Midwifery Schools Research Articles

Evaluation of Empathy and Its Related Factors among Students of Nursing and Midwifery School of Mashhad University of Medical Sciences Using Persian Version JSE-HPS

Background: Empathy and its positive effects are of utmost importance in the relationship between patient and health care providers. Objectives: This study was conducted to determine the level of empathy and its related factors among students of Nursing and Midwifery Faculty of Mashhad University of Medical Sciences in 2016. Methods: In this cross-sectional study, 353 students from the Faculty of Nursing and Midwifery were selected by stratified random sampling. The data collection tool was the Persian version of Scale of Empathy- Health provider student version (SE-HPS) that the validity and reliability of the Persian version have been confirmed. Data was analyzed using SPSS software version 20. Results: The mean total score of empathy among students was 102.76 ± 15.87. Among the 3 subscales of SE-HPS, the highest mean was related to the subscale of Perspective taking (53.41 ± 10.34). The mean scores of the subscales of Compassionate care and Standing in the patient’s shoes were 40.1 ± 7.71 and 9.24 ± 2.93, respectively. The results show that the mean score of empathy was in female students and those whose mothers had college education statistically significanthigher. , The results of linear regression showed that gender, mother's education and field of study are the factors influencing empathy. Conclusion: According to the results of the study about the amount of empathy among students and the role of empathy in improving the quality of service provider relationship with the patient, educational planning seems necessary to strengthen the empathy between students and patients.

Authentic practice environments to support undergraduate nursing students' readiness for hospital placements. A new model of practice in an on campus simulated hospital and health service.

This paper reports on a unique practice based learning model to prepare undergraduate nursing students for clinical placement. The learning and teaching model described in this paper outlines the establishment of an entire on-campus simulated hospital and health service (SHHS) at the University of South Australia, School of Nursing and Midwifery. The model is pedagogically structured to immerse students in an authentic clinical environment to achieve deep learning in preparation for safe practice. A quality improvement cycle was used to evaluate the outcomes of the model in two phases: Phase 1: Purposive sampling of first and second year Bachelor of Nursing students from 2012 to 2015 who were surveyed about their satisfaction with the model of learning. Bachelor of Nursing students were invited to complete a survey about their experience with the teaching and learning model employed in the SHHS in response to the question, 'What aspects of the SHHS are the most important to your success?' Phase 2: External clinical stakeholders working with nursing students in clinical placements were asked to respond to questions about the preparedness of students educated in this model to transition to employment. The evaluation showed that the SHHS model positively influenced students' satisfaction and confidence and increased the perception of clinicians of the work readiness of students.

Do Depressed Elderly Heart Failure Patients Benefit From Yoga? A Future Direction for Research

Mahnaz Modanloo Nursing Research Center, Department of Community Health and Psychiatric Nursing, Nursing and Midwifery School, Golestan University of Medical Sciences, Gorgan, Iran. Hassan Sharifi PhD Candidate in Nursing, Department of Medical-Surgical Nursing, Faculty of Nursing, Iranshahr University of Medical Sciences, Iranshahr, Iran. The authors have no funding or conflicts of interest to disclose. Correspondence Hassan Sharifi, Department of Medical-Surgical Nursing, Faculty of Nursing, Iranshahr University of Medical Sciences, Iranshahr, Iran ([email protected]).

A mapping of nursing and midwifery research in the Eastern Mediterranean Region, 2006-2016.

Nurses and midwives constitute the largest group of health care professionals globally. Challenges to these professions make it difficult to set regional priorities for policies and research development. The purpose of this study was to map current nursing and midwifery research in the Eastern Mediterranean Region. Nursing and midwifery schools were identified by each country's nursing and midwifery board and ministries of education/public health. Information was collected for the years 2006-2016 via surveys, websites, Google scholar and expert informants. A total of 299 schools were identified and 241 of these were contacted; 85 completed surveys from 15 countries were analysed. A total of 1116 research topics covered by 3287 publications were identified, many of which were clustered into the five World Health Organization priority areas. The least developed areas were disaster management and emergency preparedness. This study provides a database of nursing and midwifery research in the Region. Some gaps were identified based on the research priorities of the Region, but these gaps could be addressed by close collaboration among local researchers.

Why Are So Few Nursing Science Papers Retracted?

Why Are So Few Nursing Science Papers Retracted?

Comparison of scenario based triage education by lecture and role playing on knowledge and practice of nursing students

IntroductionQuick and accurate triage of patients in the emergency department is a key factor for successful management of the emergency situations and ensuring the quality of care. Moreover, triage skills education is one of the important aspects of preparedness of nurses for different emergency situations. The objective of this study was to compare the effect of educating emergency severity index (ESI) triage using lecture and role-playing on the knowledge and practice of nursing students. MethodsThis experimental study was conducted in the School of Nursing and Midwifery, Tabriz, Iran, in 2016. In this study, 56 nursing students were selected by convenience sampling method and were randomly divided into two groups. Triage scenarios were taught and presented in two ways by using lecture or role-playing method. One month later, the post-test was taken. Data were collected using a questionnaire assessing the knowledge and practice of ESI and were analysed using SPSS (version 21). ResultsThe mean knowledge and practice scores in both groups improved significantly (p < 0.05). The post-test score showed a significant difference between the two groups, and the mean score was higher in the role-playing group compared with that of the lecture group (p < 0.05). DiscussionThe results showed the effectiveness of both educational methods on students' learning. However, the role-playing method was more effective than the lecture method and is recommended for triage education. In addition, according to the importance of triage, developing the theoretical and practical education courses for nursing students is recommended.

The effects of empathy skills training on nursing students\u2019 empathy and attitudes toward elderly people

BackgroundNursing students’ empathy and positive attitudes toward elderly people could help provide improved elderly care in their future practice. This study aimed to investigate the effects of empathy skills training on nursing students’ empathy and attitudes toward elderly people.MethodsThis quasi-experimental study was conducted in Yasuj, Iran in 2014. The sample consisted of 63 students at Hazrat Zeinab Nursing and Midwifery School who were randomly divided into a control (n = 31) and an intervention group (n = 32). The intervention group attended an eight-hour workshop on empathy skills that was presented through lectures, demonstration, group discussions, scenarios, and questioning. The data were collected using the Persian versions of Kogan’s Attitudes towards Old People Scale and Jefferson Scale of Physician Empathy-Health Professionals Version. Then, the data were entered into the SPSS software, version 19 and were analyzed using descriptive statistics, chi-square test, t-test, and repeated measures analysis of variance.ResultsThe results showed that the empathy skills training program had a significant impact on the students’ mean scores of empathy and attitudes toward elderly people (p < 0.001). The intervention group’s mean score of empathy increased from 77.8 (SD = 10.7) before the intervention to 86 (SD = 7.3) immediately after that and 85.2 (SD = 8.9) 2 months later. Their mean score of attitude also increased from 110.8 (SD = 10.9) before the intervention to 155.2 (SD = 23.4) immediately after the intervention and 158.6 (SD = 23.2) 2 months later. Additionally, the empathy and attitude scores of the intervention group were significantly higher than those for control group immediately and 2 months after the intervention.ConclusionsEmpathy skills training improved the nursing students’ empathy and attitudes towards elderly people. Therefore, empathy training is recommended to be incorporated into the undergraduate nursing curriculum.

Comparing the Types, Causes, and Strategies of Medication Error Reduction From the Viewpoint of Nursing Teachers and Students of School of Nursing and Midwifery, Ahvaz, Iran

Comparing the Types, Causes, and Strategies of Medication Error Reduction From the Viewpoint of Nursing Teachers and Students of School of Nursing and Midwifery, Ahvaz, Iran

Analysis of midwifery teachers’ approach to identifying student midwives with poor clinical reasoning skills

ObjectiveTo analyse midwifery teachers’ pedagogic approaches to remediation for student midwives with poor clinical reasoning skills. MethodsA mixed-methods approach using a questionnaire and in-depth interviews. SettingMidwifery schools in France. ParticipantsTeachers in French midwifery schools. Measurements and findingsA quarter of the teachers had no training in clinical reasoning. Midwifery teachers mainly identified students’ clinical reasoning difficulties during clinical supervision with a non-validated tool. All teachers detected the warning signs and the main obstacles identifying student midwives with poor clinical reasoning skills along with some identifying factors favouring those difficulties. However, the remedial strategies proposed were mainly reassessment without personalised corrective learning activities. Key conclusionsThe approach to identifying student midwives with poor clinical reasoning skills was incomplete and remedial strategies were stereotypical. Implications for practiceMidwifery teachers should be trained to recognise their students’ clinical reasoning issues to identify them early, using all types of learning activities. Remedial strategies should be implemented promptly, adapted to each student and foster the transfer of learning.

Student-related factors affecting academic engagement: A qualitative study exploring the experiences of Iranian undergraduate nursing students.

Background and aimAcademic engagement is an important indicator of quality of higher education. This study aimed to explain the experiences of undergraduate nursing students in terms of student-related factors affecting academic engagement.MethodsThis qualitative study was conducted in 2017 at Mashhad University of Medical Sciences in Iran. Data were collected using semi-structured interviews and focus groups with 7 and 16 undergraduate nursing students at Mashhad School of Nursing and Midwifery; respectively. Undergraduate nursing students of both genders who enrolled in different academic semesters with various academic achievements were selected. Data were analyzed using conventional content analysis approach proposed by Graneheim and Lundman, with the support of MAXQDA software.ResultsAfter analyzing the data, 374 initial codes were extracted, which ultimately conceptualized within six main categories including: “learning motivation”, “interest in learning”, “student participation in extracurricular scientific programs”, “self-directedness”, “mental concentration”, and “demonstration of emotions”.ConclusionThe findings of this study indicated that student-related factors such as individual motivation and interest, mental concentration, participation in extracurricular activities, and self-directedness in learning, as well as students’ sense of satisfaction with learning could play important roles in the creation of academic engagement in undergraduate nursing students that need to be of interest to nursing educators and planners.

Developing academic literacy through a decentralised model of English language provision

ABSTRACTStudents entering English-medium universities frequently struggle to cope with the language demands of their degree programmes, despite having met the English language entry conditions stipulated by their receiving institutions. This can have significant repercussions for the teaching-learning process, for the student experience and for universities’ reputations. Most universities, therefore, have in place some form of in-sessional English language support to develop students’ language proficiency. Such provision tends to be centralised and to offer English for general academic purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. In this article we report on an alternative, decentralised model of language support, implemented in a School of Nursing and Midwifery, and which seeks to develop students’ competency in the language skills required for their Nursing studies and professional practice. Results to date have been encouraging and provide further evidence that such tailored provision offers a potentially fruitful language development strategy.

Comparing the Effect of Workshop and Podcast Training on Knowledge and Performance of Midwifery Students Regarding Legal and Religious aspects of Egg Donation

Background & aim: The increased prevalence of infertility and using assisted reproductive technologies including donation procedures has currently become a public concern. The familiarity of midwives with legal and religious aspects of these procedures is a salient issue in their care giving practice. However, this issue has been less considered in the curriculum planning for midwifery students. Thus, this study investigated the effect of workshop and podcast training on midwifery students’ knowledge and performance in terms of legal and religious aspects of egg donation. Methods: This quasi-experimental study was conducted among 60 undergraduate midwifery students of Islamic Azad University of Mashhad and postgraduate midwifery students at Mashhad School of Nursing and Midwifery, Mashhad, Iran. The university students in the workshop group were trained through lectures accompanied by PowerPoint files for a total of 6-8 hours, while the podcast group received three separate 25-minute audio files and discussed them in a Telegram-based group. The objective structured clinical examination was also administered before and two weeks after the training course at four stations. To analyze the data, Chi-squared test, paired t-test, and independent t-test were run in SPSS, version 16. Results: The mean knowledge scores were significantly different between two groups (P=0.004); however, no significant differences were observed between them in terms of educational performance (P=0.63). Conclusion: Podcast-based training using Telegram was more effective in promoting the students’ knowledge regarding legal and religious issues associated with egg donation compared to workshop training; nevertheless, educational performance increased in the same level using both methods.

Assessing levels of student nurse learning in community based health placement with vulnerable families: Knowledge development for future clinical practice.

Community services work with vulnerable families to assist them to link with health, education and welfare services. Community placements provide nursing students with understandings of the health impacts of social circumstances on broad population's. Nurses provide health care for vulnerable populations so it is important for students to gain experience in dealing with various population groups in a variety of settings. Community placements can increase student confidence to provide care for all people in the acute care setting. The research project explored the use of a community placement to assist nursing students in applying psychosocial theories to practice; determining the affect of nursing students to the community service; and if the learning achieved in the placement was applicable to their future nursing practice were also objectives of the research. The mixed methods design used placement suitability focused questionnaires, and student, staff and clinical supervisor one-to-one interviews. In 2015 a community based homelessness service which provides a home visiting service approached the School of Nursing and Midwifery to provide a community placement for nursing students. The urban homelessness service caters for 350 homeless clients per month. Eight second year nursing students and six fulltime homelessness staff, mainly social workers, participated in the surveys and interviews. Nursing students were 'buddied' with a social worker and visited individuals and families recently placed in emergency housing. The student nurses (8) and homelessness staff (6) were surveyed and interviewed about their knowledge, skills and perceptions about the value of community based placements. Findings indicate student's recognition of the skills to be learned in a non-acute setting are applicable to all clinical settings and enhance student knowledge and potential future care. The staff in the homelessness service espouse the enhancement provided by the expertise of the nursing students working with vulnerable populations. This paper highlights the benefits as perceived by students on often undervalued community based placements. It is essential that universities collaborate with industry and consumers to ensure that the undergraduate programs offer a high standard of care and address current trends in the health care industry. There is a growing need for workforce development in primary healthcare and an increased understanding about how adversity can lead to ill health.

Implementation of a programme to develop research projects in a school of midwifery in Santiago, Chile

Background: The acquisition of research skills by midwifery students is increasingly important especially for midwifery programmes in universities. Recently, universities in Chile have included the development of research skills in the majority of professional curricula for basic and post-basic degree programmes. The lack of research training is a limitation recognised and shared with other Latin American countries which prevents scientific and technological development. Objectives: To describe the process of implementation of a programme of research projects by midwifery students in a school in Chile and the results obtained, and the perceptions of students and teachers. Results: 31 work groups were formed (92 students), who developed and implemented research projects in gynecology, public health and neonatology. Research was conducted at six public hospitals serving high risk populations, a private clinic, and nine family health centres. The average scores earned for the projects was a 5.7 (scale of 1–7). The students and teachers positively rated the experience of undertaking research. Conclusion: The development of research projects allows students to acquire competencies and confidence in their research skills. It is an experience that can be replicated in other countries supported by the commitment of the midwifery and university faculty and the training and motivation of a group of midwifery educators.

Modelling job support, job fit, job role and job satisfaction for school of nursing sessional academic staff

BackgroundSessional academic staff are an important part of nursing education. Increases in casualisation of the academic workforce continue and satisfaction with the job role is an important bench mark for quality curricula delivery and influences recruitment and retention. This study examined relations between four job constructs - organisation fit, organisation support, staff role and job satisfaction for Sessional Academic Staff at a School of Nursing by creating two path analysis models.MethodsA cross-sectional correlational survey design was utilised. Participants who were currently working as sessional or casual teaching staff members were invited to complete an online anonymous survey. The data represents a convenience sample of Sessional Academic Staff in 2016 at a large school of Nursing and Midwifery in Australia. After psychometric evaluation of each of the job construct measures in this study we utilised Structural Equation Modelling to better understand the relations of the variables.ResultsThe measures used in this study were found to be both valid and reliable for this sample. Job support and job fit are positively linked to job satisfaction. Although the hypothesised model did not meet model fit standards, a new ‘nested’ model made substantive sense.ConclusionThis small study explored a new scale for measuring academic job role, and demonstrated how it promotes the constructs of job fit and job supports. All four job constructs are important in providing job satisfaction – an outcome that in turn supports staffing stability, retention, and motivation.

Quality of Immediate Nursing Care Provided to Newborn at Maternity Teaching Hospital in Erbil City

Background and objective: Quality of nursing care and competent health care providers, particularly skilled birth attendants, are essential requirements for providing care for both mothers and newborns. The current study aimed to assess quality of nursing care provided immediately after birth to newborn by nurse/midwives at Maternity Teaching Hospital in Erbil city. Methods: An observational study conducted during 2014. Samples of 25 nurse/midwives were purposively selected from nurses working at delivery room. Data were collected through the use of questionnaire format and observation checklist structured by researcher. The questionnaire format was used for interviewing nurse/midwives about (socio-demographic, professional background and nurses/midwives workload), while the check-list, which consisted of eight domains, was used for observing nurse/midwives during new-born care. A panel of experts checked the validity of the instrument when reliability was measured with computation of Pearson product moment correlation. Data were analyzed through the application of descriptive and inferential statistical tests. Results: The results revealed that the highest percentage 40% of the nurse/midwives were graduated from preparatory midwifery school, 64% of the nurse/midwives haven’t attended training course about immediate neonatal care. 100% of nurse /midwives do not washed their hands before and after performing each procedure and haven’t any role in initiation of newborns breathing. There were not significant associations between overall quality of immediate nursing care and nurse/midwife's qualification, experience years and training course. Conclusion: Quality of immediate nursing care provided after birth to newborn by most of nurse/midwives was poor.

Closing the gap: A whole of school approach to Aboriginal and Torres Strait Islander inclusivity in higher education.

The recruitment and retention of Aboriginal and Torres Strait Islander nurses and midwives is key to the delivery of culturally appropriate health care and improving the health outcomes of Aboriginal and Torres Strait Islander people. A working group to address inclusion and engagement of Aboriginal and Torres Strait Islander students at a West Australian University has impacted on the curricula, faculty staff and Aboriginal and Torres Strait Islander students within the School of Nursing and Midwifery. The University's Reconciliation Action Plan was the foundation and catalysed the group to promote cultural safety education for staff and provide inclusive activities for Aboriginal and Torres Strait Islander students. A conceptual framework was developed to demonstrate the action taken within the School of Nursing and Midwifery to address the inequity for Aboriginal and Torres Strait Islander students that could be seen to exist. Through collaboration with staff and students, both Aboriginal and Torres Strait Islander people and non-Aboriginal people, a shared understanding and goal setting has developed to enable positive action to provide ongoing support for these students at all parts of their journey in higher education. This paper will highlight the process involved to promote the recruitment, retention and academic success of these students.

The relationship between spiritual intelligence and aggression in medical science students in the southeast of Iran.

Background Due to their presence in clinical educational settings when dealing with patients, medical science students are more affected by mental disorders than other students. Some experts believe that spiritual intelligence enhances people adaptability and compatibility and creates calm in humans, especially in stressful situations. Objective The objective of this study was to investigate the relationship between spiritual intelligence and aggression among students of medical sciences in the southeast of Iran. Methods This analytical-descriptive study was conducted among bachelor students of Medical Sciences in the Southeast of Iran and examples of the research were selected from the Schools of Nursing and Midwifery, Public Health, Paramedical and Management by a stratified random sampling method. To examine samples questionnaires were used which examined students' demographic information, and included King's 24-item Questionnaire of Spiritual Intelligence and the Buss-Perry Aggression Questionnaire (AQ). After completing the questionnaires, data were analyzed using statistical analysis software (SPSS version18) with a significance level (p < 0.05). Results The results showed that there is a significant negative correlation between spiritual intelligence and aggression of students (r = -0/19, p = 0/001). Results also showed that Students of Medical Sciences in the Southeast of Iran with a spiritual intelligence average score of 52.28 have an average spiritual intelligence and those with an aggression average score of 78.57 have higher aggression than average. Conclusion The results showed that with increasing spiritual intelligence, aggression decreases. The results can be used by policymakers and managers to take steps to reduce aggressive behaviors and mental disorders and for the promotion of spiritual intelligence of students of medical sciences.

Implementation of midwifery school accreditation mechanisms in Ivory Coast, Mali and Chad.

One strategy to improve quality of care to eliminate preventable maternal and neonatal mortality and morbidity is to improve the training of health professionals, particularly midwives. Accreditation is a mechanism designed to reinforce education programmes and institutional capacities, using a situation analysis based on predefined criteria for decision-making. This paper describes the ongoing efforts of three Francophone African countries, Ivory Coast, Mali and Chad, to establish accreditation mechanisms of midwifery schools and to describe the necessary steps to implement these measures. Political will to support and regulate this sector, adoption of the License-Master-Doctorate (LMD) system, private sector support and an independent national accreditation commission are critical components.

Phantoms in the Classroom: Midwifery Training in Enlightenment Europe

Phantoms in the Classroom: Midwifery Training in Enlightenment Europe