جستجوی مقالات مرتبط با کلیدواژه "traditional method" در نشریات گروه "پزشکی"

Execution of medication orders is one of the most common nursing activities and is considered as the most important duty of the nurse, a task that is associated with high risk and always requires care and observance of safety points by the nurse. To safely prescribe drugs in the clinic, the ability to calculate drugs is one of the basic skills needed by nurses. The aim of this study was to determine the effect of an integrated approach using drug dose calculation software and traditional methods on the rate of medication errors in the neonatal intensive care unit of Shahid Motahari Medical Center in Urmia in 2020

In this quasi-experimental study, 55 nurses working in the neonatal intensive care unit of Shahid Motahari Medical Center in Urmia in a group with pre-test and post-test design were included in the study. The sampling method was easy (available). First, a pre-test was performed on 55 subjects, then the intervention was held in the form of a workshop, and immediately after the intervention, three weeks later, and one month after the test a researcher-made questionnaire was utilized to evaluate the capability, level of knowledge, attitude, and practice regarding the prevention of drug errors. The validity and reliability of the instrument were determined by calculating the reliability coefficient of Spearman-Brown equal to 0.93. Data were analyzed using SPSS software version 26 and Wilcoxon, Friedman, and Kolmogorov-Smirnov tests.

The results of the study showed that the majority of participants were within the age group of 22 to 30 years, female, married, with a bachelorchr('39')s degree, the number of patients under care in each shift was 5 patients, mostly rotating shifts, 11 to 15 years of work experience, GPA 15 Up to 17 and were experimental diplomas. The results showed that after the intervention, there was a statistically significant difference in the mean score of knowledge, interest, and attitude in calculating the drug dose electronically and mentally. The mean score of attitude in the electronic method increased significantly compared to mental method (p <0.001). After the intervention, there was a significant difference between the electronic method and the traditional method in the error rate of nursing staff in the calculation of drug dose by routine and software methods (p=0.000). Also, there was a significant difference between electronic mathematical anxiety compared to the traditional and mental methods (p <0.001). The use of software helps create long-term learning and increases learning stability, accuracy, positive attitude and correct performance and empowerment in nurses.

The electronic method helps improve the positive attitude of employees and also it can improve the safety and quality of nursing services. The use of different types of information technologies can significantly reduce the rate of medical errors and improve the quality of services provided to patients by preventing medical errors and mistakes, and by evaluating errors and the care system.

Reading is one of the most important skills in elementary school so that its disorder affects learning of other subjects.

This study aimed to compare the effect of Davis educational strategy with traditional education in improving the reading of dyslexic male students in the second grade of elementary school.

The research type was quasi-experimental. The population of this study included all boys in grade 2 of elementary school from Rashtkhar city in the academic year 2015-2016 that 10 of them who were dignosed with dyslexia, were randomly selected based on a checklist of 27 items for dyslexia symptoms, report card and health assessment card of the first year of elementary school. Then these students were randomly divided in experimental group with davis method intervention and the other group with traditional instruction. After Davis instructional intervention, post-test was performed on both groups and obtained data from pre-test and post-test were analyzed using SPSS version 19 with Kolmogorov-Smirnov test and dependent t-test.

The results of dependent t-test and difference between scores of the two groups showed that improvement mean in Davis group (8.15) compared to the traditional group (2.67) was significantly different, which indicates the effect of Davis treatment intervention on improving studentschr('39') reading (P<0.01).

It can be concluded that Davis method has improved students reading skills by increasing the range of precision and attention, improving visual memory and comprehension.