آذر عرب خزاعی

Rhinoplasty is one of the most common surgeries performed worldwide. This study aimed to explore the experiences of individuals undergoing rhinoplasty.

This study follows a qualitative descriptive phenomenology design. Participants included individuals who underwent rhinoplasty surgery, selected based on purposive sampling. Data collection continued until data saturation was achieved, resulting in 24 participants. Data analysis was conducted using Colaizzi's seven-step method. Lincoln and Guba's criteria were applied to ensure data validity.

The qualitative analysis identified five main themes, each containing several conceptual categories describing the experiences of patients undergoing rhinoplasty. The main themes included feelings of self-loathing, competition, beauty obsession, psychological disorders, and doubts and regret.

Based on the findings of this study, psychological counseling should be considered in developing guidelines and protocols for cosmetic surgeries by the Ministry of Health or the Association of Cosmetic Surgeons, along with the involvement of a psychologist for approval.

Virtual networks have become one of the most influential tools in people’s lives, affecting various aspects of life. In medical sciences, with numerous advancements, the use of virtual networks is increasing. However, virtual networks can lead to wastage of students’ time and a reduction in study hours, which negatively impacts their knowledge and practical skills. Therefore, this study aimed to investigate the impact of using virtual networks on the knowledge and practical skills of surgical technologist students.

This descriptive-analytical study was conducted on 60 students in the 6th and 8th semester of operating room technology at Iran University of Medical Sciences in 2020-2021. At the end of the semester, the students underwent a comprehensive 40-question theoretical exam to assess their theoretical knowledge. To evaluate the level of virtual network usage, the students filled out a researcher-designed questionnaire. The practical skills of the students were measured based on their internship grades. Normality of the data was assessed using the Kolmogorov-Smirnov, and Pearson correlation coefficient test. Data analysis was performed using SPSS software.

According to the findings of this study, there was a significant negative relationship between the level of virtual network usage and theoretical knowledge (P<0.05). This means that with an increase in virtual network usage, the level of students’ knowledge decreased. On the other hand, there was a significant positive relationship between theoretical knowledge and practical skills. This means that as the scores of the comprehensive exam increased, the scores of practical skills (internship) also increased. However, no significant relationship was found between the level of virtual network usage and students’ practical skills (P>0.21).

Based on the findings of this study, virtual networks lead to a weakening of students’ theoretical knowledge, as evidenced by the decrease in scores on the researcher-designed questionnaire (level of virtual network usage) and the comprehensive exam scores. Another result of the study was the significant positive relationship between theoretical knowledge and practical skills, indicating that as the comprehensive exam scores increased, the scores obtained in internships also increased.

Today advances in surgery and technology have made surgical technologists more in need of professional advancement in their work, since the presence of unskilled technologists in the health team can lead to a threat to public health. The present study aimed to investigate the scope of ability and its relationship with the clinical competence of operating room technologists at Iran University of Medical Sciences in 2017.

Methods and Materials:

 During this cross-sectional study, the clinical competency of 180 operating room technologists working in hospitals of Iran University of Medical Sciences was analyzed by the self-assessment method. The valid and reliable questionnaire was used as an instrument for data collection. The first part of the questionnaire was about personal information, including age, gender, educational level and work experience, and specialized field, and the second part contains a clinical competency self-assessment questionnaire thathas 45 questions and 6 dimensions (general knowledge, legal ethics, evaluation, diagnosis and care of the surgical patient, interpersonal relationships, leadership and management, professional progress and research). Data was analyzed by using Kruskal-Wallis and U-Mann- Whitney Nonparametric tests using SPSS version 22.

Operating room technologists reported their level of competence well. The general knowledge dimension had a high competency score. The evaluation of diagnosis and care of the surgical patient had an average of 78.4 and the lowest score of this study was related to the dimension of legal moral performance (15.75). There was a significant relationship between clinical competence and work experience, level of education, specialized field, age, responsibility, and employment relationship. (P<0.001)
Discussion and

Considering that clinical competence is a result of different competencies, therefore identifying their strengths and weaknesses and applying the necessary corrective measures has a significant role in improving the performance of hospitals.

  Due to the complexity of the clinical education process in the subject of spinal fusion surgery, many students are not able to acquire the necessary skills in this field. This emphasizes the need for new and structured approaches to clinical education. In the last two decades, the use of simulators in the training of complex clinical skills has been considered increasingly. The aim of this study was to determine the effect of education on spinal fusion surgery simulation on operating room students' knowledge and clinical skills. (P<0.001)
Methods and Materials: This quasi-experimental study (before & after intervention) was conducted during which 30 students of the operating room of Term 8 were selected and trained by simulation method. Before and after training, their basic knowledge and practical skills were assessed and compared using the four-choice written test and the View checklist. Data were analyzed using Wilcoxon test and Mann Whitney test in SPSS version 22. Simulation based education was effective on the basic knowledge and especially the practical skills of the operating room students. There was a significant difference between the mean scores of knowledge and practical skills of students before and after the training. (P<0.001) Based on the results of this study, the use of simulation training is an effective way of teaching and evaluating the amount of knowledge and skills necessary for the Spinal Fusion surgery for students of the operating room technologist. Using this method of teaching is recommended to all authorities Training of operating room technologists.