Any progressive organization should consider investing in its clinical nurses' professional growth if it desires to survive and succeed in offering care. Managers play a significant role in facilitating clinical nurses' professional growth. A content analysis study was conducted with 20 clinical nurses and managers in Iran in order to describe how they experienced managers' roles in relation to their professional growth. They believed that managers played two major roles in their professional growth process: motivating and inhibiting. From the participants' point of view, managers, through supporting, encouraging, and valuing staff and creating opportunities for learning, played a facilitating role in their professional growth. But, whenever the staff did not receive this support, they became discouraged and did not make any progress. The results can be used to improve management and, consequently, to enhance the professional growth of staff.
This study emphasizes the importance of being prepared for such crises and using the previous experiences of nurses who served in war time for training future nurses.
Background: Nurses are responsible for maintaining and improving the health and quality of life of patients. Therefore, it is important to assess the quality of life of nurses in order to improve it. Quality of life is affected by many variables and among them burnout, perceived social support and psychological hardiness are the leading ones. This study aimed at predicting the quality of life of nurses based on job burnout, perceived social support and psychological hardiness. Methods: This cross-sectional study was carried out on nurses working in governmental hospitals in Tehran , 2015. Four-hundred nurses were selected by multistage cluster sampling. The instruments were burnout, perceived social support, psychological hardiness and quality of life questionnaires. The data was analyzed using Pearson correlation and multiple regression model simultaneously.
Results:The results showed that the burnout and quality of life of the nurses had a significant and negative relationship (r=-0.39) and the perceived social support (r =0.61) and psychological hardiness (r =0.45) had a positive and significant correlation with quality of life of nurses (P<0.01). In a predictive model of burnout, perceived social support and psychological hardiness could predict 59.3 percent of the changes in quality of life (R2=0.593). Conclusion: According to the results, it is suggested that nursing executives, counselors, therapists and policy makers pay attention to the signs and the effects of these variables , and conduct some appropriate programs for improving the quality of life of nurses.
Background
Nurses can safely and effectively wean patients from mechanical ventilation (MV) by the use of proper instruments and planning.
Objective
The aim of this study was to compare the effectiveness of 2 training methods on the decision-making skill of intensive critical care (ICU) nurses with regard to weaning from MV.
Methods
In this quasi-experimental study, 80 nurses working in ICUs participated in 1 of 2 educational groups in 2016. The interventions were workshop and multimedia training for decision-making skill regarding weaning from MV. The data were gathered from a questionnaire based on the Burns Weaning Assessment Program tool before and 1 month after the intervention. Data were analyzed by independent t test, the χ2 test, and the Fisher exact test using the software SPSS v. 17.
Results
The decision-making skill with regard to awareness of weaning factors (physiological and respiratory) increased in both groups after the intervention (P ≤ .001), but the difference between the 2 groups was not statistically meaningful. Considering the mean scores before and after the intervention, the general skill of decision-making regarding weaning from MV was higher in the multimedia training group compared with the workshop training group (P ≤ .001).
Conclusion
The multimedia training method, which has been more successful, is recommended owing to its characteristics of virtual education, such as accessibility, flexibility, learner centeredness, and expansibility, as well as nurses' lack of time.
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