Background The coronavirus disease 2019 (COVID-19) has severely influenced various aspects of human life, particularly education. This study aimed to explain the impact of the COVID-19 pandemic on nursing education from administrators, educators, and students’ perspectives. Methods This qualitative study with a conventional content analysis approach was conducted from June to October 2020 at a nursing school in Tehran. Thirteen participants were enrolled using purposive sampling. Data collection was through in-depth and semi-structured interviews and continued until reaching data saturation. Nursing administrators, educators, and students constructed interviews to understand nursing education changes during the pandemic. All interviews were recorded, transcribed, reviewed, coded, and analyzed using the Graneheim and Lundman methods. Results Interviewed respondents included administrators and professors (n = 6) and nursing students (n = 7). The respondents reported five main topic areas: (1) safe management in ambiguous situations; (2) perceived situations; (3) adaptive coping; (4) educational facilitators and challenges, and (5) continuing education in an uncertain context. The central theme was “close conflict of education with COVID-19”. Conclusions The current study noted instability and challenges placed on nursing education during the pandemic. Opportunities were addressed during the pandemic to improve the nursing training process using planning, scientific management, emerging technology, innovative educational opportunities, and comprehensive support from institutional stakeholders. Clear guidelines and recommendations are needed to ensure medical education safety during the pandemic.

Education in medical sciences, including nursing, has encountered numerous challenges following the worldwide outbreak of coronavirus disease 2019 (COVID-19). Additionally, students’ satisfaction with the methods of instruction can be accompanied by improved learning outcomes. This study aimed to investigate the nursing students’ satisfaction with the quality of courses (SQC) and satisfaction with virtual learning (SVL) during the COVID-19 pandemic. This cross-sectional study was conducted at a nursing school (105 nursing students) in Tehran,Iran, in the first semester of 2020-2021. The individual characteristics questionnaire, the Course Experience Questionnaire (CEQ), and the e-Learning Satisfaction Questionnaire (e-LSQ) were used for data collection. More than 88% of the nursing students were satisfied with the quality of the courses. The level of SVL in 57.1% of them was moderate. Among the individual variables, only the academic semester was regarded as a predictor of SQC (p=0.025). There was no significant relationship between the dimensions and the total score of CEQ with students’ academic achievement (p<0.05). Additionally, all the CEQ dimensions were significant predictors of the nursing students’ SQC (p<0.001). Given the unknown time of eradicating COVID-19, it is necessary to adopt appropriate policies and perform proper planning to continue better nursing education and increase student satisfaction.

Background: Advanced nursing practice necessitates using research findings and evidence as well as effective clinical decision making. The use of evidence in nursing practice is not only a duty, but also a professional responsibility and practice. Objectives: The current study aimed at assessing the effects of an evidence-based practice training workshop on the information literacy of critical care nurses. Methods: The current 2-group, pretest-posttest, quasi-experimental study was conducted in 2016. A convenient sample of 90 critical care nurses was selected. Nurses were non-randomly allocated to a control and an experimental group 45 subject each group. An 8hour evidence-based practice training workshop was held in 2 consecutive days for nurses in the experimental group, while nurses in the control group received no evidence-based practice training. A researcher-made valid and reliable questionnaire was used to measure the information literacy in nurses. The collected data were analyzed using the SPSS software version 19, and via running the Fisher exact, the paired-and independent-sample t tests. Results: At baseline, the mean score of information literacy in the control group did not differ significantly from that of the experimental group (9.668 ± 5.11 vs. 8.84 ± 4.37; P value = 0.40). After the study, these values increased to 10.51 ± 5.03 and 23.75 ± 3.07, respectively. Intergroup differences regarding the posttest information literacy score was statistically significant (P value < 0.001). Conclusions:The evidence-based practice training significantly promotes the information literacy in critical care nurses and paves the way for the use of evidence in their clinical practice.

Background: Despite advances in postoperative pain control, it is still a big challenge with high-prevalence for practitioners. Inadequate control of postoperative acute pain is common which can lead to serious complications for patient. Objectives: This study aimed to compare massage therapy and music therapy in the control of postoperative pain and amount of received opioid drug after abdominal surgery. Methods: In this randomized 3-group trial, 102 patients in the surgical wards of 3 military hospitals, Ahvaz, Iran, were randomly allocated to music group, massage group, and usual-care group. Participants in the massage and music groups received 10-minutes sessions of slow-stroke back massage and without lyrics music, respectively, 1, 6, and 12 hours after surgery. The pain intensity was measured by numeric rating scale 10 minutes after each intervention session. Also, the mean of received opioid drug during 12 hours was measured in each group. Results: The results indicated a decreasing trend of pain intensity in all the groups. However, the trend of pain intensity had a significantly more decrease in the massage group compared to the both music group (P = 0.001) and usual-care group (P = 0.001).

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