Shirin Hejazi, Faeze Sahbaiee, Mohammad Fesharaki, Arezoo Abdollahi,
Volume 19, Issue 1 (April 2012)
Abstract
Background and Aim: In order to maximize the elderly's activities and keep them at an optimized level health-promoting behaviors and being conscious of them have significant role. The present study aimed at the evaluation of health-promoting behaviors' education and their effects on the knowledge of the elderly in the geriatric nursing residences in Tehran in 2009 Materials and Methods: This semi-experimental and interventional study was carried out on 87 elderly residents in the geriatric nursing residences in Tehran selected through simple random sampling. Data gathering means was a self-designed questionnaire consisting of 62 questions covering demographic data (8 questions) and knowledge (54 questions) in six different fields including responsibility to individual health, physical activity, diet, attention to spiritual growth, interpersonal communication, and stress management. The questionnaire was completed in every nursing residence by means of interview before the education and two weeks after the last educational session. Two education sessions, each lasting 45 mins, were held in two consecutive days. The education was conducted in a group setting data was analyzed by means of SPSS software using paired t-test or Wilcoxon test. P value less than 0.05 was considered statistically significant. Results: Mean of total awareness as well as knowledge in different fields significantly increased after education. Mean score of total awareness was 62.5±9.1 vs. 85.8±8.6 in pre- and post- education evaluation, respectively (P<0.001). Conclusion: It is confirmed that the education of health-promoting behaviors influences the awareness of the elderly in geriatric nursing residences.
Abbas Abbaspour, Hadi Barati, Hamid Rahimian, Hossein Abdollahi, Hassan Asadzadeh,
Volume 25, Issue 0 (Supplementary 2018)
Abstract
Background and Aim: Although the impact of psychological capital has long been taken into consideration, but today, understanding the relationship between psychological capital and scientific optimism is considered a necessity. In this study, the psychological structure was studied as a mediator variable in the relationship between organizational capital optimism and psychological capital was studied.
Materials and Methods: This study is descriptive-survey based on the data collection method. In this study, 290 students of Farhangian University were studied as a statistical sample using simple random sampling. Data were collected through a questionnaire. the reliability of the instruments measured using Cronbach's alpha and combined reliability and validity of the instruments was determined using a convergent and divergent validity method. Structural equations and Smart PLS2 software were used to analyze the data.
Results: The findings showed that psychological capital and academic optimism respectively: Prognosis and consequence of psychological atmosphere are considered and scientific optimism with the resilience component has a negative and positive relationship with the components of self-efficacy, hope and optimism (P<0.05). Overall, results indicated that 44 percent of academic optimism changes are directly explained by the components of psychological capital and 45 percent of the scientific, indirect and optimistic changes through the psychological climate mediator variable.
Conclusion: The research has provided important theoretical and empirical findings for future research on academic education and optimism, and also suggests that student perception of the psychological climate is a requirement for scientific optimism.
Mostafa Abdollahi, Ayoub Ayar, Seyede Fatemeh Hosseini,
Volume 30, Issue 2 (October 2023)
Abstract
The COVID-19 epidemic is a serious challenge for clinical education that has made nursing students and their tutors face problems in the learning and teaching process. The mean score of quality of clinical education in nursing students was obtained at 36.99±9.14 during the COVID-19 pandemic. The highest mean quality score of clinical education belonged to the “I willingly and voluntarily come to the bedside to perform educational procedures” (4.38±1.4), while the lowest mean score was related to the item “In general, due to the restrictions created by the COVID-19 conditions, I feel that the quality of clinical education has decreased” (2.15±1.18). It is highly recommended to carry out educational interventions to improve the educational goals in the clinical environment, boost the clinical performance of instructors, enhance communication between medical staff and nursing students, revise the evaluation process of nursing students, and increase the quality of welfare facilities in medical centers.
*Corresponding Author: Seyede Fatemeh Hosseini; Emails: Seyedefatemeh.hossieni@bums.ac.ir
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