Background: Mental illness stigma has undesirable consequences for patients with psychiatric disorders. Objectives: The current study aimed at understanding the lived experiences of patients with psychiatric disorders on the consequences of stigma. Methods: Hermeneutic phenomenology was conducted on 12 patients. They were selected from psychiatric hospital clinics in Mashhad. Results: Black shadow of stigma is one of the main themes in the present work. It consists of seven subthemes including taking refuge in secrecy, academic deadlock, marriage bumps, glass fence of job, the bitter taste of death, cocoon of loneliness, and the narrow circle of friends. Conclusions: These results call for actions to tackle the stigma in mentally ill people in Iran. The results of this study can help develop interventions and policies to prevent the stigma against people with mental disorders.
Nurses are of the most important staff in health systems. Nurses' job satisfaction is an important issue in the nursing management. The aim of this study is to determine the effect of critical thinking training on the nurses of psychiatric wards' job satisfaction. In this study, 54 participants were divided into two groups by random allocation. Brayfield & rothe job satisfaction questionnaire was used as the scale for data collection in three stages; before intervention, 1 month, and 2 month after the intervention. This intervention included two 6 hours sessions of critical thinking training, which were carried out with an interval of one week. The results of this study reveal that the mean score of the job satisfaction in the experimental group in pre-intervention stage (62.5±7.6) has been increased to 66.8±6.4 one month after intervention, and to 69. 5±6.9 in the third stage (two month after the intervention), which is significantly more than the control group. The job satisfaction of the control group decreased admirably one month and two month after the intervention stage. It can be concluded that critical thinking training is an effective method to increase the job satisfaction, it is suggested that the managers consider it to increase the nurses' job stress.
Background: After the academization of nursing, obtaining, maintaining, and promoting of clinical credibility of nursing lecturers have always been a matter of challenge. Various studies have explored strategies for maintaining and promoting clinical credibility and a review study can integrate these results. This review study was conducted to evaluate strategies for maintaining and promoting clinical credibility of nursing lecturers.Methods: This study was designed based on Noblit and Hare's qualitative meta-synthesis. Studies on clinical credibility of nursing lecturers were collected in the databases of Science Direct, PubMed, Scopus, and Eric from 2000 to 2021. Finally, after reviewing the full texts and applying the evaluation criteria, 12 articles were included in this review. Each selected article was reviewed and key concepts extracted from each study were compared with other studies for final interpretation of clinical credibility of nursing lecturers and approaches for its improvement.Results: We found that, clinical credibility of nursing lecturers has been interpreted as sufficient and appropriate experience and skills of lecturers in most of articles. Strategies for maintaining and promoting clinical credibility were organized into one main category and five subcategories, including clinical care, clinical links, transfer of skills, clinically orientated research, and motivational factors.Conclusion: According to the results of the study, it is necessary to pay attention to the dimensions of being involved in care, establishing clinical communication, transferring skills, conducting clinical research and paying attention to motivational factors to develop and maintain the clinical credibility of nursing teachers.
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