فهرست مطالب نسیم صادقی محلی

In all societies, educational goals have many similarities. However, educational planning to achieve the goals varies according to the needs of the communities. Comparing different educational programs in nursing can improve the content and quality of the educational program and respond to the needs of the community to train and provide a skilled nursing staff. Therefore, this comparative study was conducted to identify more similarities and differences between the two curricula.

In this descriptive-comparative study operated in 2021, the required data in relation to the Master of Pediatric Nursing Education Program was gathered using the following keyword search: The comparative study, Curriculum, Master, Pediatric Nursing, America, Iran. Moreover, a review of the history and details of the curriculum of the master's degree program in pediatric nursing in Iran and Duke University were searched and collected. Then the data were analyzed using Bereday model in four stages of description, interpretation, proximity and comparison.

The Master of Pediatric Nursing program in Iran and Duke University were similar in terms of philosophy and perspective, the role of students after graduation, and educational strategies and teaching methods. However, it differs in terms of admission conditions (in the case of decentralized admission, a formal work permit (RN) and one year of pediatric care experience are required), the nature of the field (in Duke, it focuses on field and clinical education, in contrast, it is mostly based on education, research, and research dissertation in Iran). Moreover, the mission of the field (In Iran it focuses on family-centered care and at Duke University it focuses on cultural issues) as well as the perspective of the field (in Iran, the position of
pediatric nursing education is in line with international standards and in Duke university is focused on training transformational leaders in the future) were evaluated.

The Master's program in Pediatric Nursing in Iran has many similarities with the similar program at Duke University, but to improve the quality of this field in Iran, its differences with the Duke curriculum such as work experience requirement for accepting volunteers, conducting interviews to assess psychological characteristics Before entering the course and also focusing on teaching clinical skills and paying attention to cultural issues in family-centered care should be further examined and considered in the program review.

One of the effective methods of teaching students is the use of simulation. Some simulation challenges are mentioned in the most studies; However, different studies do not agree on the types of challenges and their approaches.

The present study is a systematic review to identify the challenges of education by simulation and provide effective approaches in educating nursing students.

This study is a systematic review that was conducted in 2020. The study was conducted with the keywords “nursing education, patient simulation, challenges and barriers” in internal information resources such as SID, Irandoc as well as external resources such as PubMed, Science Direct, Scopus, Google Scholar. The inclusion criteria in this study are as the relevance of the articles with the title, the language of the articles (either Persian or English), the availability of the original article in addition to the abstract, the type of study (i.e., quantitative, qualitative, or combined) in the period 2000 to 2020.

Out of 274 related articles, 13 qualified articles were reviewed. The results showed that simulation challenges in nursing education were classified into 4 main categories: faculty challenges, student challenges, lack of adequate support from management and resources.

The use of simulation technology based on a literature review can be used as a way to prepare students before entering the clinic. Considering that the most of these challenges can be solved and need the full support of managers, managers may have a significant contribution to the progress of education and reduce clinical problems of students and professors by investigating these cases. It should be also considered in terms of the readiness of students and professors.

The Covid-19 epidemic is the biggest challenge facing education systems in the world to date. Medical Sciences Universities took students out of educational and clinical settings and led them to virtual education. This sudden transition was accompanied by many challenges, especially in practical profession such as nursing.

The present study is a systematic review and is based on Persian and English articles extracted from Iranian (SID, IranDoc) and foreign databases (PubMed, Science Direct, Scopus, Google Scholar) using the keywords virtual learning, virtual education, e-learning, Web-based learning, online learning, virtual reality simulation, coronavirus, Covid-19, Nursing and other related keywords, from 2013-2020 were used and reviewed. Inclusion criteria included qualitative, quantitative and combined studies, which faced Barriers and challenges in using various types of virtual learning and scored an acceptable score in Gifford Quality Assessment. A variety of review studies were excluded.

from 404 related articles, 44 qualified articles (42 English and 2 Persian) were reviewed. The results show the challenges of virtual education before and after Corona in 3 categories: infra-structures of virtual education; virtual training and evaluation process; ethics and information security.

Preparation in human and equipment dimensions requires precise planning. Now is a good time to turn the current threatening situation into an opportunity and take a big step towards developing education systems by strengthening the needful structures and technologies, reforming the education and evaluation process and training professors, students.

The care transitions measure (CTM-15) is a reliable and valid tool to evaluate the transition of care. This study aims to assess the psychometric properties of the Persian version of CTM-15 in Iranian older people.

This is a psychometrics study. The questionnaire was first translated into Persian based on the international quality of life assessment protocol. Then, it was completed by 200 older people who were selected using a convenience sampling method based on the inclusion criteria. After completion, face validity, content validity, construct validity (using confirmatory factor analysis and exploratory factor analysis) and convergent validity were investigated. The reliability of the questionnaire was evaluated in terms of internal consistency (using Cronbach’s α) and test-retest reliability. Statistical analyses were done in SPSS software, version 26 and AMOS software, version 24.

The content validity index (CVI) for the whole questionnaire was obtained as S-CVI=0.966. Following CFA, the 4-factor solution was not confirmed and did not show a good fit (P<0.001, RMSEA=0.093, GFI=0.851, NFI=0.644, CFI=0.731). After performing EFA, three factors were found and named as “patient and caregiver preferences”, “self-management and follow-up” and “medication management”. Convergence validity of the Persian CTM-15 with GSE-10 was assessed using Pearson’s correlation test which obtained as r=0.468. The internal consistency using Cronbach’s α coefficient was 0.76 and intraclass correlation coefficient was 0.85.

The Persian version of CTM-15 did not support the 4-factor model of the original version. The Persian version with 3 subscales, due to having acceptable validity and reliability, can be used as an efficient tool to evaluate the transition of care for the elderly in Iran. The benefits of measuring the transition of care and its impact on the promotion of discharge programs and continuity of care in various settings justify the need to pay attention to this tool.

One the ways to review and revision of curriculum is to conduct the comparative study to identify the strengths and weaknesses of the curriculum. According to the educational regulations by nursing committee, the rehabilitation nursing curriculum is being revised and improved. Therefore, this study was conducted with the aim of comparative comparison of Iran and Australia Rehabilitation Nursing Master's curriculum.

This study is a comparative study by Bereday model 1964 based on four stages of description, interpretation, proximity and comparison in Iran in 2021. In this comparative comparison, the curricula of the two countries available on the website of University of Social Welfare and Rehabilitation Sciences from Iran and Tasmania University from Australia by mission and vision, philosophy and goals, admission requirements, curriculum content and characteristics, executive strategies, evaluation methods and graduate roles and duties were described and after proximity and classification of information, comparison and interpretation were performed.

Despite the similarities in the mission, philosophy and goals of the rehabilitation nursing curriculum of Iran and Australia, there are differences such as differences in the admission requirements, course duration, type of courses accreditation, internship hours, diversity of educational environments, existence of the dissertation and as well as assigned role and duties after graduation.

A comparative comparison of two curriculums identified the strength and weaknesses of the Iranian Rehabilitation Nursing curriculum for program designers. By reviewing the student admission requirements, accommodation of assigned roles and content with Iranian community needs and creating diversity in inclusive learning methods, we can take the big step to improve the quality of Iranian rehabilitation nursing curriculum.

Nursing knowledge and profession will not develop well, if the quality of the doctoral program of nursing is not systematically examined Quality of the  program  needs to reviewing and evaluating  the programs periodically by the Internal and External Quality Assurance Committee. In this regards, this comparative study of educational system of nursing doctorate in Iran and Duke University has been done.

This descriptive-comparative study was conducted in 2020. The four-stage Bereday model include description, interpretation, proximity and comparison were used to compare the nursing educational system in Iran and Duke University. After collecting data, the data were classified and compared.

Although Duke University and Iran curricula have similarities in philosophy, job position, course content, teaching techniques, and student evaluation, there are differences in both curricula, including the use of nursing metaparadigms. In the curriculum of Duke University, all four metaparadigms of nursing have been discussed but in the curriculum of Iran, two metaparadigms have been mentioned. How to admit students and manner of education are the other subjects. Educational techniques and job position are among the similarities between the two educational programs, but the most important differences between them are educational content and way of admitting students.

Although the new curriculum of the Doctor of Nursing has tried to pay attention to the clinic in addition to educational programs, but the recent curriculum in Iran, despite all its efforts to train clinical staff, is more educational and requires another curriculum to train clinical staff. However, in the curriculum of Duke University, nursing Ph.D education course separate from doctorate clinical nursing. Therefore, It is suggested to initiate a specialized clinical doctorate course in the coming years and separate it from training course which have different goals.

Elderly Demographic change will have a significant impact on societies. Locomotive disorders are common and important cause of disability and reduced quality of life in old age. Recognizing screening methods, can be early detection Locomotive syndrome (LS), prevented the incidence, prevalence and disability caused by this syndrome. The aim of this study is to integrative review of screening methods for LS in the elderly.

In this review study, searches in international and national databases and journals: Science Direct, PubMed, Scopus, Irandoc, SID, with keywords Locomotive syndrome, Locomotive disorder, screening tool, assessment tool, physical performance test, from 2000 to 2018were extracted and reviewed.

from 70 related articles, 19 English articles were reviewed. Methods and tests used to assess, evaluate and LS screening in 19 Articles related to the purpose of this study include evaluation method of 9 - Physical and 3 questionnaire or Evaluation Checklist. These include: stand up test, one-leg standing test (with open eye), two-steps test, 5-times-sit-to-stand test, 6-walking time, the 10-m gait time, measuring back muscles strength and grip strength, timed up-and-Go (TUG Test), maximum stride, self-check list (Loco-check), questionnaires GLFS-25 and GLFS-5.

In this study, screening methods of LS described. Because of the importance of the LS, using the perfect screening methods recommended in elders, for timely detection of LS.

Continuous quality promoting in education and research also validity of every university require adopting suitable mechanisms for evaluating quality and validity. Internal evaluation is one of tools that can evaluate systematically education and research status in universities to reach a standard situation. The present study with the aim of investigating research and education quality in basic sciences has been done in two consecutive academic years in Mazandaran University of Medical Sciences. This descriptive cross- sectional study was performed in basic sciences departments in different schools of Mazandaran University of Medical Sciences including: medicine, pharmacy, health, and Nasibeh nursing and midwifery during 94-95 and 95-96 Iranian academic years. At first, eight domains data of internal evaluation were collected through checklists approved  by Iran ministry of health and medical education and then the situation of groups in eight internal evaluation domains (mission and goals of the departments, courses and curriculum and non-curriculum programs, faculty members, students, learning/teaching strategies, educational facilities, theses, study opportunities and seminars, and graduates domain) were determined related to the eight standard, separated as domains in schools as well as totally in university for two consecutive academic years. Results were analyzed by SPSS with emphasis on descriptive statistics (mean and scores percent calculation). The status of eight domains of basic sciences departments was relatively desirable. The calculation of the total score of the school departments showed that the score of the school of Health decreased from 66.13% to 64.21% and the school of pharmacy decreased from 69.03% to 68.13% but the score of Sari Nursing and Midwifery school and the basic sciences department of medical school increased from 66.13% to 70.05%, and 60.44% to 63.32% respectively. Results show that the maximum desirability in the university during 94-95 and 95-96 Iranian academic years were in domains of the faculty members (76.77%), and teaching/learning strategies (73.38%), respectively. Even though the most domains were in desirable level, but there is a long way to get progress in education quality by eliminating defects in different domains of education. Therefore, performing periodic internal evaluation can help the departments for achieving long-term goals for improving educational quality.

 Locomotive Syndrome (LS) refers to reduced mobility due to the impairment of locomotive organs. LS results in movement limitation, loss of balance, pain sensation, muscle weakness, and ultimately increased demand for long-term nursing care. This study aimed to investigate LS in Iranian elderly and its risk factors.  This descriptive, cross-sectional study was conducted on randomly selected 320 community-dwelling elderly people in Qaem Shahr City, Iran, in 2018. The study was approved by the Ethics Committee of the University of Social Welfare. The study instruments were demographic form and geriatric locomotive function scale-25 Persian questionnaire. The obtained data were presented by descriptive statistics and logistic regression was used to investigate the correlation between the criterion and predictor variables. All analyses were done in SPSS-V23.  The Mean±SD age of the participants was 69.85±7.7 years. About 58% of the participants were in the LS group. Variables of age (OR=1.05, increase per 1 year), female gender (OR=2.7), positive history of chronic disease (OR=3.4), and positive history of chronic pain (OR=4.04) were the predictors of LS among elders.   Regarding the high prevalence of LS and its relationship with demographic factors (age and sex) as well as chronic disease and, chronic pain, screening methods to identify those at risk for LS and taking preventive measures are highly recommended.