دکتر مهری دوستی ایرانی

Diabetes-related stigma and its significant role in shaping a new identity for individuals with diabetes, as well as its impact on diabetes outcomes, highlight the importance of anti-stigma interventions. This study explores the effectiveness of an anti-stigma educational intervention in reducing diabetes-related stigma, drawing on qualitative evidence of the training's effectiveness.

In this semi-experimental study, 121 first-semester undergraduates from Shahrekord University of Medical Sciences were randomly assigned to experimental and control groups. Data was collected using three questionnaires: demographic information, EMIC, and diabetes knowledge. The training consisted of three one-hour sessions. Subsequently, the first post-test was administered to both groups. A second post-test was conducted one month later at the same location. The data was entered into SPSS software version 24 and analyzed using descriptive statistics and a mixed model.

Before the intervention, the mean scores of knowledge and stigma were not different between the groups. Following the training, the mean knowledge score in the intervention group increased compared to the control group, while the mean stigma score decreased. Regarding diabetes knowledge, the significance level of the group effect and time effect (group) is less than 0.05, indicating a significant difference between the mean scores of diabetes knowledge in the intervention and control groups, with the intervention leading to increased diabetes knowledge. As for stigma, the significance level of the group effect is greater than 0.05, while the significance level of time (group) is less than 0.05. This suggests there is no significant difference between the mean stigma score in the control group and the intervention group, although the mean stigma score in groups varies over time. Ultimately, the intervention has resulted in a change in the stigma score.

The findings demonstrate the effectiveness of the educational intervention in reducing stigma and confirm that individuals with more knowledge are likely to attribute less stigma and discrimination to others. This low-cost, short-term method over consecutive periods can help decrease stigma.

This study aimed to recognize the clinical education challenges of radiographytechnology students and to improve the current clinical education status by the action research approach.

This was action research performed by Kemmis and McTaggart approach in four academic semesters during 2019-2020 at Shahrekord University of Medical Sciences. In total, 48 third and fourth-year radiographytechnology students, as well as the department chairman and two educators were enrolled in the study. Individual semi-structured interviews were made with the subjects with a focus on the identification of problems and presenting solutions. In addition, data were analyzed by a conventional content analysis method. The proposed strategies were exploited in the implementation stage and the effectiveness of the program was assessed by individual interviews and group sessions.

The planning stage findings demonstrated that improper design and organization of apprenticeship programs, incompatibility of clinical courses with theory courses, inefficient training in the hospital, inadequate summative evaluation, and lack of welfare facilities in the hospital were regarded as barriers to clinical learning of students. Following determining and classification of issues, measures were taken in the implementation stage in cooperation with the educational authorities of the faculty and clinic to achieve goals in this field. In addition, observation and reflection results confirmed students’ satisfaction with early return measures.

The participation of clinical education experts and radiographytechnology students led to a more accurate understanding of problems of clinical education and examining possible solutions to improve the situation. Students were clearly satisfied with the changes made in the implementation stage. Overall, students had a positive reaction for being a member of the planning group to eliminate their education problems.

Diabetes-related social stigma is a common phenomenon in many countries associated with several negative effects. This qualitative study explored some strategies to overcome diabetes-related stigma in diabetes-care centers.

This qualitative study was conducted based on the content analysis design in Isfahan in 2012-2014. A number of 74 volunteers were selected via purposive sampling from the medical staff, community members, and diabetic individuals. The needed data were selected using 27 semistructured in-depth interviews, 10 group discussions, email, Short Message Service (SMS), and telephone interviews. Data analysis was performed using an inductive content analysis approach.

Two main categories were emerged from data analysis, including "change in medical staff chr('39')s care approach " and "change in the policies of diabetes centers". Healthcare staff need to "change their care approach" which can be achieved through the sub-categories of "changing the treatment staff approach from disease-centered to person-centered", "updating the treatment staff information" and "changing the treatment staff approach to the education of diabetic patients". Changes in system policies should also be considered under the categories of "accelerating the activities of diabetes centers" and "improving the environment of diabetes centers".

The emerged strategies demonstrated that"change in medical staff chr('39')s care approach " and "change in the policies of diabetes centers"  can help people with diabetes to do not feel lonely, different, and worthless (two determines in developing and strengthening of social stigma). Organizational-level solutions proposed in the present study are relatively novel solutions not only in the field of diabetes but also in comparison with other stigmatized situations.

Patient visit is one of the ways to perform family-based care, but despite many studies, there is still no agreement on how to perform ICU visits and there are different policies. This qualitative study was conducted to evaluate the current ICU visiting policy of Kashani and Hajar hospitals in Shahrekord, Iran.

This is a qualitative descriptive-exploratory study. 35 participants (20 nurses, 9 family members of patients, and 6 patients hospitalized in intensive care units of Shahrekord teaching hospitals) enrolled in this study. Data were collected using in-depth semi-structured interviews and were analyzed by inductive thematic analysis.

Findings showed that visits to intensive care units of the studied hospitals are limited. Participants referred to two topics: (1) "rationales for restricting visitation," including the physical structure of the ICU, and the specific nature of the ICU patient, and (2) "current policy for visiting", including visiting through the window (restricted) and brief (flexible) visits.

Since the current policies and the nurseschr('39') viewpoints should be considered for future planning to improve the current situation and implement an operational and effective plan, it can be possible to use the results about visiting policy and its related reason to move toward open visiting.

Open ICU visiting is recommended because of positive effects on patients and relatives. However, patient visiting in Iranian’s ICU is restricted now. Many issues around the subject have not been properly addressed. Here the visiting challenges have been discussed.

This is a qualitative descriptive-exploratory study conducted through semi-structured deep interview with 35 participants (6 patients, 20 nurses, and 9 patient relatives) in Shahrekord in 2017. Data analysis was carried out with a thematic analysis approach.

The main emerged theme was the "Conflict Experience". Families (patientschr('39') relatives) and patients consider the visiting as an important and necessary need, and this unmet need causes "imbalance between the familieschr('39') need and laws" and the "imbalance between the patientchr('39')s need and the laws.” Meanwhile, there was another dichotomy that was imbalance between "nurseschr('39') human and scientific beliefs on the patients and familieschr('39') need" and "nursechr('39')s belief in the reasons for the forbidden visiting and laws".

Experiencing "conflict" in participants indicates the necessity to find scientific and applicable strategies to address the visiting challenge.

One of the most common problems in patients before surgery is psychological disorders such as anxiety, stress, and depression. The aim of this study was to compare the effect of progressive muscle relaxation and aromatherapy with Damask Rose on anxiety, stress, and depression in general surgery candidates.

In this randomized controlled trial, 90 patients undergoing general surgery referred to Ayatollah Kashani Hospital in Shahrekord were randomly divided into three groups of relaxation (30), aromatherapy (30), and control (30). Data were collected using a demographic questionnaire, DASS scale of anxiety, anxiety and stress, a 21-item DASS questionnaire, and vital signs record form. Data were analyzed using SPSS software version 21.

Results showed that there was no significant difference in mean scores of anxiety, stress, and depression before intervention between the three groups (p> 0.05). But after intervention this difference was significant (p <0.05). Intergroup comparisons also showed that there were no statistically significant differences between the two groups in terms of the variables studied and the two methods were not superior to each other.

According to the results of this study, it can be suggested that using muscle relaxation and aromatherapy can reduce anxiety, stress, and depression in patients undergoing general surgery.

Hospitalization in Intensive Care Units (ICUs) is a very stressful experience for the patient and family and their separation has not been confirmed in any of the studies. At present, ICU visiting is limited that makes several challenges. Therefore, this descriptive-exploratory study, aimed to explore strategies for overcoming the challenges of visiting  This was a descriptive-exploratory qualitative study conducted through in-depth semi-structured interviews with 35 participants in educational hospitals of Shahrekord University of Medical Sciences including 6 patients, 9 patientschr('39') family members or friends, and 20 nurses during 2018. Interviews were continued until data saturation and then data analysis was performed using inductive thematic analysis approach.  Participants stated two main themes for stepping out of visiting-related Challenges. (1) "Reducing the Need to Meet" through "Education about visiting rules", "Improving the Environment" and "Family Interaction" and (2) "Modified Meetings" through "Upgrading the Meeting Behind the windows", "using permanent monitor" and "flexible meeting". The ICU visits in Shahrekord hospitals, are limited like in other parts of the country. However, it is hoped that implementation of the extracted strategies in ICUs will solve many of visiting-related issues and eliminate the conflicting experience of patients, peers, and staff.

The current study aimed to answer the folloeing question: Did we manage to do this effectively? In so doing, it presented the threefold results of an action research: 1) how did this research affect participants? , 2) how did it affect the researcher? , and 3)  did the power allocation which is the prerequisite for a participatory research take place?

This action research with Kemmis and McTaggart’s approach has started in Isfahan since 2011 and numerous people and organizations have gradually participated in its different stages.

The obtained data indicated the effectiveness of the program for the main participants (people with diabetes) and for attracting the participation of other groups which demonstrates the success of the program. The effects on the researcher and power distribution that must be taken into account in each action research have been also addressed.

As evidenced by the results of the current study, with the available facilities and in the current conditions, the implementation of an appropriate approach could reduce stigma at a large scale.

  The perioperative documentation is essential for patient care, legal documentary and evidence of provided care and information production for research purposes. The aim of the present study was to determine the effect of training about the intraoperative care documentation forms on the operating room personnel’ function in the context of the documentation. A quasi-experimental study was carried out on 97 technologists and nurses in the operating rooms of two hospitals, Isfahan, in 2017. Personnel was selected through convenient, then divided into equal experimental and control groups. A 1.5 hour training session through lecture about standards of operating room documentation and how to complete the five intraoperative care documentation forms was formed. Training was continued by social media during two months. Five Documentation Forms were used for 2 months and the documentation score of the research samples was expressed as percentage. In the control group, no training was performed and the score was obtained using a self-report questionnaire. In this research, about the experimental group 90/8% were women. 89/2% were surgical technologists and the rest were nurses.In the experimental group, the mean total score of the intraoperative care documentation forms was 93.19±5.18 out of 100, but in the control group, the mean total score of documentation was 42.89±34.07 out of 100. The mean total score of the intraoperative care documentation forms in the experimental group was significantly higher than control group (P<0.001). Training standards of operating room documentation and the use of appropriately-structured forms can increase the operating room personnel’ function in the context of the documentation.

Patient safety is the priority of the operating room. Since retained surgical items and specimen management errors are the most important safety issues, operating room nurses and technologist are in a unique position to report the errors that occur in the OR. On the other hand, documentation is also the task of these personnel, so the aim of present study is to determine the effect of counting surgical items and specimen care documentation forms on the number of reported errors. A semi-experimental, single-group and pre-post design was conducted. Sampling was done by census and 65 technologists and nurses met the study inclusion criteria. The data collection tool was an error reporting questionnaire. During intervention documentation of the intraoperative care was performed for two months and the error reporting questionnaire was distributed before and after intervention period. The frequency of unreported errors after the intervention was significantly decreased but the frequency of oral reported errors were not significantly different between before and after the intervention, and the frequency of counting surgical items written errors after the intervention was significantly increased. Using appropriate documentation can encourage OR nurses and technologists to report errors and increase patient safety.

Nursing as a discipline and a profession is following to meet the needs of clients in clinical settings. The nurse participation and cooperation in the programs of diagnostic and therapeutic endoscopy has not been recorded in Iran. On the other hand, health care system needs to provide specialized care for patients under endoscopy. The aim of this study was to develop a professional curriculum for endoscopy nurse education in Iran.
This was a study to approve the content and curriculum for endoscopy nurse education in Iran using the Delphi method. This study carried out in three phases; a review of the literature on endoscopy nursing courses and training program in the world; assessment of expert groups and individuals associated with gastrointestinal endoscopy; and finally, a consensus on the curriculum of nursing endoscopy and its implementation.
Based on the endoscopy nurse training needs, eight priorities for education endoscopy nurse including theory, practical, and clinical professional was determined. Total hours of training were 210 hours, including 140 hours for theoretical and practical courses and 70 hours of clinical training. Different strategies were used to teach the theoretical and practical subjects. For theoretical teaching, lectures, group work, and self-learning were applied. Role Playing and simulation were used for practical training; and for clinical training, endoscopy clinical practice settings were determined.
This training program was based on a participant survey on the digestive endoscopy and educational needs. This educational curriculum involved learning different areas of knowledge, attitudes, and skills for nurses to train caring of patients undergoing gastrointestinal endoscopy through an inter-professional education program. These special nursing educational programs can be contributed to the professional development of Iranian nurses.

The purpose of education is learning. Several theories have been raised about learning, which have tried to explain how learning occurs. They help teachers to choose teaching methods, prepare learning environment and determine student's activities. Given the importance of learning theories in education, this study aimed to review application of learning theories in nursing education. In this study, some related published literatures during 2000-2010 were selected using key words including learning, theory and nursing education. Then the selected materials were reviewed for extracting application of learning theories in nursing education. Application of behavioral learning theories, cognitive theories (including Gestalt theory, information processing, Ausubel meaningful learning, constructivism, Bandura's social learning) and adult learning theory in nursing education were discussed in this article. Some applications of behavioral theories are teaching in a sequential, simple to complex pattern; teaching the skills; using behavioral objectives for determining learning outcomes and assessment; and providing teaching plan; using the nursing process and nursing care plans and positive reinforcement. Principles of Gestalt theory have been used in mental organization towards simplicity, directed balance and equilibrium, and selective stimulus perception. Writing narratives and portfolio are samples of the application of constructive theory. Role models have been used in social cognitive theory. Based on adult learning theory, learners should be active and taught material should be applicable for them. Each learning theory has the particular application. Nursing educators must apply proper learning theories regarding student's experience and target material.