جستجوی مقالات مرتبط با کلیدواژه « دانشجویان پرستاری مامایی » در نشریات گروه « پزشکی »

COVID-19 is one of the significant pathogens in humans that can cause illness in individuals to varying degrees. Given that students in medical sciences are considered as the future healthcare workforce of the country and are aligned with hospital staff at the forefront of combating emerging diseases, this study aimed to determine the level of knowledge and attitude of nursing and midwifery students in Ardabil University of Medical Sciences towards COVID-19 and its association with fear of coronavirus.

This is a descriptive-correlational study that has been conducted in 2022 in 265 ‎students of Ardabil Nursing and Midwifery faculty. The sample size was calculated based on Krejcie and Morgan table and stratified random sampling method was used. Data was ‎collected using questionnaires of measuring awareness and attitude and fear of contracting of covid- 19 and was analyzed by SPSS15 software with Pearson correlation, independent sample t- test and ANOVA statistical tests.

The average score of students' knowledge was 24.3 ± 11.92, attitude was 56.4 ± 28.33, and the average score of fear of contracting COVID-19 was 65.3 ± 52.11. A statistically significant negative correlation was observed between knowledge and fear of contracting COVID-19 (p < 0.001, r = -0.672). However, there was no statistically significant association between attitude and fear of contracting COVID-19 (p = 0.612, r = 0.067).

Based on the study results, it is suggested to design and implement appropriate educational and retraining programs to increase knowledge and provide platforms for improving students' attitudes towards COVID-19

The COVID-19 pandemic led to mental health problems in people, including nursing students. People use different coping strategies when faced with unprecedented stress. This study aims to determine the relationship between perceived stress and psychological capital components (hope, optimism, resilience, self-efficacy) in nursing and Midwifery students in Ahvaz, Iran, during the COVID-19 pandemic.

This is a descriptive-correlational study that was conducted on 178 third- and fourth-year undergraduate nursing and Midwifery students of Ahvaz Jundishapur University of Medical Sciences, who were selected using a census method. The data were collected from May to July 2022 online using a demographic checklist, Cohen’s Perceived Stress Scale 14-item, and Luthans’s Psychological Capital Questionnaire. Data were analyzed using independent t-test, one-way ANOVA, Pearson’s correlation test, and multiple linear regression analysis in SPSS software, version 22.

A significant and negative correlation was found between perceived stress and psychological capital components (r=-0.5, P<0.001). Regression models showed that optimism (β=-0.36, P<0.001), self-efficacy (β=-0.30, P=0.001), visiting a psychologist (β=-0.17, P=0.005), and resilience (P=0.043, β=0.16) were the predictors of perceived stress in nursing students. These factors were able to predict 32% of the changes in the perceived stress variable.

There is a negative relationship between psychological capital and perceived stress in nursing students. It is recommended to make appropriate plans to improve the psychological capital of these students to prevent and control their stress during the pandemic.

Educational software as a learning-centered approach, Provides a rich source that could be an opportunity to enhance learning and increase learning skills and it creates a collaborative environment that allows learners and teachers to search, and to study a variety of issues. This study is to evaluate the impact of educational software designed about fundamental of nursing skills on nursing and midwifery student's learning of practical skills. This research is a semi-empirical study. In this study, 381 nursing and midwifery students(193 nursing students and 188 midwifery students) of the first semester were recruited through simple random sampling, they were allocated into intervention and control groups. First, both groups were trained in the traditional way and their practical skills were examined by means of appropriate check lists. Next, the educational software was given to student's assigned to intervention groups. In this period, students of control group had time to review and practice their skills as routine. Practical skills of both groups were re- evaluated by using SPSS 16 software with t test, paired t-test. The results showed that the mean and standard deviation of test scores (exam1) in both intervention and control groups, was not observed a significant difference(p>0/05). Whereas in exam 2 in the intervention group compared with the control group, significant difference was observed in the mean and standard deviation of student's scores(p< 0/05). Test results showed that the use of educational software can be used as an effective teaching strategy, in addition to promoting improved cognitive psychomotor performance in students.

Main task of universities is training efficient and effective human resources. Students annually experience academic failure due to different reasons. Because academic failure of medical students has negative impacts on the community, patients, profession and university, the present study aimed to determine the frequency of academic failure, and to compare its associated factors from the viewpoint of the students with and without academic failure. This descriptive cross sectional study was conducted during the second semester of 2011-2012 academic years on 148 nursing and midwifery students in Khorramabad Nursing and Midwifery Faculty using convenience sampling method. Academic failure was considered 0.2 and more decline in standard score (Z score) of the grade point average of the prior semester compare to the two previous semesters. The instrument was a researcher made questionnaire which included demographic information and 52 questions about influential factors on academic failure. Five point likert scale questions from very high to very low applied to examine the students’ agreement with the factors affecting academic failure. The Questionnaires were self-reporting. Descriptive statistics, Chi square test, and independent T test were used for data analysis. 36.5% of the students had academic failure. The most important reported factors of academic failure from the viewpoint of the students with academic failure were death of a close one (4.13±1.25), faculty members’ teaching method (4.11±1.7), high number of courses per semester (3.89±0.95), and delivery of theoretical and clinical courses at the same term (3.76±1.09). Those of the students without academic failure were faculty members’ evaluation methods (4.03±1.36), faculty members’ teaching method (3.81±1.1), high number of courses in each semester (3.76±1.09), and educational planning (3.76±1.14). There was no significant difference between the viewpoints of students with and without academic failure in the associated factors of academic failure. More than one third of the students had academic failure. Applying some strategies are necessary such as identifying and supporting students at risk of academic failure by consultant faculty members, encourage and support faculty members to apply more effective teaching and evaluation methods, teach correct studying and learning methods to students, and revision in the nursing educational planning.