Journal of Education and Health Promotion

Abstract BACKGROUND: Education is considered as one of the most important well‑known roles of nurses,
which is based on the patients’ needs and awareness level. Thus, training the skill to nursing students
is highly prioritized. The present study aimed to compare traditional and role‑play training methods
on nursing students’ performance and satisfaction in the principles of patient education course.
Materials and Methods: The present quasi‑empirical study was conducted in 2019 among 36
fourth‑semester nursing students at the School of Nursing in Borujen branch. In this regard, the
students were randomly divided into experimental (n = 18) and control (n = 18) groups and trained
through role‑play and traditional methods, respectively. The data were collected using demographic
questionnaire, training method satisfaction form, and student performance evaluation checklist (30
items), among which the two last ones were researcher made. Then, data were analyzed by SPSS
software version 19 and using descriptive and analytical statistical tests such as Chi‑square and
Mann–Whitney.
RESULTS: The results demonstrated a statistically significant difference (P < 0.05) between the mean
score of students’ satisfaction with teaching method in the control (17.15 ± 0.89) and experimental
groups (19.03 ± 1.49), as well as between that of their performance in the control and experimental
groups (115.31 ± 2.07 and 118.28 ± 3.59, respectively).
CONCLUSION: Based on the results, role‑play training method affected nursing students’
performance in the principles of patient education course higher. Thus, using the method in training
students and in‑service training for nursing personnel is recommended to education planners and
nursing education authorities for improving the skill.

Abstract BACKGROUND: Nursing students are generally trained to acquire the knowledge, skills, and
approaches required for solving problems and contradictions in life and at work. In fact, problem‑solving
skills are the core of effective nursing activities. Therefore, the aim of this study is to evaluate the
effectiveness of problem‑solving training on the promotion of emotional intelligence in nursing students.
MATERIALS AND METHODS: This interventional case–control study used a pretest‑posttest design.
All senior nursing students (n = 43) attending the seventh semester of their undergraduate studies at
Hazrat Fatemeh School of Nursing and Midwifery of Shiraz University of Medical Sciences were recruited
in the present study. The participants were randomly allocated to either the intervention group (n = 20)
or the control group (n = 23). The collected data were analyzed with SPSS software version 16.
RESULTS: While the mean standardized scores of Emotional Quotient Inventory of the two
groups were not significantly different before the intervention, the scores were significantly higher
in the intervention group both immediately and 2 months after the intervention. Comparison of the
standardized emotional intelligence scores revealed the intervention group to have significantly
higher mean scores immediately and 2 months after the intervention compared to baseline
scores (105.87 ± 9.82 and 109.44 ± 9.56 vs. 101.22 ± 10.93; P < 0.001). Such significant differences
were absent in the control group.
CONCLUSION: Using the results of this research in nursing education, it is possible to improve the
level of nurses’ knowledge and personal skills and to increase the level of services and increase
the satisfaction of the clients.

Abstract BACKGROUND: Proper distribution of general practitioners (GPs) is one of the challenges in all
health systems. This study aimed to investigate geographical distribution of GPs in public health
sector in Iran between 2010 and 2016.
METHODS: The study is a descriptive–cross‑sectional study. The population of provinces was
extracted from Iran’s National Statistic Center, while information on GPs was gathered from deputy
of statistic and information technology in Ministry of Health and Medical Education. Data analysis was
carried out using descriptive statistics, Gini coefficient (GC), and by drawing geographical distribution
map of GPs. Data analysis was performed by excel 2013, Stata V.14, and Arc GIS software.
RESULTS: The results of calculating the number of GPs per 100,000 population in Iran showed that,
in year 2010, Chaharmahal and Bakhtiari Province had the highest (10.39) and Alborz Province had
the lowest (0.66) number of per capita GPs. The highest number of GPs per 100,000 population
among Iran’s provinces belonged to Chaharmahal and Bakhtiari (8.97), while the lowest belonged
to Tehran (0.28) in year 2016. The GC was 0.31 in year 2010 and 0.283 for 2011. The lowest GC
belonged to year 2012 (GC = 0.272), while the largest coefficient belonged to year 2016 (0.356).
CONCLUSIONS: According to the results of this study, the distribution of GPs in public health sector
of Iran in between 2010 and 2016 showed inequality. Therefore, along with increasing the number
of GPs working in public health sector, it is necessary to pay attention to their distribution. Further
studies are needed to investigate inequality of GPs within and between the provinces.