Showing 5 results for Kolagari
Dr Shohreh Kolagari, Dr Mansoureh Zagheri Tafreshi , Dr Maryam Rassouli, Dr Amir Kavousi, Sharareh Kolagari,
Volume 12, Issue 1 (4-2015)
Abstract
Background and Objective: Role Strain refers to the felt difficulty in fulfilling expectations, complying with the role obligations and balancing the various dimensions of roles. Role strain is a subjective state of distress experienced. The aim of this study was to explain nursing teachers’ perception of role strain.
Material and Methods: This qualitative study was conducted in 2013, based on conventional content analysis. Using purposeful sampling, 21 nursing teachers were selected from schools of Nursing and Midwifery of the country. The data was collected through Semi-structured, in-depth interviews, and analyzed via content analysis using Granhiem and Landman (2004). The rigor and confirmability of the data were used by Guba and Lincoln criteria.
Results: The data was summarized in sixteen subcategories and five main categories. Nursing teachers’ perception about role strain was placed in following categories: Duty interference, Work Overload, Clinical teaching problems, Educational system problems and Students’ problems.
Conclusion: Given the work-related requirements and role obligations, we recommend that managers and health policy makers be careful about some protective strategies to reduce the role strain.
Hamideh Mancheri , Shohreh Kolagari , Mahnaz Modanloo, Habib Abdollahi, Mohammad Aryaie ,
Volume 15, Issue 1 (2-2018)
Abstract
Background: The effect of new teaching method on study skill of students results in a significant improvement in learning performances. The aim of study was to determine the effect of Team-Based Learning on study habits of nursing students.
Methods: The quasi-experimental study with a before-and-after design was conducted on nursing students of Golestan University of Medical Sciences in 2015. 101 students participated in this study through census sampling considering the inclusion criteria. The data was collected using Palsane and Sharma Study Habits Inventory (PSSHI) before and after intervention. The intervention was 16 sessions (a two-hour session per week) Team-based learning. The data was analyzed in SPSS-20 software using paired t-test.
Results: Finding showed that most of the students were female (60.3%), and single (95%) with mean age of 21.47±1.5 years. When students were stratified into four groups based on the quartiles of the distribution of study habit, the number of students who had poor study habit decrease after intervention (%5.6) and the number of students with excellent study habit increase after intervention (%3.8). In addition, the mean and standard deviation scores of students' study habits of before and after the intervention were 42.53±7.46 and 48.75±8.94, respectively, which was significantly different (P<.005).
Conclusion: The results showed that Team-Based learning improved their study habits, but the majority of students had poor study habits. In order to improve the study habits of students, student-centered learning is recommended
Elyas Hosseinzadeh Younesi, Zahra Sabzi, Mahmoud Khandashpour, Wolfram Windisch, Leila Teymouri Yeganeh, Shohreh Kolagari,
Volume 19, Issue 2 (9-2022)
Abstract
Background: Health-related quality of life (HRQOL) refers to perceived physical, mental, emotional, and social well-being. The purpose of this study is to evaluate HRQOL in patients with chronic respiratory failure (CRF).
Methods: The present mixed methods study is conducted since 2020 by simultaneous implementation of quantitative and qualitative phases. The quantitative phase is cross-sectional research to determine HRQOL in patients with CRF. In this phase, 171 patients will be selected based on the inclusion criteria from the internal medicine, respiratory, and neurology wards of hospitals affiliated with the Golestan University of Medical Sciences (Gorgan, Iran). The stratified sampling method is applied by calculating the bed occupancy rate. To collect data in this phase, the Persian version of the HRQOL questionnaire will be used for patients with CRF. In addition, the questionnaire will be translated and evaluated in terms of psychometric properties. Data obtained from the quantitative phase are analyzed by descriptive statistics using SPSS 16 software. Simultaneously with the quantitative phase, the researcher will achieve an understanding of HRQOL in the patients by using the contractual content analysis method in the qualitative phase. In this phase, the subjects will be selected via Purposeful sampling. Data are collected through semi-structured interviews and sampling will continue until reaching data saturation. Data analysis is done by the Graneheim and Lundman method. In this regard, after extracting and categorizing the codes, subclasses and classes will be formed. Finally, the findings of the quantitative and qualitative phases will be compared and integrated for discussion and interpretation of the data.
Conclusion: Evaluation of HRQOL by implementing combined qualitative and quantitative approaches can provide a complete picture of this concept in patients with CRF. Moreover, the results of such studies can help predict outcomes and the efficacy of therapeutic interventions.
Shohreh Kolagari, Mohammad Najafi, Mahboobeh Brojerdi, Mahnaz Modanloo,
Volume 20, Issue 2 (10-2023)
Abstract
Background: Clinical competency is one of the performance indicators of nurses requiring the use of technical and communication skills, knowledge, clinical reasoning, emotions, and professional values at the bedside. The present study’s aim was to assess the clinical competency of nurses working at intensive care units (ICUs) and explore some of its associated factors in hospitals affiliated with the Golestan University of Medical Sciences.
Methods: This descriptive-analytical study was conducted on ICU nurses working at the hospitals affiliated with the Golestan University of Medical Sciences in the northeast of Iran. A total of 160 eligible nurses were recruited using the simple random sampling method. The data were collected through the Intensive and Critical Care Nursing Competence Scale (ICCN-CS), which evaluates the 4 areas of knowledge, skill, attitudes and values, and work experience via 80 statements. The data were analyzed by SPSS 16 software using the Kruskal-Wallis and Mann-Whitney tests at a significance level of 5%.
Results: Most of the participants (69.2%) attained an excellent clinical competency score, and the overall level of clinical competency was excellent. Also, the highest level of competency belonged to the knowledge area (85.11 ± 82.63), and the lowest level was related to the field of skills (80.40± 17.19). Clinical competency showed a significant association with demographic features, including age (P<0.001), type of contract (P<0.001), work experience (P<0.001), marital status (P<0.001), and average overtime hours (P<0.003).
Conclusion: Evaluation of nurses’ clinical competency can help improve the quality of care. It is suggested that health policymakers focus on upgrading the clinical competency of ICU nurses by improving their clinical skills.
Fatemeh Tahmasbi , Khadijeh Yazdi, Navisa Sadat Seyedghasemi , Shohreh Kolagari ,
Volume 21, Issue 4 (12-2024)
Abstract
Background: The use of information technology improves the competency of nurses at the bedside. This study was conducted to determine the relationship between informatics competency and clinical competency in nurses working in intensive care units.
Methods: In this cross-sectional study, 135 nurses employed in intensive care units affiliated with Golestan University of Medical Sciences, Iran, were included. The inclusion criteria were having at least a bachelor's degree in nursing, a minimum of six months of work experience in the ICU, and current employment in the ICU. The participants were enrolled in 2023 using a stratified sampling method with proportional allocation. Data were collected using demographic information forms, clinical competency questionnaires, and informatics competency questionnaires. Statistical inferential tests included Mann-Whitney, Kruskal-Wallis, multiple linear regression, and generalized multiple linear regression models. The significance level for all statistical tests was set at 0.05.
Results: The mean scores of the nurses' clinical competency and informatics competency were 58.41±8.80 and 45.67±18.88, respectively. There was no statistically significant correlation between these two variables (r = -0.07, p-value = 0.42). When examining the simultaneous effect of explanatory variables, only work experience in the ICU had a significant association with clinical competency (β = 0.3, P = 0.02). Moreover, informatics competency was significantly associated with gender (β = -12.93, P = 0.001) and the duration of using health information systems (β = -6.22, P = 0.008).
Conclusion: There is no significant relationship between informatics competency and clinical competency among ICU nurses. It is suggested that health system policymakers introduce the components of nurses' informatics competence and emphasize their importance in the clinical setting to improve the quality of care. In addition, nurses should be encouraged to enhance their professional skills and acquire competency in new approaches by gaining updated knowledge.
