Soheila Nooriani, Sonia Oveisi, Ahad Alizadeh, Forouzan Olfati,
Volume 19, Issue 2 (9-2022)
Abstract
Background: Improving patient safety is a common international priority because errors and other forms of unnecessary damage to the process of patient care and treatment are global problems. Training programs such as web-based programs enhance the patient safety culture in staff. This study was carried out to evaluate the impact of virtual collaborative learning with mobile devices on patient safety culture among the staff of a maternity center.
Methods: This study was conducted on staff working in Kowsar Hospital of Qazvin in 2019 with a pretest-posttest design. Sixty-three eligible participants were recruited using convenience sampling. The educational contents were shared on a website. Data were collected online using the hospital Survey on Patient Safety Culture questionnaire. Educational intervention sessions were held once a week, for 8 weeks. The paired t-test and chi-square test were used for statistical analysis. The significance level was set at 0.05.
Results: The mean score of safety culture increased significantly from 141.19±16 to 147.93±14.05 after the intervention (P<0.001). Error reporting at the center also increased significantly after the intervention (P<0.001).
Conclusion: This research showed that the collaborative method using mobile learning can be effective for the promotion of patient safety culture among the maternity center staff.
Tayebe Ziaei, Shiva Karimi, Mahin Tatari,
Volume 19, Issue 2 (9-2022)
Abstract
Background: Sexual self-concept is an individual's perception of his/her sexual feelings and actions, which can be affected by chronic diseases, including diabetes. As a biological and psychological crisis, diabetes can cause mood changes. The present study was conducted to determine the effects of virtual emotion regulation training on the positive and negative sexual self-concept of diabetic married women.
Methods: An interventional study was conducted on women with type 2 diabetes covered by the comprehensive health service centers of Gorgan (Iran) in 2019. Overall, 36 eligible diabetic women were enrolled via available sampling. The subjects were assigned to an intervention group (n=19) and a control group (n=17) through four-block allocation and random selection without placement. Virtual emotion regulation training was held during 4 sessions, once a week, for the intervention group. Both groups completed the Persian version of Beck’s Depression Inventory and Snell’s Multidimensional Sexual Self-Concept Questionnaire at baseline, immediately after the last virtual training session, and one month after the last training session. Data were analyzed using ANOVA and Bonferroni's post hoc test at a significance level of 0.05.
Results: The mean score of positive sexual self-concept of patients after the last training session was 133.68 ± 18.91in the intervention and 131.17 ± 18.86 in the control group. The mean score of positive sexual self-concept of patients one month after the training was 10± 9.51in the intervention group and 15.17 ± 11.92in the control group. The mean score of negative sexual self-concept of patients after the last training session was 10.42± 10.04 in the intervention and 14.52± 14.39 in the control group. The interaction effects of time and group on the positive sexual self-concept did not differ significantly (P=0.316). The group effect was also not statistically significant (P=0.58). The interaction effects of time and group on the negative sexual self-concept were significant (P=0.023), and the group effect was not statistically significant (P₌0.47).
Conclusion: The significant interaction of time and group on negative sexual self-concept indicates that the negative sexual self-concept in diabetic women has been affected by the intervention. Given the significant effects of virtual emotion regulation training on the management of negative emotions, this type of intervention can be beneficial for improving the health of diabetic women.
Andri Nugraha, Iin Patimah, Engkus Kusnadi, Wikky Fawwaz Al Maki ,
Volume 21, Issue 3 (10-2024)
Abstract
Background: The learning styles and personality traits of millennial nursing students are different from those of previous generations, presenting a challenge in teaching as these differences affect academic motivation, knowledge, and clinical skills. Alternative models of teaching that are more interactive, technology-based, practical, and observational are needed. This study aimed to examine the effectiveness of virtual reality head-mounted display (VRHMD) on academic motivation and skills of millennial nursing students in teaching prevention and control of catheter-associated urinary tract infections (CAUTIs).
Methods: This quasi-experimental study employed a nonequivalent control group pretest-posttest design and involved 64 nursing students who participated in the research. They were randomly divided into two groups using purposive sampling. The intervention group used VRHMD method, while the control group followed the routine method (the practice laboratory using mannequins). In this study, the inclusion criteria consisted of bachelor's and associate degree nursing students in their third semester who completed the course of fundamental nursing practicum and were able to operate VR devices. They performed a 20-minute exercise three times. After the complete practice, data were collected using Academic Motivation Scale (AMS)-Short Indonesian Language Version questionnaire to measure Academic Motivation and the assessment of clinical skills to prevent CAUTIs questionnaire to measure clinical skills. The assessment was done immediately before the intervention and immediately after the intervention. Data were analyzed using independent T-test and Chi-square test.
Results: The mean levels of academic motivation in the experimental group during the pre-test and post-test were 73.53 ± 3.100 and 84.09 ± 3.286. Moreover, VRHMD led to higher academic motivation in students compared to those who utilized traditional methods. This difference was statistically significant (p=0.004).
Conclusion: According to the findings of the present study, VRHMD is effective in improving the skills and academic motivation levels of millennial nursing students. This method is recommended as a teaching method for millennial nursing students.
