The attitude of nursing staff of institute cancer and Valie-Asr hospital toward caring for dying patients

When nurses can positive attitude to death and care of people dying to have a relationship with the humanitarian community to have people. Nurses in palliative care due to the success of their relationship with all patients، their willingness and interest to a dying patient can be. This study was aimed to determine attitudes of Iranian nurses toward caring for dying patients. In this descriptive analytic attitude Cancer Society and the hospital nurses، but Tehran age to the care of dying patients in 2007 using two questionnaires (DAP-R)، (FATCOD) and examined demographic was. Questionnaires to 120 hospital nurses، but Cancer Center that evening and were introduced by the supervisors were given. 98% had answered questions in the questionnaire. Data analysis was performed by spss software. Data analysis using descriptive analysis techniques (frequency، mean and standard deviation) and inferential (Pearson) were performed. Most respondent's to death as a natural part of life and a way to achieve life after death were noted. Most nurses tend to take care of dying patients and emotional support from their families were but they did not like about death with patients or their family speak or give them training in this area. Many nurses did not like the patients or their families decide be willing to engage patients and their families in care. Personal look at nurses as their personal experiences influence their attitudes toward death and care of dying patients can be Lack of education and experience plus career and cultural constraints، creating a negative attitude towards death، the study nurses and care of dying patients were involved. Appears to be that nurses can create an interactive environment، their feelings about death and dying can express effective way to identify influential factors in nurses interacting with patients are dying. Continuing education for nurses in palliative care to improve the quality end of life care is needed by. Keywords: Attitude, Death, Palliative Care, Nurse

Caring for People at the End of Life: Iranian Oncology Nurses' Experiences

Aim: To explore the meaning of Iranian oncology nurses′ experiences of caring for people at the end of life. Materials and Methods: A phenomenological hermeneutic approach was applied. Fifteen nurses working in oncology units were interviewed in 2007 regarding their experiences of caring for people at the end of life. Results: Participants experienced caring for people at the end of life as sharing space and time to be lost within an organizational context. This main theme was divided into three subthemes including being attentive to the dying persons and their families, being cared for by the dying persons and their families, and being faced with barriers. Conclusion: The study suggests that the nurses′ success in caring for people at the end of life is reliant on their interpersonal caring relationship. Facilitating such relationship requires the establishment of palliative care unit, incorporation of palliative care into undergraduate nursing studies, and cultural preparation through public education

The Status of Clinical Supervision in Midwifery Education: Perspective of Midwifery Clinical Teachers and Students in Tehran University of Medical Sciences

Introduction: Implementation of clinical supervision of student training could bring about high standards in patient care. The purpose of this study was to determine the status of clinical supervision in midwifery education from the perspective of midwifery clinical teachers and students in Tehran University of Medical Sciences. Methods: This descriptive cross-sectional study was performed on 90 midwifery students in different field internship training units and 25 midwifery clinical teachers who were selected through census method. Data collection tool was the 15-item, 5-point Likert scale CCTEI standardized questionnaire. The data were analyzed using independent t-test, chi-square and ANOVA. Results: A total of 80 student questionnaires and 20 clinical teacher questionnaires were analyzed. The status of clinical supervision in midwifery education was evaluated as average with the mean score 52.5 out of 75. There was a significant difference between the views of clinical teachers and students about the status of clinical supervision such that the clinical teachers evaluated it at a high level with the mean score 60.3 (SD=5.07) while the students evaluated it at an average level with the mean score 46.2 (SD=9.94). The statuses of clinical supervision were significantly different in different clinical arrangements. Conclusion: This difference between the views of clinical teachers and students about the status of clinical education could be due to students’ needs such that the students needed more training in diagnostic skills which is not fully provided by clinical teachers. Since clinical supervision is a teacher-student interaction, further research is recommended to account for these different views

Neonatal intensive care nursing curriculum challenges based on context, input, process, and product evaluation model: A qualitative study

Background: Weakness of curriculum development in nursing education results in lack of professional skills in graduates. This study was done on master's students in nursing to evaluate challenges of neonatal intensive care nursing curriculum based on context, input, process, and product (CIPP) evaluation model. Materials and Methods: This study was conducted with qualitative approach, which was completed according to the CIPP evaluation model. The study was conducted from May 2014 to April 2015. The research community included neonatal intensive care nursing master's students, the graduates, faculty members, neonatologists, nurses working in neonatal intensive care unit (NICU), and mothers of infants who were hospitalized in such wards. Purposeful sampling was applied. Results: The data analysis showed that there were two main categories: “inappropriate infrastructure” and “unknown duties,” which influenced the context formation of NICU master's curriculum. The input was formed by five categories, including “biomedical approach,” “incomprehensive curriculum,” “lack of professional NICU nursing mentors,” “inappropriate admission process of NICU students,” and “lack of NICU skill labs.” Three categories were extracted in the process, including “more emphasize on theoretical education,” “the overlap of credits with each other and the inconsistency among the mentors,” and “ineffective assessment.” Finally, five categories were extracted in the product, including “preferring routine work instead of professional job,” “tendency to leave the job,” “clinical incompetency of graduates,” “the conflict between graduates and nursing staff expectations,” and “dissatisfaction of graduates.” Conclusions: Some changes are needed in NICU master's curriculum by considering the nursing experts' comments and evaluating the consequences of such program by them