Spirituality, a Path to Peace: The Experiences of Parents Who Have Children with Phenylketonuria

Having a child with phenylketonuria is extremely stressful for the parents. These parents always look for solutions for negative effects of their child�s disease. Parents� strategies are affected by various background factors and vary according to parents� culture, religion, education, etc. The present study was aimed at assessing the effect of spirituality on the life of parents with a PKU child, and the effect of child disease on the parents� spirituality. The study was conducted in Kerman, Iran, in 2018; 21 participants (14 mothers, 6 fathers with PKU children, and one nurse) were selected using purposive sampling. A semi-structured in-depth interview was conducted with the selected participants. The transcribed interviews were analyzed using conventional qualitative content analysis. One main theme and two categories emerged from the analyzed data. The main theme of the supportive role of spirituality consists of two categories: spiritual growth and grabbing to the string of spirituality. The first levels of spiritual growth include Modeling and considering Imams� lives, the increase in trust in God, the increase in mental and spiritual tolerance, and being close to God. The levels of Achieving spirituality include the remembrance of God, Thanking God, and giving donations. According to the results of this study, providing spiritual care by the nurses for the patient and their family is important. Nurses should pay attention to this subject because the patients and their family can achieve more relaxation and increased tolerance and higher satisfaction. © 2019, Springer Science+Business Media, LLC, part of Springer Nature

Mastery Learning improves Nursing Students’ skills The implementation of Mastery Learning method

Abstract Abstract Background and purpose: Clinical education is an important part of nursing education and it is influenced by teaching methods. On the other hand, educational methods play an important role in shaping students’ basic skills and professional abilities. In order to promote clinical skills in students, the use of new clinical teaching methods seems necessary. Nevertheless, a lot of nursing instructors in Iran use traditional methods to teach nursing skills to the undergraduate nursing students in hospitals. In this interventional study, we compared the effect of mastery learning method and common learning method on the performance of undergraduate nursing students between 2106-2018. method After receiving written consent, the participants were randomly divided into two groups of intervention and control. Participants' performance in five common intensive care unit (ICU) procedures (i.e. trachea and tracheostomy suction, nasogastric tube feeding, packed cell transfusion, changing set and fluid box, and changing fluid box) was assessed before and after the intervention. The assessment of participants was done by a researcher- made checklist. Data were analyzed using SPSS (version 21). findings: No significant difference in terms of procedures performance was observed between two groups before the intervention (p&gt;o. o5). However, paired t test showed that the scores of the intervention group before and after intervention were significantly different (p&lt;0.05). Conclusion: This study revealed that the implementation of mastery learning method in clinical skills training could be very effective in improving the quality of clinical learning of nursing students.</jats:p

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). After written consent was received, 105 students were selected by random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21, and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p&gt; 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p&lt;0.05). Furthermore, Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing mastery-based learning model.</jats:p

Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p&gt; o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p&lt;0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.</jats:p

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This study was a quasi-experimental study with two groups (the control and intervention). After receiving written consent, 105 students were selected by random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21descriptive and inferential statistics. Results: The results showed no significant differences between the two groups before the intervention (p&gt; 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p&lt;0.05), implying that the simulation-based mastery model of the intervention group was significantly more effective than that of the control. Conclusion: These findings showed that mastery learning strategy improved the clinical skills of undergraduate nursing students. The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.</jats:p