mohamed elsayed hamed elzeky

@mans.edu.eg

medical surgical nursing / faculty of nursing
mansoura university



                 

https://researchid.co/mohamadelzeky

RESEARCH INTERESTS

medical surgical nursing
nursing education
cardiac nursing

4

Scopus Publications

Scopus Publications


  • The effect of virtual reality distraction on haemodialysis patients’ pain and anxiety during arteriovenous fistula puncture: a randomised controlled trial
    Mohamed EH Elzeky, Basma Salameh, Fadia Ahmed Abdelkader Reshia, Alaa A Sabry, Noha FM Shahine, and Eman A Mohamed
    SAGE Publications
    Background: Pain and anxiety during arteriovenous fistula (AVF) puncture are crucial factors affecting haemodialysis (HD) patients’ quality of life. Aim: The aim of this study is to assess the effect of virtual reality (VR) distraction on pain, anxiety, satisfaction and haemodynamics during AVF puncture. Methods: This randomised controlled trial study was conducted in a Haemodialysis unit at Mansoura University Hospital. Ninety-six patients were randomly divided into the intervention ( n = 48) and control ( n = 48) groups. Six minutes prior to the puncture, patients in the intervention group used VR glasses to experience a 360° ‘Relax River VR tour’, whereas patients in the control group received no intervention. Results: Following the intervention, pain, anxiety, systolic blood pressure and heart rate were significantly lower, and satisfaction scores were significantly higher in the intervention group than in the control group ( p < 0.05). Conclusion: VR distraction may help alleviate pain, anxiety and increase satisfaction. It may be considered a safe and cost-effective non-pharmacological therapy for HD patients undergoing AVF puncture.

  • Effects of an educational program using a virtual social network on nurses’ knowledge and performance of blood pressure measurement: a randomized controlled trial
    Mohamed E. H. Elzeky and Noha F. M. Shahine
    Springer Science and Business Media LLC
    Abstract Background Hypertension diagnosis, treatment, and follow-up depend on accurate blood pressure measurement; however, inaccurate measurement techniques are common among healthcare providers. To improve professional performance, continuous education is necessary. Distance education through virtual social network can be used as it is easy to use and accessible. Methods This study adopted a randomized controlled trial design and was conducted at two hospitals in Mansoura, Egypt. The subjects were selected from two hospitals using Stratified random sampling method in proportion to the total number of nurses. Seventy nurses were included in this study and were randomly divided into the intervention (n = 35) and control (n = 35) groups using block randomization. Data were gathered before and after intervention using a blood pressure measurement knowledge questionnaire and a blood pressure measurement observation checklist. The blood pressure measurement error (the difference between the BP determined by each observer and the reference BP) was calculated for the randomly selected recordings in both groups. The intervention group received 24 blood pressure measurement education sessions using WhatsApp, while the control group received only routine education using traditional lecture. Results No statistically significant differences in pretest knowledge scores, performance scores, and range of error were found between both groups, whereas, after intervention, knowledge scores were higher in the intervention group than those in the control group (p < 0.001). The range of error of systolic and diastolic blood pressure values significantly reduced after the intervention in the intervention group, and the posttest performance scores were higher than the pretest performance scores; however, the difference was not statistically significant. Conclusions The blood pressure measurement education program via WhatsApp was effective in increasing nurses’ knowledge and reducing the range of error; however, a multimodal approach may be required to improve performance scores. Trial registration Prospectively registered with ClinicalTrials.gov on 09/03/2021; registration number NCT04789642.

  • Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial
    Mohamed E. H. Elzeky, Heba M. M. Elhabashy, Wafaa G. M. Ali, and Shaimaa M. E. Allam
    Springer Science and Business Media LLC
    Abstract Background Flipped learning excessively boosts the conceptual understanding of students through the reversed arrangement of pre-learning and in classroom learning events and challenges students to independently achieve learning objectives. Using a gamification method in flipped classrooms can help students stay motivated and achieve their goals.  Methods This study adopted a randomized controlled study design with a pre-test and post-test and involved 128 nursing students at Mansoura University. This study randomly divided the students into the study and control groups. Data were collected at three time points using six tools. In the intervention group, Moodle was gamified for 6 weeks.  Results A significant difference in the students’ self-confidence (p = 0.021), skills knowledge (p < 0.001), intensity of preparation (p < 0.001), and motivation (p < 0.001) was observed between the two groups; however, no difference in the students’ skills performance (p = 0.163) was observed between the two groups after using gamified flipped classrooms. Conclusions Compared with the traditional flipped classrooms, gamified flipped classrooms improved nursing students’ motivation, intensity of preparation, skills knowledge, and self-confidence during laboratory clinical practice. Thus, gamification is a learning approach that can be implemented in conjunction with the flipped classroom model to motivate students to participate in the learning process. Trial registration. Prospectively registered with ClinicalTrials.gov on 26/04/2021; registration number NCT04859192.

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