Mohammad Reza Yeganeh; Moluk Pouralizadeh; Abbas Ebadi
Volume 19, Issue 11 , November 2017, , Pages 1-8
Abstract
Background: There are different tools for assessing evidence-based practice in nursing in Iran, however, there are some limitations in each of them, and they do not examine EBP comprehensively.Objectives: The purpose of this study was to evaluate the validity and reliability of the Persian version of ...
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Background: There are different tools for assessing evidence-based practice in nursing in Iran, however, there are some limitations in each of them, and they do not examine EBP comprehensively.Objectives: The purpose of this study was to evaluate the validity and reliability of the Persian version of EBPQ.Methods: This study was a methodological research on 300 nurses working in Guilan province (Iran). A cluster sampling was done. After a forward-backward translation, the questionnaire was translated into Persian and its psychometric evaluation was done.Results: CVIs for all items were ≥ 0.8 and CVRs were ≥ 0.63. All of the impact scores were > 1.5. Cronbach’s alpha of the scale was 0.92. The ICC test was 0.96 and significant (P < 0.001). In exploratory factor analysis, KMO was 0.84 and Bartlett’s test was significant (P < 0.001). Confirmatory factor analysis showed an acceptable fit model.Conclusions: This study introduces the evidence-based practice questionnaire (EBPQ) as a valid and reliable tool to assess the status of evidence-based practice among nurses in Iran.
Moluk Pouralizadeh; Hamid Reza Khankeh; Asghar Dalvandi; Abbas Ebadi
Volume 19, Issue 6 , June 2017, , Pages 1-9
Abstract
Background: Identification of the influencing factors of nursing students’ clinical judgment (CJ) facilitates the achievement of this important educational outcome. However, no tool is so far designed to assess it in the field of clinical education in Iran.Objectives: The current study aimed at ...
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Background: Identification of the influencing factors of nursing students’ clinical judgment (CJ) facilitates the achievement of this important educational outcome. However, no tool is so far designed to assess it in the field of clinical education in Iran.Objectives: The current study aimed at designing sequential exploratory mixed method in 3 phases.Methods: It was a mixed method study. The 1st phase included reviewing literature, analyzing the relevant studies in Iran, and a qualitative content analysis. In the 2nd phase, validity and reliability of the tool were investigated.Results: In the study, after assessing the face, content, and construct validity, 4 factors and 38 items obtained. Content validity ratio (CVR) ranged from 0.45 to 1.00 and content validity index (CVI) ranged from 0.6 to 1.00. Internal consistency of the total scale was good with Cronbach’s alpha coefficient 0.92, and intraclass correlation coefficient (ICC) was 0.95 that indicated good stability. In the construct validity by exploratory factor analysis, the Kaiser-Meyer-Olkin (KMO) index was higher than 0.90 and also the Bartlett test of sphericity was significant (P value < 0.001). Concerning the cumulative percent of the variance, the 4 factors determined 44.8% of the total variance.Conclusions: The developed questionnaire in the current study was a suitable tool to assess the factors influencing the CJ of undergraduate nursing students.
Moluk Pouralizadeh; Hamid Reza Khankeh; Abbas Ebadi; Asghar Dalvandi
Volume 19, Issue 5 , May 2017, , Pages 1-10
Abstract
Background: Clinical judgment (CJ) is a complex process and is one of the most important concepts in the domain of education of the nursing students. Despite the special importance of its concept in nursing, this term still has not created an equal perception in the minds of many experts in the nursing ...
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Background: Clinical judgment (CJ) is a complex process and is one of the most important concepts in the domain of education of the nursing students. Despite the special importance of its concept in nursing, this term still has not created an equal perception in the minds of many experts in the nursing education and no study has been done in order to define and explain this concept by concept analysis of the “CJ” in the educational domain.Objectives: The current study was done with the purpose of determining dimensions and features of this concept in the domain of clinical education of nursing students in Iran.Methods: The design of this study is qualitative with concept analysis method and hybrid model approach. It was done in three phases that were described by Walker and Avant. In the theoretical stage, reviews on the related and valid articles were accomplished. The articles were assessed and analyzed in order to present the working definition. In the stage of field work, the interview was done with 17 participants including 7 nursing students, 6 teachers, and 4 clinical instructors. In the final stage, the general analysis was done and the antecedents, attributes, and the consequences of the concept were extracted.Results: According to the final analysis, CJ for the nursing students is a cognitive and reasoning process, in order to achieve which, the nursing students by guidance of teachers in a secure clinical environment, assess the patients’ needs, interpret, and evaluate the patients’ response to the clinical practice and then reflect and perform the critical evaluation of the patients’ conditions. In the meanwhile, making effective clinical decisions, increasing the trust of patient and quality of care, the necessary conditions for the promotion of their professional competence will be provided.Conclusions: In the concept analysis of CJ, some of the needed conditions for CJ in the nursing students have not been reported in the studies.
