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Showing 4 results for khaki
Nasim Sadeghi Mahali, Narges Arsalani, Mojtaba Rad, Taban Nematifard, Soore Khaki, Masoud Fallahi-Khoshkenab,
Volume 1, Issue 3 (Autumn 2023)
Abstract
Introduction: The Covid-19 epidemic is the biggest challenge facing education systems in the world to date. Medical Sciences Universities took students out of educational and clinical settings and led them to virtual education. This sudden transition was accompanied by many challenges, especially in practical profession such as nursing.
Methods: The present study is a systematic review and is based on Persian and English articles extracted from Iranian (SID, IranDoc) and foreign databases (PubMed, Science Direct, Scopus, Google Scholar) using the keywords virtual learning, virtual education, e-learning, Web-based learning, online learning, virtual reality simulation, coronavirus, Covid-19, Nursing and other related keywords, from 2013-2020 were used and reviewed. Inclusion criteria included qualitative, quantitative and combined studies, which faced Barriers and challenges in using various types of virtual learning and scored an acceptable score in Gifford Quality Assessment. A variety of review studies were excluded.
Results: from 404 related articles, 44 qualified articles (42 English and 2 Persian) were reviewed. The results show the challenges of virtual education before and after Corona in 3 categories: infra-structures of virtual education; virtual training and evaluation process; ethics and information security.
Conclusions: Preparation in human and equipment dimensions requires precise planning. Now is a good time to turn the current threatening situation into an opportunity and take a big step towards developing education systems by strengthening the needful structures and technologies, reforming the education and evaluation process and training professors, students.
Soore Khaki, Masoud Fallahi-Khoshkenab, - Narges Arsalani, - Rad Mojtaba, Nasim Sadeghy, Taban Nematifard,
Volume 1, Issue 4 (winter 2023)
Abstract
Background and Aim: Due to the widespread psychological effects of Covid-19 pandemic in the societies, there are strong evidences that the mental health status of nurses is akin to psychological disorders. The aim of this study is to investigate the mental health status and psychological interventions of nurses.
Methods: This study is a systematic review based on the previous studies. Several studies using different combinations of keywords such as nurses, corona virus, psychological interventions, mental health, COVID-19, were retrieved from different scientific databases such as Magiran, SID, Civilica ،Google Scholar, Pubmed, Science Direct and Scopus. These studies were Collected from the published works in period from January 1, 2019 to October، 2020. 36 studies out of 310 retrieved articles were evaluated and analyzed for data extraction.
Results: The aim of this study is to evaluate the mental health status of Covid - 19 pandemic nurses and psychological interventions. The results of 36 studies on the mental health status of nurses during the Covid-19 show the increase in negative and common psychological effects including: post-traumatic stress disorder, depression, anxiety, stress, sleep disorders, fear in the medical staff, especially nurses in the front line. Some of these studies also mentioned irritability, mistrust, burnout, and even suicidal ideation, hopelessness and stigma. In addition to the above findings, psychological interventions during the coronavirus epidemic have been effective with a therapeutic, cognitive-behavioral online approach.
Conclusion: According to the review of previous studies, the mental health of medical staff, especially nurses, has decreased during the Covid-19 pandemic. Moreover, it is necessary to make rapid, continuous and timely psychological interventions. The role of this type of service in the epidemic has been mostly online, via internet, telephone, SMS, face to fac. Interactions. |
Mojtaba Rad, Masuod Fallahi Khoshknab, Narges Arsalani, Nasim Sadeghi Mohalli, Parisa Rasuli, Soore Khaki, Taban Nematifard,
Volume 1, Issue 4 (winter 2023)
Abstract
Introduction: One of the effective methods of teaching students is the use of simulation. Some simulation challenges are mentioned in the most studies; However, different studies do not agree on the types of challenges and their approaches.
Objective: The present study is a systematic review to identify the challenges of education by simulation and provide effective approaches in educating nursing students.
Method: This study is a systematic review that was conducted in 2020. The study was conducted with the keywords “nursing education, patient simulation, challenges and barriers” in internal information resources such as SID, Irandoc as well as external resources such as PubMed, Science Direct, Scopus, Google Scholar. The inclusion criteria in this study are as the relevance of the articles with the title, the language of the articles (either Persian or English), the availability of the original article in addition to the abstract, the type of study (i.e., quantitative, qualitative, or combined) in the period 2000 to 2020.
Results: Out of 274 related articles, 13 qualified articles were reviewed. The results showed that simulation challenges in nursing education were classified into 4 main categories: faculty challenges, student challenges, lack of adequate support from management and resources.
Conclusion: The use of simulation technology based on a literature review can be used as a way to prepare students before entering the clinic. Considering that the most of these challenges can be solved and need the full support of managers, managers may have a significant contribution to the progress of education and reduce clinical problems of students and professors by investigating these cases. It should be also considered in terms of the readiness of students and professors.
Taban Nematifard, Narges Arsalani, Mojtaba Rad, Nasim Sadeghi Mahali, Soore Khaki, Masoud Fallahi-Khoshknab,
Volume 1, Issue 4 (winter 2023)
Abstract
Introduction: In all societies, educational goals have many similarities. However, educational planning to achieve the goals varies according to the needs of the communities. Comparing different educational programs in nursing can improve the content and quality of the educational program and respond to the needs of the community to train and provide a skilled nursing staff. Therefore, this comparative study was conducted to identify more similarities and differences between the two curricula.
Methods: In this descriptive-comparative study operated in 2021, the required data in relation to the Master of Pediatric Nursing Education Program was gathered using the following keyword search: The comparative study, Curriculum, Master, Pediatric Nursing, America, Iran. Moreover, a review of the history and details of the curriculum of the master's degree program in pediatric nursing in Iran and Duke University were searched and collected. Then the data were analyzed using Bereday model in four stages of description, interpretation, proximity and comparison.
Results: The Master of Pediatric Nursing program in Iran and Duke University were similar in terms of philosophy and perspective, the role of students after graduation, and educational strategies and teaching methods. However, it differs in terms of admission conditions (in the case of decentralized admission, a formal work permit (RN) and one year of pediatric care experience are required), the nature of the field (in Duke, it focuses on field and clinical education, in contrast, it is mostly based on education, research, and research dissertation in Iran). Moreover, the mission of the field (In Iran it focuses on family-centered care and at Duke University it focuses on cultural issues) as well as the perspective of the field (in Iran, the position of
pediatric nursing education is in line with international standards and in Duke university is focused on training transformational leaders in the future) were evaluated.
Conclusions: The Master's program in Pediatric Nursing in Iran has many similarities with the similar program at Duke University, but to improve the quality of this field in Iran, its differences with the Duke curriculum such as work experience requirement for accepting volunteers, conducting interviews to assess psychological characteristics Before entering the course and also focusing on teaching clinical skills and paying attention to cultural issues in family-centered care should be further examined and considered in the program review.
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