RESUMO
This cross-sectional survey assessed the level of competence of nursing graduates of Jordanian universities (2001-2004 cohorts) in relation to the type of university, sex, hospital type, and working area. A convenience sample (n = 258) of full-time nurses (6 months-4 years' experience) was selected from public, private, and teaching hospitals. A specifically designed tool with a rating scale of 1-5 was used to evaluate the nurses' competence in five nursing competencies (management, professionalism, problem-solving, nursing process, and knowledge of basic skills). The findings showed a satisfactory competency level with no significant differences related to the type of university or sex. General ward nurses scored significantly better than those in intensive care units in relation to management, professionalism, and nursing process, while the teaching hospital nurses showed significantly better performance in professionalism and management skills than did the nurses in the other two sectors. We recommend that nurse recruitment policies should consider individual competencies rather than innate characteristics in their selection of employees.
Assuntos
Competência Clínica/estatística & dados numéricos , Educação em Enfermagem/estatística & dados numéricos , Conhecimentos, Atitudes e Prática em Saúde , Escolas de Enfermagem/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Análise de Variância , Competência Clínica/normas , Estudos Transversais , Currículo , Educação em Enfermagem/normas , Feminino , Pesquisas sobre Atenção à Saúde , Humanos , Jordânia , Masculino , Processo de Enfermagem , Qualidade da Assistência à Saúde/normas , Qualidade da Assistência à Saúde/estatística & dados numéricos , Fatores Sexuais , Inquéritos e QuestionáriosRESUMO
The study examined the effectiveness of cognitive behavioral therapy (CBT) with university students suffering from moderate to severe depressive symptoms in Jordan. Eighty-four university students were recruited and assigned randomly to control and intervention groups. Intervention impact was assessed on measures of depressive symptoms, perceived stress, and coping strategies at three time points; baseline, postintervention, and 3-months postintervention. The interventional model used was the Modified Teaching Kids to Cope (MTKC), and the control group received no treatment. Overall, using CBT showed a significant improvement in the outcome measures. At postintervention, students had lower scores on perceived stress, lower depressive symptoms, less use of avoidance coping strategies, and more use of approach coping strategies. The findings are discussed in terms of treatment implications and recommendations for use at academic and health care settings.
