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Showing 4 results for Roshanzadeh
Mostafa Roshanzadeh, Mina Shirvani, Ali Tajabadi, Mohammad Hossein Khalilzadeh, Somayeh Mohammadi,
Volume 16, Issue 2 (Jun 2022)
Volume 16, Issue 2 (Jun 2022)
Abstract
Background and Aim: Clinical learning is an important part of the health field, where the student interacts with the environment and applies the learned concepts in practice. Clinical environments such as operating rooms are challenging for students due to their special complexity and can have a negative impact on their learning process. In order to identify students ‘learning challenges in the operating room environment, the present study was conducted to explain students’ experiences in the field of clinical learning challenges.
Materials and Methods: The present qualitative study was performed by contract content analysis method in 2022 in Shahrekord University of Medical Sciences. Fourteen surgical technology students were purposefully selected and data were collected using in-depth semi-structured individual and group interviews and analyzed using the Granheim and Landman approaches.
Results: The participants were interviewed over a period of 5 months. 9 face-to-face interviews were conducted with 14 participants. There were 6 individual interviews and 3 group interviews. The average duration of the interview was 30 minutes. The interviews continued until data saturation and when no new themes or categories were obtained from the interviews. The findings included a theme of “unfavorable learning environment” and three categories of “confusion in learning educational content, improper professional behavior of staff and insufficient self-confidence”. The main challenge that students faced in the field of clinical learning was the unfavorable learning environment. Conditions such as confusion in learning educational content, improper professional behavior of staff and insufficient self-confidence experienced by the students in the operating room, cause the students to find the learning atmosphere in the operating room unfavorable.
Conclusion: Improving the behavior and performance of staff and physicians in accordance with the standards of professional and ethical behavior and its regular evaluation from the perspective of students and other colleagues can play an effective role in maintaining professional conditions. Also, using experienced instructors who have the role of facilitating communication and learning of students in the operating room environment will play an effective role in reducing fear and controlling inappropriate behaviors of staff towards students. Educational officials are advised to solve the existing problems in order to improve the educational atmosphere of the operating room.
Materials and Methods: The present qualitative study was performed by contract content analysis method in 2022 in Shahrekord University of Medical Sciences. Fourteen surgical technology students were purposefully selected and data were collected using in-depth semi-structured individual and group interviews and analyzed using the Granheim and Landman approaches.
Results: The participants were interviewed over a period of 5 months. 9 face-to-face interviews were conducted with 14 participants. There were 6 individual interviews and 3 group interviews. The average duration of the interview was 30 minutes. The interviews continued until data saturation and when no new themes or categories were obtained from the interviews. The findings included a theme of “unfavorable learning environment” and three categories of “confusion in learning educational content, improper professional behavior of staff and insufficient self-confidence”. The main challenge that students faced in the field of clinical learning was the unfavorable learning environment. Conditions such as confusion in learning educational content, improper professional behavior of staff and insufficient self-confidence experienced by the students in the operating room, cause the students to find the learning atmosphere in the operating room unfavorable.
Conclusion: Improving the behavior and performance of staff and physicians in accordance with the standards of professional and ethical behavior and its regular evaluation from the perspective of students and other colleagues can play an effective role in maintaining professional conditions. Also, using experienced instructors who have the role of facilitating communication and learning of students in the operating room environment will play an effective role in reducing fear and controlling inappropriate behaviors of staff towards students. Educational officials are advised to solve the existing problems in order to improve the educational atmosphere of the operating room.
Samaneh Dehghan Abnavi, Afshin Karami Varnamkhasti , Mostafa Roshanzadeh, Fatemeh Kazemi Najafabadi,
Volume 17, Issue 3 (8-2023)
Volume 17, Issue 3 (8-2023)
Abstract
Background and Aim: Communication skills are considered as the most important feature required for health care workers and provide the basis for the development of professional ethics. Since working in the operating room requires team effort and establishing communication between team members, the importance of communication skills in operating room nurses is more visible. Therefore, in the present study was performed, with the aim of determining the effect of virtual training on the principles of professional ethics on communication skills of operating room staff of Ayatollah Kashani and Hajar hospitals of Shahrekord University of Medical Sciences.
Materials and Methods: A quasi-experimental study with a single-group plan before and after in 2020 was performed on 35 operating room staff of Kashani and Hajar teaching hospitals in Shahrekord who were selected by random sampling. Demographic information questionnaire and Queen Dam communication skills questionnaire were used to collect the data. Data analysis was performed by SPSS software using independent t test, Analysis of variance, paired t-test and ANOVA statistics.
Results: Paired t-test showed that the mean of communication skills after the intervention was significantly different from before (P<0.001). The mean of communication skills before the intervention was 65.85±24.52 and after the intervention was 139.77±5.70. No significant relationship was reported between communication skills and age, service history and number of working hours (P>.0.05). Also, there was no significant difference in the average of communication skills according to the variables of gender, marital status, field of study and degree (P>0.05).
Conclusion: The present study showed that professional ethics training was able to improve the communication skills of employees. Therefore, it seems necessary to compile virtual professional ethics training for health care providers and other groups providing health services who do not have enough time to participate in face-to-face classes. According to the results obtained, managers of health systems are recommended to use strategies such as holding workshops on the principles of professional ethics to develop communication skills in their employees.
Materials and Methods: A quasi-experimental study with a single-group plan before and after in 2020 was performed on 35 operating room staff of Kashani and Hajar teaching hospitals in Shahrekord who were selected by random sampling. Demographic information questionnaire and Queen Dam communication skills questionnaire were used to collect the data. Data analysis was performed by SPSS software using independent t test, Analysis of variance, paired t-test and ANOVA statistics.
Results: Paired t-test showed that the mean of communication skills after the intervention was significantly different from before (P<0.001). The mean of communication skills before the intervention was 65.85±24.52 and after the intervention was 139.77±5.70. No significant relationship was reported between communication skills and age, service history and number of working hours (P>.0.05). Also, there was no significant difference in the average of communication skills according to the variables of gender, marital status, field of study and degree (P>0.05).
Conclusion: The present study showed that professional ethics training was able to improve the communication skills of employees. Therefore, it seems necessary to compile virtual professional ethics training for health care providers and other groups providing health services who do not have enough time to participate in face-to-face classes. According to the results obtained, managers of health systems are recommended to use strategies such as holding workshops on the principles of professional ethics to develop communication skills in their employees.
Maryam Bahrami, Somayeh Mohammadi, Mostafa Roshanzadeh, Samaneh Dehghan Abnavi, Ali Taj, Fatemeh Maraki,
Volume 17, Issue 4 (10-2023)
Volume 17, Issue 4 (10-2023)
Abstract
Background and Aim: Operating room students have experienced anxiety for various reasons that affect their educational process such as stitching. Due to the effective role of simulation in improving the education of students, this study was conducted with the aim of the effect of animal skin suturing simulation on the skill level and anxiety level of operating room students.
Materials and Methods: In this study, 30 people (75%) of the samples were aged 18-25 and 10 people (25%) of them were 26-35. 10 people (25%) were men and 30 people (75%) were women. Also, in terms of marriage, 7 people (17.5%) were married and 33 people (82.5%) were single. The present quasi-experimental study was performed with a two-group plan before and after with 40 operating room students of Shahrekord University of Medical Sciences (Shahrekord, Broujen) in 2020. The samples were randomly assigned to two test and control groups using the method based on the purpose of selection. Data were collected before and after the intervention by Spielberger Anxiety Tool and Suturing Skills Questionnaire and analyzed by SPSS software and descriptive and analytical statistical tests (Chi-square test, t-test, paired t-test).
Results: The t-test test showed that the mean of obvious anxiety in the intervention group (36.35±10.22) and the control group (41.15±7.92) after the intervention was not significant (P=0.346). Also, the mean hidden anxiety in the intervention group (36.65±10.47) and the control group (38.65±6.13) had no significant difference (P=0.089). The t-test test showed that there was a significant difference in sewing skills after the intervention in the two intervention groups (28.2±58.22) and the control group (23.42±3.12) (P=0.04).
Conclusion: The texture of suture mannequins is very different from human skin in terms of consistency, and it does not convey the same feeling of sutures on natural skin to students. On the other hand, it is easier to enter and exit and move the needle and thread in the sheepskin, and this provides the students with the possibility of stitching more easily. Therefore, it is suggested to buy and prepare sheep skin for training students and teach them stitches on it.
Mina Shirvani, Mostafa Roshanzadeh, Maryam Rabiey Faradonbeh, Razieh Mirzaeian,
Volume 18, Issue 2 (12-2024)
Volume 18, Issue 2 (12-2024)
Abstract
Background and Aim: Nursing students are exposed to various educational, family, and social stresses and various factors can affect their mental health. Therefore, in order to pay attention to different dimensions of health and investigate the effects of spirituality on health, the present study was conducted to determine the effect of fasting on the mental health of nursing students of Borujen Faculty of Medical Sciences.
Materials and Methods: The present semi-experimental study with a pre-test-post-test design was conducted in 2022 at Shahrekord University of Medical Sciences. Ninety nursing students of Borujen Faculty of Medical Sciences were selected by available methods and assigned to two intervention and control groups by a simple random method. The intervention in this study included at least 23 days of fasting during Ramadan. The data before and after the intervention were collected by the demographic information questionnaire and the 21-question depression, anxiety, and stress standard tool (DASS). The validity and reliability of this questionnaire were conducted for the first time in Iran by Sahebi et al. in 2005. SPSS was used for analysis. Descriptive statistical tests including frequency percentage, mean and standard deviation, and inferential statistical tests including t-test, paired t-test, analysis of variance, and chi-square were used.
Results: There was no significant difference in the total mental health score between intervention (32.32±11.62) and control (29.87±14.09) groups before the intervention (P=0.08). There was a significant difference in this score between intervention (20.6±5.71) and control (29.49±8.9) groups after the intervention (P=0.04). The total mental health score in the control group before (29.87±14.09) and after (29.49±8.9) the intervention had no significant difference (P=0.15); while in the intervention group before (32.32±11.62) and after (20.6±5.71) the intervention had a significant difference (P=0.001). Mental health dimensions before and after intervention, indicated that anxiety (P=0.04) and stress (P=0.003) decreased significantly after the intervention in the intervention group. However, there was no significant difference in the depression dimension (P=0.06).
Conclusion: According to the results, it should be said that regular and periodic examination of the health level, and the promotion of educational and training programs on the subject of fasting to improve mental health, should be considered.
Materials and Methods: The present semi-experimental study with a pre-test-post-test design was conducted in 2022 at Shahrekord University of Medical Sciences. Ninety nursing students of Borujen Faculty of Medical Sciences were selected by available methods and assigned to two intervention and control groups by a simple random method. The intervention in this study included at least 23 days of fasting during Ramadan. The data before and after the intervention were collected by the demographic information questionnaire and the 21-question depression, anxiety, and stress standard tool (DASS). The validity and reliability of this questionnaire were conducted for the first time in Iran by Sahebi et al. in 2005. SPSS was used for analysis. Descriptive statistical tests including frequency percentage, mean and standard deviation, and inferential statistical tests including t-test, paired t-test, analysis of variance, and chi-square were used.
Results: There was no significant difference in the total mental health score between intervention (32.32±11.62) and control (29.87±14.09) groups before the intervention (P=0.08). There was a significant difference in this score between intervention (20.6±5.71) and control (29.49±8.9) groups after the intervention (P=0.04). The total mental health score in the control group before (29.87±14.09) and after (29.49±8.9) the intervention had no significant difference (P=0.15); while in the intervention group before (32.32±11.62) and after (20.6±5.71) the intervention had a significant difference (P=0.001). Mental health dimensions before and after intervention, indicated that anxiety (P=0.04) and stress (P=0.003) decreased significantly after the intervention in the intervention group. However, there was no significant difference in the depression dimension (P=0.06).
Conclusion: According to the results, it should be said that regular and periodic examination of the health level, and the promotion of educational and training programs on the subject of fasting to improve mental health, should be considered.
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