Nursing
Narjes Heshmatifar; Hossein Karimi Moneghi; sara ahmadi
Volume 29, Issue 6 , January and February 2023, , Pages 756-768
Abstract
Introduction: Background and objectives: As research is the building block of education development, the study of research methods is important for improving the quality of research. Among different research methods, content analysis has gained particular significance; however, it has not yet been clearly ...
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Introduction: Background and objectives: As research is the building block of education development, the study of research methods is important for improving the quality of research. Among different research methods, content analysis has gained particular significance; however, it has not yet been clearly examined in terms of its features and techniques. To fill this gap, the present article was an attempt to seek experts’ views on this issue.
Materials and Methods: This study was a non-systematic narrative review article. First, books and searches of previous studies were used in scientific information databases abroad: PubMed, Scopus Web of Science, Science Direct Google scholar, between 1940 and 2022 with the keywords Content, Analysis, Qualitative content analysis, Quantitative content analysis and also used, Keyword content analysis, qualitative method, qualitative content analysis, quantitative content analysis in databases, MagIran, SID, Iranmedex, Irandoc. Then, 21 related articles were identified and reviewed.
Results: Based on the findings of the current study, there are particular techniques for conducting content analysis research distinguishing it from other research methods. Besides, findings of the study revealed that challenges among experts about the content analysis research method is partly due to its history and its evolution over the time and also it is related to the very highly flexible nature of this research method.
Conclusion: Content analysis is an independent scientific research method in which the researcher makes use of qualitative processes to describe and summarize data for making inferences and finding a conceptual framework and finally formulating a theory.
Anesthesiology
Roghayeh Zardosht; Hossein Karimi Moonaghi
Volume 28, Issue 2 , May and June 2021, , Pages 156-163
Abstract
Introduction: Clinical education is known as a central part of professional training which combines knowledge, skill, attitudes, values and professional philosophies. Clinical instructor aims to develop clinical experience and strengthen educational system. In operation room, clinical instructor roles ...
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Introduction: Clinical education is known as a central part of professional training which combines knowledge, skill, attitudes, values and professional philosophies. Clinical instructor aims to develop clinical experience and strengthen educational system. In operation room, clinical instructor roles are more different and sophisticated in comparison to other clinical department because of an interactive, dynamic and challenging atmosphere as well as teamwork, specific physical space, and less instructor control over student practice. To determine the characteristics of clinical instructor in operating room, the current study was conducted. Materials and Methods: This was a qualitative content analysis study conducted from 2015 to 2017. Participants were stakeholders of clinical education in operating room from medical universities of Khorasan Razavi. To collect data, sampling based on purpose was performed by semi-structure interview. Of note, obtained data from participants was analyzed by MAXQDA 2007 software with continuous comparative method. Results: From data analysis, it was reported three themes including effective instructor with 12, neutral instructor with 7, and ineffective instructor with 11 categories as well as a general theme named as a nuclear role instructor. Conclusion: The most important roles of clinical instructor are finding a right place, students' acceptance into the surgical team, providing learning opportunities in order to gain technical skills and clinical competence. Therefore, to develop quality in clinical education, it is strongly recommended that clinical instructor have some vital characteristics in operating room including clinical experience, continuous active presence, communication skills, authority, acceptance and popularity.
Sara Shirdelzadeh; Nosrat Ghaemi; Hossein Karimi Moonaghi; Hamidreza Behnam Vashan
Volume 18, Issue 4 , January and February 2012, , Pages 288-295
Abstract
Background and Purpose: Diabetes mellitus is the most common endocrine disease in children. Achieving self-management of the child and her family is one of the important goals nursing these patients. The present research was conducted to examine the effect of problem solving education on the self-management ...
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Background and Purpose: Diabetes mellitus is the most common endocrine disease in children. Achieving self-management of the child and her family is one of the important goals nursing these patients. The present research was conducted to examine the effect of problem solving education on the self-management and HbA1C in adolescents with type 1 diabetes.
Methods and Materials: In this experimental study، adolescents 10-19 years old with type 1 diabetes for at least on year، were allocated randomly into two control and problem-solving education groups. The intervention group received 6 sessions of problem-solving process education; the family function of caregivers، self-management and HbA1C of adolescents with type 1 Diabetes before and 3 months after the intervention were evaluated. Data analysis was done using independent and paired t-test، Mann-Whitney U and Wilcoxon tests.
Results: Problem-solving education increased self-management in adolescents by 76.57% in terms of public health، 49.11% regimen therapy، 112.20% social presence and 75% in terms of overall self-management (p
Saeed Vaghei; Ahmad Ashoury; Amirreza Saleh Moghaddam; Hossein Karimi Moonghi; Akram Gazrani; Hasan Gholami
Volume 18, Issue 2 , July and August 2011, , Pages 132-139
Abstract
Background and Purpose: Clinical competency is one of the requirements in nursing profession، for which nurses have recently been criticized. For this reason، health educational systems always intend to discover and improve factors that affect clinical competency. On the other hand، spiritual intelligence ...
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Background and Purpose: Clinical competency is one of the requirements in nursing profession، for which nurses have recently been criticized. For this reason، health educational systems always intend to discover and improve factors that affect clinical competency. On the other hand، spiritual intelligence is considered as a significant factor in nurses’ success and efficacy. Therefore، the present study was designed to determine the spiritual intelligence status and its relationship with nurses’ clinical competency.
Material and Methods: This descriptive correlational study was conducted on 250 nurses of Mashad educational hospitals selected by multi-stage sampling. Demographic، clinical competency and spiritual intelligence questionnaires were used for data collection; the obtained data were analyzed in SPSS 11.5 using ANOVA، Kruskal Wallis، t-test، correlation and simple linear regression and covariate analysis.
Results: The results showed that %53.3 of the nurses' scores on spiritual intelligence were above the mean، and %46.7 below the mean. Most nurses’ (%53/8) scores of clinical competency scores was reported good (by self-assessment)، %48.2 of the scores in the average range (by matron assessment)، and %53.3 of them in the average range (by the overall assessment). A significant positive correlation was observed between spiritual intelligence and clinical competency، as Pearson correlation coefficient indicated (p
seyyedeh Fatemeh Oskouie; Katri Vehviläinen-Julkunen; Fatemeh Dabbaghi; Hossein Karimi Moneghi; Tahereh Bionghi
Volume 15, Issue 4 , January and February 2009, , Pages 182-191
Abstract
Background and purpose: There are many studies about nursing clinical settings and their problems but the teaching style of teachers on the bedside has not been studied as a whole. Therefore this study was conducted to assess describe and interpret nursing trainers’ perceptions of the teaching style ...
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Background and purpose: There are many studies about nursing clinical settings and their problems but the teaching style of teachers on the bedside has not been studied as a whole. Therefore this study was conducted to assess describe and interpret nursing trainers’ perceptions of the teaching style in clinical settings. Methods and Materials: The grounded theory approach was used to conduct this study. Fifteen nursing teachers were interviewed individually in 2006-2007. The interview protocols were tape-recorded and later transcribed verbatim. The tranh1ions were analyzed using Strauss and Corbin's method. Results: Three major themes and 12 sub-themes emerged from the study data which portray the clinical teaching styles of the nursing teachers. The main themes are multiple styles in teaching nature of clinical teaching control and adaptation in the educational atmosphere and multiplicity in teaching style. Individualized styles were observable across teachers but they varied across situations type of skills (content) educational environment and facilities levels of the learners and the control and accommodation of teachers with the teaching atmosphere. Conclusion: Although teaching style is a complex phenomenon but this study has helped emerge some of the rules and principles of clinical training of nurses.