فصلنامه مدیریت پرستاری
پیاپی 1 (بهار 1391)

Education is a full stress experiment, especially in medical fields. So, having knowledge to its resources and how deal to it, is very important.

The aim of this study was to determine stressors and coping styles in in medical sciences students in Iranshahr city in 2010.

This study was a descriptive-analytic (cross sectional) study. The sample were 250 students of nursing, midwifery and medical emergency who studied in Nursing and Midwifery College in Iranshahr (April- June 2010).Data collected by researcher-made questionnaire (included demographic characteristics, stressors and supportive systems) and Jalowice Coping Styles Questionnaire. Content validity determined by ten faculty members. The validity of researcher-made questionnaire approved by internal consistency reliability (Chronbach’s alpha) (α = 0.64).And for Jalowice questionnaire correlation coefficient of test and retest after one month was (r=0.87).Data were collected in one time occasion and individually. Data analyzed by descriptive statistics, t-test, ANOVA and Pearson correlation test by SPSS16 and(p< 0.05) has determined.

The most stressor in samples was unknown future (13.6%).The main source of support was family (89.2%) and the most common coping styles were emotional-centered coping styles(47.11±9.42in good range)versus problem–centered coping styles(31.39±6.81 in weak range). Based on T-test, ANOVA and Pearson correlation, there was significant correlation between emotional –centered coping styles and live parents (p=0.025) and sex (p=0.00). There was significant correlation between problem-centered styles and level of education (p=0.00), sex (p=0.00) and age (p=0.00).

There are various stressors in students’ life personally and educationally. In order to prevent physical and psychological destructive effects of stress on students, it is necessary to introduce them counseling services in city and universities, and also training courses programs of copying styles suggest for them.

Clinical competence of nursing students has been mentioned as the main goal and effectiveness criteria of nursing education which includes the ability of applying knowledge and information, communication and interpersonal skills, problem solving and technical skills.

The aim of this study is assessment level of clinical competence in nursing students.

This is an analytic-descriptive; cross –sectional study. All 90 eligible nursing students who were in their 5 to 8 semester in Sabzevar University of medical sciences during 2011 were studied. Data collection tool was clinical competence questioner. Its questions were designed by researcher to evaluate students in three domains of cognitive, Affective and Psycho-motor abilities. Validity of the questionnaire was measured by content validity and internal consistency reliability (Cronbach‘s alpha) was (α= 0.94). Samples were asked to describe their clinical competence by self-assessment form. Data were analyzed by SPSS version 16.

The mean scores of the affective and psychomotor domains was (3.32) and students assessed their clinical competence in these two domains with 1% error higher than average 3 (P<0.001). The mean difference in cognitive domain (3.05) doesn’t significantly differ from the society mean which means respondents have assessed their cognitive clinical competence in average level. Students have assessed their overall clinical competence a greater than average (of 3)(P<0.001).

In conclusion students have assessed their own clinical competencies a little higher than average. Clinical competence is main goal of nursing education and achieving the maximum desired result depends on the effectiveness of education methods and best utilization of facilities and resources. The next step should be seeking possible methods to achieve the highest level of clinical competence in nursing students during and after their education.

ntroduction: Creative thinking has an important role in applying of scientific and professional knowledge and skills. Thinking Methods develop different skills such as decision making capability. The aim of this study was to determine the effect of applying Ranco and Chad’s Creative Thinking Pattern on nursing students’ managerial skills. In a quasi-experimental study during one semester, effects of “Ranco and Chad’s” Creative Thinking Patterns on nursing management practicum course were assessed (60) nursing student in the eight semester of studying at Islamic Azad University of Najaf Abad on (2010-2011) were selected with non -randomized sampling method. Then, Samples were randomly divided into two experimental and control groups of (30) students. Data gathering tool for managerial skills was based on BARS method and Peter Hani for creative thinking. Internal consistency reliability (Cronbach’s alpha) (α=0.85 & α=0.95 respectively). The data were analyzed by SPSS 16, using dependent and paired t–test and correlation tests. In experimental group, the mean scores of managerial skills after intervention increased significantly (P<0.001). The mean scores of managerial skills of the control group increased significantly, too (p=0.004). It means that managerial skill‘s score of two groups have not shown different before (p=0.08) and after intervention (p=0.13). Although the mean score of creativity in groups were not significantly different before the intervention (p=0.405), significant difference in scores of creativity were seen in two groups after applying of “Ranco and Chad’s” Creative Thinking Patterns (P=0.004). There was a significant correlation in mean scores of creative thinking and managerial skills of experimental group (r=0.360, P=0.01) which was not the same in control group. This study showed that creative thinking can enhance the student’s creative thinking but implementing its effects on managerial skills or behaviors required more time. It is recommended that nurse instructors consider teaching this thinking pattern in theoretic and practical curriculum of nursing education.

Different variables such as motivation, self-esteem, and learning methods can affect the learner during learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of nursing students and to compare their academic achievement considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 181 undergraduate nursing students in Tabriz Faculty of Nursing, at academic year (2011-2012) who completed the AMS (Academic Motivation Scale). Internal consistency reliability (Cronbach’s alpha) of the scale showed that this scale was reliable (α=0.73 to α=0.86). The instrument has 28 questions divided into seven subscales that measure intrinsic motivation (to know, toward accomplishment, to experience stimulation), extrinsic motivation (external regulation, interjected regulation, identified) and motivation. The criterion for academic achievement was students’ total average in the previous semester. The methods of hierarchy cluster analysis, ANOVA, MANOVA were used for data analysis using SPSS software. Cluster analysis revealed three motivational profiles for the students: 9% of the subjects were placed in the low quantity motivation group (low levels of both intrinsic and extrinsic motivation, but high level of motivation), 46% were placed in the moderate quantity motivation group (moderate levels of intrinsic, extrinsic motivation, and motivation), the high quantity motivation group (44%) (high levels of both intrinsic and extrinsic motivation, but low level of motivation). The academic achievement of low quantity motivation group was lower than the other clusters (p<0.05). Moreover, female subjects had higher autonomous motivation compared to the male subjects (p<0.01). Fourth grade students had the highest motivation level (p<0.005). IThe findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, particularly the senior ones during the academic years.

Test anxiety is a response to a situation involving evaluation of a students’ performance. Test anxiety can be associated with poor academic performance. This study investigated the relationship between test anxiety and academic performance in female nursing students of Najafabad Islamic Azad University. In this descriptive-analytic study, 161 female nursing students in second to sixth semester were selected in 2011. Data were collected via two component questionnaires including demographic data (14 question) and Sarason’s test anxiety (37 question). Internal consistency reliability (Cronbach’s alpha) (α= 0.88), internal consistency coefficient 95% and criterion validity of 0.72; that were completed self- directed in Jun. Academic performance calculated by overall mean the scores in the past semesters. The data were analyzed by SPSS 16 software, using χ2, independent t test, Pearson and Spearman correlation coefficient, analysis of variance, stepwise multiple linear regression and forward multiple logistic regression analysis with significance level 0.05. In this study, the means students’ test anxiety and academic performance scores were in order 18.16 and 14.53. There was statistically significant reverse relationship between test anxiety and academic performance of nursing students(r = -0.213, p = 0.007). Employment and studying in higher semesters were two predictive variables that had more negative effects on academic performance. Multiple regression analysis tests showed that anxiety and other variables as predictive variable, had significant reverse relationship with academic performance (p=0.047). In order to results, helping students to manage their anxiety effectively is a challenging duty that requires team effort of educational systems during the educational process;especially in higher educational system.

Instructors’ leadership styles and characteristics are affected on learning and clinical experiences’ students. If situational leadership model used by nurse instructors effectively, it would be applied as a way for overcoming difficulties and obstacles in clinical education.

The aim of this study was to assessing the level of adaptability nurse instructors’ leadership style in clinical education.

This study was descriptive cross-sectional that was done in 2010 in nursing-midwifery school in Arak city. Data were gathered by “Leader Behavior Description Questionnaire“and nursing student’s “Readiness level questionnaire“. Internal consistency reliability (Cronbach’s alpha) in order were (α=0.88 and α=0.76). All 15 clinical educators and 186 nursing students (11 people in the former, 2nd year 71, 3th year 76, and in the fourth year; 28 people) were selected to complete questionnaires. Data were analyzed by descriptive statistics using SPSS 13 software.

findings showed that nursing instructors were 13.3% male and 86.7% female. Their mean of work experiences were 5.5 years. Also, nursing students were 35.5% male and 64.5% female that their mean of age were 21.18 years. Findings showed that the selling leadership style and then delegating were as the dominant styles of nurse instructors. The majority of nurse instructors (46.8%) had moderate adaptability and 23.7% of them had low.

The ability nurse instructors must be improve for assessing ability and willingness of students for performing the tasks and skills in clinical practicum correctly and their selection the appropriate leadership style. Application scientific principles of management and leadership especially situational leadership would be improve professional development for students.

Professional values are fundamental elements of nursing practice that often are taught informally. Therefore it is important to assess the students’ perspective in this area. Purpose of the present study was to determine the perspective of nursing students about the importance of nurses’ professional values in medical universities of type 1 as institutions with the highest level of educational service. This analytical- descriptive research utilized a one-stage cluster sampling method to investigate the professional values of 131 graduated nursing students in three medical universities of type 1 in their last semester in 2011. For data collection, a two-part, self- report questionnaire was used which included demographic variables and the standard tool of Nursing Professional Values Scale- Revised (NPVS-R) developed by Weis and Schank. This instrument consisted 26-item in the five dimensions (caring, activism, trust, professionalism and justice) at five- point Likert-Scale format (from not important to very important). Internal consistency reliability (Cronbach’s alpha) was (α= 0.92). Statistical analysis was performed using descriptive statistics (mean and standard deviation), inferential non-parametric statistics (Mann-Whitney and Kruskal-Wallis tests) and Spearman’s rho correlation coefficient in SPSS 13. Mean scores of caring, activism, trust, professionalism, justice and overall dimensions according to five- point Likert-Scale was 3.52, 3.19, 3.76, 3.48, 3.74 and 3.52 respectively. Two of the top NPVS-R statements in the students were “Maintain competency in area of practice” (trust dimension) and “Maintain confidentiality of patient”(caring dimension). Additionally, the students rated “Participate in peer review”(professionalism dimension) and “Participate in activities of professional nursing associations and research” (activism dimension) in the lowest statements. There was significant relationship between gender, economic conditions of family and the total average with student’s perspective on professional values (p<0.05). Although the total mean scores of nursing students were in the range of ‘fairly important’ to ‘important’ in the Likert Scale, but the most graduating students are not aware about the importance of some values’ dimensions and statements related to their non-clinical tasks. However, appropriate planning and teaching methods is required to enhance the overall area of nursing professional values.

Education is a full stress experiment which can cause some physical and psychological effects, especially these may be intensified in medical sciences students; because it compound with stress of clinical fields. This study was done to determine frequency of suicidal ideation in nursing, midwifery and medical emergency students in Iranshahr province in Iran in 2010. This study was an analytic- descriptive; cross- sectional study. The samples were all 288 nursing; midwifery and medical emergency students in Iranshahr; who were enrolled in 2010. Data collection tools were demographic questionnaire and Beck’s standard scale of suicide ideation. Data were analyzed by descriptive statistics such as Chi-square test, Fisher and Pearson correlation (α= 0.05) in SPSS16. Mean of suicidal ideation scores was 20.73(16.83). Suicide ideation was existed in 26.4 % of samples that 17% of them had suicidal thoughts and also 9.4% of them had susceptible for suicide. Suicidal ideation had significant relation with sex, grade of education and marital status (p<0.05) but it was not related with age, educational field and occupational status of students (p>0.05). It is necessary that guided consultation services and special trainings about healthy living and methods of dealing with stress plan for students. And if it is possible, experts would be invite to use kinds of psychological tests for screening in universities and schools. It would be diagnosed and treatment of mental disorders on time and that will prevent irretrievable damages in future in university students.