مجله آموزش پرستاری
سال هشتم شماره 2 (پیاپی 34، خرداد و تیر 1398)

Infusion of nitroglycerin often causes side effects including headache in patients. Therefore, various methods are used for patients’ relief of headache. Foot reflexology can reduce patients’ pain and suffering. The aim of this study was to examine the effect of foot reflexology on the severity of headache caused by the infusion of nitroglycerin. In this randomized triple-blind clinical trial, 60 cardiac female patients undergoing nitroglycerine infusion after sampling by convenience method, randomly selected and assigned by random allocation method to 30 patients either the control or intervention groups were divided into intervention and control groups. In the intervention group, foot reflexology was performed in both legs for 10 minutes (5 minutes for each leg) according to the Ingham method. Only a superficial touch was provided to the patients in the placebo group. At intervals of 15 minutes after the first intervention, the second intervention was repeated for 10 minutes (5 minutes for each foot). Pain was recorded 3 times as before the intervention and after each intervention by nurses who were unaware about the allocation of samples into the groups. Data was collected using the demographic information and pain scale. Descriptive and inferential statistics were used for data analysis using SPSS v.21 software. No statistically significant differences in the severity of pain before the intervention were found between the groups (P<0.88), but a statistically significant difference between the two groups after the intervention were found (P<0.001), as foot reflexology had a medium effect was found on headache. Foot reflexology for reduction of headache in patients receiving nitroglycerin infusion was feasible and associated with improvement or modification of patients' pain.

To achieve successful nursing education system, solving health problems and promoting health, each country is committed to improving nursing education system. The comparison of different educational systems leads to content promotion and educational program. The purpose of this study was to compare the nursing undergraduate education program in Iran and university of Widener of USA. This descriptive-comparative study was carried out in 2019, the required data were collected to receive the latest syllabus for undergraduate nursing from the website of the Ministry of Health and Medical Education, university of Widener of USA and various related articles on the internet using the keywords of nursing curriculum, nursing undergraduate, nursing education, Iran, Widener. The analysis was carried out using Bereday’s four-stage model: description, interpretation, juxtaposition and comparison. According to the Beredy pattern, at the stage of description, undergraduate nursing curriculum was received through site from two universities and its elements were taken into consideration. At the interpretation stage, these elements were studied separately in two universities by the researchers. At the juxtaposition stage, the information was put together to create a comparative framework that each element with details in the tables, can be viewed separately and Pairwise. In the fourth stage, a main review and comparison of the similarities and differences between each element in the two universities and the answers to the research questions were carried out based on the available articles. The results of the comparison of the fourth stage showed that Iran seems weaker than Widener to be in the training of skills such as clinical reasoning, critical thinking, evidence-based performance, management and leadership, high amount of clinical hours, lack of elderly Science education, paying attention to the lesson of the research method, introducing prerequisite courses, strengthening the knowledge of pharmacology. But having a clinical course in the fieldwork, starting an earlier clinical course with simpler concepts, presence of basic nursing skills lesson, special nursing, and crisis nursing and incident are a strong point for Iran. The use of the strengths and educational experiences of the university of Widener of USA and the emphasis on strengths in Iran will improve and promotion the quality of nursing education in Iran. Meanwhile, special attention is paid to the training and strengthening of essential nursing skills such as clinical reasoning, critical thinking and evidence-based practice, as well as reviewing the theoretical and clinical course and hours by educational planners.

Affective-collective investment is one of the variables that can positively affect the health and productivity of nurses. The aim of this study was to determine the effectiveness of affective capital enhancement training on affective-collective investment among nurses. The research method was semi-experimental, and research design was two groups with two stages include pre-test and post-test. Among 120 nurses at a government hospital in Isfahan in the winter of 2019, 30 nurses were selected based on criteria of entry and exit and then randomly assigned in an experimental group (15 nurses) and a control group (15 nurses). Golparvar (2018) affective collective investment questionnaire was used to measure the dependent variable in the pretest and post-test. The affective capital enhancement training received treatment in 10 sessions and the control group did not receive any treatment. The data were analyzed by multivariate analysis of variances. The results of multivariate analysis of covariance showed that, there is a significant difference between affective capital enhancement training and control group in affective collective investment in positive affect, affective collective investment in feeling of energy and affective collective investment in happiness (P < 0.01). In sum, the findings of this study showed that training on the promotion of affective capital at the individual level is one of the courses that can raise affective-collective investment in nurses and thus increase their level of potency and power.

Prenatal care is a good opportunity for providers to support pregnant women in providing maternal, fetal and family health. To achieve this, prenatal care providers should have adequate and comprehensive capabilities. The purpose of this study is to review studies which have assessed the professional needs of prenatal care providers in Iran. In this narrative review conducted, using the keywords related to professional needs of prenatal care providers, Iranian published studies in Persian and English journals were searched in scientific databases of Science Direct, PubMed, Scopus, Web of Science, Google Scholar, IranMedex, SID and Magiran from 1997 to 2017. The articles which were not consistent with the purpose of study and were case report or letter to editor articles were excluded. Out of 437 searched articles, 16 were selected which related to the professional needs of pregnancy care providers. In this research, 16 interventional and descriptive were reviewed. The result of the articles showed professional needs of prenatal care providers are presented in the knowledge and practice, communication skills, professional rules and regulations and religious orders domains. Prenatal care providers had needs related to knowledge and practice, communication skills, professional rules and regulations and religious orders. In order to meet these needs and provide more effective care, appropriate educational planning and proper implementation are recommended.

Clinical education is the essential part of medical sciences which is necessary to raise competent professionals. Nursing students are confronted with a lot of stressors specialy in their clinical education. These stressors can interfere with improving competency and self-efficacy in nursing students. So we decided to investigate the relationship between clinical education stressors and clinical self-efficacy in nursing students. This is a correlational study which is done in 2015 on all nursing students in their last year of education (4th year: 7th and 8th terms). Samples were all nursing students (n=88) in Arak University of Medical Sciences which were selected by cencus sampling. Data was gathere using a questionnare consisted of three parts: Demographic information, jack and kleehammer clinical education stress test, and self-efficacy questionnare. Data was analysed bu SPSS 21 and descriptive, and correlational statistics. Self-efficacy score of nursing students was 152.8±21.19 which is in a high level. The highest score was in performing care program domain (11.5±84.9) and the lower score was in evaluation of care program domain (16.5±80.11). Nursing students` clinical education stress score was 12.13±54.46 in which “the first clinical experience” was the most important stressor. There was no significant correlation between students` clinical education stress and self-efficacy (P<0.05). Although there was a significant correlation between clinical education stress and self-efficacy, and students` sex and grades. Results showed that there was no significant difference between clinical education stress and self-efficacy, but regarding the importance of clinical eduction for nursing students, reducing clinical environment stress and improving students` self-efficacy is of espacial importance.

Exclusive breastfeeding (EBF) is infant’s breast milk consumption without supplementation of any kind of food or drink. Nowadays, EBF has been considered as a key strategy for ensuring the growth and survival of the child. This study aims to investigate the factors affecting exclusive breastfeeding in primiparous women referring to Tehran health centers. In this analytical study, the sample consists of primiparous women in reproductive age who referred to Tehran health centers in 2015-2016 having a child aged 2-5 years. Health literacy was measured by Health Literacy for Iranian Adults (HELIA) questionnaire which measures health literacy with 25 items graded on a 5-point scale. The data were analyzed by binary Bayesian regression model and using OpenBUGS software. EBF was reported 50.5%. The variables of maternal age (OR=0.87, CI: (0.80, 0.97)) and health literacy score (OR=1.11, CI: (1.16, 2.01)) had significant relationship with EBF. The method of delivery had no significant effect. Results showed that health literacy score played an important role in exclusive breastfeeding besides maternal age. Therefore, considering the importance of the effect of health literacy on breastfeeding, it is suggested that mothers have the ability to obtain a high score of health literacy before pregnancy time.

According to the nature of the nursing profession, the education process is based on two parts of theory and practice. To educate nurses who can provide proper care by health standards, attention to both sectors is essential. However, the gap between the theories of practice is one of the challenges posed in nursing education. So that the approaches of studies in the field of nursing education are also focused on the pathology of this challenge and provide a suitable strategy. This study aimed to provide a solution to close the gap between theory and practice in nursing education. This integrative review uses the key words of nursing education, theory, and practice, a wide search of resources at the WOS, Pub med, Science Direct, Scopus, Iranmadex, Magiran, SID and Google scholar from 2003 to 2018, in English and Persian. Ultimately, 7 articles were included. Data were analyzed based on whitehorse and Knafl (2005) strategy. Based on the results of the studies, reviewing of curriculum, Motivation, cultural competence, appropriate communication between instructors and students, increasing the critical thinking skills of faculty members and students, enhancing the clinical skills of faculty members and using various educational methods, among the effective factors in reducing the gap between theory and practice in nursing education. According to the results of the study, reviewing of curriculum, increasing the critical thinking skills of students and faculty members, enhancing the clinical skills of faculty members and using various education methods in nursing recommended.

The high prevalence of ventilator- associated pneumonia among hospital infections requires attention to standard preventive measures in the long run so that the contribution of the standardized and standardized programs to the reduction of the prevalence of this infection is carefully investigated. Therefore, the present study aims to determine the effect of implementation of standard airway care on the incidence of ventilator- associated pneumonia in patients admitted to the intensive care unit. This clinical trial study was performed in Imam Reza Hospital in Tabriz for a period of six months during 1397 with the participation of 70 patients randomly divided into two groups of 35. Patients in the intervention group received airway care standards that were received by trained nurses based on the Pulmonary Infection Control checklist, which had acceptable and reliable validity, and patients in the control group received routine measures. The data were checked five times for each person and analyzed by SPSS version 21 and analyzed by independent t-test and Chi-square tests (measured at a single turn). The significance level for all tests was less than 0<0.05. There was no significant difference in the socio-clinical characteristics of the patients in the intervention and control groups (P>0.05). However, the results indicated that the mean and standard deviation of pulmonary infection in the intervention group (The third day 2.29±0.65, the fourth day 2.31±0.89 and the fifth day. 2.59±0.91) compared with the control group (The third day 6.03±1.3, the fourth day 7.15±1and the fifth day 8.06±1.25).This means that the comparison of the results between the two groups is statistically significant (P=0.001) and decreases the prevalence of pneumonia. The implementation of nursing airway care standards reduces the incidence of ventilator- associated pneumonia in patients admitted to the intensive care unit.