Sakineh Sabzevari; Abbas Abbaszadeh; Fariba Borhani
Volume 10, Issue 3 , October 2013, , Pages 385-397
Abstract
Background & Objective: Identifying clinical education problems is a challenge in training staffs and professional role acceptance This study aimed to identify nursing faculty perception from student evaluation challenges in medical surgical wards Methods: This was a descriptive qualitative ...
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Background & Objective: Identifying clinical education problems is a challenge in training staffs and professional role acceptance This study aimed to identify nursing faculty perception from student evaluation challenges in medical surgical wards Methods: This was a descriptive qualitative study Participants were 14 nursing faculty members and purposeful sampling was used until data saturation Interview was done for data collection All the interviews were recorded and then transcribed and analyzed Software One Note 2010 was used for documentation of interviews and extracted codes Manifest content analysis was used for data analysis Results: Four themes and 14 categories were emerged including superficial evaluation (face evaluation evaluation with invalid instrument modeless evaluation and detail center evaluation) unreal center evaluation (theory based evaluation unprofessional based evaluation tact based evaluation and help to average rise based evaluation) betbased evaluation (conservative evaluation student recompensebased evaluation of teacher and cliché type evaluation) and incomplete evaluation (unintegrated evaluation unclear evaluation and to digress of criterion reference evaluation) Conclusion: Modeless and noninstrumental evaluation was reported as important subjects that emphasized by faculty members Some interventions for fair evaluation were recommended as using valid instrument and proper approaches based on short and long goals for competent graduated to health care system entry
Abbas Abbaszadeh; Fariba Borhani; Sakineh Sabzevari; Zohre Eftekhari
Volume 10, Issue 2 , August 2013, , Pages 260-270
Abstract
Background & Objective: There are two basic learning approaches in academic education deep and surface If educational assessment is designed based on deep understanding it will lead to deep learning This study aimed to investigate conventional methods of assessment in medical surgical courses ...
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Background & Objective: There are two basic learning approaches in academic education deep and surface If educational assessment is designed based on deep understanding it will lead to deep learning This study aimed to investigate conventional methods of assessment in medical surgical courses and its relationship with learning approaches in nursing students of Kerman University of Medical Sciences Iran in 2010 Methods: This is a descriptive analytic study A questionnaire consisting of three sections including personal characteristics assessment methods and the revised twofactor study process questionnaire (RSPQ2F) was completed by 198 nursing students Data were analyzed using SPSS and by means standard deviation frequency Students ttest ANOVA Pearson correlation and Rho Results: The most used assessment methods were multiple choice question (MCQ) and Direct Observation Procedural Skills (DOPS) The mean score of deep learning approach was 3427 ± 5006 and of surface learning approach was 3121 ± 552 Regarding the relationship between learning approaches and assessment methods results showed a significant difference (P < 005) MCQ and DOPS alone resulted in the surface approach but a combination of tests and projects in written and DOPS tests lead to deep learning approach in clinical tests (P < 005) Conclusion: Using MCQ and DOPS without concentration on reflection and problem solving lead to surface approach As common assessment methods in this study led to surface approach using projects in written and clinical assessment for deep approach lifelong learning and student empowerment for their future responsibilities is suggested
Fariba Borhani; Fatemah Alhani; Eisa Mohammadi; Abbas Abbaszadeh
Volume 8, Issue 1 , July 2011, , Pages 67-80
Abstract
Background & Objective: Ethical competency in nursing means performing nursing cares based on bioethics This type of competency is an important factor in improving the quality of nursing cares Realizing the obstacles of acquiring ethical qualification by nursing students is one of the basic necessities ...
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Background & Objective: Ethical competency in nursing means performing nursing cares based on bioethics This type of competency is an important factor in improving the quality of nursing cares Realizing the obstacles of acquiring ethical qualification by nursing students is one of the basic necessities towards nursing education development The development of ethical competency is one of the most important strategies which can help in improving nursing students capabilities and professional development This study aimed to identify the barriers to acquiring ethical qualification by nursing students through content analysis of their experiences Methods: A qualitative study was conducted using a content analysis approach Convenience sampling was employed to select 25 nursing students studying in nursing schools of Tehran public universities Tehran Iran Data were collected through semistructured interviews which were tape recorded and transcribed verbatim Data were analyzed using descriptive content analysis approach according to Graneheim and Lundman method Results: Eight themes emerged from data analyses including lack of motivation and interest of the students in their profession insufficient selfawareness the shortage of expert nursing instructors in ethics science inadequacy of curriculum inappropriate ethical teaching methods problems in evaluation of ethical characteristics poor interpersonal relationships and constraints in clinical setting Conclusion: It seems that in developing nursing students ethical competency both contexts and individuals have a role Therefore barriers of ethical competency should be sought in various aspects The present study provides special classification of obstacles that because of growing from a unique study context can be helpful in planning for the development of professional nursing ethics in education and clinical services Also the findings of this study can provide a base for further researches on this subject