Showing 3 results for Davoodi
Elnaz Asghari, Melisa Shakeri, Kobra Parvan, Parvin Sarbakhsh, Arefeh Davoodi,
Volume 30, Issue 1 (3-2024)
Abstract
Background & Aim: Stroke, as the primary and most critical cerebrovascular condition, is known as a leading cause of disability and mortality. Timely and appropriate care plays an important role in reducing death and associated complications. The purpose of this research is to assess the knowledge and adherence of emergency nurses to tissue plasminogen activator guidelines for patients with stroke.
Methods & Materials: In this descriptive study, a random quota sampling method was employed to select participants. A total of 170 emergency department nurses in Tabriz hospitals in 2023 self-administered knowledge and adherence scales. Data were analyzed using SPSS version 26, employing t-test, one-way ANOVA and Pearson’s correlation coefficient.
Results: The mean (SD) age of the nurses was 34.24±6.57 years, with a majority (101 nurses, 59.4%) having completed courses on the process and activation of Code-724. The mean scores for nurses' knowledge and adherence to tissue plasminogen activator guidelines were 52.67±10.37 (range score: 0-100) and 68.14±5.18 (range score: 15-75), respectively. A positive yet weak relationship was observed between nurses' knowledge and adherence to the guidelines (r=0.263, P=0.332). No significant association was found between nurses' socio-demographic characteristics and their knowledge and adherence scores (P>0.05).
Conclusion: The findings revealed suboptimal scores in nurses' knowledge and adherence to tissue plasminogen activator guidelines for stroke patients. Given the importance of adequate knowledge for adherence to guidelines, it is suggested to implement essential training and supervision measures for nurses.
Hosna Ghorbani, Akram Ghahramanian, Arefeh Davoodi, Leila Valizadeh,
Volume 31, Issue 1 (4-2025)
Abstract
Background & Aim: Although chemotherapy is effective in treating leukemia, it is associated with multiple adverse effects. Mothers, as key members of the healthcare team, need adequate information regarding these side effects to provide optimal care. This study aimed to investigate the side effects of chemotherapy in pediatric and adolescent leukemia patients and examine their relationship with maternal treatment knowledge.
Methods & Materials: This descriptive, cross-sectional study was conducted in 2023 and involved 110 mothers and their children aged 6-18 years hospitalized for leukemia at educational hospitals in Tabriz. A convenience sampling method was employed. Data collection instruments included the American Cancer Society's chemotherapy side effects checklist and an information questionnaire for parents of children with cancer, developed by Motlagh et al. The data were analyzed using SPSS version 24, applying chi-square tests, one-way ANOVA, paired t-tests, Pearson correlation coefficients, and repeated measures ANOVA.
Results: The mean age of mothers was 37 years, and that of the children was 11.61 years. The majority of diagnoses were Acute Lymphoblastic Leukemia (ALL). The severity of complications—such as fever, nausea, vomiting, mouth mucositis, diarrhea, anorexia, and bleeding—showed a significant increasing trend over the four-week observation period (P<0.001). Additionally, a significant difference was observed in mothers' treatment knowledge between the first and fourth weeks (P<0.001). There was a significant relationship between chemotherapy complications and mothers' treatment knowledge (P<0.05).
Conclusion: Mothers actively seek and obtain information regarding their children’s chemotherapy treatment, with their knowledge increasing as complication severity rises. Awareness of side effects and their management strategies enables parents to provide appropriate care and empowers caregivers to offer the best advice and support to patients and their families throughout the treatment course.
Arefeh Davoodi, Akram Ghahramanian, Hassan Rezazadeh, Faranak Jabbarzadeh Tabrizi,
Volume 31, Issue 2 (7-2025)
Abstract
Background & Aim: Current clinical education programs in nursing often demonstrate moderate quality; despite a solid theoretical foundation, students frequently lack essential cognitive skills necessary for effective clinical decision-making. This study aimed to evaluate the impact of an integrated educational program using case study method and the nursing process on the clinical decision-making capabilities of nursing students.
Methods & Materials: This study employed a quantitative, quasi-experimental design with a pretest-posttest approach, conducted in 2019 among final-year undergraduate nursing students at the Faculty of Nursing and Midwifery in Tabriz. A census sampling method was utilized, resulting in a total sample size of 106 students. The intervention group received an integrated educational program incorporating case studies and the nursing process, whereas the control group received conventional training based on a standard logbook. Data collection occurred pre- and post-intervention using the Jenkins Clinical Decision-Making Scale. Data were analyzed using SPSS version 16 through independent t-tests, paired t-tests, and analysis of covariance (ANCOVA).
Results: Paired t-test comparisons within the control group revealed no significant change in overall clinical decision-making scores. Conversely, the intervention group exhibited a statistically significant improvement post-intervention. Between-group analyses indicated that both the total clinical decision-making scores and their four dimensions experienced significant increases after the intervention (P<0.001). ANCOVA, controlling for pretest scores and GPA (Grade Point Average) as covariates, confirmed that the differences in clinical decision-making between the two groups remained statistically significant (P=0.004), with an effect size of 0.08.
Conclusion: The integrated educational method significantly enhances clinical decision-making skills among nursing students. Therefore, nursing educators can enhance students' cognitive skills by using this method in clinical training.
