مجله آموزش پرستاری
سال چهارم شماره 1 (پیاپی 11، بهار 1394)

Patient education is an essential strategy in disease control that reduces complications in patient with chronic diseases. Today، most of the education and information presented in health care systems are at a higher level and are not an appropriate method for people to understand. This study aimed to examine the impact of two of the above methods on respiratory self-efficacy among people with COPD. This study is a quasi-experimental clinical trial that performed in 2012 on 75 patients with chronic obstructive pulmonary disease attending Masihe - Daneshvary and Emam Hosien hospitals in Tehran، Iran. We used purposive sampling method and the participants in the study were divided into three random categories (face to face، educational booklet، and control groups). The two groups of subjects were presented with identical content but different training methods. The control group received the routine instruction in the ward. Data analysis was performed using descriptive and inferential statistics. The results showed homogeneity at demographic data in three groups of study. Comparison of demographic and mean respiratory self-efficacy in the baseline between three study groups showed no significant difference. But the mean of respiratory self-efficacy in the past revealed a significant difference between face to face educational group and control groups (P<0. 001). The test showed no significant difference between educational booklet group and control group (P>0. 05). Among people with COPD، face to face educational strategies increased respiratory self-efficacy more than booklet educational method. Consequently، nurses as care providers in patients with COPD can have a valuable role in patient education using face to face education method.

Nowadays, non-contagious diseases have been extended due to the renovation of societies, technology promotion, and density of population on urban zones and tendency of population to unsuitable habits. Cardiovascular diseases are from these failures and are the most widespread cause of death and disability in the most countries as well as in Iran. The purpose of this study was to evaluate the effect of family-centered empowerment model (FCEM) on the quality of life of the myocardial infarction patients. This clinical trial conducted on all of myocardial infarction patients hospitalized in Coronary Care Unit of the selected Hospital (72 persons in intervention and control groups). Sampling was conducted by convenience sampling and then random allocation. For intervention group FCEM was implemented with four dimensions of perceived threat with group discussion method, self-efficacy with problem solving methods, self-esteem with educational partnership and outcome and process evaluations and usual care was done for control group members. In this study the instruments used were demographic variables, specialty instruments of FCEM, and SF-36 quality of life instrument. To analysis the data, Chi square, independent and dependent t, U man Whitney, Wilcoxon signed rank tests and Pearson correlation coefficient were used. 8 dimensions of quality of life were similar in both groups before the intervention (P>0.05), but after the intervention both groups had significant differences (P<0.05). But, paired t-test showed significant differences only in the intervention group (P<0.05). FCEM for myocardial infarction patients was feasible and associated with improvement or modification of patient's quality of life.

Due to the chronic condition of diabetes and widespread impact on various aspects of life, changing the traditional approach to empowering education and care patients with diabetes may improve levels of self-care and clinical status of them. The purpose of this study was the finding the relationship between empowerment with knowledge related to disease and indicators of metabolic controls in type 2 diabetic patients. This analytical-descriptive study was conducted on 156 patients with type 2 diabetes in 2013. The data collection tool was a questionnaire to assess knowledge, empowerment assessment questionnaire (DES-28) and test record forms (hemoglobin A1C, fasting and non-fasting blood glucose, cholesterol, triglycerides and high-density and low-density lipoprotein). Data were analyzed using descriptive statistics and Pearson correlation coefficient. Mean age of the patients was 48.11±6.18 and most of them were female (62.8%). There was a significant relationship between the mean score for empowerment and knowledge of patients. Also a significant relationship was found between hemoglobin A1C, fasting and non-fasting blood glucose, cholesterol, triglycerides and HDL with empowerment. But, there was not a significant relationship with LDL and patients with higher empowerment. Continuous training and increasing the knowledge and Empowerment of patients can may result in a favorable outcome of life in these patients.

Physical restraints are commonly used in ICUs to manage patient agitation, ensure patient safety, and prevent patient fall and patient interruption in medical and nursing care interventions. But there are many physical and psychological negative outcomes related to their use. Nurses are the key decision makers in the application of physical restraints to patients. Thus, educational programs regarding physical restraints must be considered to enhance nurse's knowledge, correct their attitude and improve their practice and consequently improve the quality of patients’ care. This study aimed at examining the effect of education program on critical care nurses’ attitudes towards, knowledge about and practice regarding the application of physical restraint. In this quasi experimental study 66 nurses working in traumatic ICUs in Kerman recruited using convenience sampling. Participants were randomly assigned in two control and intervention groups and each group included 33 persons. The study questionnaire consisted of four parts: 1) background information; 2) Self-designed questionnaire to assess nurses’ knowledge about physical restraint; 3) Attitudes of Physical Restraint Use (APRU) to examine the nurses’ attitude towards physical restraints. 4) Practice of Physical Restraint Use (PPRU) to evaluate nurses’ practice regarding physical restraints. Prior to education program implementation, the questionnaire completed by all of the participants. Then an education program conducted for intervention group and after 2 weeks, that questionnaires completed by intervention group again. Data was analyzed using SPSS v.18 and paired t-test, independent t-test and Pearson correlation. After the completion of the education program results showed a significant improvement in the intervention group in terms of knowledge (P<0.001), attitude (P<0.001) and practice (P<0.001) related to physical restraints. Findings indicated the level of nurses’ knowledge, attitude and practice that demonstrated the need to provide an education program on physical restraint. These programs can significantly improve the nurses’ knowledge, attitude and practice.

Teaching practices in classroom, Teach theory classes, and students are beginning to prepare for entry into nursing, so be aware of the problems that contributed to the promotion of quality education. Therefore, this study aimed to explore the experiences of nursing students were taught by teachers in theoretical courses, in 2013. This qualitative, phenomenological interpretation and to understand the experiences of nursing students were taught master classes in theory. Purposive sampling to collect data and semi-structured interviews were used. Data analysis was performed using a 7-step Dikelman. In this study, 20 nursing students participated in individual and group interviews. The results of the analysis of data gathered from interviews with students, seven themes emerged that including teacher experience, lack of proper use of tools, training, preparation and presentation to faculty for teaching, communication,classrom management, creativity and discrimination. Given that the main goal of educating nursing students to gain knowledge on the theory classes, so you can experience using Masters And providing an effective learning environment for student's learning and their readiness to provide the knowledge to take care of patient.

Rapid growth of information and communication technology (ICT) has taken the attention of technology into human needs. One of the basic needs of mankind is critical thinking which has an effective role in the growth and evolution of individual and mankind’s civilization. The influence of many variables on critical thinking has been studied without considering the effect of using blended learning on critical thinking skills among nursing students. Therefore, this research aims to investigate the effects of using blended learning on nursing students’ critical thinking. This was a Quasi-experimental study. The study population was nursing students from Ardabil University of Medical Sciences, Ardebil, Iran. We have chosen two classes using convenience sampling. The tools that have been used in this research were California Critical Thinking Skills Test; Form B (CCTST). At the beginning of the study, the questionnaire of critical thinking was accomplished for both control and experimental groups. The experimental group was taught by blended learning method and control group which was taught by face to face method. At the end of the semester, post test of critical thinking skills was accomplished for both groups. Data were analyzed using ANCOVA. There was no significant difference in the mean score in the critical thinking skills between the control and experimental groups before the intervention (control group: 10.93, experimental group 11.25). Results after intervention shown that the score of critical thinking experimental group has significantly increased in comparison with control group’s score (P<0.001). The results of this study have shown that blended learning has significant impact on critical thinking skills and sub-components of analysis, evaluation, and inferential, but it has not significant impact on component of inductive and deductive thinking. So, using of blended learning is one of the important factors of development and prosperity of nursing students’ critical thinking skills. Thus, it is recommended to use this method in educational systems.

High levels of stress in the health professionals and deficit in communication skills of this group can endanger their mental health and reduce their job efficacy. Current study aimed to identify the effectiveness of the group cognitive-behavioral training on physiological indicators and communication skills of the hospital staff. This was a semi-experimental study using pre-test-post-test design. The sample group consisted of 32 people (16 experimental and 16 control groups) in one of the randomly selected Tehran hospitals. Intervention program was conducted weekly in 4 sessions each 4 hours on the subjects of the experimental group. Data were collected using Physiological Reactions to Stress (PRS) and Communication Skills Test-Revised (CSTR) before and after the intervention from both groups and was analyzed by analysis of covariance using SPSS software (v. 19). The results showed that the cognitive-behavioral training significantly increased the mean of communication skills and a significant reduction of physiological indicators in the experimental group compared with the control group. Group cognitive-behavioral training is an effective way to improve mental health of health staff. Therefore, more attention from the health managers and clinical health researchers is needed in this field.

Due to the harsh conditions of employment, nurses face with many stressful factors that can affect their physical and mental health; as well as, their employment conditions. The main objective of this study was to evaluate the effectiveness of positive thinking training on hardiness, resiliency, and job burnout. This was a quasi-experimental study. The samples were randomly selected from female Nurses employed in the governmental hospitals in Quchan, Iran. Then they were divided into two experimental (n=20) and control groups (n=20). Data were collected using Burnout Inventory (MBI) and Maslach & Jackson and Connor-Davidson Resilience Scale (CD-RISC) and Kobasa hardiness questionnaire. Positive thinking training was administered over 8 sessions. Data were analyzed using SPSS-16 software. The results of analysis of covariance showed that there were significant differences in the levels of burnout in nurses based on their age, marital status, working conditions, and their type of working contract (P>0.001). The results also showed that positive thinking training was effective on hardiness, resiliency, and job burnout (P>0.001). Intervention resulted in the increased hardiness, resilience, and reduced burnout in the nursing staff (P>0.001). According to the nurses, psychological interventions aimed at increasing hardiness and resiliency can reduce their burnout and improved job satisfaction and quality of service achieved.