جستجوی مقالات مرتبط با کلیدواژه « Nursing Students » در نشریات گروه « پزشکی »

Oral presentation skills play an important role in the personal, academic and professional success. It is the most common method of educational assessment in higher education settings. This study aims to determine the oral presentation competency of nursing students from Ardabil university of medical sciences (AUMS).

This is a descriptive cross-sectional study that was conducted in 2023 on 274 nursing students from AUMS, who were selected using a convenience sampling method. The data collection tool were a demographic form and Chiang’s oral presentation evaluation scale (OPES). The collected data were analyzed in SPSS software, version 20, using independent t-test and one-way analysis of variance.

The total score of OPES was 58.81±7.75. The scores of the dimensions of accuracy in content, effective communication, and clarity of speech was 4.01±0.348, 3.72±0.658, and 4.02 ± 0.673, respectively. Competency was higher in Persian speaking students than in Azari-speaking students. Also, students with a history of more oral presentation and reading of public speaking books obtained higher scores.

Considering the importance of oral presentations for nurses, it is recommended that nursing professors in AUMS and the educational system in Iran pay more attention to promote this skill in Azeri-speaking nursing students.

In order to provide services based on societal values and avoid the Shariah and legal consequences of non-compliance with Shariah issues in education and treatment, nursing students should be familiar with the necessary Shariah issues. The present study aimed to assess the effect of mobile-based education of Sharia medical rules on the knowledge and attitude of final-year undergraduate students of Hazrat Fatemeh College of Nursing and Midwifery (PBUH).

This quasi-experimental study was conducted on 54 final-year nursing students in two control and intervention groups. In the intervention group, Sharia issues were taught using a mobile application, and in the intervention group, education was carried out by a training booklet, and the knowledge and attitude questionnaires of the two groups were measured and compared before and two weeks after the intervention.

The finding demonstrated that the mean scores of knowledge and attitude of the intervention group students who received Sharia rulings training through a mobile-based application illustrated a significant change compared to the control group who received the training through a booklet (P<0.05). Although the attitude scores in the control group were also improved, there was no statistically significant difference between the two groups.

The results of this study highlighted the positive effect of using a mobile-based application compared to booklet education in improving the knowledge and attitude of students towards Sharia issues related to education and medical services. Considering that one of the available and relatively affordable educational methods is mobile-based education, it seems that the use of this potential platform for proper education can pave the way for scientific and affordable education in terms of health compliance.

One of the most common problems of nursing students in the clinical environment and Objective Structured Clinical Examination (OSCE), is anxiety and lack of accuracy, which can lead to negative effects on their learning and performance. Considering the simplicity and cost-effectiveness of aromatherapy, the present study aims to the effect of lavender aromatherapy on the accuracy, exam anxiety, and performance of nursing students in OSCE.

This clinical trial study was conducted on 60 undergraduate nursing students under the OSCE in 2022. Eligible students who met inclusion criteria were recruited by convenience sampling and then were allocated randomly with the random sequence generation software, to intervention (n=30) and control groups (n=30). The intervention included aromatherapy with lavender essential oil with 100% purity for 10 minutes. Toulouse- Pieron Attention questionnaire, Sarason's test anxiety, and performance checklist were used in this study. Data were analyzed using descriptive and inferential statistical methods by SPSS version 26 statistical software.

The results indicated a significant decrease in the average exam anxiety score with P = 0.03 and a significant improvement in accuracy with P < 0.001 after aromatherapy in the intervention group. Also, the results of the independent t-test showed that after the intervention, there was a significant difference in the average exam anxiety score with P = 0.02 and accuracy with P < 0.001 between the intervention and control groups. Meanwhile, the average performance score of the students' grades was not significant between the two groups.

Considering the positive effects of inhaling the scent of lavender in improving the accuracy and reducing the anxiety of the nursing students' exam, the use of this low-cost program, with easy access and without complications, is recommended along with other methods.

Cardiopulmonary resuscitation serves as a swift intervention for rescuing individuals experiencing sudden cardiorespiratory arrest. ersonalized video feedback from contemporary educational simulation techniques can prove beneficial in this particular domain.

This study was conducted with the aim of investigating the effect of personalized video feedback of basic Basic Life Support (BLS) on the satisfaction with the teaching methodology at Aja Nursing School.

This experimental research, utilizing a “post-test only, control group design,” involved 40 first-semester nursing students in the year 2023. Through an convenience method, students were selected and divided into intervention and control groups via a simple random process. Both groups underwent BLS training via lectures and simulations across two sessions, followed by practical exercises. Individual practical sessions were recorded via camera, with immediate feedback provided. Subsequently, the intervention group students were furnished with personalized feedback videos tailored by the researchers. A week later, both groups completed Borimnejad’s teaching method satisfaction questionnaire. Data analysis was performed using SPSS software with a significance level set at P<0.05.

Post-intervention, the average satisfaction level with the teaching method was 44.35 ±3.01 in the intervention group and 42.60 ± 3.52 in the control group. Both the intervention and control groups reported a “high” level of satisfaction with the teaching methodology. No statistically significant difference in satisfaction levels between the two groups was observed (P=0.099).

Given the high satisfaction levels in both groups, it is suggested that instant feedback and personalized video feedback could serve as valuable supplements to the education of nursing students using simulation techniques.

The locus of control (LOC) refers to the extent to which an individual believes they can influence events in their life and their academic self-efficacy. It represents a person's confidence in their ability to succeed. LOC plays a significant role in university programs and various aspects of student behavior. Therefore, this study aimed to investigate the relationship between LOC and academic self-efficacy among nursing students at Gonabad University of Medical Sciences in 2024.

A cross-sectional descriptive study was conducted in 2024 among 217 nursing students at Gonabad University of Medical Sciences. Data collection tools included two questionnaires based on Rotter's locus of control and Owen and Froman's academic self-efficacy. Data analysis employed the correlation coefficient and Student's T-test, with a significance level set at P < 0.05.

The results showed that male students had a higher external locus of control than female students. A significant and negative relationship was found between LOC and academic self-efficacy using Pearson's test (p = 0.001). Additionally, the independent t-test revealed no significant difference in LOC between the two genders (p = 0.920) and no significant difference in academic self-efficacy between the two genders (p = 0.251).

The locus of control is a significant and negative predictor of academic self-efficacy. Therefore, it is recommended that university planners pay special attention to strategies that promote an internal locus of control among students to enhance their academic self-efficacy.

One of the important areas of health and mental health of people in society is their emotional well-being experience, which is formed under the influence of several factors. The present study was conducted with the aim of examining the mediating role of psychological hardiness in the relationship between religious coping and emotional well-being of nursing students.

The current descriptive-correlational study involved the use of structural equation modeling and was conducted using the path analysis method. The research population included all the students of Qain School of Nursing and Midwifery in the academic year 2019-2020 (no=800), out of whom 180 were selected by available sampling method and completed online the Religious Coping Questionnaire by Pargament et al., Psychological Toughness Questionnaire by Kiamarei et al. and Keyes and Magyarmo’s Emotional Well-being Questionnaire. The relationships between the variables were analyzed by Pearson correlation test on SPSS software version 18 and the research model on Amos software. All ethical considerations were observed in this study, and the authors of the article declared no conflict of interest.

The results showed that positive religious coping (β=0.528, P<0.01) had a positive effect and negative religious coping (β=0.391, P<0.01) had a negative effect on psychological toughness. Positive religious coping affected emotional well-being both directly (β=0.329, P<0.01) and indirectly (β=0.153, P<0.01) through the mediation of psychological hardiness. Negative religious coping affected emotional well-being both directly (β=0.237, P<0.01) and indirectly (β=0.113, P<0.01) through the mediation of psychological toughness. Psychological hardiness had a direct positive effect on emotional well-being (β=0.289, P<0.01).

The findings show the importance of planning in order to improve psychological toughness and religious coping in promoting the emotional well-being of nursing students.

Mindfulness training is useful for strengthening and improving learning prerequisites. Based on this, the present study was conducted with the aim of investigating the impact of web-based mindfulness training on academic self-regulation, self-confidence and self-efficacy of nursing students.

This study was conducted with a semi-experimental method with pre-test and post-test stages and experimental and control groups. The statistical population of all nursing students of Mazandaran Islamic Azad University in the academic year 2021-2022, which was assigned in a targeted way, 40 people in two experimental groups (20 people) and control group (20 people). The measurement tools were the self-regulation questionnaires of Bouffard et al., the self-confidence of Mehri et al., and the self-efficacy of Sherer and Maddox. In order to analyze the data, descriptive tests such as mean, standard deviation, and one- and two-variable covariance analysis tests were used.

The findings showed that at the confidence level of 95% (α = 0.05), mindfulness training was effective on each of the variables of academic self-regulation, self-confidence and self-efficacy of nursing students, and the first effect on self-efficacy (size effect: 0.91), then on academic self-regulation (effect size: 0.71) and finally on self-confidence (effect size: 0.39).

Mindfulness training is one of the effective ways to increase the level of academic self-regulation, self-confidence and self-efficacy of nursing students.

The quality of reports plays a crucial role in patient care. Statistics reveal instances of negligence in patient care due to ineffective reporting by nurses, underscoring the need for enhanced efforts in nursing student education. Given the variety of methods available for teaching report writing, this study aimed to compare the efficacy of workshop and virtual training approaches in improving the quality of report writing among nursing students at Birjand University of Medical Sciences.

This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training).

The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P<0.001).

Based on the findings of this study, the workshop method was more effective than the virtual approach for teaching report writing to nursing students.

Considering the importance of learning ethical intelligence in nursing students as the future builders of this field and the valuable role that teaching ethical principles in the narrative way, as well as considering the practicality of virtual education in all disciplines, especially medical sciences, the study aimed at determining the effectiveness of virtual teaching of ethical principles in the narrative way on the moral intelligence of nursing students. the present study was of a semi-experimental type, with 40 nursing students entering the study in the available method. Before the intervention, immediately, after and two months after the intervention, participants completed the Lennick and Kiel's moral intelligence scale. Virtual training was held in 16 training sessions. The data was analyzed with the SPSS version 18 software. The Findings showed the present study involved 40 nursing students with an age range of 18-23 years. Comparison of the average overall score of moral intelligence before intervention (155/45±17/81) immediately after intervention (161/50±17/89) and two months after intervention (162/97±15/41) indicates an increase in this score during the study, which was statistically significant(P=0/02).the present study showed that the average overall score of moral intelligence in students increased immediately after and two months after the intervention, and differed from before the intervention, which is statistically significant. Studies show that optimal moral intelligence can portray a good perspective on people's success and progress. Therefore, it is necessary for university administrators to pay special attention to ethical education with new methods, along with clinical education.

 Self-care education for diabetics by nurses has always been a key and valuable strategy in the successful management of diabetes. In order to facilitate the process of professionalization of nursing graduates, the present study was conducted with the aim of the effect of the implementation of educational intervention by nursing students on the promotion of self-care of diabetic patients.

 The quasi-experimental study was performed on 70 hospitalized patients with type 2 diabetes mellitus randomly divided into control and experimental groups. The data collection tool was the Tobert and Glasgow self-care questionnaire that was completed before the educational intervention and one month after it. Data were analyzed by SPSS 16 software using descriptive and inferential statistical tests (P≤ 0.05).

 The findings showed there is a significant difference between self-care behavior in physical activity, foot care, diet, blood sugar control, and regular drug use. But there was no significant difference in the mean total score of self-care in the experimental and control groups except in the field of foot care.

 Due to the positive effect of education in different areas and the lack of a significant difference between the overall self-care score between the two groups, which may be due to inadequate teaching methods and students' lack of complete justification in this regard, it is recommended to emphasize patient education and educational technologies and methods of creating effective and continuous communication, so that by realizing the importance of this issue, they can acquire and develop the skills and knowledge required in educating patients to be able to Use more comprehensive services to patients in the realm of clinical practice.

Educational supervision in nursing is one of the basic aspects of professional development and quality assurance of nursing education. This article aims to conduct a Narrative review and comprehensively evaluate the existing literature on the effectiveness of educational supervision on the performance of nursing students to guide future research and practice.

This study was conducted by a Narrative review method on the research on the effectiveness of educational supervision on the performance of nursing students. Search for Persian articles with the keywords supervision, education, student, nurse, clinical supervision in the Farsi Magiran database and Google Scholar search engine was conducted in the period from 1940 to 2023, and search for English articles with the keywords, Nurse*, Supervision, Education, Clinical Mentoring, Medical Field Study, Clinical Practicum in the reliable English databases of PubMed, Science Direct, Cochrane Library was conducted in the period from 1940 to 2023. In the end, 7 articles (4 Persian and 3 English) were selected and analyzed in line with the objectives of this study.

The findings of this research showed that the design of clinical training courses based on the model of clinical supervision and guidance can lead to the improvement of interpersonal, professional, and communication skills as well as in clinical skills such as the diagnosis and application of the drugs used, teaching the patient and Companions, observing safety points in isolation, observing the correct principles of dressing and sampling, taking veins, team participation, prevention of infection and application of the nursing process, should be taught to the patient and relatives. Of course, the insulting behavior of clinical supervisors is one of the negative experiences of nursing students, and students must receive support from clinical supervisors.

The study showed that educational oversight is effective on the performance of nursing students, but it is suggested that more quasi-trial studies can be conducted in the field of educational monitoring and performance of nursing students.

In addition to having the problems of other students, nursing students also have the mental and emotional pressures of the hospital environment, dealing with patients’ issues and problems, and for this reason, they are more at risk of losing their mental health than other students. Therefore, the present study was conducted with the aim of investigating the role of cognitive fusion and forgiveness in predicting the mental health of nursing students.

Methods and Materials: 

The present study was a descriptive correlation type. The research population included all nursing students of Azad University of Birjand in the academic year of 2022-2023, 225 people were selected by stratified random sampling; and answered the questionnaires of Gilanders et al. (2014), Thomson et al. (2005) and Goldberg (1972). Data were analyzed using SPSS software version 22 and Pearson correlation test and multiple regressions.

The results showed that the correlation between fault (r = 0.279) and cognitive fusion (r = 0.474) with positive mental health, but the correlation between forgiveness (r = -0.552) with negative and mental health was significant. (P <0.01).  Cognitive fusion components also explain 24.1% and forgiveness components 36.6% of the variance of mental health.

The results of the research showed the importance of the role of cognitive fusion and forgiveness in the mental health of nursing students, therefore, it is necessary for hospital managers to take necessary measures to reduce cognitive fusion and promote the forgiveness of nursing students.

Ethics is the main part of the nursing profession, and nursing students are confronted daily with complex situations that require moral reasoning ability and courage to answer them correctly. The aim of the present study was to investigate the relationship between moral reasoning and moral courage among nursing students in clinical settings.

This correlational cross-sectional study was conducted on 111 nursing students of Babol University of Medical Sciences in 2023 using a census. The data were collected using three questionnaires including the demographic characteristics of nursing students, the Nursing Dilemma Test (NDT) and the Professional Moral Courage (PMC) questionnaire. The questionnaires were administered to nursing faculty students for completion. Data were analyzed using SPSS21, descriptive statistics and inferential statistics.

The results showed that the mean scores of moral reasoning ability and moral courage were 23.44±6.3 and 59.27±5.8, respectively. There was no significant relationship between moral reasoning ability and moral courage (P value = 0.486).

According to the results, nursing students had favorable levels of moral reasoning ability and moral courage. Therefore, it is suggested that nursing schools rely on this strength of students and try to improve, deepen, and apply these two categories in clinical education so that students put ethics at the top of their list in their future careers.