Introduction: Cardiac arrest is one of the most common causes of mortality in Iran. The reaction of the first persons who deal with such patients in the first minutes of incidence is of great importance in the prognosis of the disease as well as death or survival of the patient.Objective: the current study aimed at examining the effect of basic cardiopulmonary resuscitation training by the presentation method on soldiers' performance. Materials and Methods:In the current experimental study conducted in 2017, two military units were randomly selected. A total of 28 soldiers were randomly selected from each unit and allocated into the intervention and control groups. A pre-test was conducted on both groups in order to evaluate the validity and reliability of the researcher-made performance checklist. Then, the intervention group was trained by the researcher using presentation method and the control group received the previously employed educations. After 1 week, the post-test was performed on both groups.Finally, the data were analyzed using Fisher statistical exact test, t test, and paired t test with SPSS version16.Results: There was no significant difference between the 2 groups in terms of demographic characteristics (P>0.05).The mean performance score before and after the intervention were 2.56 ± 1.68 and 2.08 ± 1.70 in the intervention group (P>0.05), while 20.16 ± 2.17 and 1.48 ± 2.16 in the control group, respectively. Independent t test showed a significant difference between the groups in terms of the post-test scores (P<0.001). Paired t test showed a significant difference between the pretest and posttest scores of cardiopulmonary resuscitation in the intervention group (P<0.001), but the difference between the pretest and posttest scores of the control group was insignificant (P<0.05). Discussion and Conclusion:The results showed the effectiveness of cardiopulmonary resuscitation training in the intervention group. Consequently, due to the remarkable effect of such trainings on soldiers by the presentation method, it is recommended to hold basic cardiopulmonary resuscitation training workshops by the same method for the army task force in order to improve their performance.

Background and objectivesNursing errors can cause irreparable consequences. Understanding the concept of error and the nature of nursing error detectors can significantly reduce this type of errors. The present study was conducted to explain the concept of error and the nature of nursing error detectors in military hospitals.Materials and methodsThe present study was conducted on eight nurses working in different wards of military hospitals using a qualitative approach to content analysis proposed by Graneheim and Lundman. Data were collected through in-depth semistructured interviews.Findings‘The concept of error’ and ‘the nature of error detectors’ in military hospitals were the two main categories extracted from data analysis. The present findings showed that the nature of errors in military hospitals is inevitable, a threat to job position and bipolar. Nurses use different resources to identify errors, including personal, environmental and organisational factors of detection.Discussion and conclusionGiven the military nature of the study hospitals, organisational factors of detection played a key role in identifying errors. Moreover, given the perception of military nurses of errors, they were not inclined to personal detectors. The managers of military hospitals are therefore recommended to pursue a justice-oriented and supportive culture to help nurses play a more active role in identifying errors.

Introduction: Cardiopulmonary resuscitation (CPR) has an effective role in reducing mortality due to respiratory and cardiac arrest and in the case of timely and accurate implementation, it can significantly save lives. Therefore, teaching and learning CPR is one of the most basic and vital skills that a person must learn in life. During the past few years, CPR and first aid in the form of simple and basic education programs have been provided for the public around the world.Objective: The purpose of this paper was discussing the latest findings in CPR. Materials and Methods: This is a review article based on the translation of the instructions of CPR in AmericanHeart Association in 2015, with an emphasis on CPR, as well as other library materials and articles written between 2010 and 2015.Results: unprofessional and professional revivalists play a vital role in restoring a person who has undergone cardiopulmonary arrest; therefore, they must be trained in CPR operations in accordance with the latest guideline updates. These changes in 2015 adults' basic life support measures and guidelines for resuscitation include correction of the algorithm with the emphasis on comprehensive simplified algorithm, based on the recommendations of CPR performance by professional and unprofessional revivalists, the use of defibrillation in cardiac arrest by the public, CPR quality, and reduction of delays as much as possible. Discussion and Conclusion:Knowledge of CPR and its latest changes is obviously necessary to all professional and unprofessional revivalists.

Introduction: In the education of medical sciences-e g, nursing, the main goal is to train students who can make the best decisions with high thinking skills (critical thinking), integrating information, and using sound clinical reasoning while relying on evidence.Objectives: The current study aimed at investigating the effect of teaching clinical reasoning on the critical thinking skill of undergraduate nursing students who took the course of emergency nursing in disasters and events. Materials and Methods: The current quasi-experimental study was conducted on 27 undergraduate students of the 6th semester in Aja Nursing Faculty enrolled in a full-scale study in 2018. The critical thinking styles of students were assessed using the California critical thinking questionnaire before and two weeks after training. The clinical reasoning training program was presented using a repeat hypothesis model in five educational sessions. Data were analyzed by SPSS software version 23 using paired samples t-test.Results: In the present study, the mean and standard deviation scores of critical thinking were respectively 7.63 ± 2.02 and 7.9 ± 3.36 before and after the training program. There was a significant difference between before and after mean scores of critical thinking education (P = 0.047); training with clinical reasoning method improved the critical thinking skills compared to the study onset in the students. Discussion and Conclusion:The critical thinking level of nursing students increased significantly after receiving educations with the method of clinical reasoning compared to the study onset level. It can be concluded that this educational method, like other active teaching methods, can improve critical thinking in nursing students.It is hoped that using this method will be an effective step toward better learning of the students and improving the performance of nurses in clinical practice.

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