Journal of Translational Medical Research

Background and Aim: Hepatitis B is one of the most important contagious blood born diseases that can afflicts health care workers (HCWs), and should be prevented only by vaccination. Nurses are the largest group of HCWs population at risk, who are infected with blood born diseases. This study was carried out to determine the rate of hepatitis B vaccination in the nursing staff of Birjand University of Medical Sciences.
Materials and Methods: In this cross sectional study, a questionnaire consisting of two sections, personal and health information section, was used by adequately trained health workers. Besides, live interview was also undertaken. The collected data were evaluated by applications of chi-square
and variance statistical tests, with P≤0.05 as the significant level.
Results: Of the total 243 cases, 84% had the history of vaccination, and 16% had no history. 72.91% had terminated vaccination, 15.3% had received the vaccine once, and 11.8% twice. The data showed no significant difference with respect to age, occupation history, level of education.
Conclusion: The result of this study showed that 55 (%27.1) nursing staff had not completed hepatitis B vaccination that should be complete their vaccination.

Background and Aim: Kinds of job and body posture during work are among main risk factors for varicose veins. Among different jobs, nursing needs high mobility, long time standing and tiring physical positions that are necessary in performing nursing duty. This survey aimed at determining lower body organs varicose veins prevalence and its relationship with some risk factors among registered nurses in Birjand University of Medical Sciences Hospital's
Material and Methods: In this descriptive- analytical survey, all registered nurses (including nurses and auxiliary nurses) worked in Imam Reza and Valiyye-Asr hospitals were chosen as the research population. Sampling was done by numeric method and 124 people who were willing to participate in the research were surveyed. After primary surveys, library studies, and making a questionnaire, all of the samples were examined and low body organs veins were tested and varicose severity was determined through CEAP scale. Subjects’ height and weight were also measured and demographic information and other variations were recorded. The obtained data ere analyzed through SPSS software, Chi-Square, Exact Fisher Tests, and one-way variance analysis at the significant level P<0.05.
Results; All the 124 subjects were female, 71.8 percent of whom were academic nurses and 28.2 percent were auxiliary nurses. Their mean age was 32.7 years and their mean employment time was 10.3 years, mean working hours per week was 185 hours for nurses and 171 for auxiliary nurse's subjects mean weight and height were 62.02 kg and 159.12 cm. Out of 124 cases, 68.3% had B.Sc., 30. 9% had diploma and 1.6 % had post-graduate
studies. A vast majority of the subjects (87.8%) were married and 12% were single. Out of 124 cases, 43.5% had mild (grade 1), 18.5% moderate (grade 2) and 3.2% had severe (grade 3) varicose veins, 34.7 percent of them had no signs of varicose veins. Statistical analysis showed significant relationship between varicose veins severity and job level (P=0.000), number of pregnancies (P=0.000), number of deliveries (P=0.000), marriage status (P=0.05), education level (P=0.000), weight (P=0.01), working time length (P=0.000), standing time length (P=0.003), sitting (P=0.002), walking (P=0.05) and heavy objects lifting during work. But there was no significant statistical relationship between varicose veins severity and monthly work hours, height, surgical history, chronic diseases, hormone therapy, oral contraceptive use and number of abortions.
Conclusion: This survey revealed that varicose veins prevalence in employee nurses is high and it has relationship with weekly work hours and body posture during work.. Varicose vein is one of the trombotic risk factors and can cause several mental and physical complications and thus professional disability. It therefore is necessary to control the risk factors by a good preventive implementation.

Background and Aim: Nurses with motive, high job satisfaction and commitment will utilize their ability and professional aptitude for higher productivity and quality of cares delivered to patients and community. Therefore, the present study was aimed to determine nurse’s job satisfaction in two teaching hospitals of
Birjand University of Medical Sciences.
Materials and Method: This study is a descriptive-analysis of 190 nurses working in the two hospitals; Valiye-e-Asr and ImamReza. The cases were selected by randomize systematic sampling. Data collecting tool was a two parts questionnaire. The first part included personal demographic data and the second part
was on evaluation of job satisfaction by using Job Descriptive Index and Herzberg theory questionnaire. Job satisfaction in 5 nursing domains was ranked by Likert three-point scale and the total score were analyzed by descriptive statistical methods such as Chi square using SPSS software with significant level at P≤0.05.
Results: Most of nurses were female aged 25- 29 years with B.Sc. degree, married with less than 5 years of service having private house, permanent employment and alternating working shift in internal (18.9%) and surgical (19.5%) wards. Most of them (62.1%) had overtime works. Nurses’ job satisfaction in order of low, moderate and high on different views was as follows: supervision; 41.6%, 46.8%, 11.6%; physical environment of the wards; 58.9%, 34.2% and 6.9%; teaching; 48.9%, 46.9%, and 4.2% and welfare-culture; 71.1%, 25.3% and 3.7%. Totally, 58.9% of nurses had low, 37.9% moderate and 3.2% had high satisfaction with their job. There was a significant relationship between the job satisfaction and the variables of age (P=0.0158), education (P=0.0165), kind of employment (P=0.0169) working place (P=0.002).
Conclusion: Job satisfaction is associated with wage, supervision, facilities and condition of the work environment and promotion. It is thus necessary for the managers and authorities of nursing to pay more attention to nurses in providing grounds their academic education as well as utilizing permanent employment
for young nurses of the hospitals

Background and Aim: Lack of attention to curriculum planning or reliance on traditional methods will limit the opportunity to use different methods of educational planning. The aim of this study was to evaluate the three–semester planning for the academic year in the nursing course and finding out its weaknesses and strengths in medical universities.
Materials and Methods: In this descriptive-comparative study, nursing undergraduate course planning base on its educational curriculum was compared in two different (two versus three semester) scenarios. In both scenarios, the educational time per week was 40 hours. According to the distribution of the number of weeks of education, the average educational hours of students in both scenarios were equal and were about 5 hours.
Results:  The number of teaching days, exams, and inter-term holidays in the two-semester scenario is lower than the three-semester scenario and direct education of students in both scenarios accounts for only 50% of the year's day. In the trimester scenario, the number of course units were less and the teaching hours per unit was higher. The teaching staff activities in trimester planning had more balanced distribution versus semester planning.
Conclusion: Recommendation of two or three semester planning has advantages and disadvantages that can be beneficial or inadequate for different academic disciplines and curricula on the basis of education and training potential of the universities.
 

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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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.