Professional Resilience among Trauma Emergency Department Nurses in Iran: A Qualitative Study

Introduction: Nursing staff’s professional resilience plays an important role in overcoming the stressful and adverse situations common to the trauma emergency department and helps to achieve positive outcomes. Objective: This study intended to explore the concept of resiliency among Iranian trauma emergency department nurses. Methods: Data were collected using semi-structured interviews with 21 trauma emergency department nurses and analysed through a deductive content analysis based on the general conceptual model of resilience derived from King and Rothstein’s study. Results: All codes were nested into the four main categories of the above-mentioned model including: 1) Personal characteristics; 2) Opportunities, supports and resources; 3) Self-regulatory processes; 4) Positive outcomes. Some new sub-categories including Professional abilities (sub-category of Personal characteristics) and Cooperation with colleagues and Volunteers’ declaration of readiness (sub-categories of opportunities, supports and resources) were developed in this study. In the positive outcomes category, three sub-categories including Improved professional abilities, Personal growth, and Job retention were developed. Conclusion: Our results demonstrated that Iranian trauma emergency department nurses could achieve positive outcomes using specific affective, cognitive, and behavioural personality traits, professional abilities and effective external supports from different resources during self-regulatory processes. It is suggested that nurses should be selected for work in the emergency department based on appropriate characteristics and skills

Professional Resilience among Trauma Emergency Department Nurses in Iran: A Qualitative Study

Introduction: Nursing staff’s professional resilience plays an important role in overcoming the stressful and adverse situations common to the trauma emergency department and helps to achieve positive outcomes. Objective: This study intended to explore the concept of resiliency among Iranian trauma emergency department nurses. Methods: Data were collected using semi-structured interviews with 21 trauma emergency department nurses and analysed through a deductive content analysis based on the general conceptual model of resilience derived from King and Rothstein’s study. Results: All codes were nested into the four main categories of the above-mentioned model including: 1) Personal characteristics; 2) Opportunities, supports and resources; 3) Self-regulatory processes; 4) Positive outcomes. Some new sub-categories including Professional abilities (sub-category of Personal characteristics) and Cooperation with colleagues and Volunteers’ declaration of readiness (sub-categories of opportunities, supports and resources) were developed in this study. In the positive outcomes category, three sub-categories including Improved professional abilities, Personal growth, and Job retention were developed. Conclusion: Our results demonstrated that Iranian trauma emergency department nurses could achieve positive outcomes using specific affective, cognitive, and behavioural personality traits, professional abilities and effective external supports from different resources during self-regulatory processes. It is suggested that nurses should be selected for work in the emergency department based on appropriate characteristics and skills

Modeling the ethical leadership and the organizational trust with the organizational learning in the work environment

Introduction: Ethical leadership is one of the approaches that has seriously come to the literature of leadership and management in the late 20th century. The change of the organizational knowledge and the allocation of knowledge which are the goals of the organizational learning are not possible without the organizational trust. Leadership's behaviors and the leaders have an important role in the organizational learning. Hence, the current research aims at investigating, for the first time, the relationship among the ethical leadership's variables, organizational trust, and the organizational learning in the job environment. Methods: The current research was descriptive-correlational. The statistic community of the research includes all the staffs at the Isfahan University of Medicine faculties (831 people). After conducting pilot and confirming reliability and validity, the sample was calculated on the basis of the accidental-classified method, using the volume identifying formula and 202-person Cochran formula. To analyze the data with SPSS Inc. Released 2007 (SPSS for Windows, Version 16.0. Chicago, SPSS Inc.), two methods of descriptive statistics and inferential statistics were used. In the inferential statistics section, these tests were used: Independent T, binomial, Pearson correlation coefficient, and multiple and linear regression. Results: The evidence coming from the data analysis revealed that there is a significant and positive relationship among the ethical leadership, organizational learning, and organizational trust as well as between the organizational trust and organizational learning (P < 0.01). In addition to it, the results of the regression analysis showed that the ethical leadership and organizational trust have the ability to significantly predict the organizational learning (P < 0.05). Conclusion: Environment with the ethical in modern organizations, all the leadership styles have critical values; however, the role of the ethical leadership is very prominent. Especially at universities that aim at promoting the culture of the organizational learning and organizational trust, the ethical leadership must be paid attention to. The existence of the ethical leadership style will result in developing values because this ethic-based characteristic in the leaders will gradually be conveyed to the staffs. Finally, in such an environment, automatically, the organizational trust, and the organizational learning will increase as the dominant ethical values suggest such concepts as trust and learning

Effective educational measures to improve learning based on educational neuroscience studies: a review

Introduction: Educational neuroscience is an interdisciplinary field that seeks research findings in the field of understanding the effects of education on the brain. This field of science endeavors to determine and develop methods that teachers and learners can use to improve learning. This review study sought to identify some effective educational measures to improve learning, based on educational neuroscience studies. Methods: In this study, the texts on educational neuroscience studies, from the years 1995 to 2021 through databases such as: Google scholar, ERIC, Knowledge E, SID, Sciencedirect, Wiley, Springer and keywords such as: teaching method, Brain-based learning, educational neuroscience were reviewed, in the initial search, 156 articles and books were obtained, of which, texts that somehow explain the educational measures before the start of teaching and before/and while the teaching practice was selected based on learning compatible with the brain. Results: The information obtained from the review of educational neuroscience studies based on the steps: before the teaching process and before and during the teaching process was summarized and provided solutions for teachers and learners in these stages. The solutions derived from the studies of educational neuroscience in the three stages as follows: 1- selecting and formulating educational goals, 2- determining the input characteristics of learners, 3- referring to the psychology of learning and motivation and using it to improve the teaching and learning process, they were presented in 12 educational actions that used by teachers and learners to increase the learner's brain function and the effectiveness of teaching. Conclusion: It seems that the use of the measures obtained from educational neuroscience studies in the stages before the training, and before and during the training can be effective in improving the of learners’ brain function and increasing their learning