Journal of Education and Health Promotion

Abstract BACKGROUND: Incivility is one of the significant challenges that affect nursing education. Uncivil
behaviors have a significant upward trend compared to the past in nursing education. This study
was conducted to explore academic incivility from the perspective of nursing students and faculty.
MATERIALS AND METHODS: This study was conducted in 2021 using a descriptive qualitative
method. Fifteen baccalaureate nursing students and six faculty were selected using purposeful
sampling method. Data was collected through in‑depth semi‑structured interviews, and a qualitative
content analysis was applied for data analysis.
RESULTS: Data analysis revealed four categories, namely, ineffective teaching–learning, inapposite/
unreasonable requests, behaviors disrupting mutually respectful environment, and academic
dishonesty, and 14 subcategories.
CONCLUSION: To reduce incivility, closer attention needs to be paid to the admission of faculty as
well as training them to use effective communication techniques and interactive teaching methods.
In addition, nursing students must be provided with the training about uncivil behaviors. Furthermore,
clear and precise rules and regulations concerning incivility incidence should be developed and
implemented in the universities.

Abstract BACKGROUND: Despite new anticoagulants’ developments, warfarin is still one of the most
commonly used medicines, particularly in the cardiovascular system. One of the significant challenges
with warfarin is the prevalence of dangerous side effects such as bleeding and drug and food
interactions, which can negatively affect patients if not adequately controlled. As health‑care team
members, nurses have a crucial role in prescribing this medicine and educating patients. In this
regard, this study was conducted to determine the knowledge and practice of nurses working in the
cardiovascular wards regarding warfarin.
MATERIALS AND METHODS: In this cross‑sectional, descriptive study, knowledge and practice
of 239 nurses working in the cardiovascular wards of teaching hospitals affiliated to Iran University
of Medical Sciences have been investigated using European Cardiovascular Nurses Knowledge
questionnaire on anticoagulants and the checklist for high‑risk drugs safety instructions. The sampling
was performed through the stratified sampling method with proportional allocation. Data were analyzed
using the SPSS software version 16 through descriptive and inferential statistics (independent t‑test,
one‑way analysis of variance, and Pearson correlation coefficient) (Inc., Chicago, IL, USA).
RESULTS: The mean scores of knowledge (18.51 ± 3.87) and practice (10.53 ± 2.12) were
slightly higher than the median, and the lowest mean score was related to knowledge on drug
interactions (7.62). The practice had a statistically significant relationship with knowledge (P ˂ 0.001).
Regarding demographic variables, there was a statistically significant relationship between nurses’
knowledge and the education level (P = 0.009) and nurses’ practice and age (P = 0.022), work
experience (P = 0.032), and work experience in cardiovascular wards (P = 0.036).
CONCLUSIONS: Based on the findings of this study, the knowledge of nurses working in the
cardiovascular wards about warfarin was not sufficient, and their practice was of poor quality. Nurses’
lack of knowledge and improper practice can jeopardize drug safety in patients and cause serious
side effects such as bleeding. Proper training of nursing students and nurses about warfarin as a
high‑risk drug, its side effects, and drug‑food interactions, and the emphasis on patient education in
patients receiving this medicine can effectively reduce the incidence of side effects.

Abstract BACKGROUND: Assessing how programs are implemented from the perspective of the learners
themselves is one of the most effective ways to improve the quality of continuing education. The aim
was to evaluate the implementation of in‑person continuing education programs from the perspective
of nurses.
METHODOLOGY: Setting of the study was the selected hospital of Isfahan University of Medical
Sciences (Al‑zahra hospital). This study is a descriptive cross‑sectional one. Using a researcher‑made
questionnaire, the implementation of continuing education programs in four areas of the aim,
educational techniques, educational content, and educational field was evaluated. The sample
consisted of 236 nurses working in these hospitals who participated in the study through convenience
sampling. Data were analyzed by SPSS software version 19 using descriptive statistics.
RESULTS: Based on the results, “the need for new content learning” was mentioned as the first
priority in continuing education programs. The majority of participants scored each of the following
domains (aim, educational techniques, educational content, and education field) as well as all items
related to the continuing education program evaluation as “moderate.”
CONCLUSION: Most nurses assessed the implementation of in‑person continuing education
programs implemented in Isfahan University of Medical Sciences in general and in each of the
domains as “moderate.” Therefore, in order to improve the quality of programs, it is necessary to
take steps to match the goals with the needs of learners, improve teaching techniques, improve the
quality of program contents, and optimize the scope of the programs.