Knowledge of Coronary Heart Disease Risk Factors among a Community Sample in Oman : Pilot study

Objectives: The aim of this study was to assess the knowledge of Omani adults regarding conventional coronary heart disease (CHD) risk factors and to identify demographic variables associated with these knowledge levels. Methods: This descriptive cross-sectional pilot study was carried out among a convenience sample of 130 adults attending a health awareness fair held in a local shopping mall in Muscat, Oman, in November 2012. A modified version of the Heart Disease Facts Questionnaire in both English and Arabic was used to assess knowledge of CHD risk factors. Scores were calculated by summing the correct answers for each item (range: 0–21). Inadequate knowledge was indicated by a mean score of <70%. Descriptive and multivariate logistic regression analyses were performed to establish the participants’ knowledge levels and identify associated demographic variables. Results: A total of 114 subjects participated in the study (response rate: 87.7%). Of these, 69 participants (60.5%) had inadequate mean CHD knowledge scores. Knowledge of CHD risk factors was significantly associated with body mass index (odds ratio [OR] = 0.739; P = 0.023), marital status (OR = 0.057; P = 0.036) and education level (OR = 9.243; P = 0.006). Conclusion: Low knowledge levels of CHD risk factors were observed among the studied community sample in Oman; this is likely to limit the participants’ ability to engage in preventative practices. These findings support the need for education programmes to enhance awareness of risk factors and prevention of CHD in Oman

Writing-to-Learn; Attitudes of nursing students at Sultan Qaboos University

Objectives: The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process. Methods: A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. Results: Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. Conclusion: Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students’ negative attitudes towards writing into positive ones

Correlations between instructor’s caring behavior and nursing students’ caring behavior: an international study

Introduction: Theoretically, caring relationship between faculty – student generates a caring moment. However, there is a scarcity of empirical evidence about how caring interactions with faculty can enhance students’ caring outcomes. Aim: The aim of this study was to identify the levels of students’ and instructors’ caring behavior and to explore the correlations between instructors’ and students’ caring behavior. Methods: A descriptive, non – experimental design has been used in this study. Data collection was based on interviews using two standardized questionnaires; the Nursing Students’ Perception of Instructor Caring (NSPIC) and the Caring Behavior Inventory (CBI). Respondents were consisting of nursing students from identified schools and colleges of nursing in different countries. Data were analyzed with SPSS version 21.0. Results: The sample was consisted of 368 nursing students (91% female, 9% male) from seven countries (26% Philippines, 31.5% Greece, 1% Kenya, 0.5 Oman, 35.5% India, 5% Nigeria, 0.5% Saudi Arabia). Forty two percent of students are in the second year of studies, 13% in the third year and 45% in the fourth year. The mean score of NSPIC was 4.02±0.30 and the mean of CBI was4.56±0.13. The mean for each factor of NSPIC was 4.39±0.13 for the factor “instills confidence through caring”, 3.92±0.212 for “supportive learning climate”, 4.06±0.06 for “appreciation of life’s meaning”, 3.66±0.11 for “control versus flexibility” and 4.01±0.48 for “respectful sharing”. The mean for each factor of CBI was 4.63±0.11 for the factor “assurance”, 4.58±0.06 for “knowledge and skills”, 4.55±0.18 for “respectful” and 4.47±0.14 for “connectedness”. Correlation analysis showed statistically significance between relevant variables. Conclusions: Instructors’ caring behavior affects nursing students’ caring behavior. Through positive faculty modeling and role modeling, nursing students can be professionally trained to develop the competence of caring