فصلنامه آموزش و اخلاق در پرستاری
سال دوم شماره 1 (بهار 1392)

The main goal of medical institutes in every country is to enhance the quality of patients care in order to win their satisfaction. On the one hand, this is one of the main challenges in medical organizations throughout the world. On the other, recurrent assessments of patients’ satisfaction level reveal systematic direction. This research was, therefore, designed to evaluate external clients’ satisfaction level within three years. This is a descriptive and analytical research performed by cross-sectional method during 3 years. The sample consisted of 200 inpatients, selected by convenient sampling during one month in every year. A self-report questionnaire was used to collect data. Formal and content methods were used to obtain the validity of questionnaire, and the questionnaire reliability was obtained via retesting (r=0.91). Data were analyzed using SPSS software. The average satisfaction rates for 2005, 2007 and 2008 years were respectively 2.51±0.44, 2.95±0.44 and 2.43±0.47 which were categorized as moderate. Statistical analysis through X2 test revealed significant relationships both between sex and staff reliability, and also between education and overall satisfaction (P>0/05). With regard to the reduced mean of patients’ satisfaction in all levels during 2008 as compared to 2005 and 2007, hospital managers are recommended to draft appropriate programs so as to elevate patients’ satisfaction level.

Clinical education is the most essential part of nursing education. One of the challenges in this area is the recruitment of several instructors for one group of student or one instructor for a group of students in all clinical wards. The purpose of this study was to compare the two methods of single instructor and multiple instructors in clinical training of nursing techniques. This is a quasi-experimental study. 88 nursing students who had taken courses on nursing techniques within 2 consecutive periods were selected by census and trained by single instructor (n=43) and multiple instructors (n=45) during 2 consecutive years. Double-blind agendas were used to organize the research. Clinical wards and instructors did not change in either group. Data were collected by self-report checklists at the end of semester and analyzed by mean, standard error deviation, X2, Spearman test, Pearson and independent T tests. The mean grade of students’ self-report in single instructor and multiple instructors groups was 1.67±0.08 and 1.97±0.09 respectively. T test revealed a significant difference between the mean of the two groups (P<0.05, F: 1.32 (. X2 and Spearman tests did not reveal a significant relationship between sex and self-report grades and also between self-report grades and interest in nursing. There were no significant relationships between students’ GPA and the mean grades of self-report, using Pearson test (P>0.05). Regarding the higher mean grade of students’ self-report in multiple instructors group and the statistically significant difference between the two groups, it is recommended to utilize multiple instructors in nursing students’ clinical training.

Nurses are constantly exposed to high workload and lack of workforce; and on the other hand, they should play their roles effectively as a member of their families. Therefore, it seems that nurses face challenges in providing balance between work and family responsibilities and this will affect their quality of lives (QOL). Thus, we decided to evaluate work and family conflict in nurses and its accompaniment with their QOL. It is a descriptive-analytical study which consists of 60 nurses, who work in 3 educational (training) hospitals of Tehran, and were randomly picked up among these educational hospitals. These hospitals were selected randomly from other educational hospitals either. Data gathering instrument includes four parts of demographic information, questionnaire of work-family conflict (WFC), questionnaire of family-work conflict (FWC) (Carlson), and questionnaire of quality of life (sf36). To analyze the data, descriptive and correlation statistics were applied. Results show that WFC is significantly higher than FWC in nurses which is more considerable in time and role strain dimensions. Also, there is a direct and positive relationship between these two variables (r=0.388, p<0.01). On the other hand, nurses’ QOL evaluated moderately. There is a negative and inverted relationship between WFC (p<0.01, r = -0. 469) and FWC (p<0.05 r = -0.282). Considering nurses’ work-family conflict and its impact on QOL, it is essential to take a holistic and suitable policy with the approach of increasing the QOL in this group of employees by the managers.

Service quality gap represents service quality as the discrepancy between customers’ expectations for a service offering and the customers’ perceptions of the service received. A major step in surveying this gap is to identify the customers’ perceptions and expectations. Utilizing clients’ perceptions and expectations, this study was performed to assess service quality gap from the viewpoint of Paramedicine students in Mazandaran University of Medical Sciences. 140 students from Faculty of Paramedicine were randomly selected in this descriptive study. The standard SERVQUAL questionnaire divided into individual needs and service quality specifications was used for data collection. Data were analyzed utilizing SPSS 17.0 and using descriptive statistics including paired T-test. Findings revealed quality gaps in all educational service quality specifications and the phrases measuring them. The highest average of quality gap was observed in tangibles (-1.34) and the lowest average belonged to assurance (-1.16). There were quality gaps in all 5 constructs, implying that students’ expectations are not satisfied. These gaps can bear negative consequences for students’ learning. It is therefore recommended that, for disbursing funds, executives give primary importance to the aspects marked with the highest gaps. It is also recommended to make plans and hold educational workshops to enhance the provision of services and communicative skills among the staff.