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Effect of the COVID-19 pandemic on the quality of clinical education from the students' view of Tabas School of Nursing: Short Communication
Mostafa Abdollahi, Ayoub Ayar, Seyede Fatemeh Hosseini,
Volume 30, Issue 2 (10-2023)
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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Comparison of workshop and virtual training methods on the quality of report writing by nursing students
Manizhe Nasirizade, Samaneh Bagherian, Fatemeh Salmani, Ghasem Chapari,
Volume 31, Issue 1 (6-2024)
Abstract
Background and Aims: The quality of reports plays a crucial role in patient care. Statistics reveal instances of negligence in patient care due to ineffective reporting by nurses, underscoring the need for enhanced efforts in nursing student education. Given the variety of methods available for teaching report writing, this study aimed to compare the efficacy of workshop and virtual training approaches in improving the quality of report writing among nursing students at Birjand University of Medical Sciences.
Materials and Methods: This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training).
Results: The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P<0.001).
Conclusion: Based on the findings of this study, the workshop method was more effective than the virtual approach for teaching report writing to nursing students.

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