جستجوی مقالات مرتبط با کلیدواژه « nursing student » در نشریات گروه « پزشکی »

Experts believe that motivation plays an important role in the academic performance of students and according to the current conditions, various factors can improve it. Among these factors, psychological and social well-being is considered as effective variables. Therefore, this study was conducted with the purpose of determining the role of psychological and social well-being on the academic motivation of nursing students through the mediation of academic civic behaviors.

This is a correlational descriptive study. The statistical population consisted of nursing students of Tabriz University of Medical Sciences during the academic year of 1400-1401 (2021-2022). The number of 250 people was selected out of available 700 nursing students based on Morgan's table using stratified random sampling method. Harter's academic motivation questionnaire (1981), Rief's psychological well-being (1989), Keyes' social well-being scale (2004) and Gol Parvar's academic civic behavior questionnaire (2019) were used to collect data. Data analysis was performed using Pearson's correlation coefficient and structural equation analysis using SPSS-21 and Amos-22.

The results of showed that there is a positive and significant relationship between social well-being and its components (including prosperity, correlation, cohesion, acceptance and social participation) and psychological well-being and its components (including self-acceptance, positive relationships with others, autonomy, control over the environment, purposeful life, and personal growth) and academic motivation (p<0.05). Furthermore, academic civic behaviors have a mediating role in the relationship between psychological well-being and its components and social well-being and its components and academic motivation (p<0.01).

Based on the study findings, due to the influencing role of psychological and social well-being on variables such as academic motivation and civic academic behaviors in nursing students, universities should make efforts to hold consultation centers inorder to increase psychological well-being and academic motivation of their students

Improving learning effectiveness in nursing education is of particular importance. Various methods are used to improve learning effectiveness. The purpose of this study was to compare the effects of two methods, a slide-based lecture videocast and a handout, on learning and satisfaction of nursing students.

A quasi-experimental design without pretest was used to conduct this study during the second semester of the 2016–2017 academic year at Ardabil University of Medical Sciences. The study sample consisted of 54 nursing students studying in their third semester. The health assessment course which consisted of 10 sessions, were randomly divided into two groups. After the first 5 sessions (Group 1) of lectures and PowerPoint presentations in the class, a handout was given to students. At the end of the next 5 sessions (Group 2) of lectures and PowerPoint presentations in the class, video files of lectures screen recordings were made available to the students. Multiple-choice questions were used to evaluate learning outcome at the end of the semester. The student satisfaction form was used to evaluate students’ satisfaction with the teaching-learning process. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent T, Wilcoxon and Mann-Whitney U) using SPSS v15.

Data analysis showed that the average learning outcome score in handout offered sessions was significantly higher than in videocast ones (p<0.001). In addition, the mean score of students’ satisfaction for handout and videocast were 39.18±5.86 and 39.81±6.32, respectively, and there was no statistically significant difference between them (p=0.39).

Although slide-based lecture videos did not improve student learning as much as handouts, it is recommended to provide and offer the video lectures to the students during each class session in addition to the traditional learning methods such as handouts and books.

It is very important to choose the appropriate teaching method that can cause meaningful, effective and usable learning for learners. The present study was conducted with the aim of investigating the effect of conceptual map on the study approaches of nursing students in intensive care unit internship.

This is a semi-experimental study, 36 nursing students of Bandar Gaz Azad University, who were doing ICU internship at Hakim Jurjani Hospital in Gorgan in 2023, participated. The students were included in the study by census method and were assigned to two groups of intervention (18 people) and control (18 people) by random number table. The students of the test groups were trained in the ICU department for 40 hours using a concept map. Questionnaires, including demographic information and revised two-factor study approach questionnaire, were completed before the start of the internship and on the last day of the internship by the students of the experimental and control groups. Data were analyzed using Descriptive and analytical statistics (Shapiro-Wilk, U-Man-Whitney and T. Welch tests through SPSS.

The results showed that the average score of the study approach process before the intervention was 65.05 ± 8.18 in the test group and 60.55 ± 2.91 in the control group. Also, the average score of the study approach process in the test group after the intervention (68.83 ± 6.38) was significantly higher than the control group (60.05 ± 2.99) (p=0.02 , t=2.43). 

The score of the study approach process increased in the people who received training with concept map, so the concept map method promotes the meaningful learning of students and can be used in basic lessons that require high-level learning.

The theory-practice gap is one of the critical problems of nursing. This gap can affect the quality of patient care. This study aimed to investigate the theory-practice gap and its associated factors in the view of nursing students.

A cross-sectional survey with census sampling was done on 179, 3rd to 8th semester, undergraduate nursing students of Kurdistan University of Medical Sciences. A self-designed three-part questionnaire including "demographic characteristics", " theory-practice gap" and "factors associated with the theory-practice gap" was used. The data were analyzed by STATA version 12 using Mann-Whitney, Kruskal-Wallis, Spearman's correlation coefficient, and multiple regression analysis tests considering a statistically significant level of 0.05.

There was a significant relationship between factors related to instructors and semester (P=0.0019). Spearman's rank correlation coefficient showed that there was a positive and significant relationship between the gap and the total score of the factors (P=0.0092, r=0.1943). Multiple Regression analysis showed that there was a significant relationship between the theory-practice gap and factors related to hospital and clinical practice (P=0.005), as well as factors related to educational planning (P=0.000). Factors related to educational planning were the most important factor affecting the theory-practice gap.

Considering the theory-practice gap from the viewpoint of students and the relationship between this gap and total score, it is necessary to apply appropriate strategies to reduce the theory-practice gap and revision of educational planning in order to avoid the gap generation and its complications.

The nature of the nursing profession is such that the ability to be sensitive to ethical issues is very important. Whereas being in a clinical setting as a nurse and in an educational setting as a nursing student can each affect professional ethics in some way; Therefore, this study was conducted to compare the moral sensitivity of nurses and nursing students of Shahid Sadoughi University of Medical Sciences in Yazd in 1399.This study is a descriptive cross-sectional study. 130 final year nursing students and 140 nurses working in hospitals affiliated to Shahid Sadoughi University of Medical Sciences in Yazd were selected by using available sampling method. Data were collected using demographic and ethical sensitivity questionnaires of Lutzen by self-reporting method. Data were analyzed by SPSS software version 18 and descriptive statistics, t-test and ANOVA. Mean score and standard deviation of moral sensitivity score in nurses (50/01±11/64)  and nursing students (57/42±13/60)  were obtained from 100 which was statistically significant difference (P = 0.01). Among students and nurses, the mean score of moral sensitivity in the field of "honesty and benevolence" had the highest score and the field of "use of professional knowledge" had the lowest score.The level of moral sensitivity was moderate in both groups of nursing students and nurses. Due to the importance of moral sensitivity and its effect on increasing the quality of care, it is necessary to provide the necessary training in this field among students and nurses to improve the level of moral sensitivity.

The COVID-19 epidemic is a serious challenge for clinical education that has made nursing students and their tutors face problems in the learning and teaching process. The mean score of quality of clinical education in nursing students was obtained at 36.99±9.14 during the COVID-19 pandemic. The highest mean quality score of clinical education belonged to the “I willingly and voluntarily come to the bedside to perform educational procedures” (4.38±1.4), while the lowest mean score was related to the item “In general, due to the restrictions created by the COVID-19 conditions, I feel that the quality of clinical education has decreased” (2.15±1.18). It is highly recommended to carry out educational interventions to improve the educational goals in the clinical environment, boost the clinical performance of instructors, enhance communication between medical staff and nursing students, revise the evaluation process of nursing students, and increase the quality of welfare facilities in medical centers.

Clinical education is the basis of nursing education. In addition to the educational environment, a supportive environment may also help achieve the goals of internships and student's satisfaction with the acquisition of clinical skills. The present study was designed to determine the impact of a supportive clinical environment on nursing students' satisfaction.

This quasi-experimental study with post-test and control group was performed in Mashhad teaching hospitals in the academic year 2018-2019 with the participation of 60 nursing students who were randomly assigned to two equal intervention and control groups. For the students of the intervention group, the supportive clinical environment program, which included three components of knowledge, skills and learning context, was held for two weeks (50 hours). After the intervention, their satisfaction was measured with a clinical education satisfaction questionnaire. Data were analyzed using SPSS 16 software and independent t-test and chi-square. The significance level was considered 0.05 in all tests.

The mean and standard deviation of the students age was in the intervention group (20.9 ± 0.8 years) and control (20.3 ± 1.1 years) (p=0.232). The result of independent t-test showed that after the intervention, the mean of the total satisfaction score of the students in the intervention group [85.4 ± 11.4] was 26.9% higher than the control group (67.3 ± 15.8) (p < 0.001). Also, the highest satisfaction score was related to the performance of the instructor in the intervention group and the lowest satisfaction score was related to the scope of dealing with the student in the control group (P <0.05).

Creating a supportive clinical environment enhances students' satisfaction, especially in the area of ​​instructor performance and dealing with students, and it is recommended to pay more attention to it in planning nursing clinical education.

Clinical errors are an important issue in the care and health fields. Nursing students may also make more mistakes than nurses due to their low experience and skills.

The aim of this descriptive study was to determine the frequency and causes associated with medication errors in internship nursing in Sistan and Baluchistan Provinces.

This research was a descriptive cross-sectional study. In total, 102 nursing intern students in the field in the seventh and eighth semesters of Sistan and Baluchistan province participated in the study by census method. The data collection instrument was a three-part researcher-made questionnaire including demographic characteristics, details related to medication error, and causes of medication errors. Data was analyzed by SPSS statistical software version 19 and with descriptive statistics including mean, and standard deviation and inferential statistics like Mann-Whitney U test, Chi-square and Kruskall-Wallis test.

79 (77.2%) ofstudents reported medication error. Error due to unfamiliarity with the brand name of drugs (44.1%), incorrect time of administration of the drug (37.3%) and giving the drug drawn in the syringe without checking the patients’ record or doctor’s prescription (33.3%) were the most common types of medication errors. Doctor’s handwriting (58.8%) was the most common cause of medication errors by students.

Most students reported the medication error, which is an alarm. It is necessary to hold pre-internship courses to review drug categories, brands and calculate the dose of drugs and reading the physician’s orders to prevent medication errors.

Academic engagement, which is also referred to as student engagement, academic learning time, or academic engagement, is known as an important indicator of high-quality education. The purpose of this study is to investigate academic engagement in nursing students and its relationship to some other factors.

This descriptive and cross-sectional study was conducted on 183 nursing students at Golestan University of Medical Sciences in 2018. Nursing students were enrolled in the study using convenience sampling. The data were collected using the Academic Engagement Questionnaire in three cognitive, emotional, and behavioral domains. The data were analyzed using SPSS 18 and descriptive and inferential statistics, including Mann-Whitney, Kruskal-Wallis and correlation tests, with significance level of p<0.05.

The mean age of the participants was 21 years. According to the study results, the mean academic engagement of nursing students was 366.81 ± 70.96, which was at an average level. There was no significant correlation between academic engagement and age (p= 0.183) or academic performance (p= 0.196), but a significant correlation was found between ethnicity (p= 0.031) and being native with academic engagement (p= 0.001).

The academic engagement of nursing students was at an average level, and an increase in academic engagement was associated with an increase in academic performance. It is essential for nursing students to engage in student-centered activities in the cognitive, emotional, and behavioral domains of learning, and for nursing educators to use coherent and learner-centered teaching strategies.

With the advent of the COVID-19 pandemic, challenges were created in educating nursing and midwifery students. However, the clinical education of these students is still ongoing. Predicting students' behavior in providing care during crises, including the COVID-19 pandemic, is an influential factor in continuing clinical education for nursing and midwifery students. The aim of this study was to determine the predictors of the willingness to care for COVID-19 patients in nursing and midwifery students of Tehran University of Medical Sciences.

This cross-sectional study was performed with the participation of 210 nursing and midwifery students of Tehran University of Medical Sciences in autumn 2021. The sampling method in this study was convenient method. In this study, data were collected using demographic information and planed behavioral theory tools. After completing the data collection process, data analysis was performed using SPSS16 software in two sections: descriptive and inferential analysis. A significance level of 0. 05 was considered.

Nursing and midwifery students of Tehran University of Medical Sciences have a high desire to provide care for patients with Covid-19 during their clinical training. The average score of the desire to care for the patients with covid-19 was 57.98±15.08. The constructs of attitude towards behavior, subjective norms and perceived behavioral control respectively had the highest mean score of willingness to care for patients with Covid-19. Among these variables, attitude variable 51%, mental norm 68% and control beliefs explain 55% of the changes in willingness to take care of a patient with covid-19 by students.

Based on the findings of the present study, mental norms play the most important role in the occurrence of students' behavior, so it is necessary to focus more on the mental norms of students in providing services in special and acute conditions such as the Covid-19 pandemic. Beliefs of control and attitude are also among the other factors affecting the desire to care for patients with covid-19 among nursing and midwifery students, which should be considered in order to train these students to provide care to covid-19 patients.

The COVID-19 pandemic has impacted the studies and lifestyles of students around the world. Since nursing students were also affected by this pandemic while working directly in the medical environment during this time, the aim of the present study was to determine the extent of academic procrastination and its relationship to lifestyle in relation to COVID-19 among Ramsar nursing faculty students.

This descriptive-analytical study was conducted on second and senior semester nursing students (N=131) of Ramsar faculty. Data were collected electronically through demographic questionnaires, lifestyle related to COVID-19 and academic procrastination using census method. The data were analyzed using SPSS 21.

The mean academic procrastination was 84.65±12.16. The highest academic procrastination was observed in eighth semester (88.25±9.14) and male students (85.73±8.87). The lowest academic procrastination was observed in second semester students (79.87 ± 14.74). The total score of lifestyle related to covid-19 was 69.54 ± 8.55. Second semester students scored the highest in lifestyle related to covid-19 (73.95 ± 8.74) and eighth semester students (88.25 ± 9.14) scored the lowest in this area. There was a negative and significant relationship between the variables of academic procrastination and lifestyle related to COVID-19(p<0.000).

Students' academic procrastination was significant and students' lifestyle was also affected during the COVID-19 pandemic. It is suggested that Ramsar faculty leaders adopt strategies to reduce academic procrastination and improve students' lifestyle.