ABSTRACT
Due to the high clinical challenges, differences in coping strategies, and high workload in nurses, there is a need to develop strategies to keep them in the profession. The aim of the present study was to explore the Iranian nurses' coping strategies to deal with intention to leave. A qualitative content analysis was used to obtain rich data. We performed 13 in-depth face-to-face semi-structured interviews with nurses working in hospitals affiliated to Tabriz and Urmia Universities of Medical Sciences in Iran, selected through purposive sampling. Constant comparative method was used for data analysis. Three categories and eleven subcategories emerged during data analysis. The extracted categories and sub-categories consisted of [I] Self-empowerment [practical knowledge increase, responsibility, finding identification of the nurse, balancing work and life, seek support and humanitarian interests], [II] Self-controlling [tolerance, avoidance, the routine-based performance], and [III] Pursuing opportunities for advancement and promotion [community development, planning for higher education]. Nurses make attempts to individually manage problems and stressors perceived from bedside that have led them to leave the bedside; these efforts have been effective in some cases but sometimes they are ineffective due to discontinuous training and relative competence in terms of how to manage and deal with problems. It is suggested that nurses should learn strategies scientifically to meet the challenges of bedside. Through enabling and supporting behaviors and creating opportunities for growth and professional development, nursery managers can help nurses to stay and achieve improvement of the quality of cares
Subject(s)
Adult , Female , Humans , Male , Middle Aged , Nurses , Evaluation Studies as TopicABSTRACT
To determine the efficacy of self-care education on rehabilitation of hemiplegic stroke patients discharged from hospital. For this experimental study, 80 patients were randomly assigned to 2 groups at Urmia University of Medical Sciences Hospitals, Iran, in 2008. First, we recorded the demographic data, and ability performance of both groups, then self-care education was given for the experiment group. Finally, both groups were retested 45 days following the last self-care education section of the experiment group. The results of the study showed a significant difference between the mean acquired distinctions in different performance fields before and after education for the study group [p=0.0001]. In addition, the findings showed a significant difference between the 2 groups post-test [p=0.0001]. We statistically concluded by independent t test that the level of performance in the experimental group was higher than the controls [t=19.83; p=0.0001]. Self-care education of stroke survivors can improve patient's performance, and change them from a dependent to an independent person