مجله آموزش پرستاری
سال سوم شماره 2 (پیاپی 8، تابستان 1393)

Studies showed that the newly graduate nurses did not develop necessary competencies, and there is a distance between their experiences and the skills needed to work as a novice nurse. This study is done to determine novice nurses’ experiences regarding their professional preparation after graduation. This is a conventional qualitative content analysis. Study population was nurses working at hospitals of Arak University of Medical Sciences. Participants were selected using purposive sampling. Data was gathered through individualized semi-structured interviews. 16 novice and 4 experienced nurses participated in the study. Data was analyzed through latent content analysis. 3 themes and 8 subthemes emerged through data analysis including; educational challenges (theoratical education challenges, clinical education challenges and education-clinic gap), educators’ characteristics (educators’ knowledge and skill, challenges in educators’ communication skills), students’ conditions (students’ motivation and interest, students’ clinical experience during education, students’ economical situation). Professional preparation is a challenging subject. In this study participants believed that the challenges in theory and clinical education, educators’ characteristics and nursing students’ conditions can affect nursing students` preparation as novice nurses. Regarding the results it seems proper planning is needed to solve the mentioned problems in order to develop proper competencies and skills needed for nursing students to act as a reliable novice nurse.

Learning is the core of human identity showing social participation. Socio-cultural factors have a great impact on learning experiences of new nurses in critical coronary care units (CCCU). The aim of this study was to explore new nurse's clinical learning experience in the critical coronary care units" (CCCU). In this qualitative study we used purposive sampling with maximum variation. We interviewed 18 participants with open-ended questions from 2012 to 2013 in Semnan, Iran. The main method of data collection was semi-structured interviews. The interviews were recorded digitally and immediately transcribed and then analyzed by conventional content analysis method. Based on the data analysis, we extracted four themes which indicated clinical learning experiences of new nurses in the CCCU. The themes included "challenges of basic education", "self-directed learning", "equal protection" and "effective supervision". These themes were influenced by the environment and the nurse's role in clinical learning experiences. The main theme was "situational learning". The new nurses learned clinical experience by combining themes in CCCU. The results of this study are valuable for the recognition of learning strategy in the area of knowledge, attitude and practice of new nurses in CCCU. Based on the results of this study, nurse managers, supervisors and trainers can improve nursing education by motivation of personal learning; creating supportive environments and enhanced supervision to provide better clinical learning for new nurses entering CCCU.

Iron deficiency anemia is the most common hematological disease and like other chronic diseases affects different aspects of quality of life of patients and their mothers as their primary caregiver. The present study has been done in order to investigate the effect of (FCEM) on quality of life of mothers having teenagers with iron deficiency anemia in Tehran, 2013. This semi-experimental research was conducted after choosing 60 mothers of female teenager' with iron deficiency anemia and dividing them into two case and control groups through purposive sampling. The research tools included demographic; as well as, WHO Quality of Life-BREF (WHOQOL-BREF) questionnaires. FCEM was implemented in the case group and the post test was carried out 1.5 month after the end of the intervention. Before intervention the means of the quality of life in the case group and the control group were 54.63±6.89 and 54.50±7.66 respectively. Independent t-test showed no significant difference in the quality of life in mothers of adolescent girls between the two groups (P=0.94); whereas, after the intervention the means of the quality of life in the case group and control groups were 60.13±4.20 and 54.46±7.09 respectively. Independent t-test showed a significant difference between the two groups in the mean of the quality of life (P>0.001). In addition, paired t-test showed a significant difference before and after the intervention in the case group in the mean of the quality of life (P>0.001). While, this difference was not significant in the control group (P=0.851). Findings showed that the FCEM was effective in increasing the quality of life of mothers, having adolescent with iron deficiency anemia. It is recommended that further studies be performed on the effectiveness of this model on other chronic diseases.

Development of clinical skills for nursing students is a critical component of nursing education programs. CD-ROM is as a valuable teaching and learning strategies in theory learning but more research is needed in practical courses. This study aimed to evaluate the effect of two educational methods demonstration and CD-ROM showing on the measure vital signs skills of nursing. This research was before and after experimental study. The sample was consists of 70students. Nursing students to be selected purposeful and then randomly assigned to two groups.The intervention was a group demonstration & a group showing CD-ROM about vital signs measurement. Data were collected via questionnaire and rating scale consisting of vital sing. Data analysis was performed using SPSS software 16 versions. The results showed the average score in CD 66.88±5.60 and in demonstration 62.66±8.41, temperatures score in CD 85.44±15.73 and in demonstration 81.94±13.50, respiratory assessment score in CD 15.44±1.61 and in demonstration 13.22±2.58, score of blood pressure in CD 45.22±4.165 and demonstration 44.19±4.14 and vital signs in CD 212.98±27.1 and in demonstration 203.01±28.63, which was significant difference T=23.45, P=0.05. Using of compact disc is improving the skills of measuring vital sign in nursing student. Therefore, computer-assisted instruction can be implemented with other teaching methods such as demonstration or this should be used an independent method to meet educational goals in Practical training courses such as measuring vital sign.

Currently, medical advances ensure life-expectancy of chronic patients such as thalassemia. Improvement in the quality of life of these patients requires that medical treatment be combined with psychosocial support. The present study aimed at investigating the effect of self-management empowerment model on the quality of life in adolescents and youth with major thalassemia. This was randomized clinical trial in two groups. 70 Eligible adolescents and youths with major thalassemia were selected through census in Bushehr and Borazjan thalassemia center. Samples were allocated to case and control groups. Data collection tool was quality of life questionnaire (SF-36). Intervention was performed in three stages. post-test was performed 1.5 months after pre-test in control group and 1.5 months after intervention in case group. Data were analyzed using SPSS version 18 and chi-square, independent t-test, and mann-witney (P<0.05). There was no statistically significant difference in terms of demographic data between the two groups (P>0.05). As a result, mean difference of eight dimensions of SF-36 quality of life were statistically significant between case and control groups before and after the intervention (P<0.0001). Education based on self-management empowerment model has a great impact on the quality of life in adolescents and youth with major thalassemia.

Nursing is a practical profession; therefore three basic factors of students, teachers and curriculum have a great effect on clinical education. There are no general consensuses among researchers on what characteristics constitute an effective clinical teacher. This study explores the views of third and fourth year nursing and midwifery students with regard to the characteristics of effective clinical teachers. This is a descriptive, cross – sectional study. We conducted the study on105 third and fourth year nursing and midwifery students at Guilan University of Medical Sciences from 2012-2013 using convenience sampling. We collected the data through a self made questionnaire that was developed based on characteristics of an effective clinical teacher from student's view points. The questionnaire had 47 statements in three sections such as professional competency, communication skill and personality domain. Data were analyzed using descriptive statistics, repeated measurement, Greenhouse, and Bonferroni test (P<0.05). Average age of students was 21.2±1.4 years. 89 (84.8%f) students were female and 68 (64.8%) of them were nursing students. The most important characteristic of effective clinical teachers in the domain of professional competency was clinical skills (5.58±0.69). In communication domain it was respect for students (5.71±0.63). High confidence was in the personality domain (5.68±0.61) as well. Repeated measurement showed significant difference among three characteristic domains of effective clinical teacher. Analysis of Bonferroni test showed a significant difference within the groups and between domains of professional competency and communication skill (P<0.05). According to student's views, all three characteristic domains of effective clinical teachers were necessary, and communication skills were introduced as the most important domain of effective clinical teachers. Consequently, teachers should improve their communication skills.

Theory-practice gap or education-service gap is one of the most important challenges and important issues in today's nursing care which is an important issue in Iran health care system. In this study we aimed at providing national draft on bridging the theory-practice gap of nursing care in Iran. We designed the study in three phases. In the first phase, a systematic review was done. In the second phase, a qualitative content analysis was conducted and in the last phase, we conducted a study using Delphi method. After analyzing the data, we prepared a draft with 12 documents in three structural, educational and clinical sections. After examining structural, educational and clinical components; this draft tried to provide an internalization strategy on nursing needs in Iran. Evidently, the draft belongs to specific period; hence, continuous updating of the draft is a significant key to its dynamics.

Nursing ethics is an essential part of the nursing profession and compliance with it is expected from the part of health care institutions. This study was aimed at determining perspective of patients about compliance with standards of professional ethics in nursing practice. This is an analytical study using quota sampling. The study conducted after participation of 504 hospitalized patients in medical and surgical wards of Jahrom hospitals in Iran. Data gathering tool was a researcher-made questionnaire with 22 questions. The tool examined compliance of the patients with professional ethics and was designed in three dimensions including: responsibility taking, improving quality care of the patients, and patient respect. Then the data were analyzed using SPSS version 16. Nurses showed good ethical practice in different dimensions including 40% in responsibility dimension, 45% in improving quality care dimension, and 69% in respecting patient. Independent T test showed a significant difference between the type of ward (Medical Surgical ward), and compliance with ethics in responsibility dimension (P=0.03 and R=2.3). Furthermore, there was a significant difference between compliance with age and professional ethics. Nurses showed good compliance with ethical practice in different dimensions; thus, it is recommended to hold in-service training courses in this theme and remove barriers for a better compliance with professional ethics in the health care system.