نشریه افق توسعه آموزش پزشکی
سال چهاردهم شماره 4 (زمستان 1402)

Anxiety of death is a real anxiety and one of the most important components in mental health, but despite its special importance in nursing, many nursing education experts have not yet established an equal understanding in the mind and no studies have been conducted to define and explain this. The concept and analysis of the concept of death anxiety have not been studied in the field of education.

 This qualitative study was conducted by concept analysis using three stages of hybrid model (theoretical, fieldwork and final analysis). In the theoretical stage, the concept of death anxiety at valid bases was investigated from 1990 to 2022. The articles were evaluated and analyzed to provide a definition of the concept of death. During the fieldwork, 12 nursing students were interviewed and content analysis was used to analyze the data. At the final stage, a general analysis was performed.

According to the results of the final analysis of the concept of death anxiety, it was found that this concept has different dimensions and how socialization, social, evolutionary, cognitive, empirical, emotional and motivational processes are effective in its formation.

The results of this study can help clarify the concept of death anxiety in nursing students. This in itself can lead to better adaptation of students to the category of death and death anxiety, better provision of nursing services to patients, improving patient satisfaction and the development of the nursing profession. Also, by identifying the concept of death anxiety and its dimensions in nursing students, nursing managers and educators will be able to design and implement their managerial and educational activities based on an insight based on scientific findings, so that the necessary conditions for better adaptation of students. Provide nursing with the category of death.

With the spread of the new coronavirus disease, various aspects of human life have been affected. Students of medical sciences, who will have to serve as medical staff of the health system in the near future, have an urgent need to receive appropriate quality training. Social distancing has caused the way of teaching these students to be changed in a virtual way. The purpose of this study is to analyze the lived experience of students of the faculty of medical sciences from virtual classes during the Corona era.

This study was conducted in a qualitative and descriptive phenomenology type with the purpose of targeted sampling, with the participation of 23 medical students of Islamic Azad University, Sanandaj branch. The data collection tool was semi-structured interviews that were analyzed by thematic analysis and Van Menen's phenomenological method.

The research findings included 21 sub-themes; The first theme of problems of virtual classes has 4 sub-themes (infrastructural problems of university technology, low familiarity of professors with virtual classes, non-educational problems of students and educational problems of students). The second main theme has 5 sub-themes (laziness of students, lack of academic motivation of students, lack of proper communication between students and professors, hardware and software weakness of virtual classes and inconsistency of education curriculum elements). The third main theme of the strength of virtual classes has 3 sub-themes (access to teaching and learning resources, temporal and spatial flexibility of the educational system, increasing the student's self-education and self-direction) and the fourth main theme is the general perception of virtual classes, which includes 4 sub-themes (loss of knowledge and information of students, the vulnerability of practical courses, supplementing virtual education with face-to-face education and inappropriate access to content. The fifth main theme of the solutions for improving virtual classes includes 5 sub-themes (increasing the power of planning and scheduling, improving the interaction of students and professors, education and cultural development, and improving infrastructure Technology has been education.

Virtual education has not yet been able to provide medical students with the appropriate quality of education and prepare them for their future careers.

Today, the most important factor that plays a role in the education of students are the professors. For this purpose, this study investigated the characteristics of a good professor from the students' point of view of Tabriz University of Medical Sciences Faculty of Management.

 This cross-sectional study was conducted on 152 students of the Faculty of Management and Medical Informatics. Data were collected using a two-part questionnaire which validity and reliability were investigated. Students’ views about the good teacher were studied in five-point Likert scale. The data analysis was done using descriptive statistical methods, chi-square and Kruskal Wallis by the software SPSS version 24.

Overall, 67.8% of the students were female and 52.6% were students from the bachelor's degree. The most important characteristics of a good university teacher from the students' point of view were establishing a cordial relationship with the student, mastering the subject, tone of voice and accent, and general knowledge about the subject. On the other hand, compliance with the educational regulations to remove students who are absent more than allowed, decisiveness and strictness, attendance and absence in the class and the teacher's attitude towards his field of study and the students were among the features that were the least important. According to statistical tests, the relationship between the variables of education level, gender, field of study, educational status, age with the characteristics of teaching skills, evaluation skills and interpersonal communication was significant(p-value <0.05). Also, there was a positive relationship between the variable of academic year and the characteristics of teaching skills, interpersonal communication and individual characteristics(p-value <0.05).

According to the findings, it is necessary for the university to give special importance in employing teachers for their academic mastery, eloquence and interest in teaching and to plan and organize empowerment workshops for them. This leads to more satisfaction in students and improves the quality of teaching-learning.

The complexity of surgical techniques and the limitations of the operating room environment for teaching students have led to the use of new methods to improve performance and reduce errors. The current study aimed to assess the effects of augmented reality- and virtual reality (VAR)-based education on learning among operating room (OR)students in coronary artery bypass graft (CABG)surgery.

 This controlled randomized trial was conducted in 2020. Thirty-six OR students were purposefully employed and randomly assigned to intervention (n = 18) and control (n = 18) groups. Participants in the control group received routine training, while the intervention group received VAR training by watching a 360-degree VAR video of CABG surgery in addition to routine training. A researcher-made checklist was used to assess learning (performance). The level of performance was prepared as a researcher-made checklist based on the content of 360-degree video that students saw using virtual glasses (intervention group) and coronary artery bypass surgery in which the control group was routinely scrubbed, which showed students' learning in terms of scores. Data were analyzed by independent t-test, chi-square test.

The mean learning score in the intervention group was 25.56 with a standard deviation of 1.50 and in the control group was 20.76 with a standard deviation of 1.92. The independent t-test showed a significant difference in the intervention and control groups. The mean learning score in the intervention group was significantly higher than the control group (P < 0.05).

The use of virtual reality along with augmented reality before surgery and scrubbing, increased learning in the functional area of ​​undergraduate operating room students.

Among ischemic heart diseases, angina pectoris is the most common disease and includes the most cases of admission to the hospital emergency department. Depression and anxiety are the causes of cardiovascular diseases. Nowadays, education is accepted as the main core of healthcare activities. Therefore, the present study was conducted with the aim of the effect of self-care program training on anxiety and depression in patients with angina pectoris.

 The present study is an interventional study that was performed on 60 patients with angina pectoris referred to Qaen Shohada hospital. During this study, Beck's depression and Spielberger's anxiety questionnaires were completed before and two months after the intervention. The intervention consisted of 3 sessions of 45 minutes of self-care training by a nurse. There was no self-care intervention in the control group and they received the usual treatment and care. Data were analyzed by 19 SPSS software and using Fisher, Chi-Square, Mann-Whitney, Independent Tests, Pair T-test and Kruskal Wallis test.

There was no statistically significant difference in the demographic variables and the baseline mean scores of anxiety and depression between the two groups. The mean scores of depression in control and test groups before the intervention were 13.30 ± 7.15 and 16.90 ± 9.10, respectively. After the intervention, these scores reached 14.46 ± 6.86 (in control group) and 6.66 ± 3.27 (in test group). The average scores of situational anxiety in control and test groups before the intervention were 50.50 ± 4.82 and 48.16 ± 7.77, respectively. After the intervention, these scores reached 50.30 ± 5.25 (in control group) and 35.56 ± 6.05 (in test group). Before the intervention, the mean trait anxiety scores in control group were 48.20 ± 4.26 and in test group 45.60 ± 8.08. After the intervention, it reached 47.56 ± 4.62 in control group and 41.53 ± 4.59 in test group. All these changes in test group were significant (P<0.05).

Self-care training is effective in improving anxiety and depression in patients with angina pectoris. Therefore, use of this training method in patients with angina pectoris is recommended to control and reduce anxiety and depression.

The existence of a monitoring system is necessary in the educational system of universities, especially medical sciences universities, to improve quality and determine education strengths and weaknesses. For this purpose, implementation of the pre-internship exam for the radiology technology internship students in a comprehensive manner with a clinical approach, was studied. The exam purposes are to prepare students entering internship courses, re-studying related courses, improving skill learning in different imaging protocols and increasing student’s motivation to start mentioned courses in hospital departments.

 The first Pre-internship exams (beginning of third and fourth year) were approved in the department roundtable and held in the first half of October 2019 and for the second time in the second half of September 2020. In this descriptive-analytical study, survey and evaluation of the implemented exams performed by pre-designed forms through all members of three groups of project beneficiaries: faculty members of department, internship liaisons and experts of medical imaging departments, students. In data analysis, non-parametric statistical methods such as Mann-Whitney, Wilcoxon and Kruskal-Wallis tests were used.

The beneficiaries' agreement with impact of the exam in increasing skill learning and motivation to start internship courses, promoted significantly in 2020 compared to 2019 (P<0.001). The survey of process beneficiaries showed a significant increase in agreement to hold exam regularly in the coming years, in 2020 compared to 2019. The results of this study showed that holding pre-internship exams can have positive effects in improving students' benefit from clinical training.

The results show that the improvements made in implementation of process after receiving beneficiaries’feedback have led to increase the relative satisfaction in various areas: the way exam was held, the effect of exam in promoting skill learning and students' motivation and desire to exams were held regularly in 2020 compared to 2019.

Considering the role of nurses in promoting oral health and early identification of related problems and the importance of nursing students' education, this study aims to explain the experiences of nursing faculty members in teaching oral health to students based on the undergraduate nursing curriculum.

Methods & Materials: 

This qualitative study was conducted with conventional content analysis approach. Data were collected using 14 semi-structured, in-depth interviews and with 14 faculty member of nursing in Mashhad, Rafsanjan, Zabul, and Shiraz medical universities from 2021 to 2022. Data analysis was carried out simultaneously as they were collected using Elo and Kyngas method.

After the transcribing and reviewing the texts, 662 codes were extracted. after eliminating the repetitive themes, 6 themes and 19 categories were obtained. Themes include "attention to the importance of providing oral and dental care in theoretical-practical courses and nursing internships", "attention to the types of methods for evaluating the skills of providing oral and dental care", "oral health as one of the indicators of patient's health and recovery", "influence of rapid diagnosis and follow-up of oral and dental problems on the clinical process of the disease", "Patient's oral and dental health: on the edge of care", "Defects in the existing organizational and cultural structure in the organization of oral and dental nursing care". the central theme obtained from the data analysis is "Oral care in nursing curriculum: from special to weak or missing focus".

The faculty members considered oral health to be one of the indicators of patient's general health and recovery. The oral health of the clients is given special focus in some parts of the training, and in other parts it is weak or missing. The participants considered the oral health of the patients to be on the sidelines of care and considered the structural and cultural defects in the educational structure and hospitals, including the lack of interfaculty cooperation between the nursing and dental schools, as a factor in not providing efficient and basic oral care.

Today, the concept of distance education, due to the huge developments in the field of new technologies of communication and information, has brought different demands from the curriculum. Therefore, it is necessary and important to develop strategies for new technologies in the curriculum. For this purpose, the present research was conducted with the understanding of this necessity, and with the aim of determining the lived experiences of nursing students of Mashhad University of Medical Sciences, Iran from the curriculum experienced in web-based education.

 This research is a qualitative study and has been done with phenomenology method. The statistical participants was all nursing students of Mashhad University of Medical Sciences, Iran in the academic year of 2021-22. Sampling was done by purposfull sampling and with criteria such as being a student of the University of Medical Sciences, being an active student, etc. was determined equal to 15 students, by the theoretical saturation method and after initial coding. Data were collected using semi-structured interviews and analyzed using MAXQDA-2020 software.

The analysis of the interviews led to the extraction of 37 categories and 3 main themes. The main themes included "curriculum factors", "contextual conditions" and "positive aspects of web-based education".

Based on the findings of the current research, it can be concluded that professors have an effective role in web-based education and curriculum implementation, and they will be effective and they will be effective in strengthening the effect of the curriculum and removing the obstacles of web-based education.