Showing 7 results for Nursing Students
Masood Moghimi, Sima Mohammad Hossini , Zohreh Karimi, Mohammadali Moghimi, Ebrahim Naimi, Somaya Mohammadi, Maryam Behroozi,
Volume 11, Issue 2 (11-2014)
Abstract
Background and Objective: The ideal value of clinical training in personal and professional development, as well as the clinical nursing skills is undeniable. Hence, we aimed at investigating the obstacles of clinical education and strategies for improving the quality of education in Yasuj University of Medical Sciences.
Material and Methods: This cross-sectional study was conducted on 108 nursing students who had attended at least one term of practical work in Hospital, 2010. The instrument was a questionnaire, including questions related to demographic characteristics and barriers of clinical skills, whose validity and reliability were approved (R = 0.81). The data was analyzed by SPSS 17.
Results: The main obstacles were absence of learning objectives (85.9%), students' failure to maintain discipline (77.8%), lack of adequate training period (66.6%), lack of appropriate communication between students and personnel (62.1%). There was significant difference between male and female students about the importance of training records of instructors. (P <.001). But students' view was not significantly correlated with their demographic characteristics (P >0.05).
Conclusion: There are major obstacles in four areas of clinical education that can be effective in students' practical skills. Thus, it is important for education officials to perform some appropriate interventions to provide a suitable clinical setting having education facilities, clinical environments and modified evaluation instruments.
Hamid Momeni, Ashraf Salehi, Abolfaz Seraji , Dr Akram Sanagoo, Azam Karami, Marzei Mirshekari, Leila Mirshekari,
Volume 12, Issue 1 (4-2015)
Abstract
Background and Objective: The assessment of Patient satisfaction with the care given by nursing students in clinical setting can be helpful in the development of a scientific and practical training. Thus, we aimed to determine patient satisfaction with the care given by students in clinical setting.
Material and Methods: This cross-sectional study was conducted, in 2010, on 1560 inpatients in four hospitals of three provinces (Markazi, Lorestan and Charmahal Bakhtiari) via a questionnaire consisting of two parts of demographic characteristics with 15 questions and patient satisfaction with 30 questions. Given the range of 30-150, the score of more than 90 was considered having satisfaction. The data was analyzed by Mann-Whitney test and Pearson, using SPSS software.
Results: Results showed that 73.2 were satisfied and 26.8 percent were dissatisfied. The satisfaction level was not the same in different health centers in that the satisfaction in lorestan province was higher than that of Chahar Mahal, Bakhtiari province and Markazi province (P=0.001).
Conclusion: The resuls show that the patients are satisfied the care given by nursing students, but 26.8% of the patients are not satisfied with.
Maryam Askaryzadeh Mahani , Laleh Soleimani, Niloofar Zafarnia, Sakineh Miri,
Volume 12, Issue 2 (12-2015)
Abstract
Background and Objective: Self-efficacy, one's belief in his ability to succeed in different situations, can have positive or negative effects on mental health. Students are considered as the community builders, and thus paying attention to their psychological dimensions is a paramount importance to health of community. This study aimed at determining the relationship of self–efficacy and mental health with academic achievement of students in Bam nursing school.
Material and Methods: This descriptive study was conducted on all students with eligibility criteria in 2011. The instruments were General Self–Efficacy Scale (GSES), Symptom Checklist-25 (SCL-25) and Grade Point Average (GPA) for academic achievement. To analyze the data, we used Ttest, ANOVA and Pearson correlation.
Results: The level of self-efficacy was weak in 3.6 %, moderate in 84.8 % and strong in 11.5% of students. Regarding mental health aspects, the highest score was related to psychotism and depression (4.21) and the lowest to Obsessive-compulsive (3.43). The mental health of students with strong self-efficacy was higher than that of others. GPA was not correlated significantly with self-efficacy (p=0.44, r=0.062) and mental health status (p=0.96, r=0.044).
Conclusion: Mental health and academic achievement are not adequate therefore, we recommend planning some educational program based on self-efficacy theory to improve both mental health and academic achievement.
Naser Heidari, Sara Haghighat, Meysam Haji Mohammadi Arani , Fateme Ghorbani, Jamal Ashoori,
Volume 13, Issue 1 (6-2016)
Abstract
Background: Cognitive and metacognitive learning strategies are identified as important solutions for improving academic achievement. This study aimed toevaluate the effect of teaching cognitive and metacognitive learning strategies on academic achievement among nursing students.
Methods: This Study was an experimental with pretest and posttest and follow-updesign. The study population included all nursing students atIslamic Azad University of Pishva during 2013-14. Overall, 40 students were chosen byconvenience sampling technique and randomly divided into two groups (20 subjects in each group) of experimental and control. Students in the experimental group received 10 sessions of 70 minutes long (twice a week) training for cognitive and metacognitive strategies, while the control group received no training. All students completed a teacher-made academic achievement testat the pretest, posttest, and follow-up phases. Data were analyzed usingrepeated measures ANOVA technique.
Results: The mean value of the experimental group (16.67 ± 3.58) was higher than the control group (13.47 ± 2.37) at the posttest phase. Themean value of the experimental group (16.29 ± 3.74) was higher than the control group (12.93 ± 2.84) at the follow-up phase. In addition, there were significant differencesbetween mean valuesat the posttest and follow up phases and mean valueatthe pretest phase. However, there was no significant difference between the mean values of the posttest phase and the follow-up phase.
Conclusion: The results of this study indicate that teaching cognitive and metacognitive learning strategies improves academic achievement in students at posttest and follow-up phases. Thus, academic teachers may teach these useful strategies to the students to improve their academic achievement.
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
John Bright Agyemang, Abigail Kusi-Amponsah Diji, Richard Adongo Afaya, Hanson Boakye, Evans Oduro, Albert Amagyei, Joana Kyei-Dompim,
Volume 17, Issue 2 (4-2020)
Abstract
Background: The knowledge and attitudes of nurses and midwives, as well as nursing and midwifery students on pediatric pain are crucial in the management of hospitalized children’s pain. However, few studies have addressed the preparedness of nursing and midwifery students to manage children’s pain based on their knowledge and attitudes. This study therefore assessed nursing and midwifery students’ knowledge and attitudes pertaining to children’s pain management.
Methods: This descriptive cross-sectional study was conducted on 554 nursing and midwifery students who were in their last year at four nursing and midwifery training institutions in city Ghana in 2018-2019. Data were collected over a three-month period using the Pediatric Nurses’ Knowledge and Attitudes Survey regarding pain (PNKAS). Data analyzed by the SPSS version 25 and presented using descriptive statistics and independent T test and one-way ANOVA.
Results: Participants had an average PNKAS score of 42.1% (range: 21.4% to 81.0%). The nursing and midwifery students in either public (44.1%±7.9%) or private (43.7%±9.6%) university had significantly higher scores than those in a public nursing and midwifery training college (40.3%± 6.9%) (p<.001).
Conclusion: Nursing and midwifery students in the study generally had insufficient knowledge and attitudes toward children’s pain. There is an urgent need to intensify education in this area so as to adequately prepare these students to cater to the pain needs of vulnerable children and their families. Future studies should focus on how student’s theoretical knowledge and attitudes are linked to their pediatric pain assessment and management practices.
Somayeh Mousavi, Hamidreza Haririan, Hadi Hassankhani, Mahdieh Naeri,
Volume 21, Issue 3 (10-2024)
Abstract
Background: In many countries, nurses serve as prescribers in the healthcare system to manage acute and chronic diseases. Nurse prescribing can be affected by specific variables, one of which is the nurses' self-efficacy. This study aimed to determine Iranian postgraduate nursing students’ attitudes and readiness for prescribing and its relationship with their self-efficacy in patient care.
Methods: This correlational study was conducted on 220 postgraduate nursing students of Tabriz Faculty of Nursing and Midwifery, Iran, from Dec 2022 to Mar 2023. The total population sampling method was employed to include all students, and data were collected using a three-part questionnaire: demographics, nurse prescribing (attitude, and readiness), and self-efficacy questionnaire. The collected data were analyzed using SPSS-26 software. Descriptive statistics were used to analyze demographics. ANOVA and t-tests were employed to compare mean scores, while the Pearson correlation coefficient measured the linear correlation between data sets. The significance level for all tests was determined to be p <0.05.
Results: Postgraduate nursing students displayed a positive attitude (39.49±6.04) and strong readiness (40.49±5.33) for prescribing. They also had a strong sense of self-efficacy (166.57±17.05) in patient care. However, participants received the lowest mean score in their knowledge of pharmacology and the decisiveness dimension of self-efficacy. There was a significant positive correlation between the attitudes (r=0.286, p <0.0001) and readiness (r=0.55, p <0.0001) of participants for prescribing and their self-efficacy. PhD students (p=0.01) and those with more clinical work experience (p=0.02) had a positive attitude towards NP. Male students (p=0.02), PhD students (p=0.03), those with clinical work experience (p=0.04), and those who had prescribed medicine for patients or their families (p=0.006), were also more prepared for NP. PhD students (p=0.001), students with more clinical work experience (p=0.04), and those who had a greater interest in nursing (p=0.005) achieved higher mean self-efficacy scores.
Conclusion: Given postgraduate nursing students' positive attitudes toward prescribing, readiness to assume this responsibility, and high self-efficacy for patient care, it is possible to prepare them for this new role by improving their pharmacological knowledge and strengthening their decisiveness skills, especially doctoral nursing students.
