Effective Factors on Adaptation of Theoretical Education and Practical Nursing Care

Majidi, Seyed Ali; Mehrabian, Fardin; Asgharnia, M; Mohammadi, Homan; Kazemnezhad, Ehsan

doi:10.18869/acadpub.rme.7.2.12

Cited by 3 publications

(2 citation statements)

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“…Conducting clinical care according to the clients' values and beliefs was the least important. 30 Yaghobi's study showed that the openness of communication channels, feedback and communication about errors, the frequency of reporting incidents, employee affairs, and nonpunitive responses to errors had unpleasant status and needed to be seriously considered, particularly employee affairs and nonpunitive responses to errors that attained very low scores. But, certain dimensions such as teamwork in the unit, organizational learning, and continuous improvement were the strengths of patient care safety.…”

Section: Discussionmentioning

confidence: 99%

Analytical study of care quality and moral distress in clinical situations and patient care

Hasanlo

Azarm

Asadi

et al. 2019

Frontiers of Nursing

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Objective Nursing profession conventionally meets a high standard of ethical behavior and action. One of the ethical challenges in nursing profession is moral distress. Nurses frequently expose to this phenomenon which leads to different consequences such as being bored by delivering patient care that decline care quality and make it challenging to achieve health purposes. This study was conducted to investigate the association between the aspects of moral distress and care quality. Methods In this descriptive–analytical study, 545 nurses of intensive and cardiac care units and dialysis and psychiatric wards were recruited by census sampling. Three questionnaires, Sociodemographics, Moral Distress Scale, and Quality Patient Care Scale, were distributed among the participants and collected within 9 months. Data analysis was conducted by descriptive statistics, analysis of variance, and the least significant difference in SPSS 13. Results Investigating moral distress domains (ignoring patient, decision-making power, and professional competence) and care quality domains (psychosocial, physical, and communicational) demonstrated that in being exposed to moral distress, ignoring patient had no effect on psychosocial domain (P=0.056), but decision-making and professional competence of moral distress had positive effect on psychosocial, physical (bodily), and communication domains of care quality. Conclusions Because moral distress domains are effective on patient care quality, it is recommended to enhance the knowledge of nurses, especially beginners, about moral distress, increase their strength alongside standardizing nursing services in decision-making domains, improve the professional competence, and pay attention to patients.

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Section: Discussionmentioning

confidence: 99%

Analytical study of care quality and moral distress in clinical situations and patient care

Hasanlo

Azarm

Asadi

et al. 2019

Frontiers of Nursing

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“…To achieve quality, it is needed to be evaluated first before trying to improve it (12). Clinical education enhancement requires continuous checking of the current situation, identification of strengths and weaknesses, and correction (13,14). Audience opinion and the function of observer opinion are, respectively, central to the definition of quality and quality itself (15).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Clinical Education Quality from Viewpoint of Midwifery Students in Tehran University of Medical Sciences in 2019

Shadi

2021

Electron Physician

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Background: As an essential area in medical education, clinical education provides midwifery students with the foundation of their professional skills. Effective and efficient clinical education has a great role in clinical education quality. Objective: This study aimed to determine the clinical education quality from the viewpoints of midwifery students of Tehran University of Medical Sciences. Methods: This cross-sectional study was performed on 245 midwifery students at Tehran University of Medical Sciences in 2019. Data were collected using a demographic and educational information questionnaire and clinical education quality assessment questionnaire (SERVQUAL), comprising five domains and a self-report questionnaire. Data were analyzed using descriptive statistics (frequency and percentage of frequency for qualitative variables) and inferential statistics, including t-test, and ANOVA in SPSS18. Results: A negative gap was observed between students' expectations and perceptions of the clinical education quality in all five dimensions (p<0.001). Empathy (-1.24±1.68) and assurance (-1.30±1.04) showed the largest and narrowest gaps, respectively. Conclusion: Due to the negative gap in the clinical education quality, universities and educators are recommended to identify educational shortcomings and accordingly take necessary measures to make up for them.

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EDU_VACCINE app: Mobile application for public health students and health educators

Khodayarian,

Dehghani,

Fallahzadeh

et al. 2024

Medical Journal Armed Forces India

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Effective Factors on Adaptation of Theoretical Education and Practical Nursing Care

Cited by 3 publications

References 0 publications

Analytical study of care quality and moral distress in clinical situations and patient care

Analytical study of care quality and moral distress in clinical situations and patient care

Assessment of Clinical Education Quality from Viewpoint of Midwifery Students in Tehran University of Medical Sciences in 2019

EDU_VACCINE app: Mobile application for public health students and health educators

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