (89.4%) and 31 (10.6%) women had a positive attitude and neutral attitude toward COVID-19 infection, respectively, whereas in men, the majority (86, 80.4%) had a positive, followed by (14, 13.1%) negative and (7, 6.5%) had neutral attitude (P<0.001). All the students 400 (100%) had good practice 400 (100%) regarding COVID-19 infection.

 The male students had better knowledge about COVID-19 infection, but the positive attitude towards COVID-19 was higher among women. The practice regarding COVID-19 infection was satisfactory among all the students.

 An important factor for determining the efficacy of treatment for patients under hemodialysis is the health-related quality of life (HRQOL). This study aimed to examine the predictor of HRQOL among hemodialysis (HD) patients based on spiritual well-being (SWB), perceived social support (PSS), health literacy (HL), and resilience.

 The present correlational study was performed on 260 patients randomly selected from the teaching hospitals of Ahvaz Jundishapur University of Medical Sciences. Data collection tools were a 36-item HRQQL questionnaire, Paloutzian & Ellison SWB scale, Zimet PSS scale, the Connor and Davidson resilience scale, and Montazeri and colleagues’ HL for Iranian adults. Python software was used to conduct data analysis. Descriptive statistics, feedforward, and backpropagation algorithm in an artificial neural network (ANN) was used to determine the effect of studied variables on HRQOL.

 The mean age of patients was 51.73±15.32 years. Most of the patients were married (76.9%), had low-income level (55%), and had at least one comorbidity (59.2%). The mean duration of hemodialysis machine use was 5.06±3.43 years. Studied variables had grater impact on Physical QOL than the mental QOL. It was revealed that two dimensions of HL included evaluation skills (accuracy 0.92), accessibility skills (accuracy 0.92), and PSS (accuracy 0.88) were stronger predictors of physical QOL than other variables and SWB in the existence dimension (accuracy 0.80), understanding skills of HL (accuracy 0.76) and evaluation skills of HL (accuracy 0.75) were stronger predictors of mental QOL that other variables.

 To improve the HRQOL of HD patients, we should increase HL, support social relationships, and improve meaning in life by giving importance to the SWB of these patients in providing care services to them.

 Social capital, by encouraging people to collaborate and engage in social interactions, has been considered as an effective factor for development of mental disorders. In the preset study, we aimed to investigate the relationship between different aspects of social capital and psychiatric disorders in children and adolescents.

 This study was conducted between 2016 and 2017 in Kohgiloyeh and Boyer-Ahmad province, Iran. A total of 1001 children and adolescents aged 6-18 years and their parents were randomly selected using multistage cluster sampling to participate in the study. The data in the present study were compiled using a Persian translated version of the Kiddie-SADS-Present and Lifetime Version (K-SADS-PL) semi-structured questionnaire as well as the Social Capital Questionnaire of Nahapiet and Ghoshal. The raw data were analyzed statistically using Fisher and chi-square tests. The statistical analysis was performed using SPSS 16.0 version.

 Our results show that better relationship, cooperation, mutual understanding, and commitment are significantly and inversely correlated to psychiatric disorders among children and adolescents. In this regard we found that the mutual understanding (P=0.008) and relationships (P=0.001) are strongly related to social capital, while other components may have more or less effects.

 Our findings show that various aspects of social capital are associated with development of psychiatric disorders in children and adolescents. Some of the social capital components including better relationship, cooperation, mutual understanding, and obligation have significant effects; however, others including networks, values and trust could not exert significant effects on mental health.

 Pathological narcissism is one of the personality disorders in drug abusers, and its main characteristic is self-conceit and lack of empathy and solidarity with others. The present study aimed to compare the effects of group dialectical behavior therapy (DBT) and structured matrix treatment on pathological narcissism and craving for drugs among drug abusers in Ahvaz.

 This was a quasi-experimental study based on a pretest-posttest design with control and test groups. The study population consisted of all drug abusers visiting the addiction rehabilitation centers affiliated with the Department of Social Welfare, Ahvaz, Iran, in 2021. Of them, 75 individuals were selected as the sample through the cluster random sampling method and were randomly assigned to two experimental groups and a control group. Participants in all three groups completed the Pathological Narcissism Inventory (PNI) and the Desires for Drug Questionnaire (DDQ) as the pre-test. The first experimental group participated in eight 90-minute sessions of group DBT. Moreover, the second experimental group underwent fourteen 90-minute sessions of structured matrix treatment. Finally, all participants took a post-test, and data were statistically analyzed by multivariate analysis of covariance (MANCOVA).

 The results showed that both group DBT and structured matrix treatment reduced pathological narcissism and craving for drugs in experimental groups (P<0.001). However, there was no significant difference between the two experimental groups in the mean scores of pathological narcissism and craving for drugs.

 As our findings demonstrated the effectiveness of group DBT and structured matrix treatment in reducing pathological narcissism and craving for drug among drug abusers, these two interventions, along with other therapies, are recommended to improve the mental state and reduce craving for drugs among drug abusers.

 Patient advocacy role in nursing is affected by several barriers, such as the lack of nurses’ ethical knowledge about their roles as patient advocators. Since this role can be learned, these barriers may be overcome by education through an effective method. The present study aimed to investigate the effect of ethics education on nurses’ patient advocacy using ethics narration and lecture compared to a control group.

 This quasi-experimental, three-group design study was conducted among nurses of hospitals in Birjand, South Khorasan province in 2016-2017. The sample size (n) was 27 in the narration group, 26 in the lecture group, and 22 in the control group. We used the Protective Nursing Advocacy Scale (PNAS) developed by Hanks to collect data, whose validity and reliability have been confirmed in Iran. Data analysis was performed using a trial version of SPSS 22 by descriptive and analytical statistics appropriate to the research objectives.

 The results of comparing the three groups after eliminating the effect of age indicated that lecture-based education increased the total patient advocacy (P<0.05) and the impact of education and environment (P<0.05) significantly compared with the control group. However, the narration method did not show any significant difference to the control group.

 The lecture and narration methods increased nurses’ patient advocacy. We recommend combining the two methods to achieve better outcomes.

 Identifying the strengths and weaknesses of safety culture in hospitals can be the basis for developing plans to improve the safety status of patients. This study aimed to determine the level of patient safety culture (PSC) from their view in medical-surgical wards of five teaching hospitals in Zanjan.

 This cross-sectional study was performed on 245 patients admitted to medical-surgical wards of five teaching hospitals in the Zanjan, Iran, from 2020-Agust-22 to 2020-November-21. Poisson time sampling method was used. Data collection was performed using a demographic information questionnaire and PSC scale. The data were analyzed using SPSS 18 and descriptive statistics, independent t test, and one-way analysis of variance.

 The mean of total PSC was 3.63±0.60 out of 5. The highest mean of PSC was related to organizing and planning for care (3.87±0.71) and communication and teamwork (3.80±0.70). The lowest mean was related to information dissemination (3.31±0.60).

 Safety culture or, in other words, patients’ perception of the safety situation prevailing in studied wards and hospitals was moderate. Therefore, it needs to be upgraded and improved. Among the various dimensions of patient-perceived safety, the manner and extent of information sharing was worse. It is suggested that plans be made to direct actions to improve the patient’s safety culture in general and in the field of information dissemination in particular.

 Experience is the main foundation of learning, but learning without thinking and reflective cannot happen to be related to action. Moving towards experience-based education is an effective replacement for traditional education so that active learning can take place. Reflection in medical sciences seeks to combine theoretical concepts with practice, increase experience-based learning, accept responsibility and continuous professional growth, increase critical thinking and judgment in critical and complex situations based on experience and clinical knowledge, and improve the quality of care, increase professional strength, improvement in performance by raising individual awareness, development of clinical knowledge and skills. Therefore, this study was conducted to synthesis the research in reflective models in learning based on reflective thinking in clinical learning of nursing students in 2020.

 In this systematic synthesis research, researches related to reflective models in clinical nursing learning were examined in three stages: determining the geography of the research, systematic critique of selected documents, and synthesizing a new creation of separate elements and combining them and evaluates and combines current and ongoing studies.

 The results of combining the findings of the research selected for this study are in response to research questions such as: What are the existing models of learning based on in-depth thinking? What features, levels and steps do they have? And what are the researches related to this type of learning in clinical nursing education and how have they been done? Which were selected based on systematic criteria and parameters and during a systematic process compared and combined the findings of this research and finally were synthesized and processed in the form of findings to answer research questions. Seven models of applied reflective thinking in clinical learning were reviewed by experts: Borton, Gibbs, Smyth, John, Mezirow, Zarezadeh, Cottrell, which had commonalities and distinctions according to specific concepts of reflective learning. In all models, gaining experience and examining it to promote and improve learning by identifying a problem or event, and the beginning and end of this method, increases the potential of this type of learning for more application in clinical education, especially the nursing group. Reflective thinking had practical values such as: strengthening deep learning, understanding the learning process in students, helping to advance professionalism and learning throughout life, using previous learning knowledge and building, redefining and reconstructing knowledge based on new experiences. It is presented through the learning environment and emphasizes accepting responsibility for educating others. Reflective learning ensures that learning is not limited to formal environments and that every experience is considered a learning experience. It also offers new insights, changed ideas, and a corrective attitude or emotional trait.

 The result of research synthesis, strengthening the efficiency and positive effect of this type of learning on the acquisition of skills, student and teacher motivation and the ability to learn collaboratively as well as improving skills in the clinical environment, although moving beyond the traditional context of teaching and learning, demands and the result of combining the data of the studies also emphasizes the practical nature and construction of knowledge in learning based on insight and its special place to eliminate the theoretical and practical gap in clinical education witnessing the excellence of this operational part of clinical education and health promotion of community by providing proper performance of nursing staff.