[The effect of education on trauma critical care nurses attitudes towards and knowledge and practices from the viewpoint of their about application of physical restraint]

Introduction: physical restraints are commonly used in ICUs to manage patient agitation, ensure patient safety, and prevent patient fall and patient interruption in medical and nursing care interventions. But there are many physical and psychological negative outcomes related to their use. Nurses are the key decision makers in the application of physical restraints to patients. Thus, educational programs regarding physical restraints must be considered to enhance nurses' knowledge, correct their attitude and improve their practice and consequently improve the quality of patients' care. This study aimed at examining the effect of education program on critical care nurses' attitudes towards, knowledge about and practice regarding the application of physical restraint

Method: in this quasi experimental study 66 nurses working in traumatic ICUs in Kerman recruited using convenience sampling. Participants were randomly assigned in two control and intervention groups and each group included 33 persons. The study questionnaire consisted of four parts: 1] background information; 2] Selfdesigned questionnaire to assess nurses' knowledge about physical restraint; 3] Attitudes of Physical Restraint Use [APRU] to examine the nurses' attitude towards physical restraints. 4] Practice of Physical Restraint Use [PPRU] to evaluate nurses' practice regarding physical restraints. Prior to education program implementation, the questionnaire completed by all of the participants. Then an education program conducted for intervention group and after 2 weeks, that questionnaires completed by intervention group again. Data was analyzed using SPSS v.18 and paired t-test, independent t-test and Pearson correlation

Results: after the completion of the education program results showed a significant improvement in the intervention group in terms of knowledge [P<0.001], attitude [P<0.001] and practice [P<0.001] related to physical restraints

Conclusion: findings indicated the level of nurses' knowledge, attitude and practice that demonstrated the need to provide an education program on physical restraint. These programs can significantly improve the nurses' knowledge, attitude and practice

[Effect of blended electronic education on learning and self efficiency in nursing students in the cardiovascular intensive care courses]

Introduction: Applying blended electronic education has benefits of both elearning and face to face courses and can be an excellent option for higher education, including nursing. The aim of this study was to determine the effects of blended education on learning and self-efficiency in nursing students in the cardiovascular intensive care course

Method: This interventional study is a queasy experimental research. Study population was six semester nursing students who were randomly assigned to two case and control groups. We conducted pre and post-test in both groups. In the case group, in addition to routine education we presented an electronic teaching package. After completion of a 16 hours course, we assessed the participants learning changes in the diagnosis of arrhythmia via a questionnaire. Data were analyzed by SPSS version 14 using t-test [independent and paired], Mann-Whitney U and Pearson correlation coefficient

Results: Mean learning score of nursing students through a blended education [electronic and traditional] which were trained in the field of cardiovascular disorders [21.7 +/- 2.59], compared to students with routine learning style showed a significant difference. Students in the blended training group had a higher self-efficiency in the management of these patients

Conclusion: Given the shortcomings of current systems and traditional methods of teaching, a blended learning and education strategies is recommended. It can increase the depth and efficiency of learning

[Needle stick and sharp object injuries among nursing and midwifery students of Kerman university of medical science, 2007]

Needle stick injuries [NSls] caused by sharp objects are the most important issue in exposure of healthcare workers especially nurses to bloodborne pathogens. Nursing and midwifery students are highly exposed to the risks as well when they perform clinical trainings. The present study aimed to determine frequency of those injuries and associated factors among nursing and midwifery students affiliated to Kerman University of medical Sceinces. A cross sectional study method was conducted to recruit 190 nursing and midwifery students who were training in clinical settings. The data was collected using Shiao questionnaire including demographic factors and 25 specific questions regarding history of needle stick and sharp object injuries and associated factors as well as vaccinating against hepatitis B. All statistics were computed by the SPSS software using Chi-square and regression tests. The study demonstrated that 30.1% of the students experienced the injuries during the previous year and 42.2% were exposed to minimum one injury during their university education. Needle stick injuries were the most common sort of injuries [71,6%]. 33.9% of them reported the accident. The most frequent reason of not reporting was their confident of absence of any serious infection in their patients. Most of student were vaccinated against hepatitis B [93.6%]. Students in their second educational year had experienced the most injuries. There was no significant difference between nursing and midwifery students also between students in their internship or earlier clinical trainings considering the frequency of injuries. The study indicated a relatively high rate of needle stick and sharp objects injuries among nursing and midwifery students in studies university. Although hepatitis B vaccinations was extensively practiced, but it is recommended to instruct the students to prevent the injuries and intervene appropriately after injuries

Faculty members attitude toward academic advising and counseling and their viewpoints about counseling duties

Advising and counseling students, a part of faculty members' duties, is a way for overcoming preventable problems and educational failure due to those problems. The aim of this study was to determine the attitude of faculty members of Kerman University of Medical Sciences toward advising and counseling students and their views about the duties of counselor faculty members. In this descriptive cross-sectional study, 164 faculty members were investigated using a questionnaire. The attitude questions of this questionnaire had the validity and reliability of 0.8 and 0.67, respectively. The reliability of 0.8 was calculated for questions of counselor duties. The gathered data was analyzed by SPSS software, using t-tests and one way ANOVA. Seventy seven percent of faculty members had the experience of student counseling, 82.6% were aware of counseling duties, and 86.7% were completely agree or agree with counselor's duties. In total, 74.3% of the faculty members achieved the total score of attitude. A significant difference was observ-ed between the mean scores of the attitude based on the variables of academic rank and being aware of counselor's duties. With regard to almost positive attitude of faculty members towards counseling and advising, and their agreement with the duties approved by ministry, there is no doubt that having enough and appropriate knowledge and competency in performing counseling tasks in order to help the students is essential. Therefore, informing and educating faculty members regarding student advising and counseling are recommended

Theoreticaln ursing courses application in clinical field: Clinical nurse teachers and students perspectives in Mazandaran university of medical sciences

An effective and efficient educational system must be continuously revised to be responsive to the present and future community needs. The purpose of the study was to compare students and teachers opinions regarding theory- practice gap in nursing education in Mazandaran University of Medical Sciences in 1378-79. This research was a cross sectional study. The data was collected from nursing student [n = 67] and clinical nurse teachers [n = 41] using questionnaire provided by researcher in two section, the first section included the demographic characteristics and the second section consisted of questions about necessity and application of content education. The content validity of questionnaire was provided by experts and texts. For reliability, test retest method was used [r = 089]. Data were collected in one stage and were analyzed by t-student test Kendal's correlation coefficient, and Chi square. The result revealed that the mean score of students and teachers views about 'the necessity of the theoretical courses' were 17.86 and 16.35, but they gave low scores to the 'real application of the theory in practice' [11.8 and 12.08]. There was a statistically significant relationship between the necessity and application of theory [P=0.00]. The degree of coordination between clinical education and tasks were reported low [less than 3] by both teachers and students, but, there was a statistically significant difference between their perspectives [P < 0.05]. This study showed that continuing revision and repair of the program based on students and teachers' perspectives can help educationalists to reduce theory-practice gap

Attitudes of students, teachers and graduates towards the role of educational contents in clinical skill laboratories

The main aim of medical science is survival of human beings and relief of their suffering. Proper clinical skills is of great importance in this regard. To determine the attitude of medical students, teachers and graduates towards the role of a proper educational content in clinical skill laboratories in Kerman medical university. Through a cross - sectional study 141 general practioner, 69 specialists and 87 medical students [stagers, interns and assistants,] filled in a questionnaire. The findings indicated that 99% of the respondents believed that clinical skill laboratories were necessary. 65% did not have any familiarity with clinical skills before enterance to hospital and 82% did not have a proper model to learn clinical skills. The students believed that cardio- pulmonary resuscitation was the most and injection was the least important course content. Establishing a skill laboratory and a proper training course before students entrance to a ward and direct contact with patients seem to be necessary