Background: Parental and peer attachment have been shown to affect students' academic performance and educational outcomes. Although low attachment to parents and peers was not the single predictor of poor academic performance, strong attachment was found to influence the college students' sense of self and promoted higher self-esteem. Objective: The aim of this study was to investigate the effect of parents' and peer attachment on academic achievement of late adolescent nursing students and compare this effect among Saudi and Egyptian students. In spite of that the total sample were taken from Arab countries, each sample differ in many ways mainly the conservative culture and economic status that was reflected in parent and peer attachment among both countries which foster the researcher to compare it. Methods: Design: Comparative study design was used for this study should be added here after the methods. Setting: This study was conducted in the Faculty of Nursing-University of Dammam-KSA and Faculty of Nursing-Assuit University-Egypt. Subject: A total subject of 492 nursing students was enrolled in the study (which is representative of the nursing students from level 3 to level 8). Tool: Two tools were used for this study. Tool I: demographic data of the students & GPA. Tool II: Attachment inventory scale The IPPA consists of 25 items for the mother, 25 items for the father, and 25 items for the peers. A comparative study design was used and a self-report questionnaire with a five point Likert scale response was filled by the study subject. Results: Attachment of Egyptian students to their peers was significantly higher than Saudi students. A significant subscales of attachment between Saudi and Egyptian students were mother's alienation and peer alienation, high parent and high peer attachment group working more better on academic achievement, however the low parent and peer attachment group wasn't considered as the single predictor of poor academic performance. Conclusions: Parent's attachment in our study appears to have no effect on academic achievement of both countries. Peer attachment seemed to have a significant effect on academic performance for Egyptian students and not for Saudi students.
Background and objective: Complications during pregnancy and labour increase the risk of perinatal mortality fivefold which in turn has a negative effect on the neonate. Despite several studies have examined the determinants of neonatal mortality, limited studies have explored neonatal danger signs which potentially cause morbidity. This study aimed to assess danger signs observed in neonates at the different times so early, early, and late to identify associated factors with neonatal danger signs \& to determine the relationship between danger signs at different times and maternal danger signs/complications of high risk mothers.Subjects & Method: Setting: This study was conducted in the Obstetrics Department at Women's Health Center, Assiut University Hospital, Egypt. Sample: A total of 150 postpartum women and their delivered newborns were included and completed the questionnaire from April to the end of July 2017. Design: A descriptive correlational research design was utilized in this study in which structured interviewer managed questionnaire using face-to-face used to collect data.Results: The present findings revealed that nearly three-quarters (75.3%) and more than two-thirds (67.3%) of the total sample complained of antenatal & postnatal danger signs respectively and consequently the majority (80%) of their neonates had so early neonatal danger signs/complications with a most frequent one in the form of neonatal jaundice. A positive significant correlation was apparent between so early & early neonatal danger signs and maternal antenatal and postpartum danger signs. Educational level, maternal age, occupation & parity were considered significant factors affected neonatal danger signs.Conclusions: A highly percentage of neonates were born with so early danger signs. Maternal factors can be used to predict neonatal health condition at birth and 7th days postpartum with marked decline at 28th day postpartum.
Work-related Musculoskeletal Disorders (WMSDs) are currently a matter of concern in the occupational world, where it is the leading cause of disability among workers. Food delivery riders were among the neglected workers even though they were highly exposed to the WMSDs. Thus, this study aims to quantify the magnitude of WMSDs among the riders and the impact on their work. This was a cross-sectional study involving 191 food delivery riders in Eastern Peninsular Malaysia. The Standardized Nordic Musculoskeletal Questionnaire (M-SNMQ), which was self-administered and validated for Malay translation, was used to quantify the prevalence of WMSDS based on various specific body regions. WMSD prevalence over a 12-month period was 74.9%. Upper back pain (UBP) (55.6%) and lower back pain (LBP) (73.3%) were the two most common body regions to experience WMSD symptoms. The least-complained body regions were thighs and feet, with a prevalence of 2.6% and 3.1%, respectively. The affected body regions that caused the highest daily life disturbance were the shoulders and knees, while those with shoulders symptom were more likely to be absent from work. Finally, LBP was the highest body region with at least a moderate pain score. In general, the findings should be a matter of concern among health authorities and others to improve the quality of life among the riders. To lower the prevalence of WMSDs among this understudied group, additional interventional research should be built on the findings of this study.
Background: Nurses can achieve competence in performing Folliculometry (FM) during ovarian stimulation cycles (OSC) within a reasonable timeframe. However limited information is available regarding the difference in the folliculometry performance between nurses and physicians in Arab countries. Aim: The aim of this study was to assess the level of agreement of the Folliculometry Scans (FS) performed by trained nurses compared to infertility clinicians. Subjects and Methods: A quazi experimental (Counterbalanced design) was conducted in the Obstetrics and Gynecology/Ultrasongraphy Unit at King Fahd Hospital University-Saudi Arabia for 104 eligible infertile consecutive patients performed 346 ultrasound scans by 6 postgraduates OBGYN nurses and 6 infertility clinicians. The nurse had hands on training given by expert infertility consultants for 8 sessions. Two tools were used for data collection, a checklist observation sheet to assess the performance of the nurses before starting the study, and the 2 nd tool was the observation of follicular Scan (FS) findings of all raters. Results: Almost perfect agreement was observed between both raters regarding all FS quantitative and qualitative uterine and ovarian values at different times of menstrual cycle.Conclusion: With appropriate training and supervision, the nurse can perform FS and interpret the quantitative and qualitative findings with high level of agreement and accuracy similar to that obtained by infertility clinicians.
Background and objective: Professionalism has to be explicitly taught in clinical rotations, yet little is reported about approaches for teaching professionalism in undergraduate nursing education. This study aims to educate undergraduate nursing students on professionalism using guided reflection on clinical vignettes. Methods: Real-life vignettes were designed to describe common professionalism dilemmas in Obstetrics and Gynecological Nursing curriculum. Teachers used a set of seven questions to trigger discussions and guide reflection on each vignette. During the session, observation notes were taken by peers on teachers' performance, students interaction and group dynamics during the sessions. After the session, students fill in a survey to report their feedback on the sessions. Results: A total of 91 third-year nursing students participated in the study felt as if they are professional nurses who manage real cases, with feedback from teachers. Students -in groups -were able to indicate stakeholders in each dilemma and advocate their decision. They enjoyed the sessions the highest mean (4.48 ± 0.93) and felt more prepared to encounter similar situations in their future clinical practice. Conclusions: Interactive sessions of guided reflections on professionalism dilemmas enabled students to reflect as individuals and in groups, to respect the scope of practice and acknowledge perspectives of different stakeholders. Apart from students' feedback, teachers acknowledged essential competencies that have to be addressed while dealing with professionalism dilemmas. A couple of strategies were recommended for teaching professionalism in nursing education using guided reflection. Nursing students need to learn about: emotional intelligence, risk estimation, and strategies for interference in cases of conflict with colleagues, patients and their relatives, doctors in charge, and the fetus, if applicable, in Obstetrics. Guided reflection sessions on clinical dilemmas were found effective to teach professionalism in nursing students in Obstetrics and Gynecological nursing clinical experience.
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