Effect of Portfolio Application on Satisfaction and Educational Achievement of Nursing Students in psychiatry clerkship

Background and objective: Due to the unpredictability of events in routine clinical psychiatry and replacing experience with assignments including therapeutic relationship with patients, using modern methods of measurement in this environment without students' acceptance and satisfaction is not possible. To determine the effect of portfolio application on satisfaction and educational achievement of nursing students in psychiatry clerkship, we conducted the present study. Materials and Methods: In this quasi-experimental study, 60 nursing students who were spending psychiatry clerkship in Ebn-Sina psychiatry hospital in Mashhad (Summer of 2015) were studied. They were allocated to two portfolio and educational goals (The usual method of evaluation) group non-randomly. Before the intervention, educational objective was the same for both groups. Data collection tools included a questionnaire of nursing students satisfaction and a written functional (educational achievement) test. Data analysis was performed by SPSS (11.5 version) software and the independent t-test, Fisher's exact test and chi-square tests. Results: In this research, 51.7% (n = 31) participating nursing students were male and were 48.3% (n = 29) female. The independent t-test results showed a significant difference between the mean of the nursing student satisfaction in the Portfolio (34.3 ± 2.5) and educational goals (30.5 ± 4.2) groups (p<0.001). Also, there was a difference between the mean of educational achievement in the Portfolio (61.8 ± 14/7) and educational goals (53.0 ± 14.2) group (p<0/02). Conclusion: Using Portfolio in training can increase nursing student satisfaction and educational achievement. Therefore, it is recommended that nursing teachers use it to assess clinical education

Comparing the Effects of Continuous Care Model and Psychological Support Training Package on Self-Care in Patients with Bipolar I Disorder

Background: Despite the growing prevalence of bipolar I disorder (BD-I), implementation of continuous care after hospital discharge in these patients is limited. Aim: To compare the effects of continuous care model (CCM) and psychological support training package (PSTP) on self-care in patients with BD-I. Method: This clinical trial was conducted during 2017-2018 on 90 BD-I patients admitted to Ibn-Sina Psychiatric Hospital in Mashhad, Iran. CCM and PSTP designed in the form of a CD and a manual were implemented (within 12 weeks) to intervention groups. A control group received the routine care. The research instrument was Roldan-Merino Self-Care Requisites Scale completed before and two months following the intervention. To analyze the data, one-way analysis of variance (ANOVA) was run in SPSS, version 16. Results: The two study groups were homogeneous in terms of demographic characteristics. The results of one-way ANOVA before the intervention revealed no significant difference among the three groups considering self-care mean scores (P=0.52); however, this variable was significantly different among the groups following the intervention (

Comparing the Effects of Contact-Based Education and Acceptance and Commitment-Based Training on Empathy Toward Mental Illnesses Among Nursing Students

Objective: Empathy is an important and valuable tool in therapeutic communication. Improvement barriers of empathy in psychiatric nursing education are associated with challenges, such as stress due to negative attitudes toward psychiatric disorders. The current study aimed at comparing the effects of contact-based education and commitment and acceptance-based training on empathy toward mental illnesses among nursing students. Method: In this clinical trial, 111 nursing students were selected using cluster and quota sampling methods in Mashhad, Iran. They were divided into 3 groups: (1) contact-based education (interpersonal contact among individuals with improved mental illnesses), (2) acceptance and commitment-based training, and (3) control group. The study tool was Jefferson Nurses Empathy Questionnaire, which was completed in 3 stages of pretest, posttest, and follow- up. Data were analyzed by repeated- measures ANOVA. Results: There was no significant difference between contact-based education and acceptance and commitment-based training groups in increasing the average score of total empathy during pretest, posttest, and 1-month follow- up (p = 0/92). However, a significant difference was found between contact-based education and control group (p = 0/004) and between acceptance and commitment-based training and control group (p = 0/02). Conclusion: Both methods of contact-based education and acceptance and commitment-based therapy were effective in increasing the level of empathy into mental illnesses in nursing students

Effect of Psychology Internship on Stigma of Psychiatric Disorders in Nursing Students

Background and Objective: Little attention has been paid to psychiatric disorder stigma and its impact on the selection of occupation of nurses in mental health centers during the mental internship courses, despite its importance in following up and treatment of this type of diseases. This study aimed to determine the effect of psychology internship on the stigma of psychiatric disorders in nursing students. Materials and Methods: This post-event study had one group and a pretest-posttest design. In total, 93 undergraduate nursing students at the fourth semesters of study, who were passing their psychology internship 1 course in Ebn'e Sina hospital in Mashhad, Iran. Subjects were selected through random cluster and quota sampling methods. Data collection tool was the opening minds stigma scale for health care providers (OMS-HC) by Kassam, filled at 3 different times, including before, on the last day, and 1 month after the psychology internship. Data analysis was performed using repeated measures ANOVA. Results: In this study, a significant difference was observed in changes among the periods of before (58.0±6.5), on the last day (55.9±5.4) and one month after (54.3±5.6) the psychology internship in terms of the total stigma score (P<0.001). Conclusion: According to the results of the study, psychology internship had positive impacts on reduced psychiatric disorder stigma in nursing students

The Effect of Anger Management Training Using Workshop and Training Package Methods on the Aggression of Patients with Addiction

Background: Given the importance of anger controlling on addicts aggression at withdrawal beginning and their specific conditions, it is essential that different educational methods tailored to the content anger management to reduce aggression and control anger in the addicted people. Aim: This study aimed to compare the effect of anger management training using workshop and training package methods on the aggression of patients with addiction. Method: In this  randomized clinical trial, 60 Clients referred to the addiction withdrawal clinic of psychiatric hospitals of Mashhad  in 2014-2015, were allocated into three groups, educational workshops)n=20) (4 sessions over 2 days of anger management training) and  training package (n = 20)(trained as a manual and CD) and control (n = 20)(no intervention). Bass & Perry Aggression Questionnaire was implemented immediately before and one month after the intervention.  For data analysis, ANOVA, Kruskal-Wallis and paired t-test were performed, using SPSS version 11.5. Results Based on the results of One-way ANOVA, there was a significant difference between the three groups of workshop (14.7±9.4), training package (10.3±5.3), and control (-2.8±3.6); (

Comparison of the Effect of Face-to-Face and Multimedia Education on the Anxiety Caused by Electroconvulsive Therapy in Patients with Mood Disorders

Background: Training methods to reduce the anxiety caused by the electroconvulsive therapy (ECT) should match the necessity of communicating with the patients suffering from mood disorders. Aim: This study aimed to compare the effects of face-to-face and multimedia education on the anxiety induced by the ECT. Method: This randomized controlled clinical trial was conducted on 75 patients with mood disorders undergoing ECT in the Ebn-e-Sina Psychiatric Hospital in Mashhad, Iran within 2013-2014 in three groups of face-to-face education (i.e., individual training), multimedia education (i.e., training through CD), and control (i.e., usual training), Receiving training for half an hour to get familiar with the ECT department, nursing care, and self-care one day before performing the ECT. The Spielberger's State-Trait Anxiety Inventory was completed prior to the intervention and before the first, middle, and final sessions of the ECT. The data were analyzed using the one-way and repeated measures ANOVA in the SPSS version 11.5. Results: According to the results of the study, 56% (n=14), 56% (n=14), and 48% (n=12) of the participants in the face-to-face, multimedia, and control groups were male, respectively. The post-hoc Tukey's test demonstrated that the control group had a significant difference with the face-to-face and (P=0.01) multimedia education groups (P=0.03) before the first session of the ECT. In addition, there was a significant difference between the face-to-face and multimedia education groups in this regard (P=0.07). Implications for Practice: Considering the conditions and facilities of the psychiatric hospitals, it is possible to use different methods of face-to-face or multimedia education to reduce the anxiety caused by the ECT