Today nursing need for emotional intelligence: Integrative review of literature‏

Introduction: Emotional intelligence capabilities play a key role in determining an individual’s success in health care organizations. These skills enable individuals to think properly in difficult conditions and prevent wasting emotions such as anger, anxiety and fear and thus calm themselves and open new gateways for insight and self reflection and creative ideas. Therefore, considering the undeniable role of emotional intelligence in the success of nurses is very important. Aim:The purpose of this study is that emotional intelligence and nursing response What is the use? Method: This study is a systematic review, with using key words education, emotional intelligence and nursing, among about 100 research and review papers in Persian and English in the field of nursing and health, has been used electronic databases CINAHL ،science direct ،Ovid ،Scopus ، SID ، Magiran ،Pubmed , Google scholar and 30 article assessed finally. This study has been in 15- year period from 1997 to 2012. Finally, 30 articles in Persian and English, include keywords, which were peer review published in ISI journals, were selected and assessed. Results: The results of this study show that emotional intelligence training is considered as a revolution and vital need in nursing, because it creates a sustainable guideline for developing creativity in the nurse-client relationship and widens personal and professional limits and leads to the wise control of relationships between the nurse and the patient, and causes the nurse to have a human viewpoint about the patient, Hence, emotional intelligence training should be incorporated in nursing programs. Conclusion: : Analysis of results of studies indicate that emotional intelligence to gain skills, with a tremendous impact in improving services to patients, families and entire communities will not only prevent loss of financial resources But fundamental changes in perspective and attitude of nurses towards patients, and their jobs as a professional skill, creates, can also promote and enhance the profession. Therefore, to gain emotional intelligence skills for nurses, is need for nowadays nursing and requirements of today’s professional activities related to nursing personnel and other employees in the health system. Nursing managers obtain EQ skills, with a tremendous impact in improving the services provided to patients, families and the entire community will not only prevent the waste of financial and human resources professionals is improving

Damaged professional identity as a barrier to Iranian nursing students’ clinical learning: a qualitative study

زمینه و هدف: هویت حرفه ای خدشه دار باعث نارضایتی دانشجویان پرستاری از محیط یادگیری می شود و پیامدهای رفتاری آن عملکرد مراقبتی ضعیف در بالین، کاهش انگیزه، تلاش کمتر برای یادگیری مراقبت پرستاری و شادمانی کم در محیط یادگیری را در پی دارد و بر کیفیت مراقبت از بیمار و اثربخشی نظام آموزشی تأثیرگذار است. این مطالعه با هدف تبیین اثرات هویت حرفه ای بر یادگیری مراقبت های پرستاری در دانشجویان انجام شده است. روش بررسی: در این مطالعه توصیفی- تحلیلی از نوع کیفی، 25 دانشجوی پرستاری در مقطع لیسانس به صورت نمونه گیری مبتنی بر هدف از دانشکده های پرستاری مامایی تهران و شهید بهشتی انتخاب شدند. از مصاحبه های نیمه ساختار یافته برای جمع آوری اطلاعات استفاده شد. روش آنالیز محتوی قراردادی، برای تجزیه و تحلیل داده ها و تعیین الگوهای مرتبط مورد استفاده قرار گرفت. یافته ها: از تحلیل مصاحبه ها یک الگو با عنوان هویت حرفه ای خدشه دار به دست آمد. این الگو شامل دو طبقه پایمال شدن شأن و منزلت فردی- اجتماعی و بی صدایی پرستاران بود. نتیجه گیری: استفاده از الگوی هویت حرفه ای خدشه دار طراحی شده در این مطالعه در فرآیند یادگیری می تواند به مربیان و مدیران آموزشی کمک کند تا استراتژی هایی را برای تقویت هویت حرفه ای مثبت در دانشجویان پرستاری و به دنبال آن ارتقاء یادگیری آن ها به کار گیرند

Decline of Self-efficacy: the Consequence of Nursing Work-family Conflict

Introduction: Work–family Conflict (WFC) is described as a two-sided incompatibility between the demands of work and family roles. This means that, participation in work roles due to participation in family roles, or vice versa, is difficult. WFC has been reported in various jobs, including nursing with several outcomes. Therefore, this study is designed to explain the experiences of nurses from the consequences of WFC. Method: This study was conducted based on the qualitative analysis approach. In this study 16 nurses were selected by purposeful sampling. The data was collected through deep and unstructured interviews. The method of data analysis was inductive content analysis approach. Results: Of the total 16 participants 12 were female and 4 male. All participants had a bachelor's degree, and work experience between 4 to 28 years and the average of 14.9 years. The research findings showed that main category (theme) was decline of self-efficacy with the following subcategories: 1-failure in family affairs 2-inadvertent negligence in patient care 3- ignoring themselves. Conclusion: The findings of the current research showed that nurses under certain conditions, such as lack of work and family support, double pressure of work due to shortage of nurses and excessive work and family demands, experience a reduction in their ability to manage work and family affairs and a decline in their self-efficacy. Decline in self-efficacy increases interaction between work and family duties therefore, the WFC becomes more severe. In fact a defective cycle is formed, the results of which are negative outcomes in both work and family domains. Therefore, in order to prevent the negative consequences of WFC, which are sometimes irreparable, it is recommended that nurses become familiar with scientific management of WFC, and be supported comprehensively by their family and hospital. Thus, they will have more freedom and flexibility, and minimum interference possible in their work and family programs. Keywords: Work–family conflict, Nursing, Consequence, Self-efficacy, Qualitative study, Iran.

Explaining Courage in Ethical Decision-making by Nursing Managers: A Qualitative Content Analysis

Introduction: Ethical decision-making by nursing managers is influenced by various essential factors, such as courage, without which it is impossible to act on them. Objective: This study aimed to explore the experiences of nursing managers about courage in ethical decision-making. Materials and Methods: The current study was conducted in Iran by a qualitative content analysis approach in 2018. Nineteen nurse managers were selected purposefully from hospitals in Tehran and Shahrekord cities. Data were collected using semi-structured, indepth,face-to-face interviews, and after transcription, they were analyzed according to the Graneheim and Lundman method. Results: Based on data analysis, we extracted 2 categories (obligation, decisiveness) and 8 subcategories (clearness in expressing decisions, the ability of the manager to make decisions in critical and complex situations, authority/decision-making as a religious responsibility, follow the decision process, being responsible, making compensatory decisions, making preventive decisions). Conclusion: The findings showed that managers who are committed to ethical decision-making have enough assertiveness to make the decisions. Educating, empowering, and sensitizing managers and enhancing their insight into ethical issues through problem-solving and roleplaying techniques can play an essential role in promoting their commitment and responsibilit

Competency in Nursing Students: A Systematic Review

Introduction: Nursing students require highly specialized competencies to accurately determine patients' states and to predict and cope with problems that may occur during nursing care. This study explores the definition, domains, and levels of nursing students' competency. Methods: This study was a systematic review of nursing students’ competencies in English (ISI, SCOPUS, Ovid, Proquest, Iranmedex, Google scholar, PubMed) and Persian (Scientific Information Database) databases (1985–2015), according to the University of York Center for Reviewers and Dissemination Guidance approach, 2008. Results: From a total of 13,115 articles, 20 were retrieved in the final step. The individual experiences, dynamic process, and positive interactive social and beneficial changes in the equality of one’s professional life that cause meta-cognitive abilities, touch reality, motivation, decision making, job involvement, professional authority, self-confidence, knowledge and professional skills formulated the definition of nursing students' competency. Educational, cultural, individual, professional and inter-professional, research, clinical and practical domains were defined as belonging to nursing students' competency. Seven nursing student competency levels were identified. Conclusion: Although the definitions of competency, its domains, and its levels vary by profession and country, this systematic review demonstrated the comprehensive ones in three scopes. However, more research is needed to examine the three scopes in the nursing student competency concept

Interprofessional Education a Response to Health System Challenges

Introduction: Extensive changes in the health field have compelled many organizations of health sciences education to seek for the most effective educational approaches. Meanwhile, interprofessional education as a novel and efficient approach has recieved attention internationally. We conducted this study for introducing interprofessional education with a focus on its backgrounds and formation in health sciences. Methods: This integrative review study was performed during years 2012-2013 using an integrated search in PubMed, CINHAL, Ovid, and Science Direct databases. Moreover, google search engine was also used for searching in various information sources such as validated journals and conference proceedings and reports of educational organizations and assemblies, using main key words such as interprofessional education and interprofessional learning, limiting the results from 1995 to 2013 and mainly in English. We obtained more than 2000 titles including original articles, reports, web pages, letters to editor, and books. Having titles and abstracts assessed, 120 documents that were more appropriate and directly related to the study question were selected and analyzed through qualitative content analysis. Then the text contents were retrieved and final results were categorized and managed by MAXQDA software. Results: Two themes were obtained indicating the formation of interprofessional education in the health system. The challenges theme containing 4 categories: dynamic changes in all aspects of human society, poor quality of care services, staffing crisis, and failures of uniproffessional education. The second theme named constructive strategies containing 4 categories: improvement of interprofessional interactions, promotion of interprofessional collaborations, patient centered team care, and changing in professional socialization process of health sciences students. Conclusion: Interprofessional education with focus on interprofessional interactions and promotion in professional socialization process of health sciences students provides necessary competency and ability for developing interprofessional collaborations and comprehensive patient-centered team care among graduates for addressing challenges in health systems

Barriers to Implementation of Team Care and Interprofessional Education: the Viewpoints of Educational Managers of Iranian Health System

Introduction: Today, interprofessional collaboration and team care as well as interprofessional education are inevitable necessities for addressing healthcare needs of societies. Due to a contradiction between the need to provide team care at health centers and the lack of prioritization and implementation of team-based and interprofessional approaches to education in the health system, this study was conducted to explain the barriers to implementation of team care and interprofessional education in Iran from the viewpoints of educational managers of the health system. Methods: This qualitative content analysis study with a conventional approach was carried out from August 2013 to Jul 2014. The data were collected through semi–structured individual interviews with 16 educational managers and researchers in universities of medical sciences and medical education development centers who were selected by purposive sampling. All interviews were transcribed word by word and then analyzed using MAXQD software. Results:Two categories and eight subcategories were identified explaining the barriers to implementation of team care and interprofessional education from educational managers’ viewpoints. The two main categories included cultural-attitudinal barriers and structural-functional barriers. The first category consisted of subcategories such as weakness of systemic thinking, individualistic culture, profession-orientedness, physicians’ predominance, and role models. The second category included subcategories of management structure, stunted growth of educational management, inadequate understanding and weak evidence. Conclusion:Existent barriers and their influence on each other have prevented the implementation of team care and interprofessional education by creating a vicious cycle. Since the cultural and attitudinal changes occur over a long period, it is necessary to move towards changing the culture and attitudes and implementing team care and interprofessional education through restructuring the educational management as well as implementation of interprofessional education pilot programs and developing research and evidence accordingly

The perceived constraints of life among undergraduate nursing students

Background: There are different situations in life causing stress. Accordingly nursing students experience many changes in their roles and professional communications. Objectives: The purpose of this study was to explore the experiences and perceptions of undergraduate nursing students in different stressful situations of life Method: This is a conventional content analysis approach. Semi-structured interviews conducted with 18 undergraduate nursing students in a purposeful sampling method from Azad and State universities in khoy and tabriz (Iran). Results: Data analysis led to the formation of three categories "hard conditions imposed", "stressful learning environment" and "perceived family concerns". Finally, "living constraints" was emerged as the main theme. Conclusion: The findings of this study can be a useful guide for the educational system, students and families to manage and prevent stressful situations by providing a deeper understanding of the disrupted situations in daily and academic life