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
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