Role of Cultural Intelligence and Job Satisfaction in Predicting Organizational Commitment of Nurses: a case study

Background & Objectives: Organizational commitment, cultural intelligence and job satisfaction are important factors in nursing profession. Improvement of these factors leads to the improvement of organizational productivity and the quality of health care services. The aim of this research was to investigate the role of cultural intelligence and job satisfaction in predicting organizational commitment among hospital staff. Methods: This descriptive- analytical study was performed on 214 nurses in a selected hospital. Subjects were selected through randomized sampling. Data collection tools were Organizational Commitment Questionnaire (9 Questions), Cultural Intelligence Questionnaire (20 Questions), and Job Satisfaction Questionnaire (3 Questions). Data were analyzed through SPSS20 and using descriptive and inferential statistics (Pearson correlation coefficient and regression analysis). Results: From all, 83.2% of the nurses were female and 68.2% of them had less than 1o years work experience. Cultural intelligence and job satisfaction showed significant relationship with organizational commitment (P<0.05). The results showed that cultural intelligence and job satisfaction could predict 36 percent of organizational commitment variance. Conclusion: According to the results of the study, it is necessary to pay attention to this issue in educational and management planning to improve the quality of health care services and increase the satisfaction of staff and patients. Key¬words: Cultural Intelligence, Job Satisfaction, Organizational Commitment, Clinical staff Citation: Ladan Fata F, Atefe Zabihi Zazoly A, Mahna Gholami M, Hazrati H. Role of Cultural Intelligence and Job Satisfaction in Predicting Organizational Commitment of Nurses: a case study. Journal of Health Based Research 2017; 3(1): 87-97

The effects of interprofessional education on teamwork, communication skills and quality of health care in advanced and developing countries: A systematic review and meta-analysis study

Background: Inter-professional education is a new approach in education in which professionals in various fields of health systems learn from each other based on educational events in a real environment, actively and interactively. This systematic review and metaanalysis aims to investigate inter-professional education in advanced and developing countries. Methods: Persian and English keywords were used to search these databases: ISI Web of Science, Scopus, ProQuest, PubMed/Medline, Embase, Google Scholar, ERIC, Magiran, Irandoc, and Barakat with an English language restriction and for the years 2000 to 2019, using these terms: Embase, Meshand and free. Two evaluators assessed the extracted articles using the Critical Appraisal Skills Program (CASP) checklist. CMA 3.1 software was used for the analysis with a fixed-effects model. Results: A total of 1425 articles formed the basis of this study. In all, nine articles were extracted that examined the effect of inter-professional education from the viewpoints of professors and students (three for professors and six for students). Heterogeneity among the nine studies was not significant. Teamwork scores, communication skills, and healing of the participants in the study increased by 0.339, 0.283, and 0.275 points after the intervention, respectively. Conclusion: Inter-professional education is one method of educational integration. Students become aware of how their role overlaps with other medical professions as well as the limitations of their role in treating patients. However, inter-professional education implementation requires infrastructure, such as training professors and preparing them and students to accept inter-professional education

The Efficacy of Digital Case Scenario versus Paper Case Scenario on Clinical Reasoning in Problem Based Learning: A Systematic Review and Meta-Analysis

Introduction: In medical and clinical education, creating critical thinking and promoting clinical reasoning abilities are the highest aims and results of education. The main aim of this study was to assess the efficacy of digital case scenarios versus print/paper case scenarios on clinical reasoning in problem-based learning (PBL). If a study used the multimedia scenario case interventions, video case scenarios and online-guided scenarios as digital case PBL, we would consider it eligible. Method:The study was a systematic review and meta-analysis. A comprehensive search for all randomized controlled trials, systematic reviews and meta-analyses for digital case scenarios versus paper case scenarios in PBL were conducted using Medline (Ovid), Scopus, ISI Web of Science and CINAHL. Google Scholar was used to follow the bibliographies of the related papers to create an exhaustive data set. Search results were limited to the years 2003-2013. Results: Our searches yielded 65 hits. After initial screenings of the titles and abstracts, we assessed the full texts of studies. Five eligible studies with 222 students were included in the meta-analysis. The meta-analysis showed that both of the digital and paper-based scenarios have similar impacts on clinical reasoning. But the review of papers showed that 73% of students are more satisfied with digital scenarios in comparison with paper-based scenarios and found that digital scenarios are 90% more time saving than paper-based scenarios. Conclusion: According to the results of meta-analysis, efficacy of digital-based scenarios is similar to the efficacy of paper-based scenarios while simultaneously creating more satisfaction and saving the time of students and teachers; therefore, it is suggested that electronic PBL be used rather than paper-based in all levels of medical education