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Introduction: 

 

Applying proper supervision model is an important factor in promoting the outcomes of the patient education which improves nursing care. The aim of this study was to assess the effect of Clinical Supervision Model on the outcomes of implementing patient education. (Patients’ Attitude Toward Education by nurses, patient satisfaction from nurses' education and quality of patient education documentation).

 

Materials and methods:

 

This quasi-experimental study was conducted using static groups' comparison in which the control and experiment groups were compared by a post-test. Study samples included 72 patients who were matched and assigned into two distinct groups. Clinical Supervision Model was implemented through three steps in 3 wards of Samen-al-Aemme hospital in Mashhad for 6 months. The data were gathered by instruments including patient demographic information, patients’ Attitude toward Education by Nurses Questionnaire, Patient Satisfaction from Nurses' Education Questionnaire and Quality of Patient Education Documentation check list. Validity of instruments was measured by content validity and reliability by split half and inter-rater. Data was gathered through interview and observation methods and analyzed by SPSS 11.5 software.

 

 

 

Findings: 

 

The results showed significant difference in the quality of patient education documentation before and after implementing Clinical Supervision Model (P=0/0001).  Furthermore, results showed significant difference between patient satisfaction before and after implementing Clinical Supervision Model (P =0/02). However there were not any significant differences between patients’ attitude toward education before and after implementing Clinical Supervision Model

 

Conclusion

 

Implementation of Clinical Supervision Model can develop nurses' knowledge and skills in patient education through organizing, implementing, and feedback. More studies are required in order to assess the effect of this model on other aspects of nurses' practice.

 

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Introduction: Nurses more than other occupational groups are exposed to violence in the workplace. Their attitude to manage their exposure to violence in the workplace violence is effective. This study aimed to determine the effect of workplace violence prevention program on attitudes of nurses towards the management of violence and aggression in patients and their families. Materials & Methods: This study is a quasi-experimental pre-posttest one group study carried out on 65 nurses working in emergency department of Edalatian Imam Reza hospital in Mashhad. Intervention contain three-day seminar for continuing education. Data was collected by "Prevention of Violence in Emergency Department" (MAVAS) where lower scores indicating a positive attitude. Validity of the study scale measured with content validity and reliability with alpha coefficient was confirmed. Data analyzed with SPSS/16. Findings: The average scores of attitude to the management of violence was 30.69±4.41 before the intervention and increased to 29.00 ± 4.41 after the intervention (P=0.021). But of external factors, internal, position, these changes were not significant. Conclusion: Education can improve Attitude to violence in the management dimensions. Further studies are needed to implement educational interventions with different content and methods, the effectiveness of educational programs in this regard to consider

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Introduction: Self-efficacy and social support are two important factors that influence mental health of teachers and enables them to tolerate stressful situations. The aim of this study is to predict the mental health of teachers through self-efficacy, social support and socio-economic status variables.
Methods: The population of this descriptive-correlational study consists of all elementary and secondary school teachers in Tehran city. 447 teachers with cluster random sampling are selected. To collect data, “General Health Questionnaire” (28- GHQ), "General Self-efficacy Questionnaire", "Social Support Questionnaire" and demographic form are used. The collected data are analyzed by SPSS.22.
Results: Results show a negative significant correlation between self-efficacy, social support with physical symptoms, anxiety and insomnia, social dysfunction and depression. Therefore, self-efficacy and social support can predict changes in physical symptoms, anxiety and insomnia, social dysfunction and depression among teachers (P < 0.001). Moreover, between housing status and salary there is a significant negative correlation with anxiety and insomnia, so they can significantly predict anxiety and insomnia among teachers (P ˂ 0.05).
Conclusions: Negative correlation between self-efficacy and social support with physical symptoms, anxiety and insomnia, social dysfunction and depression show that those variables could predict psychological disorders among teachers. Therefore, the higher self-efficacy and social support among teachers, better mental health. In order to increase the self-efficacy of teachers, it is recommended to provide social support and promote their socio-economic status. This will lead to mental health improvement.