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Showing 2 results for Hekmat pou
Mrs Pouran Varvani Farahani, Dr. Davood Hekmat Pou, Mr Himan Amini,
Volume 1, Issue 2 (Winter 2013)
Abstract
Introduction: The outcomes of work hazards in nurses include rising the rate of
absence, frequent referral to the doctor, decreasing productivity and increasing the
financial burden. The purpose of this study was to determine the numerical scores of
occupational hazards and their predisposing factors in nurses working in educational
hospitals in Arak city.
Methods: This was a descriptive study accomplished with 102 employed nurses
selected using a convenience sampling method. Data was gathered using a tool
consisted of three parts: demographic data, predisposing factors to occupational
hazards, and occupational hazards’ score questionnaire. The collected data was
analyzed using descriptive and inferential statistics.
Results: The numerical scores of occupational hazards in showed the presence of
chronic fatigue (238), stress (209), pain in back (208) and foot (201). The most
predisposing factors to occupational hazard in the environmental dimension were lack
of suitable supportive equipment (261) and calmness and relaxation in the work
environment (217). In administration-implementation dimension, the predisposing
factor was working more than one shift and nurse shortage in the ward (261). In the
educational dimension, lack of enough knowledge about how to reduce work-induced
fatigue (222) was the predisposing factor to work hazards. There was a significant
correlation (P=0.02) between chronic fatigue and inadequate protective equipment. In
addition, there was a significant correlation (P<0.001) between working for more than
one shift and Inadequate knowledge about how to reduce work induced fatigue.
Conclusion: The most common occupational hazard in the nurses was chronic
fatigue. Nurses encounter with many predisposing factors in hospitals. Provision of
nursing care to the society depends on nurses’ optimum physical and emotional
health. Therefore, in order to promote nurses’ health, the establishment of
occupational hazards’ risk reduction committees is recommended.
Masomeh Sadat Mousavi, Mokhtar Mahmoudi, Davood Hekmat Pou, Parvaneh Asgari,
Volume 7, Issue 1 (4-2018)
Abstract
Introduction: Regarding the importance of nursing education promotion, there is a need to use methods that have the ability to create knowledge and skills in students. This study aimed to assess the effect of education (problem base learning, cooperative training and routine approach to clinical education) on critical care nursing students' clinical learning, anxiety and satisfaction.
Methods: This quasi-experimental study performed in the intensive care unit (ICU) of Amir Al Moemenin hospital in Arak, Iran, during 2015-2017. The subjects were 60 nursing students who were selected via Fixed blocked randomization method and randomly were allocated into three groups (60 subjects). After the administration of pretest, students in control group were educated using common method; in one of the experimental groups, the cooperative learning and for other experimental group, problem- based learning was used for 9 days. Then, the three groups completed the questionnaires at the end of education again. Finally, data were analyzed using SPSS version 16 (analysis of variance, Chi-square, Kruskal-Wallis, Wilcoxon, Fisher).
Results: The mean total score of the learning was significantly difference among three groups after the intervention. after intervention, the mean of learning was in problem based solving and collaborative learning higher than usual method. There was no significant difference between means of satisfaction and anxiety in three teaching methods.
Conclusion: It seems that two methods of problem-based learning and cooperative training enhanced clinical skills of students. Therefore, it is recommended to use these two methods to enhance students’ clinical learning.
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