Iranian Nursing Students Research Articles

Hidden Curriculum Evaluation Scale in Nursing Education: Psychometrics properties of the Persian version

This study was conducted to determine the validity and reliability of the Hidden Curriculum Evaluation Scale in Nursing Education (HCES-N) among Iranian nursing and midwifery students. After forward backward translation, the content, and construct validity, and reliability of the scale were assessed. The Persian version of the HCES in nursing and midwifery demonstrated good validity and reliability and can be used in studies related to hidden curricula in nursing and midwifery education

Persian version of nursing students’ perceptions of an Online course scale: Translation and psychometric testing

The purpose of the present study is to evaluate the psychometric properties of the Persian version of the student perceptions of an online course (P-SPOC) measure among Iranian nursing students. In this cross-sectional study a total of 302 Iranian undergraduate nursing students filled the online questionnaire between October and December 2021. Validity (construct, convergent and divergent), and reliability of the P-SPOC were evaluated. For ensuring high quality the presence observational study the STROBE checklist was fulfilled. Total variance explained of the P-SPOC for the two factors namely course components and course format was estimated 51.84%. Using confirmatory factor modeling two factors have acceptable composite reliability, convergent and divergent validity. These results confirmed that the Persian version of the SPOC is a reliable and valid measure to assess nursing student perceptions of online courses in Iran.

Iranian nursing students' experiences of workplace violence: a qualitative study.

Workplace violence against nursing students is a common phenomenon. This study aimed to investigate Iranian nursing students' experiences of workplace violence, including their reaction to violence and the consequences and the effects of such violence on the students. The study participants were undergraduate nursing students. The data were collected using semi-structured, in-depth face-to-face interviews. Data analysis was carried out with qualitative approach using conventional content analysis. Four categories were extracted from the analysis of the interview transcriptions: vertical violence, horizontal violence, reaction to violence and consequences of violence. Nurses were the major imposers of violence against students and psychological and verbal violations were the most of used forms of violence. The students reacted to violence in the forms of counteracting, reporting, disregarding and considering as commonplace. Workplace violence is a common phenomenon experienced by nursing students in this study, which causes devastating individual, educational, and professional impacts. Action plans including providing safe environment and appropriate support from nurses and educators should be developed in clinical settings to intervene and to prevent workplace violence.

Nursing students' perceptions and experiences of learning and using nursing theories: A qualitative study.

No study has addressed the experiences of Iranian nursing students learning and using nursing theories. We investigated the experiences of Iranian postgraduate nursing students learning and using nursing theories. A qualitative study was conducted on 25 Master's degree nursing students who had completed the course of nursing theories in three selected nursing schools in Iran. Semistructured interviews were conducted. Data analysis was performed using a content analysis approach. Most of the students had positive experiences of learning and using nursing theories. Three main categories emerged from the data namely "a refreshing opening," "needing support," and "clinical usefulness." Nursing theories refreshed the students' view of the nursing profession, strengthened their professional values, helped them recognize professional boundaries, and practice a comprehensive care. The nursing education system should prepare expert teachers for teaching nursing theories. Nursing managers should support nurses to implement these theories.

Happiness and Achievement Motivation among Iranian Nursing Students: A Descriptive Correlational Study.

Background Happiness and achievement motivation are two important concepts in students' lives. Therefore, this study was aimed at investigating the association between happiness and achievement motivation in undergraduate nursing students and examining their relationship with students' demographic characteristics. Method A descriptive correlational study was undertaken; 255 undergraduate nursing students enrolled in one nursing school in an urban area of Iran during the academic year 2017-2018 were included in the study using census method sampling. The demographic data questionnaire, Oxford Happiness Questionnaire (OHQ), and Hermans Achievement Motivation Questionnaire (HAMQ) were used for data collection. Data were analyzed using univariate analysis and multivariate linear regression analysis. Results The total mean (SD) of happiness and achievement motivation scores were 40.73 (11.20) and 82.61 (7.50), respectively. There was a direct significant correlation between happiness and achievement motivation (r = 0.36, p < 0.001). An inverse significant association between happiness and students 21-24 years old (β = −3.99, p < 0.03) was found. There was a direct significant association between happiness and being married (β = 5.33, p = 0.03) and interest in nursing (β = 4.78, p = 0.02). Additionally, achievement motivation was associated directly with female gender (β = 1.93, p = 0.03) and interest in nursing (β = 3.71, p = 0.005) and inversely associated with studying in the fourth academic year (β = −3.06, p = 0.03) and history of course drops (β = −3.45, p = 0.002). Conclusion Our study indicated that there was a direct significant relationship between happiness and achievement motivation in undergraduate nursing students. Therefore, officials and nursing education lecturers should consider programs to increase students' happiness, such as counseling or emotional support programs and workshops.

The Reasons for Self-Medication from the Perspective of Iranian Nursing Students: A Qualitative Study.

Background The prevalence of self-medication has increased dramatically worldwide. This study was conducted to determine the reasons for self-medication from the perspective of Iranian nursing students. Methods This qualitative study was conducted using the content analysis method. Fifteen nursing students were selected by the purposeful sampling method. Data were collected by in-depth semistructured interviews. Qualitative content analysis method was used for data analysis. The MAXQDA software was used for data management. Results Data saturation was achieved with fifteen interviews with nine women and six men, with a mean age of 26.5 ± 4.8 years. The reasons for self-medication were explained in five categories and fifteen subcategories. Some of the reasons for self-medication were having medication information, having previous experience, easy access to medicine, lack of enough time, access to medical staff, cost of a doctor's visit, inadequate respect for patient privacy, pharmaceutical advertising in the media, and information explosion. Discussion. Several factors are involved in self-medication. Given the dangers of self-medication, health policymakers must adopt strict policies for pharmacies that sell drugs without a prescription. Furthermore, it is helpful to run training courses on self-medication risks for students.

Iranian nursing students experiences regarding the status of e-learning during COVID-19 pandemic.

IntroductionWith the emergence of the COVID-19 pandemic, universities immediately responded to protect students’ lives by implementing e-learning in order to stop the spread of the communicable disease within the academic population. This study aimed to describe iranian nursing students’ experiences of e-learning during the COVID-19 pandemic.Materials and methodsThe current study used a qualitative descriptive study. Ten nursing undergraduate students from a single Iranian university identified using purposive sampling methods. Face-to-face semi-structured interview conducted from May to July 2021 and analyzed through thematic analysis. Lincoln and Goba criteria were used to obtain data validity and reliability.ResultsFour themes emerged including"novelty of e-learning","advantages of e-learning", "disadvantages of e-learning"and"passage of time and the desire to return to face education". Participants evaluated e-learning as a novel method without proper infrastructure, it was initially confusing but became the new normal as their knowledge of the way to use it improved. Advantages included self-centered flexible learning and reduction in their concerns experienced with face-to-face learning. Disadvantages including changing the way they interact with teachers, decreasing interactions with classmates, problems with education files, superficial learning, hardware problems, family members’ perceptions of the student role, interference of home affairs with e-learning, cheating on exams and assignments and being far away from the clinical context.ConclusionThe findings revealed that e-learning has been introduced as a new method for the current research participants and despite the perceived benefits, these students believed that e-learning could supplement face education but not replace it.

Knowledge and attitude toward professional ethics: A study among Iranian medical and nursing students'.

BACKGROUND:Professional ethics is a set of principles and standards of human behavior that affect individual behavior and leads to improve care that provided by medical staff. The present study examined the knowledge and attitude of medical and nursing students toward professional ethics in Iran.MATERIALS AND METHODS:This descriptive-analytic study was carried out on 176 medical and nursing students in Bam University of Medical Science, Iran in 2019. In this study, students were selected by census sampling. Data collected using two researcher-made questionnaires related to knowledge and attitude toward professional ethics. Data were analyzed in SPSS software.RESULTS:The mean scores of knowledge among nursing and medical students were 86.56 (8.76) and 85.10 (12.19), respectively. The mean score of attitude among nursing and medical students was 127.06 (12.45) and 129.9 (11.88), respectively. Results of the Pearson correlation test showed a positive and significant associated between the score of knowledge and attitude nursing and medical students' (P < 0.001), (r = 0.76) (r = 0.66). Among the demographics characteristics, student age was associated to their attitude and knowledge significantly (P = 0.03).CONCLUSION:Iranian nursing and medical students have a positive attitude and a high level of knowledge about professional ethics. A high level of knowledge was related to the most positive attitude.

The Effect of Educational Intervention Based on Health Belief Model on Beliefs Towards Human Papillomavirus Vaccination in a Sample of Iranian Female Nursing Students

Background: According to the previous studies, Iranian university students do not have a firm belief in the effectiveness of HPV vaccination. Objective: The present study aimed to investigate the effect of a Health Belief Model (HBM)-based training program on beliefs of Iranian female nursing students towards HPV vaccination. Materials and Methods: The present quasi-experimental study was conducted on 80 female nursing students in West Azerbaijan province, Iran, in 2019. A total of 80 nursing students were selected as the participants via convenience sampling and were randomly assigned into two groups (40 in each group). The participants in the intervention group attended the HBM training program for 4 weeks and received instructions on HPV related diseases and HPV vaccination, whereas the members of the control group received no education. The HBM questionnaire was administered to the participants in both groups before the intervention, immediately after the intervention, and one month later. The collected data were analyzed using SPSS 22 through chi-square test, independent samples t-test, and repeated measures ANOVA at a significance level of 0.05. Results: Immediately after the intervention and one month later, the intervention group showed a significant increase in perceived severity, perceived benefits, and cues to action compared to the control group (P &lt; 0.05). There was a difference of borderline significance between the intervention and control groups in terms of perceived barriers immediately after the intervention (P=.061). Conclusion: According to the results of the present study, educational intervention based on HBM constructs can be used in changing students’ beliefs toward HPV vaccine and its acceptance.

Iranian Nursing Students' Experiences of Workplace Violence

Iranian Nursing Students' Experiences of Workplace Violence

Perceived Stress Among Iranian Nursing Students in a Clinical Learning Environment: A Cross-Sectional Study.

BackgroundNursing students experience a high level of stress in clinical settings. This study aimed to investigate the stress perceived by Iranian nursing students in the clinical learning environment and its relationship with the characteristics of students.MethodsIn this cross-sectional study, 430 nursing students who had passed at least 1 clinical training unit were recruited from universities in the Southeast of Iran using the census method. Data were collected by administering a demographic and researcher-made questionnaire to assess the perceived clinical stress. Demographic characteristics included age, sex, marital status, year of study, interest in the field, and previous semester average. Data were analyzed using independent t-test, ANOVA, and correlation coefficient test (α < 0.05).ResultsThe mean score of overall stress experienced by the participants was 92.08±16.8 (out of 160), which was at a moderate level. Based on the study results, the most stress-inducing factors for students were instructors’ limited clinical competence and instructors’ inappropriate conduct. Gender (p = 0.01), fathers’ education (p = 0.01), mothers’ education (p = 0.01), interest in the field (p = 0.01), and year of study (p = 0.01) had a significant effect on the mean score of perceived clinical stress.ConclusionThe results of this study showed a moderate level of stress among the students. Also, instructors’ limited clinical competence and inappropriate conduct were 2 factors that caused the highest perceived stress among nursing students more than other factors.

Investigation the correlation between psychological empowerment and assertiveness in nursing and midwifery students in Iran

BackgroundAssertiveness is a key skill for nurses and midwives, and should be considered in the students’ education. In this regard, variables such as psychological empowerment, which may have a significant correlation with assertiveness, should be identified and studied. ObjectivesThe aim of this study was to investigate the correlation between psychological empowerment and assertiveness in nursing and midwifery students. DesignA cross-sectional and correlational study. Settings/Participants: This study was carried out on 200 Iranian nursing and midwifery students. MethodsThe students were randomly selected for the study. The study tools were The Rathus' Assertiveness Schedule and Spreitzer's Psychological Empowerment Scale. Data were analyzed by descriptive and inferential statistics. FindingsThere was a positive and significant correlation between psychological empowerment and assertiveness. The components of meaning and self-determination had a positive and significant correlation with the assertiveness. ConclusionsSince psychological empowerment and assertiveness in decision-making and interaction with colleagues and patients are considered as essential skills for nurses and midwives, we recommend that, required measures should be taken to promote these skills in nursing and midwifery students.

Effective Characteristics of Iranian Nursing Students in Their Relationship with Clinical Nurses.

Introduction: The purpose of this study was to explore the characteristics of undergraduate nursing students, which may determine the nature of their relationship with clinical nurses. Relationships between nursing students and clinical nurses are critical to maximize student learning outcomes and produce skilled graduates for the future health workforce.Methods: This qualitative content analysis study was conducted from January to August 2016. Twenty nine semi-structured in-depth interviews were conducted with 20 undergraduate nursing students in Tabriz nursing and midwifery faculty. Interviews were recorded and transcribed verbatim (in Persian), and analyzed using conventional content analysis to identify themes.Results: Four key themes emerged: educational factors (cognitive knowledge and practical skills, and learning motivation); communication skills; perceived support (perceived support from nurses and educators); and psychological state (fear of the relationship and self-confidence). Self-confidence is an emphasized concept in nursing students' willingness and ability to relate with clinical nurses.Conclusion: The results of the study showed that educational, communicative and psychological factors are important determinants of student communication with nurses. However, self-confidence is the most important factor in establishing such relationship. Self-confidence could be further assessed to identify nursing students who need greater support or would benefit from greater educational interventions to achieve relational skills.

Pattern of internet use by iranian nursing students. Facilitators and barriers

Objective. To evaluate the pattern of internet use and factors that facilitate or dissuade its use among nursing students from a university in Urmia, Iran.Methods. A cross-sectional, descriptive study was conducted with 162 nursing students selected through simple random sampling.Results. The findings indicated that 49.1% of the students used the internet from 15 to 60 min per day. The principal use of the internet was to search for scientific content in the Web. Factors that facilitated internet use were "ease of use" and "Access to experts to solve problems and answer questions", while the dissuasive factors were "lack of concentration", "cost of internet services", and preference for information provided by professors or available directly in textbooks. Internet use by the students was related with the use of this tool in classroom activities and with English fluency.Conclusion. Students have an internet use pattern aimed at self-study that should be strengthened with knowledge of English, assignments online, familiarization with the use of electronic databases, and other strategies to motivate them to use this technology with greater frequency.

Validation of revisited self-directed learning readiness scale for nursing education among Iranian nursing and midwifery students.

BACKGROUND:Self-directed learning readiness scale for nursing education (SDLRSNE) was first edited in Fisher and King Learning, which was an alternative for self-directed learning readiness.OBJECTIVES:The present research aims at reinvestigating the subscale factor structure of this tool and present evidence regarding its validity and reliability.METHODS:In this cross-psychometric study, 379 students completed SDLRSNE, with 29 items and three subscales that were selected by conducting simple random sampling method, from among 1135 nursing and midwifery students at Islamic Azad University of Isfahan (Khorasgan), in 2015–2016 academic years. The data were analyzed using SPSS20 and Lisrel8.5 Software. The mentioned data were studied by utilizing descriptive standards and inferential tests such as Cronbach's alpha coefficients, Spearman–Brown, Gutmann, and confirmatory factor analysis (CFA).RESULTS:According to the proper fitness indicators, CFA of 29 items clearly distinguishes self-directing into three elements, including self-management, desire for learning, and self-control. Results demonstrated that all three scale elements have high internal consistency coefficients.CONCLUSION:Results exhibit that short-form scale for self-directed readiness in Fisher and King learning is a valid and reliable tool for identifying the capabilities of the nursing and midwifery student's self-learning.

Experiences of Iranian Nursing Students Regarding Their Clinical Learning Environment

The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.

The Effect of Self-Care Education on Emotional Intelligence of Iranian Nursing Students: A Quasi-experimental Study.

This study aimed to determine the effect of self-care training on emotional intelligence of nursing students. This quasi-experimental study was conducted on nursing students of Mazandaran University of Medical Sciences in 2016. The subjects (60 students) that were collected with random sampling method were divided into experimental and control groups, and then, self-care behaviors were taught to the experimental group' students in 12 sessions by using a checklist. The subjects of control group were not taught. Emotional intelligence was measured by using Bradberry and Greaves' standard questionnaire before and after the intervention. Emotional intelligence scores of students in the experimental group showed positive and significant change between before (75.33±7.23) and after (125.70±7.79) of training (P<0.001). Also t test shows a significant change in control (78.73±6.54) and experimental groups (125.70±7.79), after of training (P<0.001). It is recommended that special programs be organized in order to improve the emotional intelligence of students that improve the likelihood of their success in life.

Professional Attitude in Iranian Nursing Students

Introduction: The first and most critical stage in nursing profession is when an individual enters the educational or apprenticeship environment as a nursing student. Therefore, the students' professional attitudes and behaviours are very important during the courses. Aim: To determine the professional attitude in Iranian Nursing Students. Materials and Methods: This descriptive cross-sectional study was conducted from October 2015 to October 2016 at Ilam University of Medical Sciences. One hundred fourteen nursing students who studied in fourth to eighth semesters were randomly selected through proportionate stratified random sampling. Data collection tools consisted of a demographic information form and the Inventory to Measure Professional Attitudes in Student Nurses. Data analysis was performed using descriptive and inferential statistics through SPSS 18, while p<0.05 was considered significant. Results: A total of 75 (65.8) of the student were interested in the nursing profession. A 60.52 and 15.8 of students considered educators and nurses to be effective in their professionalism, respectively. A 13.2 of the subjects were members of the Iranian Nursing Organization. The mean and standard deviation for the total score of the professional attitude was 91.01 +/- 15.7, which was above average. Scores in different factors of professionalism were contribution to the increase in scientific information load (15.97 +/- 3.35), collaboration (15.97 +/- 3.35), community service (10.93 +/- 2.74), ethical codes and theory (10.73 +/- 2.55), competence and continuous education (9.76 +/- 2.51), participation in professional organisations and professional development (9.61 +/- 2.17), autonomy (9.51 +/- 2.00) and working in committees (6.85 +/- 1.82). Conclusion: Iranian nursing students are at moderate level of professionalism. Therefore, it seems necessary to identify the existing weaknesses in different aspects and try to fix them, while improving their strengths during student life.

An Investigation of Psychosocial Aspect of Iranian Nursing Students' Clinical Setting

An Investigation of Psychosocial Aspect of Iranian Nursing Students' Clinical Setting

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Background: Nursing education provides opportunities for students to create positive changes in a clinical setting. Thus, the use of modern teaching approaches such as concept mapping (CM) in nursing can be useful. The aim of this study is to explain nursing students’ perception of applying CM. Methods: This qualitative study reports CM in nursing students. Research areas were nursing colleges affiliated with the Iran and Tehran Universities of Medical Sciences. The participants comprised 25 nursing students who entered the research purposefully. Interviews were conducted face-to-face and semi-structured. All interviews were recorded, transcribed, reviewed, and the results were then extracted. Results: Two categories and four subcategories were identified. The categories included transcendence of meaningful learning and improvement clinical skills. Transcendence of meaningful learning had 2 subcategories: favorable perception and deliberative interpretation. Improvement of clinical skills also had 2 subcategories: reinforcing critical thinking and facilitating patient-centered care. Conclusion: Identifying nursing students’ perception of CM techniques can assist nursing education administrators in providing better education to students both theoretically and practically based on the use of the aforementioned technique.