Document Type : Original Article
Authors
- . Javad Vatani
- . Shima Javadifar 1
- . Mohammad Ali Shahabi Rabori 2
- . Zahra Khanikosarkhizi 3
- . Tayebeh Ilaghinezhad Bardsirii 4
- . Ehsan Mazloumi 5
- . Naser Dehghan 6
- . Ali Sadeghi Moghaddam 7
- . Alireza Khammar 8
- . Mehdi Raei 9
1 Department of Occupational Medicine, Iran University of Medical Sciences, Tehran, Iran,
2 Department of Anatomical Sciences, Afzalipour Faculty of Medicine, Kerman Medical University, Kerman, Iran
3 Student Research Committee, Kerman Medical University, Kerman, Iran
4 4 Instructor of Neonatal Intensive Care Nursing, Bam University Medical Sciences, Bam, Iran
5 Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran
6 Occupational Medicine Research Center, Iran University of Medical Sciences, Tehran, Iran
7 Department of Nursing, Dezful University of Medical Sciences, Dezful, Iran,
8 Department of Occupational Health, Zabol Medicinal Plants Research Center, Zabol University of Medical Sciences, Zabol, Iran
9 Health Research Center, Life Style Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
BACKGROUND: The improvement of the knowledge, skill, and attitude of nurses working at the
intensive care unit (ICU) through implementing training need assessment and holding continuous
in‑service training courses are of main requisites for providing better health services to the community.
Based on this, in the present work, we are looking for the identification and prioritization of the training
need of intensive care nurses in the Zabol University of Medical Sciences’ hospitals.
MATERIALS AND METHODS: As a cross‑sectional, descriptive study, including two phases of
identification and prioritization of training needs of ICU nurses, it was conducted by a close‑ended
researcher‑made questionnaire for collecting the data on training needs from the viewpoint nursing
officials, supervisors, and head nurses of the ICU wards in the first phase and a multiple‑choice
scientific test plus a checklist for measuring the knowledge and skill of the nurses in the ICU in the
second phase. In both phases, census method was used for collecting the data. The validity and
reliability of data‑gathering tools, mentioned above, were tested and verified before gathering data.
Data were analyzed with the descriptive statistics.
RESULTS: The results indicated that ventilator setting according to arterial blood gas sampling
and interpretation (77.81), cardiac monitoring, detecting dysrhythmia and taking immediate
intervention (73.04), ventilator setting according to patient’s respiratory status (68.61), airway
management, oxygenation and intubation (64.39), and adults cardiopulmonary resuscitation (61.77)
were the high‑priority training needs of the nurses successively.
CONCLUSION: To improve the quality of training programs and upgrading the knowledge, skill,
and attitude of nurses working at ICU, the significance and the weight of each training titles should
be determined according to the standards and the continuous in‑service training plan along with
nurses’ training needs and duties.
Keywords
USA: Jones & Bartlett Publishers; 2015.
2. Martin B, Koesel N. Nurses’ role in clarifying goals in the intensive
care unit. Crit Care Nurse 2010;30:64‑73.
3. Kelly DM, Kutney‑Lee A, McHugh MD, Sloane DM, Aiken LH.
Impact of critical care nursing on 30‑day mortality of mechanically
ventilated older adults. Crit Care Med 2014;42:1089‑95.
4. Association AN. Position Statement: Nurses’ Roles and
Responsibilities in Providing Care and Support at the End of Life;
2018.
5. Xu JH. Toolbox of teaching strategies in nurse education. Chin
Nurs Res 2016;3:54‑7.
6. Darvish A, Bahramnezhad F, Keyhanian S, Navidhamidi M.
The role of nursing informatics on promoting quality of health
care and the need for appropriate education. Glob J Health Sci
2014;6:11‑8.
7. Pande S, Kolekar B. Training programs of nurses working in
intensive care unit. Int J Adv Res Manag Soc Sci 2003;2:317‑29.
8. Kurtz S, Draper J, Silverman J. Teaching and Learning
Communication Skills in Medicine. USA: CRC press; 2017.
9. Nelson JE, Cortez TB, Curtis JR, Lustbader DR, Mosenthal AC,
Mulkerin C, et al. Integrating palliative care in the ICU: The nurse
in a leading role. J Hosp Palliat Nurs 2011;13:89‑94.
10. Black AT, Balneaves LG, Garossino C, Puyat JH, Qian H.
Promoting evidence‑based practice through a research training
program for point‑of‑care clinicians. J Nurs Adm 2015;45:14‑20.
11. Hardcastle JE. The meaning of effective education for critical care
nursing practice: A thematic analysis. Australian Critical Care
2004;17:114‑22.
12. Nau J, Dassen T, Halfens R, Needham I. Nursing students’
experiences in managing patient aggression. Nurse Educ Today
2007;27:933‑46.
13. Hojat M. Need assessment of nursing personnel of Jahrom
university of medical sciences using Delphi technique in 2008.
Iran J Med Educ 2011;10:464‑73.
14. Löfmark A, Hannersjö S, Wikblad K. A summative evaluation
of clinical competence: Students’ and nurses’ perceptions of
inpatients’ individual physical and emotional needs. J Adv Nurs
1999;29:942‑9.
15. Khandan M, Vosoughi S, Azrah K, Poursadeghiyan M,
Khammar A. Decision making models and human factors: TOPSIS
and Ergonomic Behaviors (TOPSIS‑EB). Management Science
Letters. 2017;7(2):111‑8.
16. Marshall AP, Currey J, Aitken LM, Elliott D. Key stakeholders’
expectations of educational outcomes from Australian critical care
nursing courses: A Delphi study. Aust Crit Care 2007;20:89‑99.
17. Alimohammadian M, Khalilollahi S, Khamesipour A, Dowlati Y.
Evaluation of immunogenicity, specificity, sensitivity and potency
of standard leishmanin reagant produced in Iran. J Ardabil Univ
Med Sci 2006;6:268‑77.
18. Pourmirza Kalhori R, Saboor B, Naderi Pour A, Almasi A, Godarzi A, Mirzaee M. Survey of the awareness level of nurses
about last guidelines of cardiopulmonary resuscitation (CPR) in
educational hospitals.J.Crit.Care Nurs. 2012;5 (2):77‑86.
19. Miracle VA. Medication errors. Dimens Critical Care Nurs
2009;28:51‑2.
20. Dimant J. Medication errors and adverse drug events in nursing
homes: Problems, causes, regulations, and proposed solutions.
J Am Med Dir Assoc 2001;2:81‑93.
21. Nasiriani K, Farnia F, Salimi T, Shahbazi L, Motavasselian M.
Nursing Graduates’ Self‑assessment of their Clinical Skills
Acquired in Medical‑Surgical Wards . Iranian Journal of Medical
Education 2006; 6(1):93‑100.
22. Khandan M, Eyni Z, Ataei manesh L, Khosravi Z, Biglari H,
Koohpaei AR, et al:, Relationship between Musculoskeletal
Disorders and Job Performance among Nurses and Nursing Aides
in Main Educational Hospital in Qom Province, 2014, Research
Journal of Medical Sciences 2016;10:307‑12.