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Background: There is valid evidence that supports the impact of active teaching methods on student-related outcomes. One of these active teaching-learning approaches is co-teaching. This study aimed to determine the effect of co-teaching on nursing students' academic engagement and exam anxiety. Method: This study was conducted with a two-group semiexperimental design. In total, 35 undergraduate nursing students in the second semester of 2021-2022 at Lorestan University of Medical Sciences, who had chosen the Fundamental of Nursing course, was selected by whole enumeration based on the inclusion criteria. Teaching was provided conventionally for the control group (n =18) while co-teaching was done for the intervention group (n = 17). The participants completed the academic engagement scale and the exam anxiety scale at two parts: the end of the 10th session and the end of the 20th week. Data were analyzed using t-test, paired t-test, and chisquare in Stata 17 software. Results: The results showed that the collaborative teaching approach, compared to conventional teaching, had no significant difference in the students' average score of academic involvement and test anxiety. Conclusion: The co-teaching method did not show any difference in the variables of academic involvement and test anxiety compared to conventional teaching. More studies are suggested to plan coteaching methods. [ABSTRACT FROM AUTHOR]

Background: Jaundice is a physiological phenomenon and common disorder in the neonatal period. Jaundice occurs in the first month of life in 60% of term and 80% of preterm neonates, leading to hospitalization. The present study aimed to determine the effect of oral zinc sulfate on serum bilirubin levels in the neonates undergoing phototherapy. Methods: This randomized clinical trial was conducted on 90 normal term neonates aged more than 24 hours with the total serum bilirubin of 14-19 mg/dc, who were admitted to the neonatal ward of Shahid Madani Hospital in Khorramabad, Iran for uncomplicated jaundice. Based on the inclusion criteria, these infants were divided into two groups of experimental (n=45) and control (n=45) via block random allocation. Infants in the control group only received phototherapy, and the experimental group received oral sulfate zinc (5 mg b.i.d.) in addition to phototherapy. Total serum bilirubin levels were measured upon admission and 24 and 48 hours after admission. Results: No significant differences were observed between the experimental and control groups in terms of age, gender, birth weight, hemoglobin level, reticulocyte percentage, and total serum bilirubin at the beginning of the study (P>0.05). Comparison of the bilirubin levels using repeated measures ANOVA at different times indicated significant differences in the neonatal serum values and blood cell counts between the study groups (time effect) (F=598.078; P<0.001). However, no significant difference was observed difference in the bilirubin levels between the experimental and control groups (group effect) (F=0.103; P=0.749). Additionally, the interactive time-group effect was not statistically significant. Conclusion: Although oral zinc salts inhibit the enterohepatic circulation of bilirubin, they might not be effective in the treatment of physiological jaundice in neonates. Due to the lack of human studies on the effect of oral zinc salts, further investigation is recommended. [ABSTRACT FROM AUTHOR]

Objective: To identify nursing instructors' clinical education competencies., Methods: The integrative review comprised research articles published between 2008 and 2018 on Medline, Scopus, Web of Science and Education Information Resource Centre databases searched through relevant key words. All the short listed papers were reviewed and quality assessment was done. Data was analysed using content analysis method. Nursing instructors' clinical education competencies were extracted from the original texts in the form of initial codes which were categorised into subcategories and categories based on comparisons of their similarities and differences. Finally, themes were extracted as expression of content hidden in the data to generate new insights., Results: Of the 17 studies selected, 6(35.3%) were quantitative, 4(23.5%) qualitative, 3(17.6%) review studies and 4(23.5%) were mixed-methods studies. Three overarching themes identified were clinical teaching process competencies, students' supervision competencies in clinical settings and nursing instructors' professional ethics., Conclusions: The review provides insightful information on nursing instructors' clinical education competencies. Nursing educational institutions need to be encouraged to incorporate these concepts into educational curricula to empower nursing instructors and to enhance the quality of clinical education.