Showing 3 results for Malekzadeh
Vida Azarkish, Mohammad Saeed Mirzaee, Mohammad Malekzadeh, Asadolah Mosavi, Mr Mohammad Latif Rastian,
Volume 20, Issue 1 (4-2023)
Abstract
Background: Adhering to nursing professional ethics codes and being familiar with these codes enables nurses to make sound ethical decisions in challenging circumstances. Recognizing the significance of awareness regarding professional ethics codes and their continuous growth, this study was conducted to determine and compare the influence of classroom-based and short message service (SMS) training on the ethical sensitivity of nursing students.
Methods: This study employed a quasi-experimental design and was conducted in 1401 at Yasuj University of Medical Sciences in Iran. The participants included 120 nursing students who were selected using convenience sampling based on criteria such as enrollment in the bachelor's nursing program, ability to communicate effectively, willingness to participate in the study, and scoring 50 or lower on the ethical sensitivity questionnaire. The samples were randomly assigned to three groups: intervention 1, intervention 2, and control. After obtaining the necessary ethical approvals, data were collected using the Lützen Ethical Sensitivity Questionnaire. Data were collected immediately before and one month after the completion of interventions. The intervention group received a blended teaching approach, which included concept mapping, small group discussions, and role-playing sessions conducted twice a week for one month. Data analysis was performed using descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistical methods (paired t-test, chi-square test, and ANOVA) using SPSS software version 21.
Results: There was a significant difference in the mean age of students among the three groups, flipped classroom, short message service, and control (p = 0.047). However, no significant difference was observed in terms of gender distribution among the three groups (p = 0.291). Prior to the intervention, there was no statistically significant difference in the overall mean score of ethical sensitivity among the three groups (p < 0.05). However, after the intervention, a significant difference was observed (p < 0.05). Post-hoc comparisons revealed a significant difference in the ethical sensitivity scores of students among the flipped classroom, short message service, and control groups (p = 0.001).
Conclusion: Based on the effectiveness of both the flipped classroom and short message service methods in enhancing the ethical sensitivity of nursing students, it is recommended to incorporate these educational approaches into the nursing curriculum for planning and implementation.
Mohammadsajjad Mousavi, Malihe Rezaei, Mohammad Malekzadeh, Mohammadlatif Rastian, Abolfazl Dehbanizadeh,
Volume 20, Issue 2 (10-2023)
Abstract
Background: Nursing notes are among the most critical tasks for nurses, and not performing it in a correct manner will lead nurses to face numerous issues and problems. Nursing notes can be written in a variety of ways. One approach is the nursing process-based SOAPIE (Subjective, Objective, Assessment, Plan, Intervention, Evaluation) method. Thus, the present research was conducted to determine of the SOAPIE Nursing note Method on the quality of Nursing Documentation.
Methods: The present semi-experimental study was conducted in 2021 at Yasuj hospitals, in Iran. The samples consisted of 120 nurses selected through the convenience sampling method based on the inclusion criteria. The samples were assigned to two intervention and control groups through a random allocation method. Nursing notes using the SOAPIE method was implemented for 3 weeks in the intervention group after obtaining informed consent. The data were collected using the checklist of nursing documentation principles, which involved two sections of demographic information and nursing documentation-related items before the intervention and one month after the intervention. The mean score of each of the eleven principles was determined from the total score of 100. Three levels were considered in the tool’s scoring: Poor (0-33), moderate (34-66), and favorable (67-100). The descriptive and inferential statistics methods (the chi-square test, independent t-test, and paired t-test) and SPSS software version 21 were used for data analysis.
Results: The total score of quality of nursing documentation had no statistically significant difference in the intervention and control groups before the intervention (P<0.05). However, one month after the intervention, the total score of the quality of nursing documentation showed a statistically significant difference between the intervention and control groups (P=0.001). Before the intervention, the mean total scores of the quality of nursing documentation were 46.66±14.45 and 48.22±12.45 between the two intervention and control groups, respectively, and one month after the intervention, they were 91.53±5.98 and 48.52±12.61, respectively.
Conclusion: According to the results of this study, nursing notes using the SOAPIE method lead to promoting the quality of nursing documentation. Nursing documentation based on the high quality of nursing notes should always be taken into account. It is suggested that the findings of this study be employed for educational and research planning in nursing.
Mohammad Sajjad Mousavi , Fatemeh Keshavarz , Zeinab Mirzaei , Zahra Yosefpour , Mohammad Malekzadeh , Mohammad Latif Rastian ,
Volume 22, Issue 3 (9-2025)
Abstract
Background: Nurses, as one of the key pillars of the healthcare system, constantly face complex ethical challenges that can impact the quality of care provided and their mental well-being. Enhancing critical thinking skills in this group may help them analyze ethical issues more effectively and make better decisions, ultimately reducing moral distress. Therefore, this study aimed to determine the relationship between critical thinking and moral distress in nurses.
Methods: This cross-sectional study involved the selection of 342 nurses from educational hospitals affiliated with Yasuj University of Medical Sciences in Iran in 2024, utilizing a systematic probability sampling method. Participants were required to have a minimum of one year of clinical experience and to be currently employed in hospital departments, ensuring a relevant background for the study. Data collection was conducted using the California Critical Thinking Skills Test – Form B and the modified 18-item Hamric Moral Distress Scale. The findings were analyzed employing both descriptive and inferential statistical tests, including the Kolmogorov–Smirnov test for normality, Pearson correlation, and multiple linear regression, which were used to examine relationships between variables utilizing SPSS version 27.
Results: The mean age of participants was 43.33 ± 10.7 years; 221 individuals (64.40%) were female, and 127 persons (37.10%) had 1 to 5 years of work experience. Nurses had an average critical thinking score of 21.25 ± 8.64 and a moral distress score of 116.08 ± 50.82. A significant negative correlation was found between critical thinking and moral distress scores (r = -0.66, p = 0.001). A multiple regression model significantly predicted moral distress, explaining 63% of its variance (R² = 0.628, F = 29.787, p = 0.001). Six predictors were significant. Overall critical thinking was the strongest negative predictor (β = -0.396, p = 0.001, 90% CI [-2.65, -1.69]). The analysis, inference, and induction components were also significant negative predictors. In contrast, the deduction component (β = 0.197, p = 0.029, 90% CI [0.24, 4.39]) and place of residence (β = 0.072, p = 0.037, 90% CI [1.01, 32.60]) were positive predictors of moral distress.
Conclusion: The findings suggest that as critical thinking skills improve, moral distress tends to decrease among nurses. Therefore, it is recommended to implement educational programs aimed at enhancing critical thinking skills in nursing practice, which could potentially alleviate feelings of moral distress.
