Background: Effective CLINICAL teaching requires to efficient educational methods which can develop appropriate knowledge and SKILL in students. This study aimed to assess the effect of inquiry-based CLINICAL instruction on applying NURSING process SKILL students.Methods: A quasi-experimental study was conducted using before after design by Participation 38 NURSING students. The students were divided in two experimental (N=19) and control groups (N=19) randomly. After taking pre-test about applying NURSING process SKILL by 5 checklists, control group received regular education and experimental group educated by using inquiry-based CLINICAL instruction for 10 days. Then the post-test was performed. The data was analyzed by using independent sample T-test and paired samples T tests.Results: Both methods of CLINICAL education were effective in the promotion of NURSING process SKILL of students (P<0.001). Comparing results in the control and experiment groups in applying NURSING process SKILL showed differences in assessment (P=0.004), NURSING diagnosis (P<0.001), planning (P<0.001), implementation (P<0.001), evaluation (P<0.001) and whole NURSING process (P<0.001).Conclusion: Inquiry-based method in CLINICAL instruction was more effective on applying NURSING process SKILL of NURSING students rather than the routine method of CLINICAL education. Therefore, it is recommended to use this method in CLINICAL education of NURSING students.

Introduction & objectives: The final consequence of modem education in NURSING has been defined by learning levels. There are abundant factors effects on learning and education process wont nave adequate result unless we consider them. Learners and educators attitude is one of the important resources that can be a guidance for modem education managers. The object of this study was determination of educators and students attitude about factors effect on CLINICAL SKILLs learning in NURSING.Materials & methods: This descriptive analytic study carried out in birjand university of medical sciences NURSING group and Azad university on 142 students and 16 NURSING educators. Available cross sectional sampling used in this study and "students and educators attitude assessment" questionnaire provided following a pailot study. This questionnaire contains 64 questions about: Educators performance; CLINICAL environment; interpersonal communications; education planning; Social professional factors and Individual characteristics then have been completed by students and educators after validity and reliability. Collected data have been analyzed by SPSS package.Results: About educators performance; 100% of educators reported that "Mutivation making in students inorder to learning" and 71.9% of students reported "Technics performing at first by educator in presence of students" was the most effective factor. About CLINICAL invironment: 88.8% of educators belived "hospital ward adequacy in comparison number of students" and 71% of students belived that "Adequence of educational ward equipments" was the most effective factor. About interpersonal communications; the most effective factor that have been re[orted by 88.8% of educators and 75.7% of students was "Adequate communication between educators and students while they are teaching technics". About education planning; 88.8% of educators and 68.9% of students reported "Providing adequate preCLINICAL exercises" was the most effective factor. About individual caractristics of learners; 100% of educator blived "Attention to having self steem while students are doing technics" was the most effective factor and about social and professional factors; the most effective factor that have been reported by 100% of educators was: Educatiors and students professional support in some situation" and by 75.7% of students was "Not discrimination between NURSING students and the other students in university".Conclusion: According to the students attitude in order of social and professional factors interpersonal communications. Educator performance, learners individual caractnstics. CLINICAL invironment and education planning and according to the students attitude in order of: social and professional factors, CLINICAL environments, learners individual catachrestic educator performance, education planning and interpersonal communication were the most effecttive factors in CLINICAL SKILLs learning thus more attention to this factors seem to be essential for modem education development in NURSING.

BACKGROUND: NURSING is a SKILL oriented discipline. In CLINICAL training, learning process is mainly related to performance. Moreover, developing SKILLs is one of the main goals of CLINICAL training, because it is through frequent practice that one can develop a SKILL. This study aimed to determine the frequency of practicing basic SKILLs during NURSING students' traineeship.METHODS: This was a cross-sectional descriptive analytic study, using two questionnaires, one for students taking a traineeship course and the other for graduated students and professors.RESULTS: From among seventeen SKILLs studied in this research, the following have not met the expectation of professors and graduated students: subcutaneous injection, blood transfusion, urinary catheterization, nasogastric tube insertion, lavage and enema with the average frequency of 0.06, 1.49, 0.79, 0.80, 0.08 and 0.17, respectively. There was a significant difference between professors' and graduated students' opinions about the frequency of performing SKILLs of muscular injection, serum preparation with ordinary infusion set and micro-infusion set, blood transfusion, dressing, Intake/Output control, oxygen therapy, airway suctioning, gavage, and lavage procedures.CONCLUSION: It seems that nurses do not have enough opportunities to practice some of the basic SKILLs and the reason is that during their traineeships in wards the incidence of a need for these SKILLs are few, and usually interns, residents and NURSING-students perform these SKILLs together. This should be considered in curriculum planning.

Background: Today’s NURSING graduates value ability to creatively solve problems and make decisions, as these SKILLs assist them with recognizing and evaluating situations that require prompt attention. This study aimed to determine and compare NURSING student’s perceived levels of own problem solving SKILLs in various years of their 4-year program.Methods: This is a cross-sectional study. All undergaraduate NURSING students (350) included in this study. A total of 322 undergraduate NURSING students participated in this study. The study setting was NURSING School of Iran University of Medical Sciences, Tehran, Iran. The problem solving inventory (PSI), a widely used measure to assess one’s perceived ability, was used for data collection. Low scores indicated the strong judgment ability and high scores a weak judgment ability. Students involved in the study signed the informed consent forms.Results: Findings showed that the mean score of total problem solving SKILL was 89.52±21.58. The mean score of this SKILL in fourth year students (84.18±27.47) was less than other students i.e. the fourth year (senior) students judged their own problem solving abilities stronger than other students. Conclusion: Educating should help students reach the high levels of problem solving SKILLs by allowing them to acquire and practice these abilities in the field. NURSING students with advanced problem solving SKILLs are essential for this changing society.

Background: Nurses’ self awareness of their own level of CLINICAL competence is essential in maintaining high standards of care and identifying areas of educational need and professional development. Self-assessment is a method for measuring CLINICAL competence, and encourages nurses to use reflective thinking and take an active part in the learning process. Although nurse competence may vary between hospitals, very few studies have been done on this subject.Methods: In this cross sectional study, we analyzed CLINICAL competency of 190 registered nurses working in different hospitals in Bushehr by self assessment method. The instrument for data collection was a valid and reliable questionnaire consisting of 73 items from seven categories which were devised from Benner's "from Novice to Expert" framework. The level of competence was assessed on a scale of 0-100 and the frequency of using the competencies was assessed on a Likert scale.Results: the nurses reported their overall level of competence as "good" (51-75). They felt more competent in the categories of "managing situations" and "helping role" (with maximum score of 79.54) and least competent in "teaching – coaching" and "ensuring quality" categories (with minimum score of 61.15). The frequency of practicing competencies had a positive correlation with the level of NURSING CLINICAL competence.Conclusion: The level of NURSING competence and frequency of using competencies varied in different hospitals. Although the nurses reported their overall level of competence as good, we should be concerned about 24% of competencies which are not used by the nurses, especially in "teaching – coaching" and "ensuring quality" categories.

Introduction: Simulation is a version of some real tools or work situations that tries to exhibit some behavioral features of an abstract or physical system through behavior of another system. The main purpose of application of simulation in health care is preparing students to confront with CLINICAL situations which can increase patients’ safety, decrease errors and refine nurses’ CLINICAL judgments. This approach decreases so much complications of learning which exist in real world. By this method, students gain the opportunity of learning SKILLs which in real world there is little possibility to gain them. Simulators are planned in a way that can show reaction against wrong actions of students and assist in correcting actions with proper feedback.Conclusion: Simulation leads to change in learner’s view, preparedness of learner to learn new roles and will also help learners towards understanding professional roles, exhibiting effective roles, and will increase learners’ interest and motivation and create critical thinking processes in learners.

The quality of health care mainly depends on how nurses work, which is the most important part of hospital services. The practical and CLINICAL nature of NURSING necessitates CLINICAL education to be planed in order to provide the chance of observing, imitating, supervising and have a feed back for NURSING students.Determining senior NURSING student's opinions about CLINICAL SKILLs level acquainted during their training period, a descriptive study was carried out in which data were collected through a self report questionnaire.The research focused on 251(221 female and 30 male) senior NURSING students of Iran, Tehran and Shahid Beheshti Universities of Medical Sciences.The results revealed that the SKILLs related to "assessment of vital signs" with the average of (87.5) were acquisited in level of "Experienced" or level (5). SKILLs related to "drug administration" and "infection control and wound care" with the averages of 77.76, 79.23 respectively were acquisited in level (4) or "Master". Moreover, more than 90% of the study sample had the opportunity to perform mentioned SKILLs more than once. The SKILLs related to "maintaining personal hygiene and movement", "collecting laboratory samples", "providing nutrition needs", "oxygenation and opening airways" and "providing urinary and bowel elimination" with the averages of 57.92, 61.65, 65.29, 65.46, 66.79 respectively were acquainted in level of "Supervised" or level(3). Meanwhile 20% of students never performed such SKILLs the investigators.It is concluded that although the level of "Supervised" is known as an expected level, most CLINICAL SKILLs are gained at this level or higher, but most of the students did not accomplished this level at all. So it is suggested that the expected level has to be well defined and the achievement to this level be provided in training programs. It also would be beneficial if researchers conduct studies on other domain of NURSING SKILL.