Improving the mental health of nurses and investigating the factors affecting it leads to the improvement of job performance and the quality of nursing care. Aim: The present study aimed to determine the relationship between mental health, life satisfaction, and job satisfaction of nurses in Ilam city in 2022. The present correlational study was carried out on 160 nurses working in educational hospitals of Ilam city and was selected by stratified random sampling in 2022. A four-part questionnaire was used: the first part included a question on demographic information. Minnesota Satisfaction Questionnaire (MSQ) (1977), Diener et al.'s Satisfaction with Life Scale (SWLS) (1985), and Derogatis et al.'s Symptom Checklist-90 (SCL-9) (1973) were included in the second, third and the fourth parts, respectively. Results showed no significant relationship between the total score of mental health and the total score of job satisfaction. There was a significant relationship between the total job satisfaction score and life satisfaction score (r=0.267, p=0.001). There was also an inverse and significant relationship between the total mental health score and the life satisfaction score (r=0.294, p=0.001). The collected data was analyzed using descriptive tests (frequency, mean percentage, and standard deviation) and non-parametric Spearman and Kruskal-Walli’s correlation tests in SPSS ver. 22. P- value<0.05 was considered as the significance level in all tests. Job satisfaction is effective in creating motivation, efficiency, responsibility, and social accountability in the personnel of any organization. Job dissatisfaction can lead to complications such as job burnout, illness, absenteeism, the job left, leaving many nursing jobs, and the reluctance of the young workforce to attend the wards. Therefore, it is necessary to make further efforts in this field by healthcare policymakers.
In this descriptive-analytical study, 110 nurses working in educational hospitals of the Ilam University of Medical Sciences were included. Participants were selected using a random sampling method. The data collection tools were the demographic information form, the moral intelligence questionnaire of Lenik and Kiel (2005), and the standard clinical competency assessment questionnaire (CIRN). Data were analyzed using SPSS software, version 21. Descriptive and inferential statistical tests were used to analyze the data. The mean ± SD score of nurses' moral intelligence and clinical competency was estimated at 157.59 ± 26.60 and 136.65 ± 46.08, respectively. Fifty-one percent of participants had low clinical competency, and 46% had high clinical competency. There was a significant association between moral intelligence and clinical competency (p<0.001, r=0.517). The moral intelligence and clinical competency of nurses were significantly associated with age, education status, work experience, employment status, and rank/position (P<0.05). A negative association was found between working unit/ ward and clinical competency (P<0.05).
Clinical competence means a person's ability to use techniques on time, to communicate effectively with others, and to benefit from the knowledge and clinical reasoning ability when responding to different clinical situations in such a way that a person can use these skills at all times. The aim of the study is the relationship between clinical competence and ethical reasoning and the factors affecting it in nurses working in therapeutic educational centers of Ilam. Methods: In this descriptive-analytical study, 110 nurses working in three therapeutic educational centers in Ilam city were randomly selected. Demographic information forms, standard nursing clinical competence questionnaire (NCCQ), and nursing dilemma test (NDT) were used to collect data. The results also showed a positive and significant relationship between age, level of education, years of work experience, employment status, and occupational role with clinical competence and ethical reasoning (P<0.05). On the other hand, there was an inverse and significant relationship between the workplace and clinical competence and ethical reasoning (P<0.05). Data analysis was carried out using Descriptive statistics (frequency, percentage, mean and standard deviation) and analytical tests (Pearson correlation tests and analysis of variance) in SPSS. P-value< 0.05 was considered as the significance level. Using the results of the present study, nursing education planners and managers can periodically organize workshops on nursing ethics and nursing problems in hospitals and universities. Moreover, clinical competence and ethical reasoning should be taken into account when training nursing personnel in university classrooms and in-service courses.
