Aim Given the prolongation of the newly emerging COVID-19 pandemic and the significance of caring for the patients by nursing staff, investigating and planning for the different psychological dimensions of this group is of paramount importance. Hence, this study investigated the role of spiritual intelligence in predicting nurses' empathizing with COVID-19 patients. Methods This descriptive-correlation study was conducted in 2021 on nurses caring for COVID-19 patients in three public hospitals. The researchers used two standard questionnaires, including the Jefferson Scale of Empathy (JSE) and Spiritual Intelligence (SI), for data collection. The collected data were analyzed in SPSS16 using descriptive statistics and the following: The Mann-Whitney U test, Kruskal–Wallis test, Regression, chi-square test, and Pearson and Spearman correlations. Results The statistical population consisted of 338 nurses with an average age of 34 and ten years of work experience. There was a significant positive relationship between the empathy scores and spiritual intelligence scores of the nurses caring for COVID-19 patients (P<0.05). It was also concluded from the regression analysis that, spiritual intelligence affect empathy. Mean score of empathy was higher in hospitals where more nursing staff had MSc degrees. There was a significant difference between the empathy scores of the three hospitals (P<0.05). Conclusion The results indicated that there is a positive relationship between empathy and spiritual intelligence. Therefor improving spiritual intelligence is the appropriate strategy to ameliorate empathy during the COVID19 pandemic. At the same time, study indicated attention to the issue of nurses' mental health. Hence, it was suggested to incorporate these issues in the training programs and national/international decisions.
Introduction: Students' academic achievement is one of the important indicators in assessing university education. It seems that the use of cognitive strategies plays an important role in making desired changes in learning and academic achievements. Therefore, in this research, the effect of teaching cognitive strategies on the academic achievement of medical students was studied. Methods: This quasi-experimental study was conducted on two groups of 50 medical students of Iran University of Medical Sciences, using a two-group pretest-posttest test method. In the experimental group, in addition to presenting the content of the course, cognitive strategies were presented and practiced for 20 minutes in 6 sessions. The data collection tool was an educational test (pre-test, post-test and final end-of-period test). The data was analyzed using descriptive and inferential statistics (paired and independent t-test) and analyzed using SPSS20. Results: All students participated in the study. There was no significant difference between the scores of students in the two groups before the training of cognitive strategies (P=0.28). However, there was a significant difference between the scores of the two groups after the intervention and the training (P = 0.01).The average end-of-period test scores increased in both groups compared to the pre-test but this increase was higher in the experimental group than in the control group. Conclusion: Teaching cognitive strategies in university education is effective and it will promote the learning skills of learners and consequently their academic achievement. Therefore, considering it is recommended in educational planning.
Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).
Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients). Iran (Correspondence to A. Zabihi Zazoly : zabihia901@mums.ac.ir; arshad9067@yahoo.com). RÉSUMÉ Malgré l'importance de la compétence culturelle en soins de santé, il n'existe pas de recherche visant à établir un cadre pour la compétence culturelle dans le contexte iranien. La présente étude qualitative à l'Université des sciences médicales de Mashhad visait à élucider les points de vue du personnel de la faculté de médecine sur les composantes de la compétence interculturelle et à les comparer à des études similaires publiées en langue anglaise. À l'aide d'une association d'études d'archives, d'entretiens semistructurés et de groupes de discussions thématiques impliquant les membres de la faculté, trois domaines principaux (les connaissances, les attitudes et les comportements) ont été dégagés et 21 composantes ont été identifiées pour décrire la compétence interculturelle à acquérir par les membres des facultés de médecine. Les participants ont insisté sur l'importance des connaissances comme élément précurseur permettant une évolution des attitudes et sur les six composantes dans ce domaine liées à la connaissance des valeurs, des croyances et des normes dans différents groupes ethniques, raciaux et culturels et à la sensibilisation en la matière. Les experts ont surtout souligné l'importance de l'interaction entre les membres de la faculté et les clients (les étudiants et les patients). املتوسط لرشق الصحية املجلة العرشون املجلد عرش الثاين العدد 821
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