Midwifery Schools Research Articles

Promoting healthy lifestyles among nurse trainees: Perceptions on enablers and barriers to dietary and physical activity behaviours.

Promoting healthy lifestyles is important to protect against obesity and non-communicable diseases. However, there is a lack of understanding of the enablers and barriers to healthy lifestyles (dietary and physical activity) among pre-service nursing trainees in Ghana. This study therefore aims to examine the perceived practice, enablers and barriers in adopting healthy dietary and physical activity behaviours. Cross-sectional qualitative, one-on-one in-depth interviews with a semi-structured guide were conducted with 16 nursing trainees (public health nursing) (aged: 18-25 years) in the School of Nursing and Midwifery, University of Health and Allied Sciences. Participants were selected based on body mass index (underweight, normal, over-weight, and obesity) classification of the world health organization. The interviews were audio-recorded and transcribed. Data analysis was manually carried out. Enablers and barriers were grouped into levels of individual (intrapersonal), social environment, physical environment, and university factors based on ecological model initially formulated by Bronfenbrenner's. Enablers to healthy dietary behaviour were self-discipline, dietary knowledge, social support, and access/availability. Enablers related to physical activity mentioned were body image, social support, and the existence of student societies. Barriers to healthy dietary behaviour included upbringing, preference, accessibility, safety/appearance, and studies/lectures. Barriers mentioned in relation to physical activity include a busy lifestyle, inadequate feeding, studies/academic activity, student societies, upbringing, and social support. A program to support healthy lifestyles for nursing trainees is needed. Specifically, in terms of developing and implementing interventions to overcome barriers and promote facilitators to adopt healthy dietary and physical activity behaviours whilst in training.

Enhancing the knowledge of parents on child health using eLearning in a government school in the semi-rural community of Karachi, Pakistan.

Education is one of the vital social determinants of health. Health and education share a symbiotic relationship for all cadre including children and adolescents to ensure that they are well equipped to combat the health risk in the environment. The current literature globally found some initiatives to create health awareness among school children. However, there is a dearth of studies available addressing parental health awareness through school platforms. Therefore, the current study aims to fill this gap, and the Aga Khan University School of Nursing and Midwifery initiated the School Health Program (SHP) in one of the remote communities in Sindh, Pakistan. The overall goal of the study was to improve children's health by enhancing the health awareness of the parents through school platforms utilizing online modalities. Another objective of this study was to identify the effect of using eLearning on parental knowledge and perceptions. The study utilized a sequential explanatory mixed-method design. Twelve health awareness sessions relevant to children's health using eLearning were conducted over one year. Parents' knowledge was assessed through a pre-posttest, which was administered after each teaching session. Subsequently, focused group discussions were carried out with parents, community leaders, and schoolteachers to gain insights regarding the effectiveness of the health education program. The pre-and post-test results showed again in knowledge in nine out of twelve sessions. The findings from qualitative content analysis yielded three key themes: Perceived usefulness of eLearning, Barriers affecting usability, and Way forward for eLearning through school platforms. The study showed parental satisfaction with the online health education awareness program. They exhibited enthusiasm and desire for further similar sessions in the future. The results demonstrated an enhancement in parental awareness about common health conditions among school children. This study may be replicated on a larger scale in the schools of Pakistan.

The interplay of structural and external factors for strengthening midwifery education in Indonesia

ObjectivesThis study aimed to identify the barriers to and enablers of the strengthening of midwifery education in Indonesia. Indonesia has a long history of midwifery education. In 1996, midwifery education in Indonesia had a three-year direct-entry pathway leading to a higher education level to meet international standards. The quality of midwifery education is deemed essential for preparing competent midwives. MethodsA qualitative design was undertaken in 12 midwifery schools in eight cities in six provinces involving 37 participants. Data were gathered using in-depth interviews. Data were analysed using thematic analysis. ResultsSeveral intertwined factors were found to play a vital role in midwifery education. This article focuses on results on “structural and external factors”, a theme which contained three sub-themes: “the structures of midwifery programmes”, “midwifery accreditation impacts on midwifery education”, and “the Midwifery Act”. ConclusionThe structure of midwifery programmes, the accreditation of midwifery programmes, and establishment of the Midwifery Act contribute to the strengthening of midwifery education in Indonesia. This study highlights the challenges faced and the scheme required to strengthen midwifery education in producing competent newly graduated midwives who improve the midwifery workforce in Indonesia.

An overview of health workforce education and accreditation in Africa: implications for scaling-up capacity and quality

BackgroundFor countries to achieve universal health coverage, they need to have well-functioning and resilient health systems. Achieving this requires a sufficient number of qualified health workers and this necessitates the importance of investments in producing and regulating health workers. It is projected that by 2030, Africa would need additional 6.1 million doctors, nurses, and midwives. However, based on the current trajectory, only 3.1 million would be trained and ready for service delivery. To reduce current shortages of the health workforce, Africa needs to educate and train 3.0 million additional health workers by 2030. This study was conducted to describe the distribution and ownership of the health training institutions, production of health workers, and the availability of accreditation mechanisms for training programmes in the WHO African Region.MethodsA cross-sectional study was conducted using a standardized questionnaire from January 2018 to April 2019. All the 47 countries in the Region were invited to complete a structured questionnaire based on available secondary information from health sector reports, annual HRH reports, country health workforce profiles, and HRH observatories and registries.ResultsData from 43 countries in the World Health Organization African Region in 2018 show that there were 4001 health training institutions with 410, 1469 and 2122 being medical, health sciences, and nursing and midwifery schools, respectively, and 2221, 1359 and 421 institutions owned by the public, private for-profit and private not-for-profit sectors, respectively. A total of 148 357 health workers were produced in Region with 40% (59, 829) being nurses and midwives, 19% (28, 604) other health workers, and 14% (20 470) physicians. Overall, 31 countries (79%) in the Region have an accreditation framework for the health training institutions and seven countries do not have any accreditation mechanism.ConclusionTo achieve universal health coverage, matching of competencies with population needs, as well as increasing capacities for health worker production to align with demand (numbers and skill-mix) for improved service delivery should be prioritized, as this would improve the availability of skilled health workforce in the Region.

Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education

IntroductionNursing education needs to be dedicated to sparking creativity as well as enhancing dynamic thinking and clinical decision-making skills. In this respect, exploiting quantum-learning methodology can be effective since it provides contexts and contents to improve.ObjectiveThe main objective of this study was to compare the effects of the quantum-learning methodology and conventional teaching learning achievement, motivation to learn, and retention among nursing students during critical care nursing education.MethodsThis quasi-experimental study was conducted on 46 nursing students, enrolled in the sixth semester at the School of Nursing and Midwifery affiliated to Mashhad University of Medical Sciences, Mashhad, Iran, were initially randomized into intervention and control groups. Then, the phases of “enroll, experience, label, demonstrate, review, and celebrate model were implemented in the intervention group, receiving the quantum-learning methodology. With regard to the control group, education was fulfilled according to the conventional teaching method. The learning achievement was subsequently measured in each group using. One month later, the in both groups were calculated. The data collection tools included a demographic characteristics form and the Kolb’s Learning Style Inventory and Learning Motivation Questionnaire. The data were finally compared via statistical tests.ResultsThe total scores of the learning achievement in the intervention group were 16.84 ± 2.28 and these values were equal to 15.16 ± 2.41 in the control group, which were significantly different based on the independent-samples t-test results (p < 0.001). The retention mean scores in the intervention and control groups were also by 13.25 ± 1.88 and 11.71 ± 2.05, respectively (p < 0.001). In the intervention group, motivation to learn before and after education significantly different (p < 0.001). However, such a significant difference was not observed in the control group before and after the intervention (p = 0.30).ConclusionIt was concluded that teaching methods encouraging students and providing interactive and fun environments could boost motivation to learn and give rise to retention, particularly in skill-based programs and courses. Teachers can thus utilize dynamic models such as the quantum-learning methodology to help students understand and gain more nursing skills.

Evaluating the Effects of Training to Improve Teaching Skills of Health Sciences Educators in Sudan.

PurposeThis evaluation draws evidence on the outcome of learning and teaching courses that were offered to a number of teaching staff (referred to as trainers) of the Academies of Health Sciences, Midwifery Schools and Centre for Continuous Professional Development in Sudan.MethodsThe evaluation was a cross-sectional, institution-based study conducted from October 2017 to January 2018 involving qualitative design. It consisted of direct observations of teaching, focus group discussions with students and semi-structured interviews with managers of teaching institutions.ResultsThe findings of direct observations revealed that the learning and teaching course has positive effects on the trainers’ ability to have clear, well-stated learning objectives; their presentation skills; and their use of different teaching methods. Moreover, the observations showed that trainers who attended the learning and teaching course now encourage the students to ask questions and are providing them with timely feedback about their learning. As students were the main beneficiaries for improved teaching, focus group discussions have shown that students were generally satisfied with trainers’ performance regarding the stated learning outcomes, curricula design, use of a range of teaching methods and assessment methods. During in-depth interviews, managers of training institutions expressed satisfaction with the trainers’ performance regarding the development of training materials, learners’ assessment, supervision, and evaluation of training.ConclusionShort courses on teaching and learning were a valuable investment for trainers, students, and the overall performance of health sciences training institutions. The evaluation revealed that trainers were able to apply what they have learnt. Moreover, students and managers noticed improvement in the performance of trainers in teaching, course delivery and assessment. It is recommended to expand, cascade and institutionalize the short courses on learning and teaching to all states to improve the capabilities of trainers, which would eventually contribute to the production of competent allied health professions in Sudan.

Opinion of Midwifery School Students About Termination of Pregnancy Without Medical Indication: An Example of a Public University

Opinion of Midwifery School Students About Termination of Pregnancy Without Medical Indication: An Example of a Public University

Male Nursing Students' Perception of Gender Barriers in Nursing Curricula in an Iranian University of Medical Sciences.

Objective.The present study aimed to determine male nursing students’ perception of gender barriers in nursing curricula.Methods.This descriptive study was conducted on 150 B.Sc. and M.Sc. nursing students at Tabriz School of Nursing and Midwifery, Tabriz university of medical sciences, Tabriz, Iran that were selected through convenience sampling. The study data were collected using Inventory of Male Friendliness in Nursing Programs-Short (IMFNP-S). This scale has 17 items for investigating male nursing students’ perception of gender barriers in nursing curricula. Each item is a 5-point Likert-type scale scored from 0 to 4; total scale score could range from 0 to 68, higher scores representing male nursing students’ perception of less gender barriers in nursing curricula.Results.The total mean score of gender barriers was 35.11+6.15. The most important barriers included different requirements/limitations in obstetrics apprenticeship (Median=1), and need for proving oneself because of people’s expectation of nurses to be female (Median=2). On the other hand, the least important barriers were lack of important people’s support on one’s career decisions (Median=3), and lack of opportunity to work with other male nurses (Median=3). The scale score was not associated with the socio-demographic characteristics studied.Conclusion.The most male nursing students feel various gender issues in the nursing curriculum in a medium level that may negatively impact on their learning, professional performance and motivation and tendency to nursing. Furthermore, this vicious cycle can lead to lack of professional development, leaving the job and burnout. Thus, creating a gender-neutral environment can make nursing programs more male friendly.

Roots, prefixes, and suffixes: decoding medical terminology using an online enquiry-based learning intervention for nursing associates

Aim/ObjectiveThe aim of this pilot study was to establish the impact of a virtual, short-term, Enquiry-Based Learning (EBL) intervention on students’ ability to accurately decode medical terms and determine students’ perspectives on the value of learning medical terminology to their academic success and professional practice. BackgroundUndergraduate Nursing Associate Apprenticeship (NAA) students are required to learn a range of medical terminology to orient them for practice. Dedicating time to teaching students skills to comprehend and gain confidence with medical terms is central to their success. DesignThe pilot study used a non-experimental before and after design, alongside a cross-sectional survey. Undergraduate NAA students were included in this pilot study. The pilot study was conducted at a UK-based, Widening Participation university in the School of Nursing, Midwifery and Allied Health. MethodsPre- and post-assessments were completed by all participants and quantitative analysis was performed using SPSS to assess impact. An anonymous, online questionnaire was shared with all participants to understand their perspectives on the value of learning medical terminology and the instructional tools and materials used in the intervention. SettingThe pilot study was conducted at a UK-based, Widening Participation university in the School of Nursing, Midwifery and Allied Health. ResultsFollowing the teaching intervention, a paired samples t-test showed that participants’ post-assessment results were significantly higher (p < 0.001) than those obtained in the pre-assessment, with a mean difference in results of 5 marks, specifically a 20% gain. The questionnaire responses indicated that participants value the opportunity to learn medical terminology, and perceive a benefit in doing so. Overall, participants agreed that the EBL intervention increased knowledge and skills in decoding medical terminology. ConclusionsThe findings suggest that the virtual EBL intervention had a beneficial impact, and students perceive value in learning medical terminology for application to both academic study and professional practice.

Device-related pressure ulcers: SECURE prevention. Second edition.

Device-related pressure ulcers: SECURE prevention. Second edition.

The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design

IntroductionSelecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students.MethodsA randomized controlled trial, using the Solomon design, was conducted in 2019 on 82 nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The Subjects were then allocated to four groups via block randomization. The Subjects in both intervention groups studied the educational content online for 2 weeks and subsequently attended the FC through NPE. Both control groups merely received education based on conventional method. The post-test was once administered to the four study groups immediately after completing the program and once again 2 months after it.ResultsThe posttest mean scores of knowledge retention in both intervention groups remained the same (P = 0.1), while they were higher in the control groups (P < 0.05). The changes in the mean scores of the post-test in the intervention and follow-up groups did not demonstrate a statistically significant difference between the four study groups (P = 0.130, F = 1.941).ConclusionThe use of the FC through NPE increased the knowledge mean scores; however, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.

Satisfaction of the Students of Qaen and Ferdows Medical Schools with Virtual Education and the Effective Factors during COVID-19 Epidemic

Background: The spread of Coronavirus Disease 2019 (COVID-19) caused restrictions and shutdowns affecting the economic situation, employment, and the educational needs of society. Meanwhile, the universities of medical sciences have faced serious problems in education. Objectives: The present study aimed to assess the satisfaction of the students of Qaen and Ferdows medical schools with virtual education during the COVID-19 epidemic. In addition, the factors effective in this satisfaction are investigated. Methods: This descriptive-analytical (cross-sectional) study was conducted at Qaen School of Nursing and Midwifery and Ferdows School of Paramedical Sciences and Health, Iran, using a researcher-made questionnaire provided to students online. The study population was all the students of these two faculties. The sample size was estimated as 285 people using the Morgan table, and 296 individuals participated in the study. Data were collected and analyzed using descriptive and inferential tests by the SPSS software version 24. Results: Our findings showed that most (40.2%) students had moderate satisfaction, and only 5.74% had very high satisfaction with virtual education. The mean satisfaction of female students was higher than males without a statistically significant difference (P = 0.4). Moreover, the results of the analysis of variance revealed that the level of the academic satisfaction of students is different in distinct academic levels (P = 0.007). In addition, Pearson’s correlation coefficient indicated a significant positive correlation between age and academic satisfaction score (P = 0.001, r = 0.185). Conclusions: Overall, the results of the present study showed that less than half of the students were moderately satisfied with virtual education. According to the students, this dissatisfaction mainly results from the lack of a suitable infrastructure for virtual classes. Usually, satellite branches are weaker than the main university in terms of facilities and equipment, and solving these problems requires the special attention of education officials and managers.

Quality of pre-service midwifery education in public and private midwifery schools in Afghanistan: a cross sectional survey

BackgroundMidwives are the key skilled birth attendants in Afghanistan. Rapid assessment of public and private midwifery education schools was conducted in 2017 to examine compliance with national educational standards. The aim was to assess midwifery education to inform Afghanistan Nurses and Midwives Council and other stakeholders on priorities for improving quality of midwifery education.MethodsA cross-sectional assessment of midwifery schools was conducted from September 12–December 17, 2017. The Midwifery Education Rapid Assessment Tool was used to assess 29 midwifery programs related to infrastructure, management, teachers, preceptors, clinical practice sites, curriculum and students. A purposive sample of six Institute of Health Sciences schools, seven Community Midwifery Education schools and 16 private midwifery schools was used. Participants were midwifery school staff, students and clinical preceptors.ResultsLibraries were available in 28/29 (97%) schools, active skills labs in 20/29 (69%), childbirth simulators in 17/29 (59%) and newborn resuscitation models in 28/29 (97%). School managers were midwives in 21/29 (72%) schools. Median numbers of students per teacher and students per preceptor were 8 (range 2–50) and 6 (range 2–20). There were insufficient numbers of teachers practicing midwifery (132/163; 81%), trained in teaching skills (113/163; 69%) and trained in emergency obstetric and newborn care (88/163; 54%). There was an average of 13 students at clinical sites in each shift. Students managed an average of 15 births independently during their training, while 40 births are required. Twenty-four percent (7/29) of schools used the national 2015 curriculum alone or combined with an older one. Ninety-one percent (633/697) of students reported access to clinical sites and skills labs. Students mentioned, however, insufficient clinical practice due to low case-loads in clinical sites, lack of education materials, transport facilities and disrespect from school teachers, preceptors and clinical site providers as challenges.ConclusionsPositive findings included availability of required infrastructure, amenities, approved curricula in 7 of the 29 midwifery schools, appropriate clinical sites and students’ commitment to work as midwives upon graduation. Gaps identified were use of different often outdated curricula, inadequate clinical practice, underqualified teachers and preceptors and failure to graduate all students with sufficient skills such as independently having supported 40 births.

The evaluation of ethics education in midwifery undergraduate programs in Turkey

Context: Ethics education in midwifery leads to professionalism and good clinical practice. Lack of standards related to ethical education cause differences in implementation.Aims: This study aims to collect comprehensive data about ethics education in undergraduate midwifery programs in Turkey.Settings and Design: In the cross-sectional descriptive study, the sample of study was consisted of faculty members who gave ethics education in midwifery schools and undergraduate final year midwifery students in 29 universities in Turkey between 2017 and 2018.Materials and Methods: This study was conducted on 17 faculty members and 1138 midwifery students recruited by simple random sampling. Data collection forms consisted of demographic characteristics and questionnaire of knowledge and opinions about the ethics courses.Statistical Analysis Used: Descriptive statistics including mean, standard deviation, frequencies and percentages, and Chi-square were used.Results: It was observed that ethics education was given as a 2-h theoretical course in all midwifery undergraduate schools, and ethics course was compulsory in 87.5% of them. There was statistically significant difference between the views of faculty members and students about necessity of ethics education (P = 0.000), sufficiency of content (P = 0.002), and the expertise of educators (P = 0.000).Conclusions: According to the opinion of participants, there are lacks in ethics education for midwifery students in Turkey. Regarding the difference between opinions of faculty members and students, contents and the aims of the ethics education should be co-determined by the ethics experts, the midwifery teachers, and the midwives.

Comparison of the effect of two educational methods based on mindfulness and cognitive emotion strategies on psychological well-being and anxiety of eighth-semester midwifery students before the final clinical trial.

Midwifery services help maintain and improve the health of the community. However, a comprehensive examination reduces students' psychological well-being by creating anxiety. For this purpose, the present study was conducted to determine and compare the effect of two educational methods based on mindfulness and cognitive emotion strategies on psychological well-being and anxiety of eighth-semester midwifery students before the final clinical trial. This study was a quasi-experimental three-group study with available sampling method that was performed on 30 eighth-semester midwifery students of the School of Nursing and Midwifery of Isfahan University of Medical Sciences in 2020-2021. Data collection tools were psychological well-being and Test Anxiety Questionnaire. Two intervention groups were trained for eight sessions. The control group did not receive any training program. The data collected by SPSS version 22 software were analyzed by analytical statistical tests of ANOVA and least significant difference post hoc test. The results showed that there was a statistically significant difference between the three groups in terms of components of test anxiety and psychological well-being. Furthermore, emotion regulation training and mindfulness-based training reduced test anxiety and increased students' psychological well-being before the comprehensive test (P = 0.001). It is recommended that educational programs be considered before the comprehensive examination to promote the mental health and success of these students.

Nursing and Midwifery Students' Mental Health Status and Intention to Leave During Covid-19 Pandemic.

IntroductionCOVID-19 has not only affected the physical health of people but it has also had a major impact on their mental health.ObjectiveTo investigate the nursing, midwifery, and operating room students’ mental health and intention to leave during COVID-19 pandemic.MethodsThis cross-sectional study was conducted at the nursing and midwifery school of Tabriz, Iran. Over a period of three months (February–May 2021) and through random sampling, 284 students were selected. The research tool consisted of three parts including demographic information, Depression Anxiety Stress scales, and a questionnaire on intention to leave.ResultsMore than 20% of the students experienced some degrees of depression, anxiety, and stress. Nearly one-third of participants mentioned a high level of intention to leave. Nursing students had a higher level of a turnover tendency than other students (p = .004). Male students and who experienced moderate to high level of depression displayed greater intention to leave (p = .005).ConclusionStudents suffered from some degrees of stress, anxiety, and depression during the COVID-19, and it strengthened the participants’ intention to leave. Relevant authorities are recommended to improve mental health of the students by providing psychological counseling sessions, reducing their direct contact with patients, and providing personal protective equipment.

Assessing the Availability and Application of E-Learning Resources in Schools of Midwifery in Anambra State

This study assessed the availability and application of e-learning resources in schools of midwifery in Anambra State. This descriptive survey design study was guided by two research questions. 88 midwife tutors in the five schools of Midwifery in Anambra State made-up the population. The sample is the same as the population as the population is of manageable size. Checklist was used to obtain data and the data were analyzed using frequencies and percentages. The validation of the instrument was done by three specialists. Cronbach alpha method was used to test the reliability and the alpha coefficients of 0.73 and 0.75 respectively were gotten for sections A and B. The findings revealed that few e-learning resources were available and utilized in schools of midwifery in Anambra State. The implications of the study were highlighted and it was recommended that government should organize seminars and workshops to train nurse tutors on the usage of e- resources to improve learning in nursing schools. Also suggestions for further studies were made.

The use of inter-professional education (IPE) healthcare law and ethics scenario based learning sessions amongst nursing, midwifery and law students: A qualitative investigation

BackgroundThe Nursing and Midwifery Council (NMC, 2018) require registrants to practice ethically and lawfully. Nevertheless, in 2019–2020, the NMC received 5704 referrals regarding registrants' fitness to practice, many of these referrals related to registrants' criminality, clinical competence, and misconduct. Additionally, litigation within healthcare remains a concern. NHS Resolution (2020) reported costs of payments relating to clinical negligence schemes of £2324.2 million in 2019/20. This paper discusses a qualitative investigation of healthcare law and ethics teaching and learning within undergraduate midwifery and nursing curricula and the use of scenario based (inter-professional education) IPE sessions amongst nursing, midwifery and law students. MethodsTwo scenario based IPE sessions attended by nursing, midwifery and law students were delivered in addition to existing curricula. Scenarios were based on real life cases. Students collaborated to identify means of managing legal and ethical issues arising from the scenarios. Sessions were facilitated by lecturers from the schools of law, midwifery and nursing. Semi structured interviews were completed with IPE session participants and academics with an interest in healthcare law and ethics (students n = 3, academic staff n = 3). Thematic content analysis was applied to interview data.FindingsScenario based IPE sessions are valued by participants who claim they are effective in enabling the development of knowledge and understanding of healthcare law and ethics while providing insight into the application of theory in practice. Participants claimed that healthcare law and ethics was a fundamental part of caring professions and essential to nursing and midwifery curricula. ConclusionSubstantial numbers of nurses and midwives are called to account by their professional body and in law for issues related to their practice, with significant financial and personal costs. Healthcare law and ethics remains fundamental to professional practice with IPE scenario based sessions offering a means to develop knowledge and enable students to consider ethical, legal and professional issues.

Design, Implementation and Evaluation of Clinical Pharmacology Simulation Training Method for Nursing Students of Tehran School of Nursing and Midwifery

Introduction: Educating students in a safe environment such as simulated centers can be effective in providing educational services and preparation for clinical work. Accordingly, the present study was conducted with the aim of designing, implementing and evaluating clinical pharmacology simulation training method for nursing students. Methods: This study was performed in 2019-2021 in three main phases of design, implementation and evaluation of Pharmaceutical Skills Center in Clinical Skills Center of Tehran School of Nursing and Midwifery. First, the design phase was accomplished by preparing the space and the desired drugs. Due to the prevalence of Covid-19 disease, part of the implementation and evaluation phase was carried out in the virtual context. Before and after the internship, students' knowledge, skills, satisfaction and clinical reasoning were measured using relevant questionnaires and analyzed using descriptive and analytical statistics. Result: The mean scores of the three variables in terms of pharmacology knowledge, drug calculation skills and clinical reasoning of pharmacology of nursing students before and after the internship were examined. The results demonstrated that all three means were significantly improved compared to that of before the intervention (P &lt;0.001 and P = 0.001). The mean of total students' satisfaction with pharmacology internship course turned out to be 30.57 (3.2), which indicated the relative satisfaction with the training course. Conclusion: In general, the results of the study indicated an improvement at the level of pharmacological knowledge, clinical reasoning of pharmacology and a significant improvement in pharmacological skills. Despite the limitations of Covid 19, this training method seems to augment the performance of nursing students in pharmacology.

LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study.

LGBTQ+ people experience significant physical and psychosocial health issues and concerns, and encounter barriers when accessing healthcare services. We conducted a mixed-methods research study across all Schools of Nursing and Midwifery in the United Kingdom and Ireland using a survey and qualitative interviews. This was to identify the current content within nursing and midwifery pre-registration programmes in relation to LGBTQ+ health and to identity best practice and education innovation within these programmes. The survey was completed by 29 academics, with 12 selected to participate in a follow-up in-depth qualitative interview. Analysis of the data from the survey and interviews identified five themes: there is variable programme content; academics are developing their own programmes with no clear consistency; LGBTQ+ health is being linked to equality and diversity; there are barriers to education provision; and these is some evidence of best practice examples. The findings of the study support the need to develop and implement a curriculum for LGBTQ+ health in nursing and midwifery pre-registration programmes with learning aims and outcomes. Academics need support and tools to prepare and deliver LGBTQ+ health content to nurses and midwives as they ultimately have the potential to improve the experiences of LGBTQ+ people when accessing healthcare.