ABSTRACT
Introduction: Nurses are the first people that attend the accident site. Therefore, they must be able to take care of victims and have skill to prevent detrimental effects of disaster. The aim of this study was to determine competencies among Shahrekord emergency nurses responded in disaster situation with Objective Structured Clinical Examination [OSCE].
Materials and Methods: This study was a descriptive study which 25 emergency nurses of educational hospital in Shahrekord were recruited by census statistical methods. Competency of nurses for responding in disaster situation were evaluated by utilizing 8-station objective structured clinical examination [OSCE]. In each station "Task Based Checklist" has been used for evaluation. For measuring validity, content validity and for reliability, test re test was used. Data were analyzed by using SPSS/16.
Findings: The mean scores of nurses' performance in 8 stations were less than average. In triage station was [3.5 +/- 1.6], life support [4.4 +/- 1.2], airway management [3.9 +/- 1.5], Chest tube insertion [4.9 +/- 1.5], naso gastric tube insertion [6.1 +/- 2.2], IV therapy [1.9 +/- 0.7], IV line insertion [5.4 +/- 1.3], suturing [8.6 +/- 1.5] urinary catheterization [9.1 +/- 1.5].
Conclusion: Competencies of nurses in providing care in disaster were undesirable and less than average in all skills. So it is essential for nurses to acquire clinical and special skills to prepare for disaster situations.
ABSTRACT
Concept mapping is an instructional strategy that requires learners to identify, graphically display, and link key concepts by organizing and analyzing information. The purpose of this study was to implement concept mapping as a learning strategy in a pediatric nursing process and to evaluate students learning progress through the construction of concept maps. In this pre-post, semi -experimental stady 30, students, who had enrolled in pediatric nursing clinical course, participated in this study. Participants were divided into three groups, each included 10 students. On the first day, students were asked to write a nursing process for their patients. The students prepared 8 nursing proceses through concept mapping during their clinical course, the 3 prepared conceptual maps [the map of the first day as the pre-test and the map of the day 5 and 9 as the post day] were evaluated qualitatinly and quanititatily. Through the quanlfity scoring system, the mean scores of the concepted map of students were: 5.1 +/- 1.11, 11 +/- 1.31 and 19 +/- 0.69, before intervention, on the day 5 and the day 9, respectively. The results of Freidman test and Dant test showed a significant differences in the concepted map of corses of the day 5 and 1 and the day 9 and 1 [P<0.001]. The concept mapping qualifing evaluation showed a significant improvement in the concept of nursing process, which improved from the weak level in the first day to excellent level. The results of this study support the use of concept maps as an effective teachinglearning activity to integrate student's knowledge, apply and promote their critical thinking in patient care
Subject(s)
Humans , Education, Nursing/methods , Students, Nursing , TeachingABSTRACT
Parents have been used to staying with their sick children in hospital for more than a decade. Nowadays, parents are inevitable elements of child care in hospitals. The parent-nurse relationship is considered to be a cornerstone of high quality pediatric nursing care, however there is little knowledge on the quality of nurse-parent communication in internal pediatric wards. The study, therefore, was designed to explore experiences of parents and nurses regarding parent-nurse communication in hospitals. Using inductive thematic analysis method, face-to-face interviews were conducted with 14 parents and 10 nurses drawn from two pediatric hospitals in Tehran. Five major themes were identified namely: downgrading the communication with parent or child, restricting informing parents, taking lessons from parent-nurse relationships, parent-to-parent emotional support and factors contributing in communication downgrading. The results showed that lack of time and high-load work due to imbalance between human resource's demand and supply, nurses'insufficient interpersonal skills and the nature of physician-nurse relationship are the factors contributing in downgrading the parents-nurses communication. The study revealed that time shortage due to understaffing and nurses' insufficient interpersonal competences led to downgrading the communication between parents and nurses and consequently, not meeting parents' supportive and informative needs. Given that parents are usually their child's bedside presented and enormous contacts of nursing staffs and parents are unavoidable, developing nurses'communication skills through continued education and role models have vital importance