Background Clinical evaluation utilizing the escape room game is recognized as a novel method for assessing the team-oriented performance of learners. It is a tool for evaluating teamwork skills in clinical settings, which can boost student motivation and learning. This study aimed to investigate the effect of clinical evaluation through escape rooms and feedback provision through the PEARLS approach on pre-internship nursing students’ satisfaction, learning, and preparedness to practice as interns in the Faculty of Nursing and Midwifery, Zahedan University of Medical Sciences. Method The current research is a quasi-experimental quantitative study conducted with a census sample of 42 sixth-semester undergraduate nursing students at Zahedan University of Medical Sciences in 2022. The escape room method was utilized to evaluate entry preparedness into the clinical field. Reliable and valid researcher-made questionnaires were administered to assess the impact of the intervention on learning, satisfaction, and preparedness. The data were analyzed in SPSS version 26 using descriptive and inferential tests. The significance level was considered to be less than 0.05. Results 26 males and 16 females constituted the 42 participants (mean age: 23.46 years). The clinical evaluation method of the escape room game was deemed satisfactory or highly satisfactory by 80% of students. From their perspective, escape rooms were definitely or highly effective in shaping their preparedness to enter the clinical field. Comparing the students’ mean learning scores (self-assessment of clinical skills) before and after the test revealed that their post-test scores were significantly higher than their pre-test scores (p < 0.001). Conclusions Considering the satisfaction of nursing students with the clinical evaluation using the escape room game and its impact on student learning, it is recommended that this method be implemented in all medical education departments.
BackgroundReligious attitude and anger management are two psychopathological constructs receiving little empirical scrutiny in relation to smart phone addiction, but theoretically should demonstrate significant relationships. Today one of these new media that is used by many people around the world, is the mobile phone. Students are one of the most important groups that are affected by mobile social networks. The aim of this study was to determine religious attitudes and anger management as risk factors of mobile phone addiction in nursing and midwifery students. MethodsThis study was a cross-sectional study involving 200 nursing and midwifery students. Relevant data were collected through demographic information questionnaire, anger management skills questionnaire, religious attitude questionnaire, and mobile phone addiction questionnaire. A multiple regression model was used to examine the relationship between variables. ResultsThe mean age of the research subjects was 22.04 ± 3.30 years. Anger control and religious attitude were a significant risk factors of smartphone addiction (β=-0.500; p=0.000; β= -0.069; p=0.004, respectively). The variables of anger ýcontrol and spiritual attitude can predict and explain 33.6% and 2.7% (36.3% in total) of the ýchanges in the mobile addiction score. Anger control is the most influential risk factor of mobile phone addiction among nursing and midwifery students (Beta = -0.385). ConclusionFindings indicate the importance of controlling anger and strengthening religious attitude in reducing the rate of mobile phone addiction in students. This provides guidance to the future development of smartphone addiction prevention programs for students.
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