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Abstract book 6th RMS 16.indd

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17.3, df: 1, p= 0.00) were more willing to<br />

undergo mammography screening in the<br />

future than those who did not. Meanwhile<br />

neither those who had CBE performed to<br />

them (X2= 2.7, df: 1, p= 0.06) nor those<br />

who had a mammography (X2= 2.3, df: 1,<br />

p= 0.06) had significantly higher intention<br />

to mammography screening in the future.<br />

Conclusion: Although women in Jordan<br />

showed positive attitudes toward breast<br />

cancer screening, Jordan is still witnessing<br />

underutilization of screening services.<br />

Reasons prohibiting women from screening<br />

should be further explored.<br />

225<br />

Psychological Distress and Perceived<br />

Support among Jordanian Parents<br />

Living with a Child with Cerebral<br />

Palsy: A Cross Sectional Study<br />

Ekhlas Al Gamal*, Prof Tony Long<br />

* BSc, MSc, PhD, RN Assistant Professor Faculty<br />

of Nursing The University of Jordan, Amman<br />

(Jordan)<br />

e.algamal@ju.edu.jo<br />

Objectives: The purpose of this study was<br />

to provide insight into the psychological<br />

distress and perceived support among<br />

Jordanian parents living with a child with<br />

cerebral palsy.<br />

Methods: In 2010, A cross sectional,<br />

descriptive, correlational design was used<br />

with a non-probability sample of 204<br />

Jordanian parents. Both mothers and<br />

fathers, interviewed individually rather<br />

than in pairs, were recruited from health<br />

care centres that provided comprehensive<br />

care for children with cerebral palsy in<br />

Jordan and from designated schools<br />

for special education. The Gross Motor<br />

Function Classification System (GMFCS),<br />

the Perceived Stress Scale (PSS), the Beck<br />

Depression Inventory (BDI), the Strengths<br />

and Difficulties Questionnaire (SDQ) and<br />

the Multidimensional Scale of Perceived<br />

Social Support (MSPSS) were administered<br />

to parents. Descriptive statistical analysis<br />

was applied. Bivariate correlation<br />

analysis was undertaken to examine the<br />

relationship between variables.<br />

Results: More than 60% of parents<br />

often felt nervous and stressed. The mean<br />

score on the PSS was 27.0 (SD=9.33) and<br />

the mean score on the MSPSS was 58.9<br />

(SD=15.1). Severe disability in the child<br />

was associated with high mental distress in<br />

the parent and linked to low support from<br />

friends. There was a significant negative<br />

correlation between parental stress,<br />

depression and social support. Parents<br />

with the most psychological distress were<br />

the least-well supported.<br />

Conclusion: This study has implications for<br />

health professionals in terms of developing<br />

strategies for reducing parental stress. The<br />

findings will inform an intervention study<br />

to investigate multi-professional support.<br />

226<br />

The Effect of Mentorship Orientation<br />

Program on Teaching Self-Efficacy of<br />

New Nurse Faculty<br />

Nuha Remon RN*, Taghreed Darabaa RN,<br />

Nawal Aqrabawi RN<br />

* Nursing Director Office Manager, D<strong>RMS</strong>,<br />

Nursing Directorate (Jordan)<br />

witch7_us@yahoo.com<br />

Objectives: Few studies discussed the<br />

application of orientation programs<br />

on the new nurse teachers with no<br />

documented studies done in Jordan. The<br />

aim of this study was to examine the effect<br />

of mentorship orientation program on<br />

Teaching Self-Efficacy of new nurse faculty<br />

in Royal Medical Services Nursing College.<br />

Methods: A pilot study of one group<br />

pretest- post test design was conducted<br />

over one year during the 2010/2011<br />

semesters. Eight nurses who met the<br />

inclusion criteria were recruited. Teaching<br />

Self-Efficacy was measured using Self<br />

Efficacy Toward Teaching Inventory (SETTI)<br />

before, during and after the program.<br />

Session group was conducted as an<br />

innovative method of mentorship and<br />

evaluation.<br />

Results: The study findings showed that<br />

the participants’ Teaching Self-Efficacy<br />

levels were 118.5, 116.4, 104.3 pre,<br />

during and post program respectively.<br />

Using Freidman nonparametric test, there<br />

was statistically significant difference (x2=<br />

12, df=2, p= 0.002) between the means of<br />

before, during and after the program total<br />

scores of Teaching Self-Efficacy.<br />

Conclusion: Applying mentorship<br />

orientation program as a mandate element<br />

of preparing the new nurse faculty is<br />

needed to make those nurses aware of<br />

their teaching self efficacy in order to<br />

become more powerful credible teachers.<br />

However, we recommend conducting the<br />

125 www.jrms.gov.jo

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