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.
Mahdieh Motie , Masoud Fallahi-Khoshknab, Farahnaz Mohammadi Shahbolaghi , Mohammad Saeed Khanjani , Marcus Stueck , Hamidreza Khankeh ,
Volume 22, Issue 2 (6-2025)
Abstract
Background: Secondary traumatic stress (STS) is a psychological phenomenon that refers to the negative and traumatic emotional experiences that individuals endure as a result of exposure to the pain and suffering of others, particularly in caring professions such as emergency nursing. STS not only affects the mental health of nurses but can also have a significant impact on the healthcare system. We will conduct this study to explore the phenomenon of STS in depth and compile a policy brief.
Methods: This study employs a multi-methods approach, integrating a grounded theory study, a systematic scoping review, and the Delphi method, culminating in the development of a policy brief. Grounded theory, recommended by Corbin and Strauss (2014), will be used to explore the process of STS among emergency nurses through individual interviews and observations. Participants will be selected using purposive and theoretical sampling until data saturation is achieved. Data collection will focus on emergency nurses' experiences and emotional responses, with analysis proceeding through five stages: open coding, concept development, contextual analysis, process analysis, and category integration. The second phase is a systematic scoping review exploring challenges in managing STS among emergency nurses. This review will synthesize national and international experiences, based on Arksey and O’Malley’s five-step framework and the PRISMA model to systematically collect and integrate findings. The results from the grounded theory, including identified concepts, facilitators, and barriers, will be integrated with the scoping review findings using the classical Delphi method. A panel of expert nurses and scholars will engage in iterative Delphi sessions to refine perspectives on STS in emergency nursing. Finally, a policy brief will be developed, synthesizing key findings and providing evidence-based recommendations for policymakers.
Conclusion: This study protocol offers a comprehensive guide for conducting a multi-methods study, outlining the research process step-by-step to aid researchers using similar methodologies. It addresses common language-related challenges, suggests solutions, and helps deeply explore the phenomenon of STS and compile a policy brief. The protocol emphasizes maintaining high research integrity through specific criteria and provides a detailed discussion of ethical considerations and research methodology. The authors advocate for publishing multi-methods protocols before implementation to improve research integrity, foster ethical and integrated practices, and support novice researchers.
