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Background & Aim: Extravasation is one of the complications of peripheral intravenous catheters. Doing standard nursing cares leads to more effective and safer treatment and care of extravasation and the reduction in the length of hospital stay for neonates. This study aimed to audit nursing cares related to the treatment of extravasation in neonatal intensive care units.

Methods & Materials: In this descriptive study (the audit), 200 nursing cares regarding neonatal extravasation were observed and assessed. Data gathering tool was a standard check list. The data collection method was the observation and recording of nursing cares related to neonatal extravasation in neonatal intensive care unit of selected hospitals affiliated to Shahid Beheshti University of Medical Sciences in 2015. The data were analyzed using descriptive statistics on SPSS software v.21.

Results: The standard cares were performed by nurses in some cases, and in some standards, nurses showed poor performance. Among 25 common nursing cares of extravasation, 22 cares were far from standards. After third and fourth degree extravasation, none of required nursing cares were done properly.

Conclusion: Nursing cares of extravasation for neonates in NICU are far from standard cares. This could be attributed to the lack of nurses’ awareness of the importance of proper extravasation care and its consequences, failure in nurses’ education, lack of authorities’ supervision on cares, lack of facilities and equipments, and nursing shortage.

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Background & Aim: The inadequate level of pharmaceutical knowledge of nursing students carries the risk of medication errors, and this is one of the main concerns of clinical educators. Therefore, the aim of the study was to determine the effect of targeted and game-based pharmacology education on pharmacology scores of nursing students.
Methods & Materials: This quasi-experimental interventional study was conducted through the census method on third-semester nursing students of Abadan University of Medical Sciences in 2018-2019. The intervention included teaching clinical pharmacology in the form of game during an internship course (including 10 sessions). The first to third sessions included holding the pharmacology theoretical class, the fourth to ninth sessions included playing game, theoretical classes, and clinical practice, and the tenth session included a station review program and a competitive pharmaceutical data pool program. The pharmacology exam was given before and after the intervention. The data was analyzed by paired t-test using the SPSS software version 18.
Results: There were 77 students until the end of the study, of whom 42 were female and 35 were male. Their mean age was 21±2 years, the total average of students was 15.57±3.81 with a mean pharmacology score of 14.74±3.42. According to the test results, the pre-test mean score was 26.06±5.83 and the post-test mean score was 31.58±4.02, which indicated a significant difference between before and after the intervention (P<0.001).
Conclusion: This purposeful educational program increased the level of pharmacology scores of nursing students and can be used as a suitable method to improve students' knowledge and understanding of pharmacology.