جستجوی مقالات مرتبط با کلیدواژه « Clinical » در نشریات گروه « پزشکی »

In this study, the research team decided to take a step towards improving the quality of midwifery education by designing, implementing, and evaluating the midwifery internship course using the group rethinking method based on Boud et al.'s model.

  This study was a single-group semi-experimental type. Reflection was first proposed in small groups and then in a larger group and the necessary feedback was provided.  The study tool included a standard survey questionnaire and a rethinking checklist. The results of the test were analyzed by performing descriptive and analytical statistical tests, and t-tests.

The average score of the survey before reflection was 122.95 ± 10.48 and after rethinking was 131.60 ± 19.78. The findings showed that there is a statistically significant difference between the opinions of students before the beginning of the study and after the end of the study (P = 0.012). Based on the results of the checklist completed by the students, the discussed topics included: 1- labor control (28%), 2- childbirth process and postpartum care of the mother (56%), and 3- newborn care (16%).

The results of this study show that reflection has been able to be useful for students and help educators in providing correct and adequate education. During the reflection process, the instructors will have an opportunity to complete the presented material or correct it in case of students' misconceptions. As a result, reflection is a suitable auxiliary tool to improve the quality of midwifery education.

Acquiring clinical skills by paramedical students is one of the determining factors of professional success. Self-assessment is one of the best method for determining knowledge and clinical skills because the learner is a clear and first-hand source for gathering knowledge and practical capabilities, and no one has a clear and unvarnished view of him except him. Clinical success and self-evaluation, as the indicators of the quality of clinical practice, are influenced by several factors, and knowing these factors can be beneficial to improve the quality of clinical practice. Also, some factors, including emotional and social skills, or in the other words, emotional intelligence, are effective on clinical self-evaluation. There are the limited number of studies on factors affecting clinical self-evaluation, and identifying these factors can can be a basis for planning to improve clinical skills; therefore, the present study was conducted with the aim of determining the relationship between clinical self-evaluation and emotional intelligence in paramedical students of Bushehr University of Medical Sciences.

The present research is a descriptive-analytical cross-sectional study. The research population included students of nursing, midwifery, operating room, and anesthesiology at Bushehr University of Medical Sciences. To determine the sample size, the sample size formula was used for regression. Therefore, by including 10 samples for each predictor variable, 130 samples were considered, and according to the probability of 10% drop, the final sample volume was calculated as 143 people; Considering that the sample size is close to the total number of the research community, sampling method was done in census; In this way, all the students of the 4th, 6th and 8th semesters of the mentioned fields (145 students) entered the study in February 2019. The data collection tool included a demographic information form, the standard Sybershring questionnaire emotional intelligence, and a clinical self-assessment questionnaire. The emotional intelligence questionnaire includes 33 items and 5 subscales of self-motivation (7 items), self-awareness (8 items), self-control (7 items), social awareness or empathy (6 items), and social skills (5 items). The range of responses to the items is 5-point Likert (always, often, sometimes, rarely, never), Which is given a score of 1 to 5 from worst to best. The highest score in this test is 165 and the lowest score is 33. The clinical self-evaluation questionnaire is a researcher-made questionnaire that included 13 items related to the clinical evaluation of students. Questionnaire items were compiled using literature review, guidelines and experts' opinions. The response scale for this section was a five-point Likert scale (very high, high, medium, low, and very low), which was assigned a score of 5 to 1 respectively. The minimum and maximum scores that could be obtained were 13 and 65, respectively. Before collecting information, this questionnaire was reviewed and approved by 10 members of the academic staff in terms of face validity and content. Meanwhile, the reliability of the tool was checked by conducting a pilot study on 20 samples and through test-retest and with r = 0.8 approved. Also, the internal correlation of this questionnaire was confirmed with Cronbach's alpha of 0.85. In order to make comparable the fields of emotional intelligence and to understand the scores of the variables, the scores of emotional intelligence, its fields and clinical self-evaluation were converted to a score of 0 to 100 by linear transformation. In the demographic information form, students' views on their educational status were examined with one question, which was divided into three levels: good, average, and poor. Mean, standard deviation, median and frequency tables were used to describe the data. Univariate linear regression was used to analyze the data, followed by hierarchical multivariate linear regression with simultaneous method. Variables that were related to self-assessment dependent variable in univariate regression were entered into multivariate regression. Data were analyzed using SPSS software version 19. For all cases, the significance level was less than 0.05.

The average age was 22.7±2.1 years old. The average score of the written average of the diploma was 16.69 ± 1.58. The mean scores of emotional intelligence and self-assessment were 74.59 ± 9.96 and 59.38 ± 8.54, respectively. Based on the results of univariate regression, age, educational status from the individual's perspective, total emotional intelligence and three areas of emotional intelligence including self-awareness, empathy and skill were related to self-evaluation. Based on the results of multivariate regression in the first model where age and educational status from the individual's perspective were in the model, these two variables together explained 16% of the variance of self-evaluation and the model was statistically significant (P<0.001, F = 8/857). In the second model, when total emotional intelligence was added to the model, the variables in the model explained 20% of the variance of the dependent variable of self-evaluation, and the variance change was statistically significant (P<0.001, F = 8/693). The results of the final model showed that good and average academic status (compared to poor academic status), age and the total score of emotional intelligence are directly related to self-evaluation. There was a positive and significant statistical relationship between emotional intelligence and self-evaluation (P=0.009, β=0.208).

Considering that the acquisition of clinical skills by paramedical students and their confidence that they are capable of performing these skills plays an important role in their career success in the future, and considering that emotional intelligence is directly related to the clinical self-evaluation score; Designing interventions and strategies to increase emotional intelligence in students should be one of the concerns of higher education policy makers. Therefore, it is suggested to include the training of social and emotional skills in the educational program of universities.

The objective of the present study was to offer a model of emotional experiences of clinical and family therapists in clinical therapy sessions. The research method was inductive study approach the methodology whereof was qualitative and the research strategy was conducted according to data-based theorization. The statistical population of the study included the clinical and family therapists in the city of Isfahan in the spring and summer of 2021. The sample size continued according to the interview and theoretical saturation process during which the sample size was 20 clinical and family therapists. The findings implied that the therapists’ burnout included familial and social relationships, being influenced by personal life, persistent feelings resulting from sessions and long-term occupational changes and effects. The type of relationship with the clients in therapy room, too, included success during the therapy, being honest with the client, improvement of relationship with the client, feeling of turning away from the client, reaction to the client’s failures, being admired by the client, dealing with critical client and powerful relationship with the client. Occupational challenges included the client with the problems similar to the therapist, technique of dealing with the feelings of therapy room, difficult experienced emotions in therapy room, revelation technique, mistake in therapy, controlling emotion, feeling failed, hard clients and therapy costs too. In the same way, emotions included secondary and primary emotions, client-directed experiences emotion and self-directed experiences emotion and secondary emotions included fear, surprise, sadness, anger, shame, and primary emotions included fear and happiness.

Empathy is one of the most important concepts in patient care. This study aims to design and implement an early patient contact program and investigate its effect on the empathy of medical students in Qom, Iran.

This is a case-control interventional study. Sixty-four students from Qom University of Medical Sciences were recruited by a convenience sampling method and were randomly divided into intervention and control groups. The instrument was the Jefferson Scale of Empathy. First, empathy training was provided to the both groups. Then, the intervention group participated at three sessions of attending hospital. The collected data were entered into SPSS software, verion 22 and analyzed by chi-square test and paired t-test.

There was no significant difference between the two groups before the intervention. After the intervention, the empathy score was 74.04±10.32 in the intervention group and 68.31±8.14 in the control group; the difference between the groups was statistically significant.

Early patient contact before the start of the internship period increases the empathy of medical students.

The importance of preventing medical errors in health care is based on the fact that today the quality of health services is considered to be error-free service, at the right time, by the right person and using the least resources. Accordingly, this study endeavored to review the clinical education of patient safety and error prevention in midwifery students

This narrative study employed Persian databases including SID, Iranmedex, Irandoc and Magiran with the help of keywords including error, risk, midwifery, education, and clinical as well as Latin databases. Included Pubmed, Google Scholar, Erice, Science direct with the keywords of error, risk, midwifery, education, clinical. The Included articles were published in Persian or English between 2000 and 2020 and were in the field of clinical education in midwifery error. Numerous studies with similar content to the purpose of the study were selected and reviewed both quantitatively and qualitatively.

Initially, 2704 articles were found, and finally 194 articles were reviewed, of which 11 related articles were included in the study to be reviewed. Outcomes in several sections were presented like this: form of error definition and types, error clinical training strategies (proper communication with emphasis on communication skills, error reporting and learning from errors, teamwork training for learners, and evidence-based care, informatics-based training, and Web). According to the results of studies on communication skills training, teamwork and learning from mistakes to students improve patient safety.

Based on the results, it is recommended that midwifery teachers increase patient safety and improve midwifery care using active educational methods such as including simulated methods, group discussions, scenario-based and problem-based try to achieve this goal.

One of the educational practices in medical knowledge, Clinical and hospital methods, is Dar al-Hekmeh and Self-reading Style. This method has a fascinating history; in fact, its formation was due to the religious restrictions of scholars of Hanafi jurisprudence in schools and mosques In Transoxiana region during the Samanids (874-1004 CE).

Scrutinizing works which concern Iran civilization including primary written resources as well as newly conducted studies, not only did the present research attempt to investigate this important historical era but it also aimed to present the general scheme of medical education in the way of self-reading of during the Samanids through categorizing the garnered information.

Contrary to the notion that the creation of this constraint caused scientific stagnation, by examining and summarizing the existing material, but this limitation has deepened the medical knowledge. Even this has led to the development of equipped libraries and the access of scholars of science and doctors to these libraries, and this ultimately led to the study and research many books and writing useful books on medicine and pharmacy.

A fleeting glimpse at medical education or other various methods existing in the era of Islamic Civilization reveals the importance this teaching procedure assumed in during the Samanids, whose considerable attention to the subject of medical education for Clinical and hospital methods, Dar al-Hekmeh and Self-reading Style expanded its influence in other parts of the world, thereby fundamentally evolving methods and mechanisms employed in history of the world so as to teach medical sciences.

Clinical learning is an important part of the health field, where the student interacts with the environment and applies the learned concepts in practice. Clinical environments such as operating rooms are challenging for students due to their special complexity and can have a negative impact on their learning process. In order to identify students ‘learning challenges in the operating room environment, the present study was conducted to explain students’ experiences in the field of clinical learning challenges.

The present qualitative study was performed by contract content analysis method in 2022 in Shahrekord University of Medical Sciences. Fourteen surgical technology students were purposefully selected and data were collected using in-depth semi-structured individual and group interviews and analyzed using the Granheim and Landman approaches.

The participants were interviewed over a period of 5 months. 9 face-to-face interviews were conducted with 14 participants. There were 6 individual interviews and 3 group interviews. The average duration of the interview was 30 minutes. The interviews continued until data saturation and when no new themes or categories were obtained from the interviews. The findings included a theme of “unfavorable learning environment” and three categories of “confusion in learning educational content, improper professional behavior of staff and insufficient self-confidence”. The main challenge that students faced in the field of clinical learning was the unfavorable learning environment. Conditions such as confusion in learning educational content, improper professional behavior of staff and insufficient self-confidence experienced by the students in the operating room, cause the students to find the learning atmosphere in the operating room unfavorable.

Improving the behavior and performance of staff and physicians in accordance with the standards of professional and ethical behavior and its regular evaluation from the perspective of students and other colleagues can play an effective role in maintaining professional conditions. Also, using experienced instructors who have the role of facilitating communication and learning of students in the operating room environment will play an effective role in reducing fear and controlling inappropriate behaviors of staff towards students. Educational officials are advised to solve the existing problems in order to improve the educational atmosphere of the operating room.

The Covid‐19 pandemic has posed numerous ethical challenges to nurses and has exacerbated moral distress in clinical settings. Hence, due to the important role of nurses in pandemics, this study was conducted to investigate the severity and frequency of moral distress among nurses working in clinical settings at Maragheh teaching hospitals during the outbreak of COVID-19.

This was a cross-sectional study conducted on 174 nurses working in surgical-medical, intensive care, pediatric and emergency wards of Maragheh hospitals in 2020-2021. Data were collected using a demographic form and the Corley’s Moral Distress Scale.

The median (Interquartile Range (IQR) = Q3 − Q1) of the severity and frequency of moral distress experienced were 54 (44-59) and 52 (43-58), respectively. The median of moral distress experienced in the intensive care and emergency wards were 56 (51-59) and 46 (43-51), which was more severe than that of in other wards. The median of frequency and severity of moral distress in men were 48 (41-59) and in women 50 (43-59), respectively, which was significantly higher than that of in women (P<0.001). The severity and frequency of moral distress had a statistically significant relationship with age, and work experience (P>0.05) so that with increasing age and work experience, the severity and frequency of moral distress decreased.

Given the high frequency of moral distress among nurses during the COVID-19 pandemic in specific clinical settings, the use of management strategies in order to improve working conditions and create a positive setting can be helpful. It seems that holding courses on coping with moral distress in nurses in the context of the COVID-19 pandemic is an appropriate practical solution.