The barriers and challenges of applying new strategies in the clinical evaluation of nursing students from the viewpoints of clinical teachers

Torabizadeh, Camellia; Ghodsbin, Fariba; Javanmardifard, Sorur; Shirazi, Fatemeh; Amirkhani, Mehdi; Bijani, Mostafa

doi:10.4103/ijnmr.ijnmr_17_17

Cited by 11 publications

(8 citation statements)

References 19 publications

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“…Ahmadpour et al also examined the correlation of ROP with CRIB score. Of the 256 studied neonates, 180 (70%) had retinopathy in some degrees, of which 56 (31.11%) required treatment, although the relationship between CRIB score and severity of retinopathy was insignificant (P = 0.152); hence, the CRIB cannot predict the severity, progression, or remission of retinopathy (39)(40)(41)(42).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Clinical Risk Index for Babies to Predict Mortality and Morbidity in Neonates Admitted to Neonatal Intensive Care Unit

2020

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Background: Premature birth, low birth weight, and congenital malformations are the main causes of neonatal mortality. The current study aimed at evaluating the predictive index of mortality and short-term morbidity of premature neonates in a hospital in karaj, Iran Methods: The present cross sectional study was conducted on 145 neonates admitted to the neonatal intensive care unit of (NICU) at Bahonar Hospital in karaj, Iran from 2014 to 2017. Neonates were selected by available sampling method and data were collected using their records; the mortality rate was calculated using the CRIB (clinical risk index for babies) checklist. Data were analyzed statistically. Results: The current study results indicated the high efficiency of both CRIB and CRIBӀӀ variables in predicting neonatal mortality (P = 0.000). The mean CRIB and CRIBII scores were respectively 9.24 and 9.04 in infants died during the study. Discussion: The CRIB score had a higher value in predicting mortality compared to that of CRIBII. CRIB score had a significant correlation with retinopathy of prematurity (ROP) (P = 0.01) and respiratory distress syndrome (RDS) (P = 0.011), but no significant relationship was found between CRIBӀӀ and the studied complications. There was a significant correlation between CRIB and CRIBӀӀ scores >8, and neural tube defect (P = 0.000). The predictive value of the CRIB score for neural tube defect was higher than that of the CRIBII. Conclusion: The results of the current study showed that CRIB and CRIBII can be utilized to predict mortality and neural tube defect in preterm infants and CRIB score can be used to predict ROP and RDS.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Clinical Risk Index for Babies to Predict Mortality and Morbidity in Neonates Admitted to Neonatal Intensive Care Unit

2020

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“…In this regard, Torabizadeh and Moradi expressed similar problems in clinical evaluation. Scientific sources state that using the OSCE, MINI-CEX DOPS test is very useful (26,27).…”

Section: Discussionmentioning

confidence: 99%

Explaining the Status of Clinical Nursing Education: A Qualitative Research in Iran

Montaseri

Jahromi

Badiyepeymaiejahromi

et al. 2022

Jundishapur J Health Sci

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Background: Challenges and problems of clinical nursing education are the most important factor in determining the quality of nursing students' education. Frequent assessment of the quality of nursing education without considering the existing challenges is an ineffective activity in analyzing the situation of nursing education. Objectives: This study aimed to explain the status of clinical nursing education at Jahrom University of Medical Sciences in Iran. Methods: This qualitative study based on the conventional content analysis approach was conducted at Jahrom University of Medical Sciences in 2018 - 2019. Data were collected through holding 10 semi-structured face-to-face focus group discussions (FGDs) with 110 nurses, head nurses, instructors, and students. Purposeful sampling was used and the interviews were analyzed by Graneheim and Lundman method by MAXQDA Software. Results: We obtained 626 in-vivo codes, 46 primary codes, eight subcategories (lack of attention to the evaluation process, non-participative evaluation, low staff educational cooperation, ineffective instructors, non-educational clinical space, student educational deficits, students' confusion in the clinical setting, and non-participatory planning), and three main categories (planning challenges, implementing challenges, and evaluation challenges). Conclusions: Educational leaders are recommended to shift to three areas, including democratic planning, wise implementation with frequent monitoring, and the use of modern clinical evaluation methods based on the participation of learners and other stakeholders.

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“…The results of the study conducted by Steenaart (2019) also showed that the use of new educational methods can increase the knowledge and attitude of nurses in the area of organ donation, which was consistent with the results of this study (38)(39)(40)(41)(42). The results of the studies conducted by Srinivasula et al (2018) and Sugumar et al (2017) and Marqués-Lespier JM (2013) also showed that educational interventions play an important role in increasing the knowledge and attitude of staffs of different medical departments in brain death and organ donation processes and it is necessary to implement educational programs continuously to increase knowledge and improve the performance of the staffs (43)(44)(45)(46). The results of the study conducted by Aghayan et al (2009) to evaluate the effect of the lecture-based educational workshop on the nurses' knowledge and attitudes on donation in Tehran (47,48), showed that the implementation of the educational program had no effect on the attitude of nurses and no relationship was found between the knowledge and attitude, which was not consistent with the result of the present study (49).…”

Section: Discussionmentioning

confidence: 99%

“….001 17.43±2.39 19.27±2.63 10.38 ±2.39 intervention .034 12.78 ±2.63 12.47±2.54 10.48±2 43. Comparison of the attitude score of nurses in the area of organ donation in the test and control groups in the three stages of before, immediately and one month after the intervention…”

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confidence: 99%

Evaluation of the Effect of Clinical Scenario-Based Educational Workshop and Reflection on the Knowledge and Attitude of Head Nurses and Clinical Supervisors toward in the Brain Death and Organ Donation

et al. 2020

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Background: Participation in the organ donation process is a part of the expected activities in the nursing profession and nurses play a major role in this regard. Providing correct information by nurses increases the number of organ donors and it requires knowledge and positive attitude towards organ donation. The present study was conducted with the aim of evaluating the effect of clinical scenario-based educational workshop and rethinking on the knowledge and attitude of head nurses and clinical supervisors working in Valiasr Hospital of Fasa in southwestern of Iran in 2019. Materials and Methods: This was a pre-test and post-test type of quasi-experimental study. A total of 50 head nurses and clinical supervisors were randomly divided into intervention and control groups (each group contained 25 subjects). Reflective thinking and clinical scenario-based educational program was implemented for the intervention group in four sessions, 2 hours per session. Then, the mean score of knowledge and attitude in both groups was assessed before, immediately and one month after intervention. Data were analyzed using independent t-test ، Chi-square and ANOVA through SPSS, version 22, software. Results: The attitude (P=0.47) and knowledge (P=0.78) of head nurses and clinical supervisors in two groups did not differ significantly before training. Intervention group had a significant improvement in attitude and knowledge after training compared to the control group. (P<0.05) Conclusion: Clinical scenario-based education and Reflective thinking was effective in enhancing the knowledge and attitude of nurses towards brain death and organ donation. Thus, it is recommended that nursing managers can consider necessary measures and plans in this regard.

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The barriers and challenges of applying new strategies in the clinical evaluation of nursing students from the viewpoints of clinical teachers

Cited by 11 publications

References 19 publications

Evaluation of Clinical Risk Index for Babies to Predict Mortality and Morbidity in Neonates Admitted to Neonatal Intensive Care Unit

Evaluation of Clinical Risk Index for Babies to Predict Mortality and Morbidity in Neonates Admitted to Neonatal Intensive Care Unit

Explaining the Status of Clinical Nursing Education: A Qualitative Research in Iran

Evaluation of the Effect of Clinical Scenario-Based Educational Workshop and Reflection on the Knowledge and Attitude of Head Nurses and Clinical Supervisors toward in the Brain Death and Organ Donation

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