scholarly journals Assessment of Academic Failure Rate and Related Factors From the Perspective of Nursing Students of School of the Nursing and Midwifery Faculty, Kermanshah University of Medical Sciences, in the First Semester of 2011-2012

2016 ◽  
Vol 5 (5) ◽  
pp. 1-8 ◽  
Author(s):  
Zahrasadat Mahdion ◽  
Alireza Khatony ◽  
Alireza Abdi ◽  
Faranak Jafary
2021 ◽  

Background: Professional self-concept (PSC) is an important issue concerning the nursing profession and is reflected as the key concept in nursing professionalism. Even though previous studies investigated this nursing concept and its related factors among nursing students, meanwhile, their results showed there is no consensus. Objectives: To assess professional self-concepts among senior nursing students and examine its relationship with gender and, Grade Point Average (GPA). Design and Methods: This cross-sectional study included 157 nursing students selected by a convenience sampling among senior nursing students in the seventh semester in January 2020, at Mashhad University of Medical Sciences (MUMS), Iran. The data were collected using Cowin’s 36-item questionnaire of NPSC which measures nursing self-concept in six dimensions. Results: The age of undergraduate nursing students vary from 22 to 24 years old (22.58 ± 98). Two-thirds of the students were female (66%) and married (71%). The nursing students reported a total mean score of PSC was (161.1 ± 3.27). The highest mean score of the PSC dimensions belonged to communication (27.7 ± 1.17) and the lowest mean score was observed for self-esteem (25.52 ± 1.06).There was no significant difference between gender and total professional self-concept and its dimensions and also no relationship with GPA except for the staff relations subscale, (r= -.198, p<0.05) and leadership subscale (r= -.210, p<0.05) which was a negative and significantly correlated but the correlation coefficients were weak (<0.3). Conclusion: Given a moderate level of total professional self-concept and the lowest dimensions in self-esteem among nursing students, it is recommended that nursing students’s professional self-concept and its dimensions specifically in self-esteem, which can boost their nursing professionalism, be given more consideration.


2017 ◽  
Vol 9 (3) ◽  
pp. 72-65 ◽  
Author(s):  
M Esmaeilpour-Bandboni ◽  
Sh Naderi Shad ◽  
F Kobrai ◽  
B Gholami-Chaboki ◽  
◽  
...  

2015 ◽  
Vol 7 (1) ◽  
pp. 35-44
Author(s):  
M Bakhshandeh bavarsad ◽  
A S Hakim ◽  
N Azimi ◽  
M Latifi ◽  
H Ghalvandi ◽  
...  

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 14-14
Author(s):  
Lynn Brown ◽  
Pao-feng Tsai

Abstract False ideas about the physical and psychosocial characteristics of older adults exist in America. It is especially important that nurses are not susceptible to myths and stereotypes as these myths can affect the quality of patient care. For example, some people stereotype older adults as forgetful, disabled, ill, and unable to understand new information. Misconceptions and negative stereotypes are also present in first year nursing students. It is vital that students assess their own attitudes about older adults to form positive attitudes and gain knowledge about aging and health care needs. To achieve this goal, the older adult lecture in a first semester theory and fundamental course begins with a PowerPoint slide presentation asking students to distinguish truths and myths. The truth or myth topics include a) developmental tasks; b) common physiological changes; c) a comparison of delirium, dementia, and depression; and d) addressing health concerns of older adults. Active discussion follows the activity. Seventy to ninety percent of students correctly answered nine of ten questions related to older adult content on the final exam. Considering the increasing number of older adults in the health care setting, nurse educators must dismantle negative stereotypes with creative teaching strategies.


1973 ◽  
Vol 32 (1) ◽  
pp. 143-148 ◽  
Author(s):  
Cheryl L. Reed ◽  
John F. Feldhusen ◽  
Adrian P. Van Mondfrans

This study investigated the usefulness of a number of noncognitive variables in improving the prediction of students' first semester, second semester, and first-year grade point averages. Freshman nursing students entering five associate degree nursing schools between 1964 and 1967 ( N = 495) were used as the validation sample. The cross-validation sample included the 1968 ( N = 170) entrants. When added to a battery of established cognitive predictors, several noncognitive variables added a unique and significant increment to the prediction of grade point averages in associate degree nursing programs. These variables were: age in months of the student, year of entry into nursing school, level of previous education of the student, and the particular school attended. These results encourage future studies in search of new noncognitive variables to improve prediction. Measures of a student's past health and practical experience might be worthy of future study.


2011 ◽  
Vol 70 (suppl_1) ◽  
pp. ons104-ons113 ◽  
Author(s):  
Simon Chun Ho Yu ◽  
Thomas Wai Hong Leung ◽  
Esther Hiu Yee Hung ◽  
Kwok Tung Lee ◽  
Lawrence Ka Sing Wong

Abstract BACKGROUND: Angioplasty and stenting using nitinol stents is a recognized treatment option for intracranial atherosclerosis. OBJECTIVE: To identify procedure-related factors that may affect patient safety and technical outcome. METHODS: In this prospective study of 57 consecutive patients, the primary end points were intraprocedural technical problems, periprocedure morbidity, and complications. Major periprocedure complication was defined as all stroke or death at 30 days. Technical failure was defined as the inability to complete the procedure because of technical or safety problems. Procedure failure was defined as a procedure outcome of technical failure or major periprocedure complication. Secondary end points were procedure-related factors that may affect patient safety and technical outcome. RESULTS: Procedure failure rate was 12.3% (7/57) (major periprocedure complication rate, 5.3% [3/57]; technical failure rate, 7% [4/57]). Initial failure in tracking of balloon or stent occurred in 20 patients, other technical problems occurred in 11 patients, including kinking or trapping of balloon catheter (2 cases), difficulty in unsheathing of stent (3 cases), forward migration of stent during deployment (4 cases), trapping of nose cone after stent deployment (1 case), fracture of delivery system (2 cases), and guidewire fracture (1 case). Unfavorable vascular morphology signified by the presence of 2 or more reverse curves along the access path was found to associate with initial failure in the tracking of instruments (OR = ∞), and occurrence of other technical problems (OR = 25). CONCLUSION: Procedure-related factors could be identified and lead to improvements in patient safety and technical outcome. Tortuous vascular morphology is a key factor to be overcome.


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