Leila Jouybari

Traditional, lecture-based nursing education often fails to prepare students for real-world patient care. This study evaluates experiential learning through direct patient engagement to bridge this theory-practice gap. This quasi-experimental study employed a two-group, post-test-only design. A sample of 700 nursing students was determined through a priori power analysis. Participants were non-randomly assigned (quasi-experimental allocation due to intact classroom groups) to intervention (n = 350, patient-in-classroom teaching) or control (n = 350, traditional lectures) over 14 weeks. Teaching quality was measured using a validated 13-item questionnaire assessing four domains. Primary analyses used Mann-Whitney U tests with Cohen's d for effect size (α = 0.05). The intervention group demonstrated statistically significant superiority across all teaching quality domains (P < 0.001). The mean total teaching quality score was 11.07 points higher in the intervention group (58.13 ± 4.44) compared to the control (47.06 ± 6.73), with a large effect size (Cohen's d = 1.94). Domain-specific analyses revealed large effect sizes: conceptual learning (d = 1.91), instructional organization (d = 2.01), pedagogical methods (d = 2.15), and student engagement (d = 1.97). However, the large effect sizes should be interpreted cautiously given the potential for Hawthorne effects and social desirability bias inherent in self-reported perceptions. The patient-in-classroom method was associated with significantly higher perceived teaching quality compared to traditional lectures. These findings suggest that this experiential approach may be a valuable addition to nursing curricula; however, further research using objective outcome measures is needed to establish effects on clinical competence and long-term learning outcomes.

Background: Falls among older adults are a major public health concern associated with injury, disability, reduced mobility, and loss of independence. Functional impairment, chronic diseases, and unsafe home environments may increase the risk of falls. This study examined environmental, functional, and health-related factors linked to falls among community-dwelling older adults in Iran. Methods: A comparative cross-sectional study was conducted among 329 community-dwelling older adults. Data were collected using standardized assessments of functional ability, home safety, health status, and fall history. Conventional regression and Elastic Net analyses were applied to identify significant predictors of falls. Results: Overall, 28.6% of participants reported at least one fall during the previous 12 months. Falls were significantly more common among females, adults aged ≥85 years, individuals without a spouse, and those with lower educational levels. Fallers showed poorer mobility, balance, and functional independence, greater fear of falling, and a higher risk of home accidents (all p < 0.001). Elastic Net analysis identified use of movement aids as the strongest risk factor, whereas better Performance-Oriented Mobility Assessment (POMA) scores were the main protective factor. Conclusions: Falls among community-dwelling older adults appear to result from the interaction of physical, medical, socioeconomic, and environmental factors. These findings highlight the need for multidimensional fall-prevention strategies in primary care settings.

Background: Congestive heart failure (CHF) requires holistic, patient-centered care that extends beyond pharmacological management. Watson's Human Caring Theory provides a structured framework for addressing the physical, psychological, spiritual, and relational needs of patients with chronic illness. This case study aimed to describe the integration of Watson's Caritas Processes into the nursing ...

Background: The effect of damask rose on lowering blood pressure has been investigated, and findings suggest a potential beneficial impact on reducing both systolic and diastolic blood pressure; however, the available data are not yet conclusive. This meta-analysis was conducted to provide a more precise estimate of the effect of damask rose ...

Similar to global trends and recent findings, the rapid adoption of virtual education in Iran necessitates robust tools to evaluate its quality. This study aimed to validate the Student Perception of Virtual Education Quality (SPGP) questionnaire. Data collection occurred from March–August 2022. Inclusion criteria: ≥ 2 virtual semesters; exclusion: incomplete responses (> 10%). This methodological study used a cross-sectional descriptive design to determine the SPGP questionnaire’s factor structure. The original questionnaire was translated following a structured framework, with validation adhering to WHO protocols. Cultural adaptation challenges included translating "immediate feedback" to reflect Persian academic norms; discrepancies were resolved via consensus with bilingual educators. After establishing validity, reliability, and validation, 400 students from University of Medical Sciences and the Faculty of Medical Sciences at Islamic Azad University were recruited using stratified cluster sampling. Data were analyzed via descriptive/inferential statistics using SPSS 26 and EQS 6.1. The questionnaire's validity and reliability were confirmed, with all items achieving a Content Validity Ratio (CVR) above 0.56 and a Content Validity Index (CVI) above 0.86. Confirmatory factor analysis revealed that the three factors—interaction, learning, and teaching—confirmed the questionnaire's three-factor structure. Factor loadings > 0.7 confirm strong construct validity, consistent with psychometric standards. Pearson correlation analysis indicated a significant relationship between these dimensions (r = 0.95, p < 0.001). It is important to note that the critical Content Validity Ratio (CVR) value is dependent on the number of expert panel members. For a panel of 12 experts, as utilized in this study, the critical CVR value at a significance level of p < 0.05 is 0.56. All items in the questionnaire exceeded this critical threshold, indicating acceptable content validity based on the number of experts involved. The SPGP is a valid and reliable instrument for evaluating virtual education quality in Iranian medical schools. The findings provide a validated tool for institutional assessment and inform policymakers on prioritizing critical areas such as faculty development and technological infrastructure to enhance the quality of virtual medical education.

Emotional Intelligence-Based Nursing Care refers to the ability of nurses to manage their emotions, establish effective communication, and respond to the physical and psychological needs of patients. This hermeneutic phenomenological study investigated the experiences of nurses in delivering Emotional Intelligence-Based Nursing Care. This hermeneutic phenomenological study was conducted from April 2023 to September 2024, involving the participation of eight nurses working in intensive care, emergency, and internal medicine departments of educational hospitals. Semi-structured, in-depth interviews served as the primary data collection tool. Purposeful sampling was employed to select nurses with substantial experience in providing Emotional Intelligence-Based Nursing Care. The study aims to elucidate nurses' lived experiences in delivering this type of care, with the central research question being: "What are nurses' lived experiences of providing Emotional Intelligence-Based Nursing Care?" For data analysis, Van Manen's interpretive phenomenology approach was utilized. To ensure the trustworthiness of the research findings, the criteria of credibility, dependability, transferability, and confirmability were applied. The data analysis revealed three main themes-'compassionate care,' 'professional care,' and 'emotional competence'-along with 13 sub-themes: 'empathetic understanding,' 'human-centered perspective,' 'interactive care,' 'sense of satisfaction,' 'trust-building,' 'professional development,' 'spirituality,' 'self-control,' 'conflict management,' 'adaptive interaction,' 'clarification,' 'situational decision-making,' and 'continuous monitoring.' The findings indicate that nurses, by employing emotional skills and empathy, have enhanced the patient experience and improved the quality of nursing care. These results can provide a basis for developing educational programs and enhancing nursing performance across various hospital departments. Not applicable.