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Showing 3 results for Mirshekari
Fatemeh Mirshekari, Elham Maserat,
Volume 18, Issue 2 (5-2024)
Volume 18, Issue 2 (5-2024)
Abstract
Background and Aim: Considering the growing trend of cancer in Iran, the development and implementation of digital health literacy systems accelerates the capabilities of digital health and the self-management process of patients. Digital health literacy means the ability to effectively and consciously use digital technologies to access health-related information and services. This skill plays an important role in accessing medical information, disease management, improving the quality of life of people, especially cancer patients. Digital health literacy is considered as one of the most key factors of equal access to digital health information. The purpose of the present study was to formulate the requirements of the digital health literacy system with a focus on cancer.
Materials and Methods: The present study was conducted in two phases of literature review and validity and reliability of requirements in 2023. In the first stage, a literature review was conducted with the keywords of digital health literacy, cancer, requirements, system and application in databases such as PubMed, Scopus, Google Scholar, academic Jihad scientific database and specialized websites. To check the content validity of the survey, 62 experts were surveyed and CVI and CVR were calculated.
Results: Hundered and twenty seven functional and non-functional components were approved. Requirements in the functional section was divided in six main dimensions information literacy module (8 functional components), information and communication technology literacy module (18 functional components), media literacy (5 functional components), public, specialized and population-oriented health literacy module (47 functional components) ), digital health literacy module (28 functional components), and digital health literacy module in cancer (6 functional components) were divided. In the section of digital health literacy in cancer, the main components of needs assessment, digital health literacy training, evaluation and monitoring of the effectiveness of digital interventions and information search skills were approved. Fifteen non-functional components were also approved. Cronbach’s alpha coefficient obtained (92%) indicated high reliability and reproducibility.
Conclusion: Digital health literacy systems can facilitate health care services. Considering the acceptable validity and reliability of the study, the defined requirements can be used to implement digital health literacy systems centered on cancer.
Materials and Methods: The present study was conducted in two phases of literature review and validity and reliability of requirements in 2023. In the first stage, a literature review was conducted with the keywords of digital health literacy, cancer, requirements, system and application in databases such as PubMed, Scopus, Google Scholar, academic Jihad scientific database and specialized websites. To check the content validity of the survey, 62 experts were surveyed and CVI and CVR were calculated.
Results: Hundered and twenty seven functional and non-functional components were approved. Requirements in the functional section was divided in six main dimensions information literacy module (8 functional components), information and communication technology literacy module (18 functional components), media literacy (5 functional components), public, specialized and population-oriented health literacy module (47 functional components) ), digital health literacy module (28 functional components), and digital health literacy module in cancer (6 functional components) were divided. In the section of digital health literacy in cancer, the main components of needs assessment, digital health literacy training, evaluation and monitoring of the effectiveness of digital interventions and information search skills were approved. Fifteen non-functional components were also approved. Cronbach’s alpha coefficient obtained (92%) indicated high reliability and reproducibility.
Conclusion: Digital health literacy systems can facilitate health care services. Considering the acceptable validity and reliability of the study, the defined requirements can be used to implement digital health literacy systems centered on cancer.
Maryam Amirshekari, Seyyedeh Maryam Seyyedi, Faeze Fakhri, Mohsen Yaghmaei,
Volume 19, Issue 4 (11-2025)
Volume 19, Issue 4 (11-2025)
Abstract
Background and Aim: Shift handover is one of the key processes in clinical settings, during which patient care is transferred from one healthcare team to the next. Weaknesses in this process—particularly in high-pressure environments such as operating rooms—may lead to reduced quality of information transfer and staff dissatisfaction. This study aimed to determine the effect of the standard SBAR communication model on the quality of the shift handover process and the satisfaction of operating room personnel.
Materials and Methods: This quasi-experimental study with a pretest–posttest design was conducted in 2023 at Imam Khomeini Hospital in Jiroft. Sampling was performed using a census method, and a total of 66 operating room staff members participated in the study. The intervention consisted of a two-hour training session (including theoretical and practical components) on the SBAR model. Data were collected using the standard CEX checklist to assess handover quality and a modified version of the Petrovic questionnaire to evaluate staff satisfaction. The validity and reliability of the instruments were confirmed. Data analysis was performed using SPSS and paired t-tests. A significance level of less than 0.05 was considered.
Results: The study participants included 66 operating room staff members, comprising 39 women and 27 men, with a mean age of 30.2±2.45 years. The mean score of shift handover quality significantly increased after SBAR training, rising from 73.80±13.99 before the training to 102.18±10.69 after the training, which corresponds to an improvement of approximately 20.9% relative to the total score range of the instrument (P<0.001). Furthermore, staff satisfaction with the shift handover process also improved, increasing from 37.85±4.77 to 42.41±4.76, representing an improvement of approximately 11.4% relative to the total instrument score range (P<0.001). These changes indicate the positive impact of SBAR training on both the shift handover process and the staff experience.
Conclusion: The findings indicated that training and implementation of the SBAR model were associated with significant improvements in handover quality and staff satisfaction. These results suggest that using structured communication tools may help improve certain aspects of the handover process. However, due to the lack of a control group and the short follow-up period, it is not possible to draw firm conclusions about the long-term effects of the intervention. Therefore, SBAR-based training may be considered as a recommended option; however, further studies with stronger designs and in diverse clinical settings are needed to more accurately evaluate its outcomes.
Materials and Methods: This quasi-experimental study with a pretest–posttest design was conducted in 2023 at Imam Khomeini Hospital in Jiroft. Sampling was performed using a census method, and a total of 66 operating room staff members participated in the study. The intervention consisted of a two-hour training session (including theoretical and practical components) on the SBAR model. Data were collected using the standard CEX checklist to assess handover quality and a modified version of the Petrovic questionnaire to evaluate staff satisfaction. The validity and reliability of the instruments were confirmed. Data analysis was performed using SPSS and paired t-tests. A significance level of less than 0.05 was considered.
Results: The study participants included 66 operating room staff members, comprising 39 women and 27 men, with a mean age of 30.2±2.45 years. The mean score of shift handover quality significantly increased after SBAR training, rising from 73.80±13.99 before the training to 102.18±10.69 after the training, which corresponds to an improvement of approximately 20.9% relative to the total score range of the instrument (P<0.001). Furthermore, staff satisfaction with the shift handover process also improved, increasing from 37.85±4.77 to 42.41±4.76, representing an improvement of approximately 11.4% relative to the total instrument score range (P<0.001). These changes indicate the positive impact of SBAR training on both the shift handover process and the staff experience.
Conclusion: The findings indicated that training and implementation of the SBAR model were associated with significant improvements in handover quality and staff satisfaction. These results suggest that using structured communication tools may help improve certain aspects of the handover process. However, due to the lack of a control group and the short follow-up period, it is not possible to draw firm conclusions about the long-term effects of the intervention. Therefore, SBAR-based training may be considered as a recommended option; however, further studies with stronger designs and in diverse clinical settings are needed to more accurately evaluate its outcomes.
Parsa Farmahin Farahany, Maryam Amirshekari, Mohsen Yaghmaie,
Volume 19, Issue 5 (12-2025)
Volume 19, Issue 5 (12-2025)
Abstract
Background and Aim: Designing a standard surgical preference card and implementing it in the operating room environment can partially solve the problems related to the variety of surgical procedures and the preparation of tools and equipment required for each surgical procedure. The present study aimed to determine the effect of designing and implementing surgical preference card software on the clinical skills of operating room students at Jiroft University of Medical Sciences.
Materials and Methods: This study was a semi-experimental intervention study in which 70 operating room students from the 4th, 6th, and 8th semesters of the undergraduate operating room program were selected through a census method and were trained using educational software designed by the researcher. Before and after the training, their clinical skills were assessed using a researcher-made questionnaire and checklist. To confirm the validity of the questionnaires and the researcher-made checklist, the opinion of an expert panel (12 expert faculty members) and the consensus of peer reviewers were used. Then, the data were analyzed in SPSS software using descriptive statistics, paired t-test, nonparametric Wilcoxon test, and analysis of covariance test.
Results: According to the research findings, the use of the designed software was effective on the clinical skills of operating room students. Based on the results of the Willcocson tests, a significant difference was observed in the mean scores of the students’ clinical skills test before and after implementing the designed software. The results of the study showed that the clinical skill scores of the students increased after using the software. The maximum scores of the samples are calculated from 100 points. The average clinical skill score of the subjects in the study increased from 40.98 before the educational intervention to 92.36 after the intervention, and the students had a higher level of skill in preparing the items and tools needed by the surgical team in all three stages before, during, and after surgery. Also, in the study, no relationship was found between any of the demographic variables studied, such as age, gender, and academic semester, and the clinical skills of the study members (P<0/05).
Conclusion: Based on the results of the present study, the design and use of surgical preference card software in training procedure of operating room students has had an impact on improve their clinical skills. Therefore, the design and use of educational software in the field of anticipating the needs and preparing the requirements of each surgical procedure is recommended to all professors and officials in the operating room field.
Materials and Methods: This study was a semi-experimental intervention study in which 70 operating room students from the 4th, 6th, and 8th semesters of the undergraduate operating room program were selected through a census method and were trained using educational software designed by the researcher. Before and after the training, their clinical skills were assessed using a researcher-made questionnaire and checklist. To confirm the validity of the questionnaires and the researcher-made checklist, the opinion of an expert panel (12 expert faculty members) and the consensus of peer reviewers were used. Then, the data were analyzed in SPSS software using descriptive statistics, paired t-test, nonparametric Wilcoxon test, and analysis of covariance test.
Results: According to the research findings, the use of the designed software was effective on the clinical skills of operating room students. Based on the results of the Willcocson tests, a significant difference was observed in the mean scores of the students’ clinical skills test before and after implementing the designed software. The results of the study showed that the clinical skill scores of the students increased after using the software. The maximum scores of the samples are calculated from 100 points. The average clinical skill score of the subjects in the study increased from 40.98 before the educational intervention to 92.36 after the intervention, and the students had a higher level of skill in preparing the items and tools needed by the surgical team in all three stages before, during, and after surgery. Also, in the study, no relationship was found between any of the demographic variables studied, such as age, gender, and academic semester, and the clinical skills of the study members (P<0/05).
Conclusion: Based on the results of the present study, the design and use of surgical preference card software in training procedure of operating room students has had an impact on improve their clinical skills. Therefore, the design and use of educational software in the field of anticipating the needs and preparing the requirements of each surgical procedure is recommended to all professors and officials in the operating room field.
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