Background: Colorectal cancer (CRC) is one of the most common cancers worldwide and it is one of the most commonly diagnosed types of cancer at an older age. The gerontological nurse is one of the professionals who act as an educator, health promoter, direct care provider in screening and motivator for older adults to adopt a healthy lifestyle behavior for early detection and prevention of CRC.Aim: The present study aimed to determine the effect of nursing interventions on knowledge and perceptions regarding colorectal cancer among community-dwelling older adults. Research design: Quasi experimental design was used in this study.Setting:The study was conducted in El-Waffa club of elderly persons at Alexandria, Egypt. Sampling:Sixty older adults aged 60 years and above were recruited in the study, who have no cognitive impairment, have no or mild depression, able to read and write and not currently diagnosed with colorectal cancer. Method:Six tools were used as follows: Mini-Mental State Examination Scale, Geriatric Depression Scale Short Form, Older Adults Socio-Demographic and Clinical Data Structured Interview Schedule, Colorectal Cancer Knowledge Questionnaire, Colorectal Cancer Perceptions scale, and older adults' health practices regarding prevention of colorectal cancer. Results: Current study revealed that mean post-test practices and perceptions scores are significantly higher than pre-test scores regarding colorectal cancer among the study subjects. Conclusion: Nursing interventions were significantly improved the studied seniors' practices, perceptions regarding CRC.Recommendations: Raising awareness of the public about CRC, its management, its prevention, and CRC screening measures in all various health settings.
Background: Nursing education is associated with high intensity work and potential burnout. Sense of coherence mitigates the effect of job stress and enhances work wellness. This study aims to identify work-related patterns of behavior and experience among nurse educators and examine the independent relationship between sense of coherence and workplace behavior patterns.Methods: The study used a cross-sectional descriptive design and a sample of 130 nurse educators teaching in the Faculty of Nursing, Alexandria University, Egypt. The nurse educators completed questionnaires measuring sense of coherence and work-related patterns of behavior and experience.Results: Discriminant analysis delineated four work behavior patterns: healthy (16.2%), frugal (1.5%), overburdened (68.5%), and burnout (13.8%). Sense of coherence was positively associated with the healthy work pattern (r = .66, p < .001), and negatively associated with the burnout (r = -.63, p < .001) and overburdened (r = -.18, p < .05) patterns. Regression analyses, controlling for years of teaching experience, indicated that a weak sense of coherence was associated with classification of nurse educators into the overburdened work pattern (B = -.05, SE = .12, Wald χ2 = 13.13, p < .001) and the burnout work pattern (B = -.10, SE = .02, Wald χ2 = 21.52, p < .001) compared to healthy work pattern.}Conclusions: The study findings highlight the importance of sense of coherence as a health-promoting resource in the workplace. Strategies are discussed for creating meaningful work experiences to reinforce a sense of coherence and simultaneously cultivate work-related wellness among nurse educators.
Background/Objective: Objective Structured Clinical Examinations (OSCEs) are an effective assessment strategy for assessing clinical skills and for highlighting curriculum problem areas Since its inception, the OSCE has been increasingly used to provide formative and summative assessment in various medical disciplines. Methods: The study was conducted at Critical Care Nursing and emergency Department, the Faculty of Nursing, Alexandria University, Specifically in emergency nursing course. Data were collected using questionnaire comprised 26 items to determine students' feedback in relation to OSCE as an assessment method in acute care. Results: The majority of students agreed that the OSCE was comprehensive and covered a wide range of knowledge and clinical skills taught and in addition the exam was less stressful than other exams and the students felt the OSCE exam highlighting their strengths and weaknesses. Moreover, the exam increased their self confidence to face real situations. Conclusion and Recommendations: OSCE as an assessment method is an effective method to test students' competencies and teachers can diagnose the teaching defects and OSCE provides opportunities for students to learn from mistakes and increase their self confidence. OSCE can be implemented in different nursing specialties.
Background:To provide nursing students with a more positive learning environment, the nursing faculty seeks to discover new effective teaching-learning strategies. One of these strategies is peer mentoring which allows students to assist and advise each other and helping them practicing nursing more efficiently. Study Aim: To determine the effect of peer-mentoring strategy on nursing students' infection control practice and its selfefficacy and stress. Settings: This study was conducted at the Technical Institute of Nursing in Sharq Elmadena Hospital in Alexandria, Egypt. Subjects: A convenient sample of 75 students, 15 mentors recruited from the student interns and 60 nursing students from the 4 th academic year, who were randomly divided into two main mentees and control groups. Tools: Three tools were used. Tool one, "Nursing Students' Infection Control Performance Observational Checklist"; Tool two, "The Perceived Stress Scale (PSS)"; Tool three "Infection Control Practices Self-Efficacy Questionnaire. Results:The study showed a significant improvement in infection control practice and selfefficacy in the study group more than in the control group. Furthermore, the study group exhibited significant lower stress levels than the control group. Conclusion: Peer mentoring is a great tactic strategy that can enhance nursing students' experiences in the clinical nursing field especially in the critical care units. It has been proven effectiveness in decreasing stress and improving infection control practice and self-efficacy, which are all important factors in clinical practice. There was an overall positive feedback from the studied students regarding peer mentoring to be implemented into clinical education. The study further proves the significance of the strategy in nursing education. Recommendations: Peer mentoring strategy should be considered as a significant teaching method in nursing education and its clinical practice. Training workshops should be conducted for nursing educators and students to enhance their abilities and competencies in using peer mentoring strategy.
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