جستجوی مقالات مرتبط با کلیدواژه "clinical setting" در نشریات گروه "پزشکی"

Nursing students in clinical setting are faced with various stressors that can affect their performance and clinical self-efficacy and create problems in training skilled and self-efficacious nurses. Therefore, the present study was conducted with the aim of determining the relationship between clinical self-efficacy and psychological stress in nursing students of Hamedan University of Medical Sciences in 2022.

In this descriptive cross-sectional correlational study, from 350 nursing students of Hamadan University of Medical Sciences in 2022, 218 of them were selected by stratified sampling method. Data collection tools included: demographic characteristics checklist, clinical self-efficacy questionnaire and Cohen's psychological stress in clinical setting questionnaire. Data were analyzed by descriptive statistics, Pearson correlation coefficient, one-way ANOVA and independent sample t-test in SPSS.

According to the results, the mean ± standard deviation scores of clinical self-efficacy of students, was 65.81±11.05 and their psychological stress in clinical setting was 63.92±13.70. It was also found that there is a reverse and significant statistical relationship between clinical self-efficacy and psychological stress in clinical setting (r = - 0.25, P < 0.001).

Clinical self-efficacy can play a significant role as a protective factor on the level of psychological stress of nursing students in clinical settings. Considering that a significant part of nursing students' learning takes place in clinical settings, paying attention to reducing students' psychological stress in these settings and subsequently improving their clinical self-efficacy is particularly important.

Professional belongingness is one of the most important aspects of studentschr('39') clinical work experience. An understanding of the relation between students’ belongingness on clinical setting and their professional behavior can significantly aid in promoting their professional behavior. This study determined the correlation between nursing students’ dependence on the clinical setting and their professional behavior.

This research is a descriptive analytical study in which 110 third and fourth year nursing students  at Islamic Azad University, Yazd Branch, were included in the study as a sample. Sampling was done by census method. Data were collected using questionnaires of demographic with 9 items, Levett-Jones clinical belongingness with 34 items and Goze professional behavior with 27 items. These questionnaires have been used in several studies and their validity has been assessed using content validity and reliability using Cronbachchr('39')s alpha coefficient. After completion, the data were analyzed by descriptive and inferential statistics (Pearson, t-test) by SPSS software version 16.

The total score of professional behavior and clinical belongingness on clinical setting were 111.06 ± 16.38 and 118.69 ± 16.38, respectively. The subscales of efficiency (71.98 ±13.19), self-esteem (61/99 ± 11.56), and connectivity (42.62 ± 17.00) had the highest weight in the scores of clinical belongingness, respectively. Besides, there was a direct significant correlation between “belongingness on clinical setting and its dimensions” and “professional behavior”, based on Pearson correlation test (r = 548 and P = 0.000).

The results showed that there is a positive and significant relationship between belonging and professional behavior. This means that with increasing belonging, professional behavior improves. Thus, educational decision-makers and instructors/educators can enhance nursing students’ professional behavior through using appropriate educational strategies and creating a supportive environment to increase feelings of belongingness clinical setting.

Emotional Intelligence is a set of abilities that affects individual’s total capacity in reacting to environment’s needs and stresses. As there are few studies about emotional intelligence and its relationship with stress, so this study was conducted to evaluate the relationship between emotional intelligence and nursing students’ stress in clinical setting.

This was a descriptive-correlational study carried out on 350 nursing students who were studying in Tabriz University of Medical Sciences at the time of data collection. Demographic characteristics checklist, Emotional Intelligence Questionnaire for nursing students in clinics, and Nursing Students Stress Inventory in clinics were used for data collection. Then, data were analyzed by SPSS version 17. In descriptive statistics, descriptive indicators (frequency, percent, mean and standard deviation) were used in determining

The range of students’ age was 22.47±2.83. Mean ± standard deviation of emotional intelligence was 105.73±9.45 and mean ± standard deviation of students’ tension was 47.70±13.08. There was an indirect and significant statistical relationship between emotional intelligence and tension in nursing students (p<0.05).

Students had a high level of emotional intelligence and experienced moderate levels of stress. There was also a statistically significant relationship between emotional intelligence and stress in nursing students, which indicates that with increasing intelligence in students, stress decreases in their clinical environment.

Bullying is a form of interpersonal aggressive behavior that may lead to alarming growth . Nursing students entering clinical practice are at risk of injury and bullying, which can have unpleasant consequences. This study endeavored to identify the frequency, type, source of bullying, method of report, and the undesirable effect of bullying on students.

This descriptive study was performed on 193 of third and fourth year nursing students of Medical Sciences Universities of Yazd, Iran, who experienced the clinical setting. Sampling was done through stratified random sampling. Data collection instruments were questionnaires of demographic characteristics and Clark et al.chr('39')s bullying behaviors. Data were analyzed both descriptively and inferentially.

According to the findings, 61.85% (n=118) of the participants experienced bullying, of which 32% (n=769) were bullied by the clinical instructor and 24.8% (n=597) by the nurse and 16.72% (n = 402) by the patient and family. The most bullying behaviors (15.93%, n = 383) were frozen out, ignored and excluded. 10.9% (n=21) decided to leave the field due to bullying. 67.9% (n=131) did not report bullying behavior, of which 36.8% (n=55) expressed that the reason was fear of poor evaluation.

The results indicated that more than half of nursing students are exposed to a variety of bullying behaviors that are often performed by a clinical instructor and are not reported for fear of poor evaluation which can be a factor of intentions to leave the nursing program. Therefore, clinical educational authorities should teach nursing students some ways to prevent bullying and how to react to such behaviors and appropriate measures should be taken into account to improve clinical learning contexts.

Evaluating clinical performance of nursing students as a resource to determine educational needs and decision-making is essential to change the educational environment and improve the quality of education. The aim of this study was to evaluate the professional behavior of nursing students in the clinical environment with the Small Scale Professional Assessment Tool (P-MEX). This descriptive cross-sectional study was conducted with the participation of 86 nursing interns of Ahvaz University of Medical Sciences in 2019. Data collection tools were demographic information questionnaire and P-MEX Cruess evaluation form. The validity and reliability of this instrument was evaluated by observers and was determined with Cronbachchr('39')s alpha coefficient of 76%. Data were analyzed using SPSS software version 20 and descriptive statistics, independent t-test, analysis of variance, and post hoc test. In professional skills, most participants in the first stage were 51.2% at the average and expected level and 48.8% above the expected level, and in the second stage, most were 84.9% at the average and expected level and 15.1% higher than they were as expected. In this study, based on the evaluation scores in two stages, although the average total clinical skills scores of most students were within the expected range of the 4-point Likert scale, the skill scores were lower in the special wards. Therefore, for the full development of professional skills, it is necessary to develop appropriate methods of planning and training in the field of professional behaviors.

Effective teaching requires methods that can develop appropriate knowledge and skills in students. This study aimed to assess the effect of inquiry-based teaching method in medical education through reviewing the related literature.

In this Narrative review study, using the keywords clinical education, inquiry-based teaching method and medical education, all articles published between 2010 and 2018 were searched in Magiran, Google Scholar, PubMed, and Medical Teacher. The articles were assessed according to the fields of medical education and after reviewing the articles and removing the duplicates, inquiry-based teaching methods and their fields were classified and ultimately 15 articles were extracted.

The review of 15 articles on the application of inquiry-based teaching method in medical education showed that this method is responsible for favorable educational and training impacts on students.

According to the results of the study, it is recommended that faculty members of theoretical and clinical courses should use inquiry-based teaching method for their classes. Faculty deans also should lay the groundwork for application of this teaching method.