Challenge of clinical education for critical care nursing students: qualitative content analysis

زمینه و هدف: آموزش بالینی بخش مهمی از آموزش دانشجویان پرستاری بخصوص دانشجویان کارشناسی ارشد پرستاری مراقبت ویژه است. لذا دقت نظر در خصوص آموزش بالینی از اهمیت ویژه ای برخوردار است. این مطالعه با هدف تبیین تجارب و چالشهای دانشجویان مقطع کارشناسی ارشد پرستاری مراقبت ویژه در خصوص آموزش بالینی طی رویکرد کیفی انجام شده است. روش بررسی: این مطالعه کیفی به روش تحلیل محتوای قراردادی در فاصله فروردین تا شهریور 1392 در دانشکده پرستاری و مامائی تهران انجام شده است. در مجموع 26 مصاحبه نیمه ساختارمند از 15نفر دانشجوی کارشناسی ارشد پرستاری مراقبت ویژه که با روش نمونه گیری هدفمند وارد مطالعه شدند، انجام شد. جمع آوری داده ها تا رسیدن به اشباع داده ها ادامه پیدا کرد. مدت مصاحبه ها بین 30 تا 60 دقیقه بود.تجزیه و تحلیل داده‌ها با روش آنالیز محتوای قراردادی انجام شد. یافته ها : از 15 شرکت کننده در مطالعه، 9 نفر زن و 6 نفر مرد بودند. دامنه سنی آنان بین 25 تا 34 سال بود. در مجموع 310کداولیه از متن مصاحبه‌ها استخراج شده که به دلیل تقریب مفهومی دو طبقه اصلی عوامل درونی و عوامل بیرونی شکل گرفت. در طبقه عوامل درونی زیر طبقات عدم هویت حرفه ای، عدم انگیزه و تجربه قبلی، و در طبقه عوامل بیرونی؛ تعاملات حرفه ای، عدم همخوانی آموزش نظزی و بالینی و مربی ناکارامد قرار گرفتند. بحث و نتیجه گیری: با توجه به یافته های پژوهش، عوامل درونی و بیرونی متعددی در آموزش بالینی دانشجویان کارشناسی ارشد پرستاری مراقبت ویژه لازم است وتوجه به این عوامل درونی وبیرونی منجر به افزایش یادگیری دانشجویان این رشته می شود. توجه به عوامل درونی همچون انگیزه دانشجویان، تجربه قبلی و هویت حرفه ای آنها و همچنین عوامل بیرونی همچون انتخاب مربیان کارامد وشایسته، تعاملات حرفه ای و فراهم اوردن محیط مناسب می تواند در رفع چالشهای آموزشی این دانشجویان کمک کننده باشد

A clinical study of the effect of Glycyrrhiza glabra plant and exercise on the quality of life of menopausal women

BACKGROUND: Most women experience significant changes during and after menopause which causes various complications of menopause and the changes in quality of their life. The aim of this study was to evaluate the effect of Glycyrrhiza glabra plant and exercise on quality of life (QOL) of menopausal women. METHODS: This clinical experiment was performed in Arak, Iran. The study subjects consisted of 120 menopausal women. The participants were selected through convenience method and randomly divided into 4 groups of 30 subjects. Group 1 participants were administered 3 Glycyrrhiza glabra tablets daily. Group 2 participants had a regular exercise program. Group 3 participants were simultaneously administered Glycyrrhiza glabr tablets like group 1 and had an exercise program like group 2. Group 4 received no intervention. The participants’ QOL was investigated before and 1 month after the intervention using the Menopause-Specific Quality of Life (MENQOL) Questionnaire. Data analysis was performed in SPSS software using Mann-Whitney, Wilcoxon, Kruskal-Wallis, and chi-square tests, and variance analysis. RESULTS: No significant difference between the four groups in terms of vasomotor, psychosocial, physical, and sexual health, and QOL based on the Kruskal-Wallis test before the intervention. However, a significant difference was observed between the groups in terms of vasomotor, psychosocial, physical, and sexual health and QOL after the intervention. CONCLUSION: The results of this study showed the efficacy of Glycyrrhiza glabra and exercise programs in controlling the symptoms of menopause. It is recommended that postmenopausal women use exercise programs and Glycyrrhiza glabra to control menopausal symptoms

A clinical study of the effect of Glycyrrhiza glabra plant and exercise on the quality of life of menopausal women

BACKGROUND: Most women experience significant changes during and after menopause which causes various complications of menopause and the changes in quality of their life. The aim of this study was to evaluate the effect of Glycyrrhiza glabra plant and exercise on quality of life (QOL) of menopausal women. METHODS: This clinical experiment was performed in Arak, Iran. The study subjects consisted of 120 menopausal women. The participants were selected through convenience method and randomly divided into 4 groups of 30 subjects. Group 1 participants were administered 3 Glycyrrhiza glabra tablets daily. Group 2 participants had a regular exercise program. Group 3 participants were simultaneously administered Glycyrrhiza glabr tablets like group 1 and had an exercise program like group 2. Group 4 received no intervention. The participants’ QOL was investigated before and 1 month after the intervention using the Menopause-Specific Quality of Life (MENQOL) Questionnaire. Data analysis was performed in SPSS software using Mann-Whitney, Wilcoxon, Kruskal-Wallis, and chi-square tests, and variance analysis. RESULTS: No significant difference between the four groups in terms of vasomotor, psychosocial, physical, and sexual health, and QOL based on the Kruskal-Wallis test before the intervention. However, a significant difference was observed between the groups in terms of vasomotor, psychosocial, physical, and sexual health and QOL after the intervention. CONCLUSION: The results of this study showed the efficacy of Glycyrrhiza glabra and exercise programs in controlling the symptoms of menopause. It is recommended that postmenopausal women use exercise programs and Glycyrrhiza glabra to control menopausal symptoms

Comparison of the Effect of Three Methods of Education (Inquiry-based, Bedside Education and Routine Approach to Clinical Education) on Critical Care Nursing Students' Clinical Learning

Background & Objective: Regarding the importance of nursing education promotion, there is a need to use methods that have the ability to create knowledge and skills in students. This study aimed to assess the effect of education (inquiry, bedside education and routine approach to clinical education) on critical care nursing students' clinical learning. Methods: This quasi-experimental study performed in the intensive care unit (ICU) of Valiasr hospital in Arak, Iran, during Octobers to March 2014. The subjects were 60 nursing students who were selected via census method and randomly were divided into three groups of 20 subjects. After the administration of pretest, students in the control group were educated using common method; in one of the experimental groups, the inquiry-based method and the other group, bedside method were used for education for 10 days. Then, the three groups completed the questionnaires at the end of education again (posttest). Finally, data were analyzed using ANOVA, paired-t and independent-t tests. Results: The mean total score of the clinical skills and cognitive domain was significantly difference among the three groups after the intervention (F = 136.75, degree of freedom = 2, P = 0.0001). After testing the homogeneity hypothesis of variances and using Games-Howell post-hoc tests, the total scores of training in bedside and inquiry-based education were significantly more than the routine training after the intervention (P < 0.0001 and P = 0.0001, respectively). Conclusion: It seems that two methods inquiry-based and bedside education enhanced clinical skills of students. Therefore, it is recommended to use these two methods of clinical educating to enhance students’ clinical learning. Key Words: Inquiry-based education, Bedside education, Routine approach to clinical education, Nursing student

Effect of Family-Centered Education on Laboratory Index of Patients after Acute Myocardial Infarction

Background &amp; Objectives:Myocardial infarction is one of the main causes of death and disability in the world. Adherence of therapeutic regimen is an important caring option in these patients. This study has been conducted to determine the effect of family-centered education on laboratory index of patients after acute myocardial infarction. Materials &amp; Methods: This clinical trial was performed between October and March 2014 in CCUward of Amirkabir hospital of Arak. Research samples were 60 patients with 30-70 years old who had been selected by convenience method after the first heart attack and randomly assigned into two groups: control (patient-centered education: 30 individuals) and intervention (family-centered education: 30 individuals). On admission, blood sugar and blood lipids (Chol, TG, HDL, LDL) were examined. Theneducation to patients was done in the intervention group associated with close family member through computers in three domains (diet, pharmaceutical regimen and exercise program) in three sessions of 30-45 minutes and the same educational content were taught to the patient (without family members) in the control group. Three months after the intervention, all aforementioned items were recorded again in two groups and, finally, data were analyzed using independent t-test and Chi-square test. Results: The results indicated that laboratory indexincluding blood sugar (P=0.03), blood lipids (P=0.0001) in the family-centered group was better than patient-centered group. However, there was not a significant difference between the two groups in aforementioned items before the intervention (P> 0.05). Conclusion: According to the findings of this study, it seems that family-centered education model improves laboratory index of the patients with myocardial infarction. It is recommended that the educational interventions for the patients with myocardial infarction to be done with the participation of the family

Opportunity to reflection the missing link in clinical education

Reflection is an essential component in the learning process in clinical education. The purpose of reflection in the learning process is to create meaningful and profound learning and improve the performance. This was a quasi-experimental single-group study with a nursing undergraduate student survey in the dialysis department of hospitals affiliated to Tehran University of Medical Sciences, Tehran, Iran,2017-2018. In the process of clinical education, learners can redefine their personal experiences by reflection their own clinical knowledge and skills, and shape their ability to confront similar clinical situations in the future. The satisfaction of this approach was good at 88.26 &plusmn; 12.24 and the importance of this approach in student clinical educatio

Effect of White Noise on Sleep in Patients Admitted to a Coronary Care

Introduction: Sleep disorders are a common problem in patients in the critical care unit. The objective of the present study was to determine the effect of white noise on the quality of sleep in patients admitted to the CCU. Methods: The present study was single-blind, quasi-experimental study. A total of 60 patients were selected using the purposive sampling method. Quality of sleep was measured with PSQI on the first day in admission, then after three nights of admission without any intervention for control group and for the experimental group quality of sleep measured by white noise with intensity of 50-60 dB then Quality of sleep was measured with PSQI. Data were analyzed by SPSS 13 software. Results: The average total sleep time in the control group before the study reached from 7.08 (0.8) to 4.75 (0.66) hours after three nights of hospitalization, while in the experimental group, no significant changes were seen in the average sleep hours (6.69 ± 0.84 vs. 6.92 ± 0.89, P = 0.15).The average minutes of sleep in the control group before the study reached from 12.66 (7.51) to 25.83 (11.75) minutes after a three- night stay, while in the experimental group, no significant changes were observed in the average sleep duration (12.16 ± 7.50 vs. 11 ±6. 07, P = 0.16). Conclusion: The use of white noise is recommended as a method for masking environmental noises, improving sleep, and maintaining sleep in the coronary care unit

The effect of cognitive training on working memory and focused attention of anxious children

The purpose of this study was to determine the effect of cognitive training on working memory and sustain attention of anxious children. A pseudo-experimental study was performed among students aged 8 to 9 years old and selection was based on research criteria by two-stage sampling. In the first step, using cluster sampling, 358 students were selected and anxiety test was performed on them, which 137 students with high anxiety were selected. In the second stage, 76 students were selected according to the entry criteria, and Raven's intelligence test was employed to match the intelligent subjects; finally, 44 students were selected as a study sample and were randomly placed in two experimental and control groups and at the end, the data of 36 subjects were analyzed. In order to match the participants, Raven's intelligence test and Manifest Anxiety were used and the research tools were, N-back Memory Test concentration & diffuse attention test of at the beginning, a pre-test of working memory and precise, focused and scattered execution was performed for all participants. Then, the test group received 10 sessions of 45-minutes training in 5 weeks and at the end, both groups completed the post-test multivariate covariance analysis was used to test the hypotheses in the study and the analysis of the result indicates the effect of cognitive training on the improvement of accuracy and concentration of working memory. Also, the significant effect of cognitive training on the inhibition and the speed of sustain attention processing were also observed. According to the results, the cognitive training method had a remarkable effect on the improvement of working memory and sustain attention in children with anxiety. Therefore, the result indicates the significance of cognitive training based on attention control, inhibition, and alternation of attention and memory