Parvaneh Khorasani , Azam Tangestani , Maryam Maroufi,
Volume 19, Issue 1 (1-2022)
Abstract
Background: One of the main responsibilities of the parents is training toddlers how to control urination. Developmentally Appropriate Practice (DAP) is a useful method of toilet training for children. Video modeling is an important tool for teaching new motor skills to both children and adults. The purpose of this study was to determine the effect of Toddlers’ Daily Toilet Training (TDTT) based on DAP on duration of toilet training in toddlers.
Methods: This quasi-experimental field trial was conducted in healthcare centers of Isfahan, Iran, in 2018-2019. Overall, 130 pair of mothers and their 18-24 months old infants were recruited using multi-stage sampling. The subjects were then divided into a control (n=75) and an intervention (n=55) group by random assignment. At the beginning of the DAP-based approach, the subjects were assessed every 2-4 weeks in terms of readiness for toilet training by using the Child and Mother Readiness Assessment Checklist. After achieving 80% score in the checklist, the mothers in the intervention group participated in TDTT program, while the control group received no intervention. For both groups, another checklist was completed every two weeks to determine toilet training duration and time to achieve urination control. Data analysis was carried out in SPSS18 software using the independent t-tests, Chi-square test, and Mann-Whitney test at significance level of 0.05.
Results: The mean duration of daily urination control in the control group (43.6±22.58 days) was significantly longer than in the TDTT group (28.71±12.12 days) (P=0.02). The age of readiness in both group ranged from 21 to 27 months. The duration of urination control was significantly associated with the mother's level of education (P=0.04) but inversely related to the age of achieving readiness (P=0.03) and the mother's employment status (P=0.05).
Conclusion: Based on the results, the TDTT program using video modeling and the DAP approach is effective in shortening the duration of toilet training in toddlers.
Tannaz Baradarani, Fariborz Roshangar, Faranak Jabbarzadeh Tabrizi , Parvin Sarbakhsh, Kobra Parvan,
Volume 21, Issue 2 (6-2024)
Abstract
Background: Diagnostic thinking and clinical competence are the two main domains of efficient nursing care. This study assessed the association between diagnostic thinking and clinical competence among emergency nurses.
Methods: The present correlation study was conducted in 2020 on 113 nurses working in emergency departments in a northwestern province of Iran over two consecutive years. A stratified random sampling method was used for recruiting nurses. Data was gathered via a demographic questionnaire, the Diagnostic Thinking Inventory, and the Nurse Competence Scale and analyzed using the SPSS 18 software. Pearson's correlation assessed the association between the nurses' diagnostic thinking and clinical competence at a significance level of 0.05.
Results: According to the findings, the nurses’ diagnostic thinking abilities were poor (154.15 ±15.73, range of 150-155), while their clinical competence was good (61.62±18.97, range of 51-75). Significant correlations emerged between thinking flexibility, work role (r=0.22, p=0.017), and memory structure. In addition, thinking flexibility was significantly associated with work role (r=0.22, P=0.017), and memory structure was correlated with teaching-coaching function (r=0.22, P=0.015), diagnostic functions (r=0.25, P=0.006), management of situations (r=0.45, P=0.0001), therapeutic interventions (r=0.42, P=0.0001), regimens (r=0.18, P=0.056), and work role (r=0.4, P=0.0001).
Conclusion: Amplifying thinking procedures and using diagnostic thinking patterns enhance emergency nurses' practice, performance, and clinical competence and promote nursing care. Lecturers and planners must employ modern educational methods to increase nurses' thinking skills and clinical competence.
Narjes Deyhoul , Fatemeh Pashaei Sabet, Parvaneh Vasli ,
Volume 23, Issue 1 (5-2026)
Abstract
Background: Concept analysis is an essential process in the development of nursing science. This review aims to provide a comprehensive overview of the approaches used to conduct concept analysis in nursing.
Methods: This study was conducted as a scoping review. Google Scholar and international databases, including PubMed, Scopus, ScienceDirect, and CINAHL, as well as Iranian databases such as the Scientific Information Database (SID) and Magiran, were searched using the keywords "nursing concept analysis methods," "concept analysis methods," "nursing concept analysis approaches," and "concept analysis approaches," along with their Persian equivalents, combined with the Boolean operators AND and OR. The search was conducted without time restrictions and included studies published up to May 29, 2025.
Results: A variety of methods for concept analysis in nursing were identified, ranging from classical approaches, such as those proposed by Wilson, Walker and Avant, and Rogers, to more recent methods, including pragmatic utility, semantic, simultaneous, and systematic concept analysis. The specific applications and limitations of each method depend on the research objectives and the context in which it is applied.
Conclusion: This review contributes to nursing theory by clarifying and comparing concept analysis methods, thereby strengthening conceptual foundations and supporting nursing research through informed methodological decision-making. It also has implications for nursing practice and policy by promoting the clearer application of key concepts in clinical and educational settings.
