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Marzieh Hasanpour

Bio: Marzieh Hasanpour is an academic researcher from Tehran University of Medical Sciences. The author has contributed to research in topics: Health care & Nurse education. The author has an hindex of 16, co-authored 51 publications receiving 715 citations. Previous affiliations of Marzieh Hasanpour include Isfahan University of Medical Sciences.


Papers
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Journal Article
TL;DR: The results revealed that the main socio-cultural challenges to sexual health education for adolescents in Iran are affected by taboos surrounding sexuality, and it seems that cultural resistances are more important than religious prohibitions, and affect more the nature and content ofSexual health education.
Abstract: Background: Despite clear reasons for necessity of sexual health education for adolescents, it is a contested issue and has faced challenges in most cultures. Providing sexual education for non-married adolescents is culturally unacceptable in most Muslim societies. Objective: This qualitative study addressed socio-cultural challenges to sexual health education for female adolescents in Iran. Materials and Methods: Qualitative data from female adolescents (14-18 yr), mothers, teachers, authorities in health and education organizations, health care providers and clergies were collected in two large cities of Iran including Mashhad and Ahvaz through focus group discussions and individual in-depth interviews. Data were analyzed using conventional qualitative content analysis with MAXqda software. Results: Our results revealed that the main socio-cultural challenges to sexual health education for adolescents in Iran are affected by taboos surrounding sexuality. The emergent categories were: denial of premarital sex, social concern about negative impacts of sexual education, perceived stigma and embarrassment, reluctance to discuss sexual issues in public, sexual discussion as a socio-cultural taboo, lack of advocacy and legal support, intergenerational gap, religious uncertainties, and imitating non-Islamic patterns of education. Conclusion: It seems that cultural resistances are more important than religious prohibitions, and affect more the nature and content of sexual health education. However, despite existence of salient socio-cultural doubtful issues about sexual health education for adolescents, the emerging challenges are manageable to some extent. It is hoped that the acceptability of sexual health education for adolescents could be promoted through overcoming the cultural taboos and barriers as major obstacles.

110 citations

Journal ArticleDOI
TL;DR: This study supports the efficacy of non-pharmacologic pain management methods in children and recommends nurses are recommended to use local cold therapy and distraction to decrease pain intensity of penicillin intramuscular injection in 5–12-year-old children.

79 citations

Journal Article
TL;DR: Nursing education has placed great emphasis on C.T.T, and decision-making abilities increase along with the level of clinical expertise, therefore, nurse trainers must equip their students with such essential skills.
Abstract: According to Richard Paul, critical thinking (C.T.) is a unique kind of purposeful thinking, in which the thinker systematically, and habitually imposes criteria and intellectual standards upon the thinking, taking change of the construction of thinking, guiding the construction of the thinking according to the standards, and assessing the effectiveness of thinking according to the purpose, the criteria, and the standards. Critical thinking is very different from criticism; it is basically a positive activity, and in fact critical appraisal of situations is a positive and necessary process for growth and development within a society or an organization. Critical thinking is not confined solely to learning in higher education, but useful in all adult activities, including the interpersonal relationships and working activities. It is also considered an important aspect of professional practice in health, midwifery and nursing, especially in clinical nursing. Considering that nursing has changed its orientation from a job towards a profession, nurses, consequently, are diverted from task orientation to skill orientation, which requires certain cognitive and communication skills. Along with the expansion of the scope of nursing there is an ever-growing demand for the development of critical thinking skills in problem solving and decision making. In response to the need for independent decision making in the clinical setting, nursing education has placed great emphasis on C.T. Therefore, nurse trainers must equip their students with such essential skills. Brookfield offers a ten-point checklist for teaching C.T.: 1) Affirm critical thinkers’ self-worth 2) listen attentively to critical thinker 3) Show that you support critical thinkers' efforts 4) Reflect and mirror critical thinkers’ ideas and actions. 5) Motivate people to think critically 6) Regularly evaluate progress 7) Help critical thinkers to create networks 8) Be a critical teacher 9) Make people aware of how they learn critical thinking and, 10) Model critical thinking. According to Martin study (2002), “The Theory of Critical Thinking in Nursing” it is shown that C.T, and decision-making abilities increase along with the level of clinical expertise. Thus, the development of C.T. skills is recommend in nursing education.

64 citations

Journal ArticleDOI
TL;DR: The prevalence of sexual harassment against female nurses is high and is affecting mental, physical, emotional, social and psychological health of female nurses, and it is recommended policymakers to develop guidelines on work ethics, legality and counseling programs.
Abstract: Sexual harassment is complex and has occupational hazards in nursing Nurses experienced it than other employees Female nurses are with the highest rate in the profession Our aim was to determine the prevalence of sexual harassment against female nurses, the types, perpetrators, and health consequences of the harassment We undertook a systematic review to synthesize quantitative research studies found in Pubmed, Scopus, ProQuest, Web of Science and Google Scholar databases The studies included were observational, on sexual harassment against female nurse, full text, and published in peer-reviewed English journals up to August 2018 Two independent reviewers searched the articles and extracted data from the articles The quality of the articles was evaluated using the Modified Newcastle Ottawa Scale for Cross-Sectional Studies Quality Assessment Tool A descriptive analysis was done to determine the rate of items from the percentages or proportions of the studies The prevalence of sexual harassment against female nurses was 4315% It ranged 10 to 8730% The 35% of the female nurses were verbally, 326% non-verbally, 31% physically and 408% were being harassed psychologically The 4659% of them were harassed by patients, 4110% by physicians, 2774% by patients’ family, 20% by nurses and 178% were by other coworker perpetrators The 446% of them were developed mental problems, 3019% physical health problems, 6126% emotional, 5179% had psychological disturbance and 1602% with social health problems The prevalence of sexual harassment against female nurses is high Female nurses are being sexually harassed by patients, patient families, physicians, nurses, and other coworkers The harassment is affecting mental, physical, emotional, social and psychological health of female nurses It is recommended policymakers to develop guidelines on work ethics, legality and counseling programs Nursing associations to initiate development of workplace safety policy A safe and secure working environment is needed in the nursing practice and nursing curriculum in prevention strategy Research is needed on factors associated with sexual harassment Since only female nurses were the participants, it could not be representative of all nurses There was no fund of this review

57 citations

Journal Article
TL;DR: This study addresses parental experiences with the infant care in NICU, explores their concerns regarding nursing supports for parents and offers nurses’ perspectives on performing duties, and identifies emotional, psychotic and behavioral reactions as subcategories of stress.
Abstract: Background: In recent years significant medical science advances have been made in the field midwifery and infant care. The premature, low birth weight and ill infants are admitted to the technologically advanced NICU for care and they often require long‑term stay. This study addresses parental experiences with the infant care in NICU, explores their concerns regarding nursing supports for parents and offers nurses’ perspectives on performing duties. Materials and Methods: A qualitative inductive content analysis method was applied in 2011 that included a purposely selected group of parents, nurses and physicians from neonatal unit at the Medical Science University of Isfahan. Participants were surveyed and interviewed according to the institutional ethics committee approval and signed informed consents. Results: The content analysis identified two main categories: 1) the definition of stress, which consisted of misgivings, nervous pressure, imbalance, separation and 2) the parents’ reaction to stress, which revealed emotional, psychotic and behavioral reactions as subcategories. Discussion: The medical team awareness of NICU parent experiences is essential to the quality of care. Recognizing the type of parents’ reaction to the whole process by the healthcare team seems essential to the optimum outcome. Key words: Content analysis, NICU, nursing support, parental experiences, stress

55 citations


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TL;DR: Findings from the meta-analysis suggest that physical activity interventions can improve adolescents’ mental health, but additional studies are needed to confirm the effects of physical activity on children’s mental health.
Abstract: Evidence suggests that participation in physical activity may support young people’s current and future mental health. Although previous reviews have examined the relationship between physical activity and a range of mental health outcomes in children and adolescents, due to the large increase in published studies there is a need for an update and quantitative synthesis of effects. The objectives of this study were to determine the effect of physical activity interventions on mental health outcomes by conducting a systematic review and meta-analysis, and to systematically synthesize the observational evidence (both longitudinal and cross-sectional studies) regarding the associations between physical activity and sedentary behavior and mental health in preschoolers (2–5 years of age), children (6–11 years of age) and adolescents (12–18 years of age). A systematic search of the PubMed and Web of Science electronic databases was performed from January 2013 to April 2018, by two independent researchers. Meta-analyses were performed to examine the effect of physical activity on mental health outcomes in randomized controlled trials (RCTs) and non-RCTs (i.e. quasi-experimental studies). A narrative synthesis of observational studies was conducted. Studies were included if they included physical activity or sedentary behavior data and at least one psychological ill-being (i.e. depression, anxiety, stress or negative affect) or psychological well-being (i.e. self-esteem, self-concept, self-efficacy, self-image, positive affect, optimism, happiness and satisfaction with life) outcome in preschoolers, children or adolescents. A total of 114 original articles met all the eligibility criteria and were included in the review (4 RCTs, 14 non-RCTs, 28 prospective longitudinal studies and 68 cross-sectional studies). Of the 18 intervention studies, 12 (3 RCTs and 9 non-RCTs) were included in the meta-analysis. There was a small but significant overall effect of physical activity on mental health in children and adolescents aged 6–18 years (effect size 0.173, 95% confidence interval 0.106–0.239, p < 0.001, percentage of total variability attributed to between-study heterogeneity [I2] = 11.3%). When the analyses were performed separately for children and adolescents, the results were significant for adolescents but not for children. Longitudinal and cross-sectional studies demonstrated significant associations between physical activity and lower levels of psychological ill-being (i.e. depression, stress, negative affect, and total psychological distress) and greater psychological well-being (i.e. self-image, satisfaction with life and happiness, and psychological well-being). Furthermore, significant associations were found between greater amounts of sedentary behavior and both increased psychological ill-being (i.e. depression) and lower psychological well-being (i.e. satisfaction with life and happiness) in children and adolescents. Evidence on preschoolers was nearly non-existent. Findings from the meta-analysis suggest that physical activity interventions can improve adolescents’ mental health, but additional studies are needed to confirm the effects of physical activity on children’s mental health. Findings from observational studies suggest that promoting physical activity and decreasing sedentary behavior might protect mental health in children and adolescents. PROSPERO Registration Number: CRD42017060373.

482 citations

Journal ArticleDOI
TL;DR: All 4 faces pain scales most commonly used to obtain self-report of pain intensity in children for evaluation of reliability and validity and to compare the scales for preference and utility were found to be adequately supported by psychometric data.
Abstract: CONTEXT: Numerous faces scales have been developed for the measurement of pain intensity in children. It remains unclear whether any one of the faces scales is better for a particular purpose with regard to validity, reliability, feasibility, and preference. OBJECTIVES: To summarize and systematically review faces pain scales most commonly used to obtain self-report of pain intensity in children for evaluation of reliability and validity and to compare the scales for preference and utility. METHODS: Five major electronic databases were systematically searched for studies that used a faces scale for the self-report measurement of pain intensity in children. Fourteen faces pain scales were identified, of which 4 have undergone extensive psychometric testing: Faces Pain Scale (FPS) (scored 0–6); Faces Pain Scale–Revised (FPS-R) (0–10); Oucher pain scale (0–10); and Wong-Baker Faces Pain Rating Scale (WBFPRS) (0–10). These 4 scales were included in the review. Studies were classified by using psychometric criteria, including construct validity, reliability, and responsiveness, that were established a priori. RESULTS: From a total of 276 articles retrieved, 182 were screened for psychometric evaluation, and 127 were included. All 4 faces pain scales were found to be adequately supported by psychometric data. When given a choice between faces scales, children preferred the WBFPRS. Confounding of pain intensity with affect caused by use of smiling and crying anchor faces is a disadvantage of the WBFPRS. CONCLUSIONS: For clinical use, we found no grounds to switch from 1 faces scale to another when 1 of the scales is in use. For research use, the FPS-R has been recommended on the basis of utility and psychometric features. Data are sparse for children below the age of 5 years, and future research should focus on simplified measures, instructions, and anchors for these younger children.

454 citations

Journal ArticleDOI
TL;DR: Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulation learning strategies, and the self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.
Abstract: Background Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts Aims This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and metacognitive skills support the development of clinical reasoning skills Methods Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking Findings Reflective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skill acquisition This skill acquisition is best accomplished through teaching–learning attention to self-regulation learning theory A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts Conclusions Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulated learning strategies The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts

384 citations

Journal ArticleDOI
TL;DR: Using case studies in teaching will assist nurse educators in promoting active learning and help in developing critical thinking skills, which are extremely important for nurses and other health care professionals.

324 citations