ABSTRACT
Stress continues to be a global burden. It may be thought of as necessary to human thriving; however, challenging and unfavorable functioning may take place when many significant stressors are imposed repetitively or concurrently without resolve. Research suggests that medical students perceive higher levels of stress than students in other health-related disciplines [1-3]. Since caffeine is a psychoactive substance that stimulates the central nervous system, medical students use to consume it more than other students to overcome the stress they face due to studying. The paucity of knowledge regarding the trends of caffeine consumption among medical students in developed countries and especially in Lebanon has encouraged us to examine the relationship between caffeine addiction and stress among Lebanese medical students in Lebanon. A non-experimental cross-sectional correlational design was employed to gather data from a sample of 800 medical students enrolled in different studying years in different Lebanese universities. Well-established psychometric instruments were used in primary data collection method, which are the Medical Student Stressor Questionnaire (MSSQ) and the Caffeine Consumption and Dependence Scale. The analyzed data is provided in the tables included in this article.
ABSTRACT
Despite the fact that self-report of pain is considered the most consistent indicator of its presence, pain assessment for the critically ill mechanically ventilated patients is quite challenging, as the altered level of consciousness, sedation and the presence of life support devices commonly affect the self-report mechanism. However, in Lebanon, nearly no research articles or local professional organizations have raised this topic. Therefore, addressing and introducing the "Critical Care Pain Observation Tool" (CPOT) is of great importance and would help the healthcare providers especially "Critical Care Nurses" (CCN) in identifying and managing the patient's hidden pain Curry Narayan, 2010. The data followed a non-experimental post-test only design to gather data from a sample of 30 critical care registered nurses where well-established psychometric instruments were used in primary data collection method, which is Critical Care Pain Observation Tool and the Feasibility and clinical utility CPOT Questionnaire. The data in this article provides demographic data about critical care nurses and their evaluation of the Critical Care Pain Observation Tool (CPOT) implementation for mechanically ventilated intensive care patients. The analyzed data is provided in the tables included in this article.
ABSTRACT
BACKGROUND: High-fidelity simulation (HFS) offers a strategy to facilitate cognitive, affective, and psychomotor outcomes and motivate the new generation of students. OBJECTIVES: The purpose of this study was to examine the impact of using high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. DESIGN: A post-test, quasi-experimental design was used. SETTINGS: Two private universities in Lebanon were targeted to implement the intervention. PARTICIPANTS: A convenience sample of 56 nursing students from two private universities in Lebanon were recruited. METHODS: Data were collected using the Lasater Clinical Judgment Rubric and the Motivated Strategies for Learning questionnaires. RESULTS: Nursing students exhibited significant improvement in clinical judgment and motivation due to exposure to HFS. There was a significant difference post HFS between the intervention group and the control group in clinical judgment intervention (t=5.23, p<0.001) and motivation for academic achievement (t=-6.71, p<0.001). The intervention group had a higher mean score of clinical judgment (29.5, SD=5.4) than the control group (22.1, SD=5.7) and, similarly, students had higher mean scores of motivation (198.6, SD=10.5) in the intervention group than in the control group (161.6, SD=20). The analysis related to differences between the intervention and control groups in motivation and clinical judgment; controlling for previous experience in health care services, the analysis showed no significant difference (Wilk's lambda =0.77, F=1.09, p=0.374). CONCLUSION: There is a need for nursing educators to implement HFS in nursing curricula, where its integration can bridge the gap between theoretical knowledge and nursing practice and enhance critical thinking and motivation among nursing students.
