مجله آموزش پرستاری
سال دوازدهم شماره 1 (پیاپی 57، فروردین و اردیبهشت 1402)

This study was conducted with the aim of comparing the educational program of the Master of Pediatric Nursing and providing practical suggestions to improve the quality of the educational program.

This descriptive (comparative) study was performed in 2021. After searching the Internet for Master of Nursing programs at world-renowned universities, Johns Hopkins University in the United States, Canada, Pennsylvania and King in the United Kingdom were selected due to the relative similarity of the field and educational programs in terms of philosophy, perspective, mission, value. The length of the course, job position and duties, tendencies, courses were presented and the way of student admission was analyzed (by Beredy model) and their strengths and weaknesses were evaluated.

The Iranian Master of Pediatric Nursing program has a philosophy, vision, mission, values, duration of the course, position and job duties, trends, courses offered, admission in Iran is different from selected countries. The same philosophy for all majors in pediatric nursing, the opportunity to study part-time, the duration of the course is more than 3 years, not selecting people based on the national exam, conducting interviews for admission, obtaining letters of recommendation, providing courses in addition Courses in the Iranian Master of Pediatric Nursing, are among the findings that differ from the Iranian Master of Nursing curriculum . The findings of this study are described in detail.

Comparison of Iran's master's degree education system with 4 selected universities showed that steps should be taken to upgrade the Iranian children's master's degree education system by using the programs of the world's top universities and its localization.

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.

Caring for a stroke patient imposes a high level of care on family caregivers and affects their lives that require specific attention. The aim of this study was to determine the effect of the follow-up care model on the care pressure of family caregivers of stroke patients.

This is a quasi-experimental study. The study population was family caregivers of stroke patients. 60 family caregivers were selected based on inclusion criteria and were divided into two groups of intervention and control using a random number table. In the intervention group, the follow-up was implemented for one month based on care model. The control group received routine training during discharge. Data collection tools were demographic questionnaire and Zarit care pressure. The samples answered the questionnaires one day before discharge and one week after the intervention. Data were analyzed by descriptive statistics (mean, standard deviation, rate, percentage) and inferential tests (independent and paired t-test, chi-square, Mann-Whitney) by spss-18 software.

The mean score of caring stress before the intervention was not significantly different between the two groups (P <0.67). After the intervention, the mean score of care pressure in the intervention group was significantly lower than the control (P˂0.001). The mean score of care pressure before and after the intervention in the intervention group was significantly different (P˂0.01).

Follow-up care reduces the care pressure on family caregivers of stroke patients. It is recommended to be used to reduce the stress of care and the problems caused by it in the care of stroke patients.

Paying attention to efficient policies in the field of nursing education and checking their quality will lead to the institutionalization of an efficient educational system in the field of nursing. For this purpose, a comparative study was conducted in this field with other countries in order to find out the existing strengths and gaps. This study was conducted with the aim of comparative comparison of nursing education policies in Iran, Canada, America, and Nepal.

The present article was carried out with a descriptive-analytical and comparative method in 2022. Searching texts without  a time limit with Farsi and English keywords: "Comparative comparison", "policy making", and "nursing education" in sites and databases related to nursing education policy.Google and Google Scholar search engines were used. 25 studies in Farsi or English were included in the study with full access to the text of the article. To make a comparative comparison, Bereday's Brady model was used in 4 stages description, interpretation, contiguity, and comparison.

The comparison of the policies of four countries showed that policymaking in Canada on nursing education was responsive according to the needs of the society and in the United States educational policies were based on law and activities. In Nepal, despite the evolution of educational policies, there are still deficiencies in this field. In Iran, the transformation and innovation program in medical science education has been developed with an eye on the future.

Based on the results, in order to promote and improve policymaking in the field of nursing education, the development of human resources and the support of the clinical, teaching, and student staff, as well as their participation in the formulation of policies, will increase its effectiveness and implementation capability. Periodic review and identification of required policies based on the needs of society and transfer of knowledge to the hospital by establishing a strong relationship between the nursing schools and hospitals will help the professionalization of the nursing force.

Improving the quality and dynamism of higher education programs in the field of nursing, which is parallel practice and knowledge, requires continuous quantitative and qualitative surveys and comparative studies to improve the translation of knowledge in that field. Therefore, this study was carried out with the aim of a comparative study of the educational system of master's degrees in Psychiatric Nursing in Iran and Vanderbilt University in America.

The present study is a comparative descriptive study that was performed using Bereday's four-step model including description, interpretation, proximity, and comparison. The details provided from the Iranian master of degree in Psychiatric Nursing curricula are taken from the website of the Ministry in Iran and the University of Vanderbilt.

Comparing the characteristics and structure of the master's degree in Psychiatric Nursing, both environments have similarities and differences. Education in Iran's Psychiatric Nursing master's degree is full-time, c entirely face-to-face, and often free of charge, and the student's acceptance is done only through a national exam, In contrast, in the American university, education is both full-time and half-time with the use of advanced technologies. Distance education and training are provided and student recruitment is done independently by the university itself and there is no emphasis on the thesis.

The new curriculum of Iran's Psychiatric Nursing Program has been modified towards a more social perspective, but in practice, the provision of social and public services by Psychiatric Nurses due to the limited scope of responsibilities and also the lack of definition of these services is more limited than that of Vanderbilt University in America, and there is a need to improve its content.

Physical and psychological health in patients with type 2 diabetes is related to basic psychological needs. This study was conducted to compare the effectiveness of dialectical behavior therapy and training based on metacognition on the basic psychological needs of patients with type 2 diabetes.

The present study is quasi-experimental with pre-test, post-test, and follow-up group design. The statistical population of this research included patients with type 2 diabetes referred to Shahada Neiriz Hospital in Fars province in 2021. A total of 60 patients with type 2 diabetes were selected purposefully and randomly assigned to two experimental groups and one control group (20 people in each group). Data collection was done using a demographic questionnaire and the Basic Psychological Needs Scale. After the pre-test, experimental groups 1 and 2 underwent 12 sessions of 75 minutes (2 sessions per week) of dialectical behavior therapy and metacognition-based therapy separately. The tools were completed by 3 groups in 3 times: pre-test, post-test and follow-up. Data analysis was analyzed in SPSS software version 23 (P<0.05).

There are no significant differences between the groups in terms of age, gender, education, occupation and marital status (P>0.05). Dialectical behavior therapy and training based on metacognition both increased basic psychological needs (P<0.001) in patients with type 2 diabetes.
 

Dialectical behavior therapy and training based on metacognition both increased basic psychological needs and competence, autonomy, and relationship subscales. It is suggested that these exercises should be used with the priority of dialectical behavior therapy for the rehabilitation of patients with type 2 diabetes.

Nurses have a critical role in the palliative care team. Therefore, evaluating nurses' need for palliative in-service education is very important. This study aims to translate and initial psychometrics the tool for determining the educational needs of in-service nurses in palliative care.

This is a cross-sectional study. A 6-item Chinese Questionnaire with 40 questions was used for measuring nurses' need for palliative care in-serviceeducation. In order to prepare the Persian version of the questionnaire, the standard method of the translation model is used. The study was performed on 120 nurses of in Ayatollah Khansari Hospital in Arak in 1400. Descriptive and analytic statistics are used to describe the basic features of the data in this study, including Cronbach's alpha, Pearson correlation coefficient, point-biserial, and Polyserial correlations coefficient, content validity, face validity, internal consistency, stability, standard error of measurement, agreement parameter and responsiveness of the instrument.

In this study, CVR was 0.87 and CVI was obtained for each item, and S-CVI / Ave was more than 90% in terms of correlation and resolution. Cronbach's alpha for the final questionnaire with 40 items was estimated to be 0.93 and ICC for the whole instrument was estimated to be 0.95 which indicated the reliability of the questionnaire. Also, the area below the characteristic performance curve indicated the responsiveness of the instrument. The measurement error results t showed that the most enduring factor is the factor of cultural and spiritual considerations and then the factor of the concept of palliative care. The highest educational needs among nurses were symptom control and pain relief and low-ranked items were related to cultural and spiritual considerations.

The Persian version of the nurses' need for palliative care in service education questionnaire shows a good validity and reliability

Holistic nursing is a care process based on mutual interactions that lead to consciousness, empowerment, and well-being of the client, and also plays an important role in improving the performance and skills of nurses, promoting their professional status and independence and self-confidence. The aim of this study was to describe holistic nursing based on Dossey's Theory of Integral Nursing. 

 This is a narrative review study that was done in 2021 by searching databases such as PubMed/Medline, Scopus, Google Scholar, AND SID and using key terms /words of “integral nursing”, “integral theory”, “holistic nursing”, “nursing theory”, “Theory of integral nursing” in date interval January 2007  to 2021 October 2021. A total of 3 articles and 3 books were selected for review, after reviewing the retrieved literature and removing duplicated and unrelated items.

This grand theory is based on the philosophy and legacy of Florence Nightingale and the principles of the Holistic approach. Its building blocks are healing, the meta-paradigm of nursing, patterns of knowing, and the four quadrants that adapted from Wilber's integral theory consist of the individual interior (personal /intentional), the individual exterior (physiology /behavioral), the collective interior (shared / cultural), the collective exterior (systems /structures). 

The theory of integral nursing guides the science and art of nursing for integral practice, education, research, and health-care policy. Also, it provides individualized care for clients, expands the professional roles of nurses to a global level, and improves inter-professional relationships. Acquainting nurses with this new approach to holistic care and developing nursing education programs based on it can improve the quality of patient care;The development of professional independence, the promotion of inter-professional cooperation and ultimately the expansion of global health.