ABSTRACT
OBJECTIVE: Operating room nurses, as essential members of health care teams, often face ethical challenges in the operating room. By using the ethical experiences of operating room nurses, a better understanding of ethics in the operating room can be achieved, which can lead to better nursing decisions in the face of these challenges. Therefore, this study was conducted to investigate operating room nurses' lived experiences of ethical codes. METHODS: A hermeneutic phenomenological study was performed in Hamadan (Iran) from February 2019 to November 2020. Ten operating room nurses were selected as participants by purposive sampling. Data were collected through in-depth and semi-structured interviews. Data analysis was performed based on Van Manen methodology. RESULTS: Data analysis revealed three main themes and 11 sub-themes representing the operating room nurses experience of the ethical code. The main themes were; adherence to professional commitments, preserving patient dignity, and respect to colleagues. CONCLUSION: The results underlined ethics and ethical values in the operating room. Due to the intense interactions between operating room nurses with the patient and surgical team, commitment to ethics by nurses can lead to improving quality of care and interactions among members of the surgical team. It is suggested that using these codes as a guideline and a framework could be developed to improve the ethical and professional performance of operating room nurses.
ABSTRACT
INTRODUCTION: Academic achievement is the most important indicator of the success of students in educational activities, but its nature is complex and multifactorial. The purpose of the present study was to determine self-efficacy, self-regulated learning, and motivation as potential factors influencing academic achievement among paramedical students. METHODS: In this correlation study, 400 undergraduate students were selected through a stratified random sampling method. The criterion for academic achievement was the student's grade point average. The data were analyzed using multiple linear regression equation, ANOVA, and independent t-tests. RESULTS: The mean score of the self-efficacy, self-regulated learning, and motivation was 62.18±9.3, 76.31±11.3, and 81.83±8.58, respectively. Self-regulated learning, self-efficacy, and motivation together accounted for 19.6% of the variance in academic achievement (p<0.001). Self-regulated learning had a direct relationship with academic achievement (p<0.001) and was the better predictor of academic achievement (b=0.337). A significant relationship between self-regulated learning and academic achievement was seen in operating room nursing, radiology sciences, anesthesiology (p<0.001), and laboratory sciences (p<0.01) students. CONCLUSIONS: Self-regulated learning was the better predictor of academic achievement. Self-regulated learning seems to encourage students to believe in their abilities and to be more motivated and self-learning in both classroom and practical settings.
