@article{ author = {EtemadiSanandaji, M and GhahriSarabi, A and Bonakdar, H and AkbarzadeBaghban, A and Banaderakhshan, H and Ghasemi, S}, title = {Comparison of impact of face to face and educational booklet methods on respiratory self efficacy of patients with chronic obstructive pulmonary disease attending to selected hospitals of Shahid Beheshti university of medical sciences in Tehran}, abstract ={Introduction: Patient education is an essential strategy in disease control that reduces complications in patient with chronic diseases. Today, most of the education and information presented in health care systems are at a higher level and are not an appropriate method for people to understand. This study aimed to examine the impact of two of the above methods on respiratory self-efficacy among people with COPD. Method: This study is a quasi-experimental clinical trial that performed in 2012 on 75 patients with chronic obstructive pulmonary disease attending Masihe - Daneshvary and Emam Hosien hospitals in Tehran, Iran. We used purposive sampling method and the participants in the study were divided into three random categories (face to face, educational booklet, and control groups). The two groups of subjects were presented with identical content but different training methods. The control group received the routine instruction in the ward. Data analysis was performed using descriptive and inferential statistics. Results: The results showed homogeneity at demographic data in three groups of study. Comparison of demographic and mean respiratory self-efficacy in the baseline between three study groups showed no significant difference. But the mean of respiratory self-efficacy in the past revealed a significant difference between face to face educational group and control groups (P0.05). Conclusion: Among people with COPD, face to face educational strategies increased respiratory self-efficacy more than booklet educational method. Consequently, nurses as care providers in patients with COPD can have a valuable role in patient education using face to face education method.}, Keywords = {COPD, self efficacy, face to face education, educational booklet}, volume = {4}, Number = {1}, pages = {1-7}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-439-en.html}, eprint = {http://jne.ir/article-1-439-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Vahedian-azimi, A and Alhani, F and Goharimogaddam, K and Madani, SJ and Naderi, A and Hajiesmaeili, M}, title = {Effect of family - centered empowerment model on the quality of life in patients with myocardial infarction: A clinical trial study}, abstract ={Introduction: Nowadays, non-contagious diseases have been extended due to the renovation of societies, technology promotion, and density of population on urban zones and tendency of population to unsuitable habits. Cardiovascular diseases are from these failures and are the most widespread cause of death and disability in the most countries as well as in Iran. The purpose of this study was to evaluate the effect of family-centered empowerment model (FCEM) on the quality of life of the myocardial infarction patients. Method: This clinical trial conducted on all of myocardial infarction patients hospitalized in Coronary Care Unit of the selected Hospital (72 persons in intervention and control groups). Sampling was conducted by convenience sampling and then random allocation. For intervention group FCEM was implemented with four dimensions of perceived threat with group discussion method, self-efficacy with problem solving methods, self-esteem with educational partnership and outcome and process evaluations and usual care was done for control group members. In this study the instruments used were demographic variables, specialty instruments of FCEM, and SF-36 quality of life instrument. To analysis the data, Chi square, independent and dependent t, U man Whitney, Wilcoxon signed rank tests and Pearson correlation coefficient were used. Results: 8 dimensions of quality of life were similar in both groups before the intervention (P>0.05), but after the intervention both groups had significant differences (P<0.05). But, paired t-test showed significant differences only in the intervention group (P<0.05). Conclusion: FCEM for myocardial infarction patients was feasible and associated with improvement or modification of patients' quality of life.}, Keywords = {Family centered empowerment model, myocardial infarction, quality of life, SF-36, clinical trial}, volume = {4}, Number = {1}, pages = {8-22}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-440-en.html}, eprint = {http://jne.ir/article-1-440-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Ebrahimi, H and Sadeghi, M and Ashrafi, R}, title = {The relationship between empowerment with knowledge related to disease and indicators of metabolic control in type 2 diabetic patients}, abstract ={Introduction: Due to the chronic condition of diabetes and widespread impact on various aspects of life, changing the traditional approach to empowering education and care patients with diabetes may improve levels of self-care and clinical status of them. The purpose of this study was the finding the relationship between empowerment with knowledge related to disease and indicators of metabolic controls in type 2 diabetic patients. Method: This analytical-descriptive study was conducted on 156 patients with type 2 diabetes in 2013. The data collection tool was a questionnaire to assess knowledge, empowerment assessment questionnaire (DES-28) and test record forms (hemoglobin A1C, fasting and non-fasting blood glucose, cholesterol, triglycerides and high-density and low-density lipoprotein). Data were analyzed using descriptive statistics and Pearson correlation coefficient. Results: Mean age of the patients was 48.11±6.18 and most of them were female (62.8%). There was a significant relationship between the mean score for empowerment and knowledge of patients. Also a significant relationship was found between hemoglobin A1C, fasting and non-fasting blood glucose, cholesterol, triglycerides and HDL with empowerment. But, there was not a significant relationship with LDL and patients with higher empowerment. Conclusion: Continuous training and increasing the knowledge and Empowerment of patients can may result in a favorable outcome of life in these patients.}, Keywords = {Type 2 diabetes, empowerment, knowledge, metabolic control}, volume = {4}, Number = {1}, pages = {23-30}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-441-en.html}, eprint = {http://jne.ir/article-1-441-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Hooseinrezaee, H and Nouhi, E and Taherharikandee, S}, title = {The effect of education on trauma critical care nurses attitudes towards and knowledge and practices from the viewpoint of their about application of physical restraint}, abstract ={Introduction: Physical restraints are commonly used in ICUs to manage patient agitation, ensure patient safety, and prevent patient fall and patient interruption in medical and nursing care interventions. But there are many physical and psychological negative outcomes related to their use. Nurses are the key decision makers in the application of physical restraints to patients. Thus, educational programs regarding physical restraints must be considered to enhance nurses' knowledge, correct their attitude and improve their practice and consequently improve the quality of patients’ care. This study aimed at examining the effect of education program on critical care nurses’ attitudes towards, knowledge about and practice regarding the application of physical restraint. Method: In this quasi experimental study 66 nurses working in traumatic ICUs in Kerman recruited using convenience sampling. Participants were randomly assigned in two control and intervention groups and each group included 33 persons. The study questionnaire consisted of four parts: 1) background information 2) Self-designed questionnaire to assess nurses’ knowledge about physical restraint 3) Attitudes of Physical Restraint Use (APRU) to examine the nurses’ attitude towards physical restraints. 4) Practice of Physical Restraint Use (PPRU) to evaluate nurses’ practice regarding physical restraints. Prior to education program implementation, the questionnaire completed by all of the participants. Then an education program conducted for intervention group and after 2 weeks, that questionnaires completed by intervention group again. Data was analyzed using SPSS v.18 and paired t-test, independent t-test and Pearson correlation. Results: After the completion of the education program results showed a significant improvement in the intervention group in terms of knowledge (P<0.001), attitude (P<0.001) and practice (P<0.001) related to physical restraints. Conclusion: Findings indicated the level of nurses’ knowledge, attitude and practice that demonstrated the need to provide an education program on physical restraint. These programs can significantly improve the nurses’ knowledge, attitude and practice.}, Keywords = {Intensive care units, education, physical restraint}, volume = {4}, Number = {1}, pages = {31-38}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-443-en.html}, eprint = {http://jne.ir/article-1-443-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Hemati, Z and Haghani, F and Kiani, D}, title = {Nursing students\' perceptions of teaching by teachers in theoretical courses: A qualitative study}, abstract ={Introduction: Teaching practices in classroom, Teach theory classes, and students are beginning to prepare for entry into nursing, so be aware of the problems that contributed to the promotion of quality education. Therefore, this study aimed to explore the experiences of nursing students were taught by teachers in theoretical courses, in 2013. Method: This qualitative, phenomenological interpretation and to understand the experiences of nursing students were taught master classes in theory. Purposive sampling to collect data and semi-structured interviews were used. Data analysis was performed using a 7-step Dikelman. Results: In this study, 20 nursing students participated in individual and group interviews. The results of the analysis of data gathered from interviews with students, seven themes emerged that including teacher experience, lack of proper use of tools, training, preparation and presentation to faculty for teaching, communication,classrom management, creativity and discrimination. Conclusion: Given that the main goal of educating nursing students to gain knowledge on the theory classes, so you can experience using Masters And providing an effective learning environment for students' learning and their readiness to provide the knowledge to take care of patient.}, Keywords = {Qualitative study, nursing students, theoretical courses}, volume = {4}, Number = {1}, pages = {39-48}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-444-en.html}, eprint = {http://jne.ir/article-1-444-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Hajrezayi, B and Roshanialibinasi, H and Shahalizade, M and Zeynali, M and Badali, M}, title = {Effectiveness of blended learning on critical thinking skills of nursing students}, abstract ={Introduction: Rapid growth of information and communication technology (ICT) has taken the attention of technology into human needs. One of the basic needs of mankind is critical thinking which has an effective role in the growth and evolution of individual and mankind’s civilization. The influence of many variables on critical thinking has been studied without considering the effect of using blended learning on critical thinking skills among nursing students. Therefore, this research aims to investigate the effects of using blended learning on nursing students’ critical thinking. Method: This was a Quasi-experimental study. The study population was nursing students from Ardabil University of Medical Sciences, Ardebil, Iran. We have chosen two classes using convenience sampling. The tools that have been used in this research were California Critical Thinking Skills Test Form B (CCTST). At the beginning of the study, the questionnaire of critical thinking was accomplished for both control and experimental groups. The experimental group was taught by blended learning method and control group which was taught by face to face method. At the end of the semester, post test of critical thinking skills was accomplished for both groups. Data were analyzed using ANCOVA. Results: There was no significant difference in the mean score in the critical thinking skills between the control and experimental groups before the intervention (control group: 10.93, experimental group 11.25). Results after intervention shown that the score of critical thinking experimental group has significantly increased in comparison with control group’s score (P<0.001). Conclusion: The results of this study have shown that blended learning has significant impact on critical thinking skills and sub-components of analysis, evaluation, and inferential, but it has not significant impact on component of inductive and deductive thinking. So, using of blended learning is one of the important factors of development and prosperity of nursing students’ critical thinking skills. Thus, it is recommended to use this method in educational systems.}, Keywords = {Instruction, blended learning, e-learning, critical thinking skills, analysis}, volume = {4}, Number = {1}, pages = {49-59}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-446-en.html}, eprint = {http://jne.ir/article-1-446-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Pirzadi, H and Fathi-Ashtiani, A and Shokoohi-Yekta, M}, title = {Effectiveness of group cognitive-behavioral training on physiological indicators and communication skills in the hospital staffs}, abstract ={Introduction: High levels of stress in the health professionals and deficit in communication skills of this group can endanger their mental health and reduce their job efficacy. Current study aimed to identify the effectiveness of the group cognitive-behavioral training on physiological indicators and communication skills of the hospital staff. Method: This was a semi-experimental study using pre-test-post-test design. The sample group consisted of 32 people (16 experimental and 16 control groups) in one of the randomly selected Tehran hospitals. Intervention program was conducted weekly in 4 sessions each 4 hours on the subjects of the experimental group. Data were collected using Physiological Reactions to Stress (PRS) and Communication Skills Test-Revised (CSTR) before and after the intervention from both groups and was analyzed by analysis of covariance using SPSS software (v. 19). Results: The results showed that the cognitive-behavioral training significantly increased the mean of communication skills and a significant reduction of physiological indicators in the experimental group compared with the control group. Conclusion: Group cognitive-behavioral training is an effective way to improve mental health of health staff. Therefore, more attention from the health managers and clinical health researchers is needed in this field.}, Keywords = {Group cognitive-behavioral training, hospital staffs, mental health}, volume = {4}, Number = {1}, pages = {60-71}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-448-en.html}, eprint = {http://jne.ir/article-1-448-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Mehafarid, M and Khakpour, M and Jajarmi, M and Alizadehmousavi, A}, title = {Effectiveness of positive thinking training on hardiness & resilience and Job burnout in women nurses}, abstract ={Introduction: Due to the harsh conditions of employment, nurses face with many stressful factors that can affect their physical and mental health as well as, their employment conditions. The main objective of this study was to evaluate the effectiveness of positive thinking training on hardiness, resiliency, and job burnout. Method: This was a quasi-experimental study. The samples were randomly selected from female Nurses employed in the governmental hospitals in Quchan, Iran. Then they were divided into two experimental (n=20) and control groups (n=20). Data were collected using Burnout Inventory (MBI) and Maslach & Jackson and Connor-Davidson Resilience Scale (CD-RISC) and Kobasa hardiness questionnaire. Positive thinking training was administered over 8 sessions. Data were analyzed using SPSS-16 software. Results: The results of analysis of covariance showed that there were significant differences in the levels of burnout in nurses based on their age, marital status, working conditions, and their type of working contract (P>0.001). The results also showed that positive thinking training was effective on hardiness, resiliency, and job burnout (P>0.001). Intervention resulted in the increased hardiness, resilience, and reduced burnout in the nursing staff (P>0.001). Conclusion: According to the nurses, psychological interventions aimed at increasing hardiness and resiliency can reduce their burnout and improved job satisfaction and quality of service achieved.}, Keywords = {Positive thinking, hardiness, resiliency, job burnout, nurses}, volume = {4}, Number = {1}, pages = {72-83}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-447-en.html}, eprint = {http://jne.ir/article-1-447-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Sheikhabumasoudi, R and Moghimian, M and Hashemi, M and Kashani, F and Karimi, T and Atashi, V and Salarvand, SH}, title = {Comparison the Effect of Objective Structured Clinical Evaluation(OSCE) with Direct and Indirect Supervision on Nursing Student’s Test Anxiety}, abstract ={Introduction: Objective structured clinical evaluation is an evaluated clinical skill in simulated situations. The anxiety leads to decreased ability to confront with exam situation. The aim of this study was to determine the effect of objective structured clinical evaluation of direct and indirect supervision on nursing students' test anxiety. Methods: this was a quasi- experimental study. The samples consisted of 50 undergraduate nursing students in Islamic Azad University, Najafabad, Iran who were recruited during academic year 2014-2015 using census sampling. Then they were randomly assigned into groups and test anxiety was assessed using OSCE in fundamental nursing skills. Evaluations were conducted using direct and indirect supervision according the different groups. Data were collected using demographic and Sarason test Anxious Inventory and analyzed using SPSS version 17. Then paired t-test was conducted using mean and standard deviations. Results: The mean score before test anxiety in OSCE with indirect supervision and direct supervision were 29.25±5.23 and 28. 22±8.42 respectively, and t-test results showed a significant difference (p>0/001). The mean scores of test anxiety after OSCE with indirect supervision were significantly decreased to 24.34 ± 3.53. (t=-3/15, p<0/05). The mean score of OSCE after the test anxiety was 24/16±7 in the direct supervision group. That’s thoughts significantly increased (t=4/55, p<0/004). Paired t - tests showed a significant difference in anxiety before and after evaluation in both groups (P=0/005). Conclusion: According to this study, effective evaluation can decrease the test anxiety. Considering higher mean score of the OSCE with indirect supervision, it is recommended to pay more attention to this in curriculum evaluation of medical sciences.}, Keywords = {OSCE, supervision, IP base camera, Test anxiety, student}, volume = {4}, Number = {2}, pages = {1-8}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-480-en.html}, eprint = {http://jne.ir/article-1-480-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {PoodinehMoghadam, M and JahantighHaghighi, M and Shahdadi, H and Saravani, S and ShojaeiShad, F}, title = {The Impact of Evidence-Based Education on Nursing Students’ Critical Thinking}, abstract ={Introduction: Nursing education aims at training efficient, educated people who can recognize the needs of the patients in an ever changing social environment and in clinics and through using the best scientific evidences, perform the most suitable care. The aim of this study was to evaluate the impact of evidence-based education on nursing students’ critical thinking. Methods: This quasi-experimental study was conducted on all the 43 senior and junior undergraduate nursing students of the Zabol University of Medical Science, Zabol, Iran using before/after design, who were selected using the census in 2014. The data collection tool was a 34-question critical thinking California questionnaire (B form). Evidence-based nursing education program was performed for the students in two workshops. After 45 days of the training program critical thinking questionnaire was completed again, data were analyzed using SPSS 17 software and descriptive statistics and inferential statistics by a significance level of p< 0.05. Results: According to the results, the average total score of students’ critical thinking was promoted from 10.30±3.82 before intervention to 12.4±3.00 after intervention, which was significant according to the results of paired-T statistical test (p= 0.001). Evaluating the dimensions of critical thinking separately showed an increase in the score of the evaluating, analyzing, deduction and deductive reasoning items after intervention, which was significant only in evaluating (p=0.003) and deductive reasoning (p= 0.001) components. Conclusion: The findings of the research confirmed that the use of evidence-based education method in nurses’ education could lead to the development of critical thinking skills. Since the learner has an active role in her learning in the evidence-based method, thinking is promoted at high levels of learning.}, Keywords = {Evidence-Based Education, Critical Thinking, Nursing}, volume = {4}, Number = {2}, pages = {9-17}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-481-en.html}, eprint = {http://jne.ir/article-1-481-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Aghajari, P and Hosseinzadeh, M and Mahdavi, N and Hashtroudizadeh, M and Vahidi, M}, title = {The effectiveness of life skills training on intrinsic and extrinsic learning motivation, academic achievement, and self-esteem in nursing students}, abstract ={Introduction: Due to negative attitudes of society to discipline, the gap between theory and practice, and lack of satisfaction in clinical settings, learning motivation and self esteem in nursing students is low. Life Skills Training could be effective in promoting the self esteem and Learning Motivation. This study aims to assess the effectiveness of life skills training (LST) on learning motivation (Intrinsic and extrinsic), academic achievement and self-esteem in nursing students of Tabriz University of Medical Sciences, Tabriz, Iran. Method: In this quasi-experimental pre-and posttest setting, 160 nursing students were participated from Tabriz and Maragheh Nursing faculties during 2014-2015. Students were divided into experimental and control groups using random sampling. Harter Academic motivation and Rosenberg self-esteem scales were used as the study instruments. The semester scores were compared before and after the intervention. Data were analyzed using descriptive (frequency and mean) and inferential statistics (paired and independent t tests, analysis of co-variance and chi-square) with SPSS version 21. Results: Mean scores of post and pre-test of motivation, academic achievement, and self-esteem in the experimental group were significantly increased after the training (P<0.05). By adjusting the effect of pre-test, differences in post-test scores of achievement, intrinsic -learning, motivation, and self-esteem between the experimental and control groups were significant (p<0.01). The intervention could explain 18%, 5%, 11%, and 71% of the variance of intrinsic and extrinsic motivation for learning, academic achievement, and self-esteem, respectively. Conclusion: Life Skills Training was effective in improving learning motivation, academic achievement and self-esteem, emphasizing the necessity of social skill training. It is recommended that, along with other educational programs, medical sciences university’s hold programs for teaching life skills and promoting mental health.}, Keywords = {Academic Achievement, Motivation, Nursing, Self Concept, Students}, volume = {4}, Number = {2}, pages = {18-27}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-482-en.html}, eprint = {http://jne.ir/article-1-482-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Toulabi, T and Sheikhian, A and Galehdar, N and Anbari, Kh and Mohammadi, E and Majidimehr, M}, title = {Educational needs of faculty members of Lorestan University of Medical Sciences by Delphi Technique}, abstract ={Introduction: Provision and design of educational programs according to the educational needs of target groups is a key priority for implementation of the program by the health care community. Related studies in the field are rare to identify educational needs in the country. The aim of this study was to determine and prioritize educational needs of faculty members of the Lorestan University of Medical Sciences. Methods: The survey was conducted using the Delphi assessment in three-step in 2011. Educational needs by 40 faculties of Clinicians, Nursing and Midwifery, Sciences, Health and Paramedical (10 people per group) were identified and prioritized. We used a purposive sampling method using three questionnaires for data collection and scoring. Results: The top five priorities of educational needs of clinical faculty members included: online search strategies, digital library, scientific writing in English and Persian, advanced research methods and basic and advanced teaching methods. Educational needs of faculty members of nursing and midwifery were English conversation, how to submit papers to non-native journals, digital library, clinical teaching methods and new methods of teaching. Educational needs of basic sciences faculty members were basic and advanced teaching methods, scientific writing, English, teaching skills, method for collecting electronic books, and deliver a successful English presentation. Educational needs of faculty members of the health and Paramedical sciences schools included: advanced search in electronic resources and search engines, advanced teaching methods, digital library, English conversation, and using analytical tools. Conclusion: Some of the educational needs were common in different groups. However, there were some discrepancies based on experience, expertise, clinical educational and managerial roles. Determination and prioritization of the educational needs of faculty members of different schools can be an important step in designing their educational programs to fit expertise and professional needs and promoting the quality of teaching.}, Keywords = {Educational needs assessment, Faculty members, Delphi Technique}, volume = {4}, Number = {2}, pages = {28-37}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-483-en.html}, eprint = {http://jne.ir/article-1-483-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {KarimiMoonaghi, H and Khorashadizadeh, F}, title = {Nursing curriculum in some developed countries and proposed way of applying it in the Iranian nursing curriculum A comparative study}, abstract ={Introduction: Recently, student- centers have used for improving quality of nursing curriculum that traditional curriculum is not suitable for it. The aim of the present study is to identify how the student- center strategy have applied in nursing curriculum in America, Canada and Australia and proposed methods for applying it in the Iranian nursing curriculum. Methods: This comparative study was conducted according to Beredy’s model: Description, interpretation, juxtaposition, and comparison. The population was the documentation of world nursing colleges. The samples were totally 10 colleges of 3 countries: USA, Australia, and Canada who were selected by purposive sampling. The inclusion criteria were applying student- center in B.A. nursing curriculum. The data collection instrument was 5 stages of student center strategy which developed by Changiz & et al (2006). Nursing curriculum in these countries, were retrieved through their publications, books, the internet, their Sites and communicating electronically. The validity of these documents was assessed by internal validity and critique the external validity were reviewed. Data analysis was performed according to Beredy’s model. Results: Based on applying this strategy, proposed methods for applying student- center strategy are to inform students about rules, events and student growth- students research center- using new and various teaching and evaluation methods, advisory center- revised curriculum based on students’ view- attention to educational outcomes. Conclusion: There are different ways for applying student-center in nursing curriculum that Attention to them can promote Iranian nursing curriculum.}, Keywords = {Curriculum undergraduate nursing, Student-centered strategy, Bredey’s Model}, volume = {4}, Number = {2}, pages = {38-47}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-484-en.html}, eprint = {http://jne.ir/article-1-484-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Aghebati, N and Mohammadi, E and Ahmadi, F}, title = {The experiences of the lectures and nursing students in the implementation of the curriculum for master students in Critical Care Nursing: a qualitative research}, abstract ={Introduction: The specialization in the health care system leads to the need for the training of special clinical nurses. The master degree’s curriculum in critical care nursing is new and different in nursing education in Iran. Thus the participants meet the many challenges about implementing it. The aim of this research is to explore the experiences of the students and lecturers in implementing the master of critical care nursing in the Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences. Methods: This was a qualitative research using conventional content analysis conducted in 2014. Participants were 12 persons, including the instructors and critical care nursing students. We used purposeful method of sampling. The study was conducted in the Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences. Data were gathered using semi structured interviews (30-60 min) and continued until data saturation. The interviews were transcribed and analyzed immediately after the interviews. We employed One Note for data analysis using the inductive method of qualitative data analysis. The Unit of analysis was selected and labeled using open coding system, then the similar open codes were categorized in subthemes and at last the subthemes were organized to the main themes. Results: The results of data analysis emerged in 4 main themes including: ambiguous disciplines on internal regulation, effort to establish a professional identity, limitation of expert human resources, and student’s heterogeneity. Conclusion: Qualitative content analysis showed various challenges in the implementing methods and the content of the curriculum. Consequently, there is a need to revise the strategy of implementing the contents of the curriculum by the policy makers.}, Keywords = {curriculum, Master of critical care nursing, conventional content analysis, students’ and faculty experiences}, volume = {4}, Number = {2}, pages = {48-60}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-485-en.html}, eprint = {http://jne.ir/article-1-485-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Mohamadi, E and Banaderakhshan, H and Borhani, F and Hoseinabadi-Farahani, MJ}, title = {Factors Affecting Achievement Motivation In Nursing Students: A cross-sectional study}, abstract ={Introduction: Achievement motivation shows the tendency to work better, set productive working environment, overcome the problems, and compete better, and more effectively than previous achievements. On the other hand, achievement motivation is the cause of successful behavior and efforts in the nursing students as the presenters of future health services in Iran. Thus, this study aimed at determining achievement motivation level and its influential factors in nursing students at Shahid Beheshti University of medical sciences in 2014. Methods: In this cross-sectional study, 115 of internship nursing students have been studied using the census. Data were collected using Hermans’ Achievement Motivation Questionnaire form. The descriptive, non-parametric tests and Spearman correlation coefficient was used using SPSS 16 software. Results: Average score of achievement motivation was 86.37±20.8 which showed high levels of achievement motivation. Experience of nursing as a job and its duration (r=0.39) and total mean scores of previous semesters (r=0.52) were effective factors in increasing the Achievement Motivation (P<0.01). Conclusion:Type of educational strategies for the preservation and promotion of Achievement Motivation is very important. In addition, this study recommended in other nursing and midwifery faculties to identify and influence achievement motivation among nursing students.}, Keywords = {Motivation, Achievement Motivation, Nursing Students, Hermans Questionnaire}, volume = {4}, Number = {2}, pages = {60-67}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-486-en.html}, eprint = {http://jne.ir/article-1-486-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Azizi, A and Esmaeli, S and Esmaeli, M and Peyda, N}, title = {Internet Addiction in Adolescents with HEXACO personality trait- A correlational study}, abstract ={Introduction: Personality traits determine how people use the Internet. This study aimed at determining correlation between internet addiction and HEXACO personality traits in high school students of Jolfa, Iran. Methods: This descriptive correlational study was performed using cluster sampling of 150 high school students in Julfa, Iran in 2013. We used " Hexaco Personality Inventory", and "Internet Addiction test" for data gathering. Data were analyzed using SPSS v. 20 and descriptive and inferential statistics. Results: From component of personality traits, only extroversion, openness to experience excitement, and flexibility were related to internet addiction. The personality dimension of openness and encourage ability to experience was a good predictor of internet addiction and determines about 63% of the variance associated with internet addiction. Conclusion: internet addiction could be predicted by determining personality factors. The results of this study have important implications in the field of education in students diagnosed with internet addiction and mental health interventions. It can be a good choice to control psychological malfunction in students addicted to the internet.}, Keywords = {Addiction, Internet, Hexaco}, volume = {4}, Number = {2}, pages = {68-77}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-487-en.html}, eprint = {http://jne.ir/article-1-487-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Azarpoor, Z and Masoompour, A and Rohani, C and Jambarsang, S}, title = {The effect of cardiopulmonary resuscitation training on Basic Life Support Knowledge and Performanceamong primary school students}, abstract ={Introduction:Cardiopulmonary arrest remains a major health problem and a cause of sudden death in the world. Immediate help to save the life of cardiac arrest patients is very important. Cardiopulmonary resuscitation training in schools could be an effective and affordable idea to develop those skillsin the society. The aim of this study was toassess the effect of cardiopulmonary resuscitation training on Basic Life Support knowledge and performance among thestudents. Method: In this quasi-experimental study, a total of 40 6th grade students from both sexes were selected randomly from Larschools from 2013 to 2014. Validity and reliability of the personal characteristics, knowledge questionnaire, checklist, and Half-body Cpr Training Manikin, “personal characteristics” and “knowledge” questionnaire, and checklist were completed before cardiopulmonary resuscitation training. The training session included theoretical and practical sessions. Right afterthe intervention and one month after the training, “knowledge” questionnaire and checklists were completed again. Then, data were analyzed using SPSS version 22. Results: The results showed significant difference in mean scores of knowledge and performance of students before, immediately, and one month after the training (P<0.001). After one month, mean score of knowledge and performance decreased in comparison with immediately after training (P<0.001) but remained significantly higher than before training (P-value < 0.001). Although immediately after the training,there were no significant difference in the score of knowledge and performance of students according to theirparents education, and mother’s occupation (P>0.05), but there was a significant difference in the mean score of performance of students according to their father’s occupation immediately after the training (P<0.05). Also, there was a significant difference in the mean score of performance between body mass index groups immediately after the training (P<0.05). Conclusion: The results of this study emphasizes the need for planning and implementing cardio-pulmonary resuscitation courses among elementary school students as well as, regular implementation and retraining courses in order to maintain and promote public health usingschool pediatric nurses.}, Keywords = {Cardiopulmonary resuscitation, Education, Knowledge, Performance, Primary school students}, volume = {4}, Number = {3}, pages = {1-10}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-527-en.html}, eprint = {http://jne.ir/article-1-527-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Namazi, A and Alizadeh, Sh and Kouchakzadehtalami, S}, title = {General health in nursing and midwifery students and its relationship with academic achievement}, abstract ={Introduction: Due to their educational situations, medical students are more vulnerable to general health and mental disorders. Therefore, their health could lead to improving science, practice, and improving their education. This study aimed to investigate the general health in nursing and midwifery students and its relationship with their academic achievement at Islamic Azad University, Rasht, Iran. Method: This was a correlational study using the census method. Participants were midwifery and nursing students who were studying at Islamic Azad University of Rasht in their second semester of academic year 2013. Data were obtained using a two parts questionnaire including demographic data and general health status based on GHQ- 28.Then data were analyzed by SPSS version 16 using descriptive and analytical statistics. Results: The mean score and the standard deviation of general health among midwifery and nursing students were 22.85±11.22 and 48.20±10.8, respectively. There was a significant relationship between general health among midwifery and nursing students (p=0.03). However there was no significant relationship between general health and score of academic achievement in midwifery and nursing students (p>0.05). Conclusion: The results of this study showed that the majority of nursing and midwifery students are in a state of perfect health. Consequently, providing training and counseling are necessary to maintain and improve their level of health.}, Keywords = {Educational Status; General Health; Student}, volume = {4}, Number = {3}, pages = {11-18}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-528-en.html}, eprint = {http://jne.ir/article-1-528-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Abdi, A and Assadi, P and Mohammadyari, T and Miri, J}, title = {General decision-making style and clinical competence of nurses working in the educational hospitals affiliated to Kermanshah University of Medical Sciences in 2014}, abstract ={Introduction: Decision-making is the main concept in nursing, having a direct effect on nursing care. Awareness of the relationship between decision-making style and nursing clinical competence is a prerequisite for establishing proper educative programs over developing the nurses’ expertise. The current study was conducted to determine the correlation between general decision-making style and clinical competence of nurses. Methods: In this correctional research, 204 nurses working in the educational hospitals in Kermanshah enrolled in the study using a stratified random method in 2014. The tools included clinical competence of Benner and Scott and Bruce decision-making styles questioners. Data were collected from work location of the participants and completing the questioners. Then they were analyzed using SPSS version 16 and descriptive and inferential statistics. Findings: Mean and standard deviation of total clinical competence was 69.56± 10.74. The mean number of rational decision- making (17.97± 3.07) and intuitive decision-making (17.95± 3.43) styles was higher than other styles. There was a significant positive correlation between rational (r=0.209 P=0.003) and intuitive (r=0.193 P=0.006) decision- making styles with clinical competence. Conclusion: There was a positive relationship between rational and intuitive decision- making styles with clinical competence. Consequently, an appropriate educational program should be designed to strengthen the clinical competency of nurses and nursing students.}, Keywords = {decision-making, clinical competence, nurses}, volume = {4}, Number = {3}, pages = {19-29}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-529-en.html}, eprint = {http://jne.ir/article-1-529-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {AminiMoridani, MR and Tol, A and Sadeghi, R and Mohebbi, B and Azam, K}, title = {Assessing the Effect of Family-based Intervention Education Program on Perceived Social Support among Older Adults with Type 2 Diabetes: Application of Social Cognitive Theory}, abstract ={Introduction: diabetes is one of problems in aging. Family support helps to maintain independence and self-care which results in reducing diabetes cost and burden. This study aimed at evaluating the effect of a family-based social support educational intervention program among older people with type 2 diabetes. Methods: In this interventional study, eligible elderly patients with type 2 diabetes participated in the study using randomized sampling. A three parts questionnaire including demographic and heath related variable, standard perceived social support instrument and self-designed questionnaire based on Social Cognitive Theory (SCT). After baseline, an educational program performed based on Social Cognitive Theory constructs (SCT) (knowledge and situation analysis, expected outcome, self-efficacy, self-management and self-control to relatives who lived with the subjects (the intervention group). Collected data was analyzed using SPSS version 16 with statistical tests at the significant level of p0.05). But after the intervention, there was a statistical difference (p<0.001) . SCT' structures and perceived social support just in the intervention group revealed a statistical differences using Paired t- Test (p<0.001). Conclusion: family-centered educational program based on SCT can be effective in diabetes care improvement and family support promotion in health care systems.}, Keywords = {Elder people, Type2 diabetes, Social support, Social Cognitive Theory, Family centered education}, volume = {4}, Number = {3}, pages = {30-40}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-530-en.html}, eprint = {http://jne.ir/article-1-530-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Ghorbani, F and RahkarFarshi, M and Valizadeh, L}, title = {Comparison of Master’s curriculum of pediatric nursing in Iran and United states}, abstract ={Introduction: The purpose of most of the nursing programs is to graduate nurses who can make positive changes in the healthcare system. Comparing different educational systems may lead to the improvement in the content and quality of curriculum and considering successful curriculum around the world can establish an efficient system. This study aimed at comparing the MS curriculum in pediatric nursing in Iran and USA resulting in practical suggestions for improving the curriculum. Method: This descriptive, analytical study was carried out in 2015. After searching the network on the master curriculum of pediatric nursing in well-known international universities, we selected John Hopkins University due to relative similarities between two courses. Both curriculums were assessed in terms of their philosophy, goals, content, and their weak, and strong points. Results: Iran Master’s curriculum of pediatric nursing has distinctive philosophy, values, position, and career duties. The required qualification to enter the course is included having a Bachelor’s of Science degree in nursing and passing the test. In the United States interview and presenting the scores, CV, and working licensure were essential as well. Pediatric nursing course is delivered during 4 semesters in Iran. In the curriculum of the USA it is also possible to pass the course as part-time. The content of both curriculums were similar. Conclusion: The new pediatric nursing master’s curriculum in Iran has many strong points regarding its clinical nature. Considering the volunteers’ carrier records, interviewing participants in terms of their psychological qualification before entering the course and also delivering the course as a part-time program could be worthwhile.}, Keywords = {Curriculum, pediatric nursing, master of science.}, volume = {4}, Number = {3}, pages = {41-47}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-531-en.html}, eprint = {http://jne.ir/article-1-531-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Ghaffari1, M and Hajlo, N and Bayami, Sh}, title = {The Relationship between Social and moral Intelligence with Academic Performance of Medical Students in Maragheh and Bonab, Iran in 2015}, abstract ={Introduction: Social and moral intelligence in university settings stimulates students’ adaptation in the university and affect their academic performance. The aim of this research was to investigate the relationship between social and moral intelligence with students’ academic performance. Methods: This descriptive correlational study was carried out on 333 medical students of Islamic Azad Universities and State universities of Bonab and Maragheh, Iran in 2015. Samples were selected through a cluster sampling in several phases. Data were collected using Farsi versions of Thet’s social intelligence questionnaire as well as Lennick & Kiel’s moral intelligence. Data was analyzed using Pearson correlation coefficient and multiple regression analysis. Results: Positive and direct correlation was observed between students’ academic performance and social intelligence (R=0. 394, P=0. 00), a compassion subscale of moral intelligence (r=0. 320, P=0. 00), a responsibility subscale of moral intelligence (R=0. 243, P=0. 00), a forgiveness subscale of moral intelligence (r=0. 436, P=0. 00), and honesty subscale of moral intelligence (r=0. 263, P=0. 00). The results of multivariate correlation coefficient showed that variable of social intelligence and the subscales of moral intelligence may partially (41.3%). Conclusion: According to the direct correlation of academic performance with social intelligence and subscales of moral intelligence, it seems that social and moral intelligence causes an increase in the students’ academic performance.}, Keywords = {Social Intelligence, Moral Intelligence, Academic Performance, Students.}, volume = {4}, Number = {3}, pages = {48-55}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-542-en.html}, eprint = {http://jne.ir/article-1-542-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {EslamiAkbar, R and Hojat, M and BadiyepeymaieJahromi, Z}, title = {Comparison of teaching through peer learning with the lecture method on the learning level of anesthesiology students at Jahrom University of Medical Sciences in 2013}, abstract ={Introduction: Lecture as a teacher-centered pattern is a common method in education. However, previous years showed a tendency of various disciplines of medical sciences toward a student-centered orientation. This study aimed to compare the effectiveness of teaching through lecture and conference presentation method on the learning level of anesthesiology students. Method: This quasi-experimental study was performed on 44 anesthesiology students through census method in Jahrom University in 2013. This study compared teaching through peer learning with lecture method. At the end of the semester, satisfaction questionnaires were completed by the students. Also, at the end of the course, students were assessed using multiple-choice questions. Results: Mean test scores in the classroom conference method and teacher lecture method were79.02 ± 11.43 and 78.57 ± 8.21, respectively. The difference was not statistically significant (p=0.76). Also the results showed that most of the students (68.36%) were satisfied with the class conference method. Conclusion: The two teaching methods used did not have a statistically significant difference and a tangible effect on the final exam results. However, conference method had the highest student’s satisfaction. In line with the finding of this study, learning method based on the student participation is recommended.}, Keywords = {Education, family caregivers, dementia, depression, anxiety, stress}, volume = {4}, Number = {3}, pages = {56-65}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-541-en.html}, eprint = {http://jne.ir/article-1-541-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Arian, M and Mortazavi, H and TabatabaeiChehr, M and Tayebi, V and Gazerani, A}, title = {The Comparison between Motivational Factors and Barriers to Patient Education Based on the Viewpoints of Nurses and Nurse Managers}, abstract ={Introduction::Patient education is difficult in hospital. And there are many barriers to its implementation. For effective patient education, , identifying the barriers and motivations of patient education from involved people’s point of view in the process of patient education is necessary. Method: In this analytical cross-sectional study 131 nurses and Nurse Managers employed at bojnoud University of Medical Sciences hospitals in 2014, were selected by census sampling method and studied. Data was collected by Nurses motivational factors associated with Patient Education questionnaires and Questionnaire to identify barriers to patient education In three dimensions related to patient, management and nurses. Data were analyzed by SPSS V20 software using descriptive statistical tests and independent t-test. Results: From the nurses’ point of view most of the barriers for patient education were: nurses’ lack of knowledge toward patient education (71.9%) illiteracy or low literacy of the patients (70.8%), not identifying the requirements of patients’ education and lack of nursing manpower (66.7%), lack of educational textbooks (62.5%), lack if regular plans for patient education (60.4%), patients unfavorable general condition and lack if law about patient education (59.4%) and from managers’ point of view: lack of nurses’ knowledge toward patient education (97.1%) lack of patient cooperation (91.4%) and, lack of manpower and sex difference between educator and patient (77.1%) the inability of patient for taking care of him/herself (71.4%) lack of time for nurses (68.8%) illiteracy or low literacy of patients (68.6%), rejection of education from patients (60%), low budget for patient education (54.3%). From nurses’ point of view most of the motivational factors for patient education were: job conscious (46.9%), awareness and appreciation from authorities (43.8%) salary (42.7%). And from managers’ point of view: advancement and job improvement (42.9%) interest in the job, and supervision from authorities (37.1%). And also there has been a meaningful relation between some of the demographic variables. Conclusion:Nurses and managers had a common point of view toward the main barriers regarding the patients and nurses. But they had a different point of view toward barriers regarding the administration. According to costs the effectiveness of patient education is essential and the authorities can contribute in removing the barriers of patient education by applying measures like attributing enough budget for education that lead to holding training courses, employing enough manpower, effective planning, appropriate supervised encouragement .}, Keywords = {Patient Education, Nurse Managers, Barriers}, volume = {4}, Number = {3}, pages = {66-77}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-544-en.html}, eprint = {http://jne.ir/article-1-544-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2015} } @article{ author = {Azizi, A and Sepahvani, MA and Mohamadi, J}, title = {The effect of nursing ethics education on the moral judgment of nurses}, abstract ={Introduction: Judgments in nursing ethical issues is a qualification criterion. Promoting the principles of professional performance through an emphasis on ethical grounds is a way to strengthen ethical decision-making in the nursing profession. Consequently, the present study was to evaluate the effect of education on the moral judgment of nurses. Methods: this was a quasi-experimental study using pretest-posttest and control group. The samples consisted of 30 nurses. They were nurses from a hospital in the Tabriz, Iran in 2014. Moral judgment in two experimental and control groups (n = 15 per group) were studied randomly. After completion of 4 sessions (one session a week for 90 minutes a month) of nursing ethics education in the experimental group, post-test moral judgment was measured. Data were analyzed using analysis of covariance by SPSS version 20. Results: The results of the analysis of covariance showed that after the intervention, a significant decrease in the mean score of moral judgment was observed in the experimental group (P= 0.035). Therefore, in the experimental group nursing ethics training improved the moral judgment significantly. Conclusion: Nursing ethics training may increase nurses' moral judgment. This intervention is an effective program to promote moral judgment and can be used to improve the professional qualifications of nurses.}, Keywords = {Education, Ethics, judgment, Nurses}, volume = {4}, Number = {4}, pages = {1-8}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-556-en.html}, eprint = {http://jne.ir/article-1-556-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Hosseini, MA and Ghahremani, AR and MohammadiShahbolaghi, F and Hamadzadeh, S and Tamizi, Z}, title = {The advantages of Electronic Learning in Nursing Education: A Review study}, abstract ={Introduction: With the entry into the information age, educational institution has undergone radical changes. In this context, e-learning as a new paradigm to provide different learning contexts. With the development of e-learning methods, teaching and learning process in nursing education has been facilitated as well. This study was conducted to evaluate the benefits of e-Learning in the Nursing Education. Methods: This was a review study. For the purpose of data collection, articles published in the specialized English and Persian databases such as Science Direct, PubMed, SID were retrieved from 1995 to 2015. For this purpose, hierarchical search method and keywords “e-Learning” and “Nursing education” were used. Finally, 20 articles were selected and scrutinized. Results: According to the results, overall benefits of e-learning could be summarized as in the following phrases: interaction between teacher and student does not require physical presence of teachers and students in the classroom change of attitudes and knowledge of nurses and nursing students increasing knowledge and awareness of nurses ultimately provide the best information in the clinical care improving patient outcomes, and establishing an appropriate method for the appropriate functioning of nursing at the patient's bedside increasing satisfaction in the nurses in implementing this approach to training and skills enhancement and competencies of nurses in providing care to the patients. Conclusion: Due to the advantages of e-learning, it is suggested that this method be considered as an effective method of teaching at medical science universities. With the development of e-learning in the schools, hospitals, and scientific management, this method will help us to achieve more productivity.}, Keywords = {Learning, Electronic Learning, Nursing Education}, volume = {4}, Number = {4}, pages = {9-16}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-558-en.html}, eprint = {http://jne.ir/article-1-558-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Alizadeh, Sh and Namazi, A and kouchakzadehtalami, S}, title = {A Comparative Study of self-esteem in nursing and midwifery students of Islamic Azad University of Rasht and its correlation with academic success}, abstract ={Introduction: self-esteem is one of the most important factors of personality development in humans. It is feelings and responses that a person holds toward himself or herself. The relationship between self-esteem and academic success are different. This study aimed to compare the self-esteem and its correlation with their academic success in the nursing and midwifery students at Islamic Azad University, Rasht, Iran. Methods: This is a descriptive-analysis study conducted on 473 midwifery students who are studying at Islamic Azad University of Rasht in the second semester of academic year 2012-2013. Data were collected using a tow part questionnaire: personal information and cooper smith Self-Esteem Inventory. The academic success was measured by the prior semester grade point average. To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation and Student's t-test) were used. Result: The results showed that the mean score of self-esteem among midwifery and nursing students was 32/49±4/45 and 32/58±4/43, respectively. There was no significant relationship between self-esteem level among midwifery and nursing students (p=0/82). Also, there was no significant correlation between self-esteem level and the scores of academic achievement in two groups: midwifery and nursing students. (p>0/05) Conclusion: According to the findings, the majority of students had high self-esteem. It seemed that more attention to this concept is needed to enhance students’ mental health and academic success. Therefore, developing educational programs plays a great role on the self-esteem of the students.}, Keywords = {self-esteem, nursing student; midwifery student, academic success}, volume = {4}, Number = {4}, pages = {17-25}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-562-en.html}, eprint = {http://jne.ir/article-1-562-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Bagheri, H and Bazghaleh, M}, title = {Clinical education and its related factors in nursing: A qualitative meta-synthesis study}, abstract ={Introduction: Nursing always is recognized as a practical-based profession and clinical education is the main pillar of nursing. The aim of this meta-synthesis is to determine the factors affecting clinical education in nursing in 2003-2013. Methods: In this meta-synthesis study, based on qualitative meta-synthesis method of Noblit & Hare (1988), qualitative studies related to factors affecting nursing clinical education in Iran were retrieved, collected, compared and analyzed in the following databases: SID, Magiran and Iranmedex between the years 2003-2013. Mentioned databases were searched for the following keywords: "clinical education", "field education" and "practical education". Each of the selected studies was reviewed carefully focusing on the details for final interpretation of the clinical education phenomenon. The extracted key concepts from each study were compared with key concepts of other studies. Results: Based on the initial search conducted in the mentioned databases, 18 qualitative studies were found in relation to clinical education and its related factors. From these, 7 studies were closely related to the study subject. In 6 articles, participants were nursing students, nursing faculty members and in 1 article they were clinical practice officers. Selected Studies were performed in 7 cities including: Tehran, Rasht, Isfahan, North Khorasan, Zanjan, Zahedan, and Urmia. Methods of analysis in all studies were content analysis. The last interpretation of the clinical education phenomenon and its related factors were presented in two categories including: facilitating (reinforcing) factors, and threatening factors. Each category was studied in 4 dimensions, including: student, teacher, environment, and educational programs. Conclusion: The results of this study dealing with factors affecting the clinical education could be useful for students, teachers, and officers in the planning of clinical education. Therefore, it is favorable to conduct further studies.}, Keywords = {Clinical education, Nursing, Qualitative meta-synthesis}, volume = {4}, Number = {4}, pages = {26-39}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-559-en.html}, eprint = {http://jne.ir/article-1-559-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Kazemi, M and Ebrahimkhani, H}, title = {Structural Model of the Relationship between Social Capital and Organizational Culture Based on the Nurses Viewpoints}, abstract ={Introduction: Given the role of culture in improving the quality of health care, attention to the factors involved are quite important. The social capital is considered as one of the variables that have an influences on the organizational culture and facilitates the individuals’ certain interactions within the structure. The aim of this article is to study the role of social capital in the organization culture from the viewpoint of nursing staff. Methods: This was a descriptive-correlation study. Participants were 200 employed nurses in different departments of Zanjan Hospitals. Stratified random sampling method was used for sampling. The inclusion criteria were having a bachelor’s degree or higher, and employment for 6 months or more. The data collection tool was organizational culture and social capital questionnaires. Pearson correlation coefficient and structural equation modeling in Spss and LISREL were used for data analysis. Results: The findings of this research indicate that social capital with the coefficient of 0.76 and the amount of 11.63 t was correlated with organizational culture. In addition, social capital by a standardized coefficient of 0.585 on the consistency culture, and by a standardized coefficient of 0.463 on the responsibility culture, and by a standardized coefficient of 0.789 on the participatory culture, by a standardized coefficient of 0.567 on the adaptability culture will have a significant relationship. Also, the RMSE of 0.003, GFI is 0.92 and the degree of freedom ratio less than 1 indicates that the model is a good fit. Conclusion: Regarding the relationship between social capital and organizational culture among nurses, nurse managers could improve one of them, in particular social capital, that resulted to promote organizational nursing behaviors. In this context, the creation of working groups, delegating authority to nurses and better communication with them can play a great role in the growth of social capital and organizational culture.}, Keywords = {Social capital, Organizational culture, Nurse}, volume = {4}, Number = {4}, pages = {40-51}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-564-en.html}, eprint = {http://jne.ir/article-1-564-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Ghahremani, Z and Amini, K and Aghvamy, M and Roohani, M}, title = {Relationship between personality traits, learning styles and academic achievement among students of nursing and midwifery}, abstract ={Intoduction: By reviewing the results of the previous studies, no conclusive comment can be made on the relationship between three variables of personality, learning style, and academic achievement. This study aimed to investigate the relationship between personality traits, learning styles, and academic achievement among students of Zanjan School of Nursing and Midwifery in 2012. Methods: In this descriptive and analytical study, among 485 students of Zanjan Faculty of Nursing and Midwifery, 235 students were selected by simple random sampling. NEO Five Factor Personality Inventory (NEO-FFI), Kolb Learning Style Inventory (3.1-2005) and demographic form were used of data collection. The collected data were entered into the SPSS version 18 and analyzed using descriptive statistics and Pearson test. Results: there was a significant correlation between the following factors: "Flexibility" in learning style with "reflective observation" (r= 0.171, p=0.013) and "abstract conceptualization" (r=0.143, p=0.040) "Accountability" with learning style "active experimentation" (r= 156, p=0.250) "Flexibility" (r=0.183, p=0.008), "agreeableness" (r=0.242, p=0.001) and "accountability" (r=0.218, p=0.002) with the score of total grade point average(GPA) also learning style "active experimentation" was related with total grade point average score (r=0.136, p=0.050). Conclusion: Among students of nursing and midwifery of Zanjan, there is a correlation between personality characteristic “Openness" with learning style "Reflective Observation" with "Abstract Conceptualization". There is also a correlation between the personality trait “Conscientiousness” with learning style “Active Experimentation". Between personality characteristics "Openness" with GPA, there is also an association. The personality trait "Agreeableness" is association with GPA. Between the personality trait “Conscientiousness" with GPA was associated. Finally, learning style "Active Experimentation" was associated with GPA.}, Keywords = {Big Five personality traits, Learning Styles, Academic Achievement}, volume = {4}, Number = {4}, pages = {52-62}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-557-en.html}, eprint = {http://jne.ir/article-1-557-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Khosravan, Sh and Mansoorian, MR and Mohammadpour, A and Khazaeli, P and AjamKhamesFadafen, S}, title = {Ethics in researches conducted by students, related factors and solutions from the viewpoints of faculty members and students of Gonabad University of medical sciences in 2013}, abstract ={Introduction: Ethics is an important issue and since the students as new researchers the observance status of ethics in student research is important. This study aimed to determine the barriers of academics and students about status of ethics in the researches conducted by students, their related factors and solutions. Methods: This descriptive study was performed using accessible methods, on 55 students and 15 faculty members in Gonabad University of Medical Sciences. Sampling lasted from April to June 2013 using the convenient sampling method. Data collected using a four sections questionnaire: demographic information, 29 questions to check the status of ethics, four questions to evaluate relevant factors in three domains of training, related to the student and Management and 1 question was about proposed solutions. To analyze the data, descriptive statistics such as mean, frequency and percentage were used. Results: 39% of the participants were male, 61 percent were females. In view of faculty members and students’ perspective, most cases of violation of ethics occur in the conduct and planning stage (17.9%), and lowest occur in the analysis, reporting and publication of results (0%). In investigating the causes, the domains associated with the students (30.44%) and management - environment (26.55%) had the greatest impact. The most frequent proposed solutions were monitoring systems (47.1 percent) and providing advice (41.4%). Conclusion: Effective causes reported in this study is related to domains associated to the students and management – environmental. Consequently, research managers should consider the proposed solutions in order to expect credible research in the future.}, Keywords = {Ethics, Research, Research Misconduct }, volume = {4}, Number = {4}, pages = {63-71}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-565-en.html}, eprint = {http://jne.ir/article-1-565-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Jebreili, M and Valizadeh, S and RahkarFarshi, M}, title = {Comparison of Faculty Members and Student\'s Attitude toward Educational Counseling in Faculties of Nursing and Midwifery, 2011}, abstract ={Introduction: Consultation is one of the most effective factors in the students' educational progress. Lack of belief in the effectiveness of consultation and differences in students' attitudes on the effectiveness of counseling can be a barrier to implementation of this program. Therefore, this study aimed to determine and compare the attitude of faculty members and students toward academic counseling. Methods: In this comparative study in 2011, the attitude of 31 faculty members and 250 students (nursing, midwifery and operating room) of Tabriz Nursing and Midwifery faculty with random sampling method, were examined using Adhami's attitude of academic counseling, an 18-item questionnaire. The data analysis was conducted using descriptive and inferential statistics, (independent t-test, pearson correlation and Oneway analysis of variance) by SPSS version 13. Results: There was a significant difference in the mean and standard deviation of faculty members and students’ attitude 73.51±7.19 and 63.91±8.18, respectively (P<0.0001). Also in this study, the mean and standard deviation of nursing faculty members' attitude (51.37±1.85) was significantly more than midwifery faculty members (47.78±4.80) (P<0.01). Conclusion: According to the findings, there were differences between the attitudes of faculty members and students in some cases. In the viewpoint of faculty members, counseling was necessary to support the student. In the viewpoint of students, consulting required specialty in the field. Attention to these differences is necessary in providing the necessary counseling services by faculty members.}, Keywords = {Attitude, Counseling, Faculty, Students}, volume = {4}, Number = {4}, pages = {72-80}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-566-en.html}, eprint = {http://jne.ir/article-1-566-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Heidarzadeh, A and Mirzaei, T and Forouzi, M}, title = {Comparing the Effects of Heart and Lung examination using simulation mannequin with lectures on midwifery students\' knowledge and confidence}, abstract ={Introduction: In addition to the mother's health, midwifery students should also consider the health of the fetus. In this line, learning skills such as evaluation of the heart and lung systems as part of the medical team is of great importance. The aim of this study was to compare the effect of heart and lung examination using a simulation mannequin with lectures on midwifery students' knowledge and confidence. Method: This is a quasi-experimental study in which they participated 28 midwifery students assigned randomly in two groups of mannequin-based simulation and lecture group. The data collection tool was knowledge and confidence questionnaire. Data were analyzed using central and distribution parameters as well as T-test. Result: The mean ±SD score of knowledge at stimulation with mannequin group and lecture after intervention was 9.21±0.8 and 5/5±1/95, respectively. Significant differences were observed between the two groups (P0/0001). Conclusion: According to the results of this study, using the mannequin is an effective way in increasing the knowledge and confidence heart and lungs assessment. Therefore, training centers can be used for these methods, so that the learners spend less time in learning these life-saving techniques.}, Keywords = {Manikins simulation, lectures, Heart and Lung assessment, Knowledge, self- confidence.}, volume = {4}, Number = {4}, pages = {81-89}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-561-en.html}, eprint = {http://jne.ir/article-1-561-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} } @article{ author = {Sabory, T and Ghadiri, K and Abiri, R and Elahi, A and Poormohammadi, Sh and Gharib, AR}, title = {Incidence of nasopharyngeal carriers of streptococcus pneumoniae and antibiotic resistance in the children in Kermanshah 2012}, abstract ={Introduction: Streptococcus pneumonia is one of the most common causes of adventitious-respiratory tract bacterial infections and one of the major causes of otitis, bacteremia, meningitis and pneumonia especially in the children. There is little information about the resistance of Streptococcus pneumonia to antibiotics in Iran. Therefore, the aim of this study was to determine the incidence of Streptococcus pneumonia carrier and survey of microbial resistance in the children. Methods: The current cross-sectional study was conducted from November to March 2012 in 554 children aged 2-12 years. Participants in the study were, preschool and school children in different parts of Kermanshah, Iran. Samples were collected using a sterile swab from the nasopharynx. The samples were transported to the laboratory using a medium. Then they were cultured on Blood agar. After isolation, confirmatory tests to determine antibiotic susceptibility were conducted. Results: the prevalence of Streptococcus pneumonia was seen in 15% of cases. Antibiotic resistance isolates from these samples to antibiotics, including azithromycin, amoxicillin, rifampin, amoxicillin, clavulanic acid, co-trimoxazole and ceftriaxone were 63.9%, 56.6%, 41%, 37.3%, 37.7 % and 3.6%, respectively. Also, 31.1% of the isolates were not resistant against any antibiotics. Conclusion: The indiscriminate use of antibiotics leads to antibiotic resistance, especially for Azithromycin, Amoxicillin, Amoxicillin Clavulanic Acid and Cotrimoxazole antibiotics. This indicates increased risk of resistance to treatment in the infectious diseases. Hence the necessity of adequate education to physicians and the public about the indiscriminate use of antibiotics.}, Keywords = {Streptococcus pneumonia, Antibiotic resistance, children, nasopharyngeal carriers }, volume = {4}, Number = {4}, pages = {90-97}, publisher = {4 انجمن علمی پرستاری ایران }, url = {http://jne.ir/article-1-567-en.html}, eprint = {http://jne.ir/article-1-567-en.pdf}, journal = {Journal of Nursing Education}, issn = {2322-3812}, eissn = {2322-4428}, year = {2016} }