This study aimed for the application of active chitosan coating incorporating yarrow essential oil (YEO) together with the development of an on-package sensor label based on bromocresol purple (BCP) and methyl red (MR) for shelf-life extension and freshness monitoring of chicken breast fillet. Physiochemical and microbiological attributes of chicken meat coated with sole chitosan, YEO, and chitosan + YEO were compared with those of uncoated (control) samples. Chitosan + YEO coated chicken meat stayed fresh with no significant changes (p > 0.05) in pH (5.42–5.56), TVB-N (12.55–15.36 mg N/100 g), TBARs (0.35–0.40 mg MDA/kg) and total aerobic psycrotrophic bacteria (3.97–4.65 log CFU/g) in days 1–15. There was no response of the dual-sensors label toward the variation in chemical and microbiological indicators of chicken meat coated with chitosan + YEO. However, either uncoated, sole chitosan, or sole YEO treatments indicated a three-stage freshness status with the fresh stage belonged to a period earlier than day 7 (with no distinct color change in both sensor labels); the semi-fresh stage corresponded to storage days between 7–9, wherein a gradual color change appeared (MR from pink to orange, BCP from yellow to light purple); and the spoiled stage occurred in day 9 onward with a drastic color change (MR from orange to light yellow, BCP from light purple to deep purple). In general, the dual-sensors successfully responded to the variation of chemical and microbiological indicators and visual color of uncoated samples during storage time. Based on the obtained results, the application of chitosan + YEO coating efficiently prolonged the freshness of chicken breast meat, where on-package dual-sensors systems were able to detect the freshness stages of meat samples during storage time.

Introduction Interprofessional professionalism (IPP) has been introduced as one of the critical sub-competencies of interprofessional collaboration. This study aimed to assess the effect of interprofessional education on the behavior of interprofessional professionalism among the surgical team in the intervention compared to the control group. Methods This is a quasi-experimental study. The participants were nurses in anesthetist and surgical technology and surgical residents of Shahid Sadoughi Hospital (n = 150) who were included in the study by the census. The intervention employed an interprofessional case-based learning strategy to explore themes of interprofessional professionalism. Two assessors used the Interprofessional Professionalism Assessment (IPA) tool to measure learners’ performance while observing them in practice prior to the intervention, one and three months after the intervention. Data were analyzed using descriptive tests (mean and SD) and RM-ANOVA. Results In this study, the participants in the intervention (n = 78) and the control (n = 72) groups entered the study. The Baseline IPA scores of participants were reported as 1.25 (0.12) and 1.21 (0.1) in the intervention and control groups, respectively. The IPA score of the participants in the intervention group (2.59 (0.26) and 2.54 (0.24)) was higher than the control group (1.17 (0.08) and 1.12 (0.07)) after one and three months of the intervention (P = 0.0001). The effect of educational interventions was reported at the large level (Eta Square = 0.89). Conclusion Interprofessional professionalism in surgical teams has been recognized as a critical element of team-based care. The present study used an interprofessional education strategy to develop IPP behavior. All professions benefited from interprofessional education. It is suggested that all surgical team professionals participate in interprofessional education.

Professionalism has been recognized as an essential component of inter-professional collaboration (IPC), and hence this study aimed at exploring elements of inter-professional professionalism (IPP) affecting IPC among surgery teams. This qualitative study had been conducted from 2019 to 2021. Fifteen participants in surgery teams including surgeons, anesthesia nursing, and surgical technology nursing at hospitals of Shahid Sadoughi University were contributed to this study. Data was collected through semi-structured interviews and analyzed through inductive content analysis, an approach introduced by Lundman and Graneheim. Data analysis process included the following: (i) Developing verbatim transcription of interview, (ii) Extracting semantic units and classifying them under the top compact unit, (iii) Summarizing and classifying the compact units and selecting appropriate labels for them, and (iv) Sorting subcategories according to their similarities and differences. Two hundreds and forty-two codes, five sub-categories, two categories, and a theme entitled "reciprocal accountability in IPP” were extracted. The barrier category was named “weakness in accountability to team-based values" and the facilitator category was called "responsibility of maintaining empathetic relationship within the IP team". Development of IPP and professional values (e.g., altruism, empathetic communication, and accountability to individual’s and team’s roles) can facilitate collaborative processes among different professions.

Background and Objectives: This study aims to investigate the relationship of communication skills with clinical self-efficacy and clinical competence in operating room students. Methods: This is a descriptive-correlational study. Participants were 100 operating room students from the School of Allied Medical Sciences, Qom University of Medical Sciences, Qom, Iran in 2021, who were selected by a census method. To collect data, in addition to a demographic form (surveying age, sex, semester), Queendom communication skills test, perceived perioperative competence scale-revised, and clinical self-efficacy questionnaire were used. Descriptive statistics (Percentage, Mean±SD) and inferential statistics (Pearson correlation test, independent t-test, and ANOVA) were used in analyzing the data. Results: There was a significant and positive correlation between communication skills and clinical competence (r=0.478, P≤0.001) and between communication skills and clinical self-efficacy (r=0.445, P≤0.001). Conclusion: Communication skills of Iranian operating room students have a positive and significant relationship with their clinical self-efficacy and clinical competence. Considering the importance of communication skills in providing safe and high-quality patient care, attention should be given to the communication skills training of these students by the educational planners and managers.