ABSTRACT
@#Introduction: Hand hygiene plays a huge role in removing hospital infections. The aim of this study was to explore the nurses’ viewpoints about the factors affecting hand hygiene compliance. Methods: In this qualitative content analysis study, the data were collected through purposive sampling and semi-structured interviews with 15 nurses. Interviews were audio-recorded and transcribed verbatim. Thematic analyses were conducted using Lundman and Graneheim’s method. Results: Six themes were identified, including the facilitator and barriers to compliance with hand hygiene on personal, interpersonal, and organizational levels. One theme was personal facilitator, with categories of facilitating the cognition and adherence to values. Personal barriers included cognitive obstacles, attitudinal barriers, and physical barriers. The interpersonal facilitators included supportive social climate and appropriate culture building. The interpersonal barriers involved inappropriate culture building and being under pressure. The organizational facilitators were strong leadership style, good managerial support, and competent staff evaluation; the last theme was organizational barriers with categories of poor leadership style, ineffective staff development, inconsistency in organizational policy, and incompetent staff evaluation. Conclusion: This study adopted an integrated approach to examining the factors affecting the nurses’ hand hygiene compliance. It is recommended that future interventions should consider the differences at individual, interpersonal, and organizational levels and developed a tailoring approach.
ABSTRACT
Background@#Some researchers state that they are not yet able to provide a deep understanding of the underlying causes of unsafe behaviors (UBs). Therefore, the present study was conducted to investigate the attitudes and experiences of Iranian workers of UBs. @*Methods@#This present study was conducted in 35 industries using a semistructured interview based on grounded theory. Forty participants were interviewed, including 13 industrial safety and health experts and 27 workers and supervisors. The analysis of the present study consisted of a three-step coding process including open, axial, and selective coding. @*Results@#The results showed that the factors affecting UBs could be classified into three categories: organizational, individual, and socioeconomic factors. Organizational factors were divided into 6 parts: procedure and environmental conditions, communications, monitoring, organizational safety culture, resource allocation, and human resources. Socioeconomic factors had three subcategories: community safety culture, type of organizational ownership, and economic problems. Finally, the individual factors were classified into two categories of personality traits and individual competence. @*Conclusion@#The results showed that organizational factors were the most categorized, and it is estimated that this factor has a more important role in the UBs. Of course, to better understand the close relationship between these factors and find the weight and importance of each factor, it needs to measure it with multicriteria decision systems.
ABSTRACT
Background@#Some researchers state that they are not yet able to provide a deep understanding of the underlying causes of unsafe behaviors (UBs). Therefore, the present study was conducted to investigate the attitudes and experiences of Iranian workers of UBs. @*Methods@#This present study was conducted in 35 industries using a semistructured interview based on grounded theory. Forty participants were interviewed, including 13 industrial safety and health experts and 27 workers and supervisors. The analysis of the present study consisted of a three-step coding process including open, axial, and selective coding. @*Results@#The results showed that the factors affecting UBs could be classified into three categories: organizational, individual, and socioeconomic factors. Organizational factors were divided into 6 parts: procedure and environmental conditions, communications, monitoring, organizational safety culture, resource allocation, and human resources. Socioeconomic factors had three subcategories: community safety culture, type of organizational ownership, and economic problems. Finally, the individual factors were classified into two categories of personality traits and individual competence. @*Conclusion@#The results showed that organizational factors were the most categorized, and it is estimated that this factor has a more important role in the UBs. Of course, to better understand the close relationship between these factors and find the weight and importance of each factor, it needs to measure it with multicriteria decision systems.
ABSTRACT
Introduction: Continuing Medical Education [CME] has been considered as a lifelong commitment for doctors to provide the optimal care for patients. Despite a long history of creating CME programs, outcomes are far from ideal. The present qualitative study aims to clarify the barriers affecting effectiveness of the CME programs in Iran based on the experiences of general practitioners
Methods: Sixteen general practitioners were recruited to participate in in-depth interviews and field observations concerning experiences with CME. The study was performed using a qualitative content analysis method. The codes, categories and themes were explored through an inductive process in which the researchers moved from specific to general
Results: The participants' experiences identified a number of barriers, particularly insufficient interaction with the instructors; additional problems included the teachers' use of an undifferentiated approach; unreal and abstract CME; and ignorance of the diverse reasons to participate in CME
Conclusion: Based on the study results, there are multiple barriers to effective implementation of CME in Iran. The key barriers include insufficient interaction between the trainees and providers, which must be considered by other stakeholders and program designers. Such interactions would facilitate improved program design, invite more specific tailoring of the education to the participants, allow for more effective educational methods and set the stage for outcome evaluation from the learners actually applying their new knowledge in practice. Replication of these findings with another sample would improve confidence in these recommendations, but these findings are broadly consistent with findings in the educational literature on improving the efficacy of CME