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Scientific Publication in Nursing and Midwifery in Iran
Reza Negarandeh
Hayat Journal of Faculty of Nursing & Midwifery , 2012,
Abstract: Production of knowledge in nursing and midwifery is essential to develop body of knowledge and improve quality of health care. In recent years, growth rate of scientific publication in Iran was significant as it could be considered as a scientific jihad. Although everyone is proud of this accomplishment, an important question remaining in nursing and midwifery is that how the pace of scientific publication in these fields is consistent with the pace of scientific publication in other scientific fields. This editorial tries to answer this question.Through searching the Scopus for Iranian papers during 2008-2012 articles, I found 1063 articles in nursing and midwifery indexed in the Scopus. The number of articles was almost doubled per year within the last five years, excluding 2012. It implies coordination of scientific publication in nursing and midwifery with rapid growth of total scientific activities in other scientific fields in the country.On the other hand, findings showed that only 29 articles (2.7%) published by Iranian nursing and midwifery researchers were review articles. While, in the UK, 13.5% of articles in nursing and midwifery was review articles. This finding along with the importance of review articles as credible scientific evidence for clinical decision-making and improving management procedures shows the necessity of writing review articles by senior researchers in Iran.Comparing nationality of authors between Iranian articles with the UK articles showed that only 154 Iranian articles (about 10%) had a non-native author; while, in the UK articles, about half of the articles had non-English collaborating authors. This finding reveals the necessity for further efforts to international studies.Through searching the Pubmed and Web of Science for Iranian articles during 2008-2012, we found 390 and 174 Iranian articles, respectively. The lower rate of articles indexed in these two databases, comparing to the Scopus, indicates the necessity of designing and conducting high quality studies and submitting articles in journals indexed in these two databases. Writing articles which observe principles of scientific writing in proper English language can increase the probability of acceptance of articles in more valid journals. Indexing Iranian nursing and midwifery journals in authoritative indexes can increase the rate of scientific publication. It requires more attention of administrators and editors of Iranian scientific journals to this critical issue.
Assertiveness and Anxiety in Midwifery & Nursing Students
* T (Ph.D) Taghavi Larijani,** ND (MSc.) Sharifi Neiestanak,*** M (MSc.) Aghajani,**** A (MSc.). Mehran
Hayat Journal of Faculty of Nursing & Midwifery , 2009,
Abstract: Background & Objective: High levels of assertiveness and low levels of anxiety are important factors that result in suitable communication. They also increase intellectual abilities, abstract thought, power & autonomy, and personal well-being among nursing and midwifery students. The aim of this study was to determine the relationship between assertiveness and anxiety among midwifery and nursing students. Methods & Materials: In this correlational, cross-sectional study, 173 nursing students (68 males & 105 females) were recruited using census and rational methods. Seventy seven midwifery students were also recruited using census method. Data were collected using a self-report tool including "personal information form", "Trait Spilberger Anxiety", and "Assertion Inventory" (AI) of Gambrill & Richey. Data were analyzed using descriptive and inferential statistical methods. Results: Results showed that more than half of the nursing and midwifery students (59.5% and 59.7%, respectively) had moderate assertiveness. Also, 43.3% and 36.4% of them had moderate and high levels of anxiety. Pearson correlation test revealed that assertiveness and anxiety had negative correlations in nursing (r=-0.51, P<0.001) and midwifery (r=-0.449, P<0.001) students. Some demographic variables had significant correlations with assertiveness and anxiety among the students. Conclusion: Regarding the relationship between assertiveness and anxiety and their effect on mental health, as well as educational and occupational functions of the students, more attention is needed to pay to theses issues. Also, it seems that appropriate interventions should be planned to increase assertiveness and to decrease anxiety among the students. Key words: assertiveness, anxiety, nursing students
Mathematical skills of the nursing and midwifery students of Sakarya University school of healht sciences  [cached]
Nursan ?inar,Aysegül Dogan
Revista Eletr?nica de Enfermagem , 2006,
Abstract: This study was carried out with the purpose of determining the Nursing and Midwifery students’ interest and skills in mathematics, and their skills in calculating the medication dosages. In the study, a survey form comprising 16 questions having the purpose of determining the students’ demographical characteristics and interest in mathematics, and the Medication Skill Test (MCS Test), which had been also prepared by the researchers, were used. The Medication Skill Test (MCS Test) were developed, by the researchers, by means of reviewing the relevant literature, particularly the studies carried out by Grandell-Neime et al. and the pharmacology test books. The MCS Test consisted of 25 questions, of which eleven were about general mathematics and fourteen were about the calculation of the medication dosages. The answers the students gave to the questions were evaluated as correct or incorrect. The sampling of the research comprised totally 73 students from the 2nd, 3rd and 4th grades of the midwifery classes, and totally 142 students from the 1st, 2nd, 3rd and 4th grades of the nursing classes. The survey form were applied to the students by providing the examination conditions and giving 20 minutes time. The data collected was evaluated in computer. It was determined that 96.5 % of the nursing students (n: 137) and 90.4 % of the midwifery students (n: 66) liked the mathematics. 90.1 % of the nursing students (n: 128) and 83.6 % of the midwifery students (n: 61) stated that they found mathematics enjoyable, and likewise, 35.2 % of the nursing students (n: 50) and 34.2 % of the midwifery students (n: 25) stated that they deemed the mathematics as necessary in nursing. 66.9 % of the nursing students (n: 95) and 63.0 % of the midwifery students (n: 46) stated that they had good mathematical skills. 60.6 % of the nursing students (n: 86) and 75.3 % of the midwifery students (n: 55) stated that they didn’t deem themselves as adequate in calculating the medication dosages. 65.5 % of the nursing students (n: 93) and 74.0 % of the midwifery students (n: 54) stated that they experienced occasional problems in the mathematical calculations relating to the medication administrations. According to the MCS Test results, it was seen that the lowest correct answering rate was 26.9 % for the nursing students and 5.5 % for the midwifery students, while the highest correct answering rate was 98.6 % for the nursing students and 94.5 % for the midwifery students. Medication administration is an essential skill for nurses and midwives. Any mistake in calculation can lead to me
Problem solving skills of the nursing and midwifery students and influential factors  [PDF]
Nursan ?inar,Cefariye S?zeri,Sevil ?ahin,Reyhan Cevahir
Revista Eletr?nica de Enfermagem , 2010,
Abstract: Effective problem solving strategies and decision making skill based on a powerful basis of knowledge are behaviors expected from midwife and nurses students that need to be developed during their vocational education. This study aimed to determine and to compare the problem solving skills of nursing and midwifery students during their education and to verify the factors that influence the problem solving skills. The sampling comprised all the 252 students of the Midwifery and Nursing departments at School of Health Sciences of the University of Sakarya who volunteered for participating in the study and were present at school when data were collected (98 midwifery students and 154 nursing students). Data were collected using a questionnaire and “Problem Solving Scale” developed by Heppner and Petersen and the Turkish validity and reliability study was carried out by Sahin et al. The average problem solving scores were found to be 83.05±15.68 for the midwifery students and 86.85±18.55 for the nursing students. The midwifery students were found to be more successful than nursing students. It was also found that problem solving skills of inquisitive-extroverted students were better than that of the reserved ones.
Nursing and Midwifery Students Learning Styles in Tabriz Medical University
Vahid Zamanzadeh,Leila Valizadeh,Eskandar Fathi-Azar,Nasim Aminaie
Research Journal of Biological Sciences , 2012,
Abstract: Identifying effective factors in learning is one of the important issues considered by researchers. The aim of this study was to determine nursing and midwifery students learning styles in Tabriz University of Medical Sciences. In a descriptive study performed in 2005, 250 nursing and midwifery students were selected by census sampling method. The research tool was David A. Kolb s learning style inventory including 12 questions which was distributed and collected as group administered. The analysis of data based on LSI guide was done by SPSS. The majority of nursing and midwifery students were converger (54.2%). Also, 32.1, 7.5 and 6.2% of them were assimilator, accommodator and diverger, respectively. Considering the use of converger and assimilator learning styles among students, it is recommended that faculty members use visual method, diagrams, teacher s handouts, lecture and self-learning methods.
Nursing and Midwifery Students Learning Styles in Tabriz Medical University
Vahid Zamanzadeh,Leila Valizadeh,Eskandar Fathi-Azar,Nasim Aminaie
Research Journal of Biological Sciences , 2008,
Abstract: Identifying effective factors in learning is one of the important issues considered by researchers. The aim of this study was to determine nursing and midwifery students` learning styles in Tabriz University of Medical Sciences. In a descriptive study performed in 2005, 250 nursing and midwifery students were selected by census sampling method. The research tool was David A. Kolb`s learning style inventory including 12 questions which was distributed and collected as group administered. The analysis of data based on LSI guide was done by SPSS. The majority of nursing and midwifery students were converger (54.2%). Also, 32.1, 7.5 and 6.2% of them were assimilator, accommodator and diverger, respectively. Considering the use of converger and assimilator learning styles among students, it is recommended that faculty members use visual method, diagrams, teacher`s handouts, lecture and self-learning methods.
Developing Nursing and Midwifery Communities of Practice for Making Pregnancy Safer  [cached]
Jody Rae Lori,Debbie Diaz Ortiz,Sandra Oyarzo,Patricia Abbott
Knowledge Management & E-Learning : an International Journal , 2010,
Abstract: Nursing and Midwifery organizations have been building capacity to utilize virtual electronic communications systems to support collaborative projects since 2005 when the Global Alliance for Nursing and Midwifery became a reality. The Nursing and Midwifery Community of Practice for Making Pregnancy Safer has grown from 55 members in 18 countries at the end of the first year to 382 members from 79 countries by the end of 2009. The Spanish-language community created in 2007 has 187 members from 32 countries. We will present background information on developing communities of practice, strategies for building capacity and lessons learned over the past four years. We will present our findings from a simultaneous discussion held in Spanish and English on traditional midwifery and active management of the third stage of labor-applying the evidence, discussing the challenges and rewards of a bilingual discussion. Additionally, findings from an on-line survey to elicit feedback on the discussions and recommendations for future direction will be discussed.
Extent of East-African Nurse Leaders’ Participation in Health Policy Development  [PDF]
N. Shariff,E. Potgieter
Nursing Research and Practice , 2012, DOI: 10.1155/2012/504697
Abstract: This paper reports part of a bigger study whose aim was to develop an empowerment model that could be used to enhance nurse leaders’ participation in health policy development. A Delphi survey was applied which included the following criteria: expert panelists, iterative rounds, statistical analysis, and consensus building. The expert panelists were purposively selected and included national nurse leaders in leadership positions at the nursing professional associations, nursing regulatory bodies, ministries of health, and universities in East Africa. The study was conducted in three iterative rounds. The results reported here were gathered as part of the first round of the study and that examined the extent of nurse leaders’ participation in health policy development. Seventy-eight (78) expert panelists were invited to participate in the study, and the response rate was 47%. Data collection was done with the use of a self-report questionnaire. Data analysis was done by use of SPSS and descriptive statistics were examined. The findings indicated that nurse leaders participate in health policy development though participation is limited and not consistent across all the stages of health policy development. The recommendations from the findings are that health policy development process needs to be pluralistic and inclusive of all nurse leaders practicing in positions related to policy development and the process must be open to their ideas and suggestions. 1. Introduction and Background Information The World Health Organization (WHO) in the 49th World Health Assembly (WHA 49) recognized the potential of nursing to make a major contribution regarding the quality and effectiveness of health services. It suggested that nurses and midwives must be involved at all levels of the health systems and urged member states to involve nurses in health care policy and reform [1]. Since then, the agenda of strengthening nursing and midwifery has remained an important and recurring item of the WHO assemblies. In 2003, the World Health Assembly (WHA 56/19) recognized that in order to achieve the Millennium Development Goals (MDGs), there is a need to provide support for countries to strengthen their nursing and midwifery services [2]. WHO has acknowledged that up to 90% of the health workforce comprises of nurses. Nurses and midwives make substantial contribution to health-delivery systems in primary care, acute care, and community care settings [3]. Despite their contribution to health care, they are seldom involved in policy development [3]. Still more worrying is that,
Nursing Student’s Critical Thinking Skills in Tabriz Nursing and Midwifery Faculty
Nafea Ali Reza,Lakdizaji Sima,Oshvandi Khodayar,Fathi Azar Eskandar,Ghojazadeh Morteza
Research Journal of Biological Sciences , 2012,
Abstract: Critical Thinking (CT) is the life-blood of all educational programs. Today critical thinking is an expected competency of nurses at all levels of education and practice. This study has conducted to compare the critical thinking skills of nursing students enrolled in a 4-year baccalaureate program in Tabriz nursing and midwifery faculty. By cross-sectional design data collection occurred during regularly scheduled classes. A volunteer convenience sample of 172 students from all 4- years baccalaureate program completed a questionnaire of the California Critical Thinking Skills Test (CCTST). All data was analyzed by using descriptive statistics methods, mean difference tests and correlation test. Mean CT scores of Freshman II students in a baccalaureate 4-years (regular course) nursing program was 10.23 3.18 and for Seniors II students was 10.52 3.44. There were no statistically significantly differences between 2 groups` students. On the other hand the mean CT scores of freshman students (evening courses) was 9.78 2.90 and for Seniors II students was 9.23 2.63. There was no statistically significant difference between them. Indeed there was no statistically significant difference between morning courses nursing program and evening courses in total mean scores of CCTST too. Findings didn`t demonstrate significant correlation between factors such as age, gender, courses with the total score of CCTST. Considering no significant difference in total mean of CCTST, it is recommended that nurse educators apply new and variety of teaching strategies to foster CCTST.
Nursing Studenta€ s Critical Thinking Skills in Tabriz Nursing and Midwifery Faculty
Nafea Ali Reza,Lakdizaji Sima,Oshvandi Khodayar,Fathi Azar Eskandar
Research Journal of Biological Sciences , 2008,
Abstract: Critical Thinking (CT) is the life-blood of all educational programs. Today critical thinking is an expected competency of nurses at all levels of education and practice. This study has conducted to compare the critical thinking skills of nursing students enrolled in a 4-year baccalaureate program in Tabriz nursing and midwifery faculty. By cross-sectional design data collection occurred during regularly scheduled classes. A volunteer convenience sample of 172 students from all 4- years baccalaureate program completed a questionnaire of the California Critical Thinking Skills Test (CCTST). All data was analyzed by using descriptive statistics methods, mean difference tests and correlation test. Mean CT scores of Freshman II students in a baccalaureate 4-years (regular course) nursing program was 10.23±3.18 and for Seniors II students was 10.52±3.44. There were no statistically significantly differences between 2 groups` students. On the other hand the mean CT scores of freshman students (evening courses) was 9.78±2.90 and for Seniors II students was 9.23±2.63. There was no statistically significant difference between them. Indeed there was no statistically significant difference between morning courses nursing program and evening courses in total mean scores of CCTST too. Findings didn`t demonstrate significant correlation between factors such as age, gender, courses with the total score of CCTST. Considering no significant difference in total mean of CCTST, it is recommended that nurse educators apply new and variety of teaching strategies to foster CCTST.
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