Elham Azmoudeh; Hossein Karimi Moonaghi
Volume 12, Issue 3 , November 2015, , Pages 512-524
Abstract
Background & Objective: Due to the increasing development of knowledge and constant encountering of new dimensions of modern treatmentcare procedures the ability to use selfdirected learning methods is considered as an important professional competency for midwifery students Thus evaluation of factors ...
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Background & Objective: Due to the increasing development of knowledge and constant encountering of new dimensions of modern treatmentcare procedures the ability to use selfdirected learning methods is considered as an important professional competency for midwifery students Thus evaluation of factors effective on the selfdirected learning procedure is of grave importance The aim of this study was to determine the readiness of midwifery students of Mashhad University of Medical Sciences Iran for selfdirected learning and identify its effective factors Methods: In this descriptive analytical study 170 undergraduate and masters students in midwifery and PhD students in reproductive health participated Data gathering instruments included Fishers SelfDirected Learning Readiness Scale (SDLRS) and the Effective Factors on SelfDirected Learning Inventory Data were analyzed using SPSS software and descriptive and inferential statistical methods Results: The mean age of the participants was 2403 ± 571 years In addition 707% of students had high scores in SDLRS There were significant differences in students SDLRS scores based on educational degree age degree of interest in the educational field marital status and occupation (P < 005) Conclusion: The results showed that individuals at risk of low selfdirected learning capability can be identified based on degree of interest in their educational field age marital status and occupation
Hossein Karimi Moonaghi; Roghayeh Zardosht
Volume 12, Issue 1 , May 2015, , Pages 98-107
Abstract
Background & Objective: Learning theories focus on individuals way of learning Cognitive learning theory emphasizes the importance of the internal process of the learner and includes several known prospects such as Gestalt data processing or information processing meaningful learning concept ...
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Background & Objective: Learning theories focus on individuals way of learning Cognitive learning theory emphasizes the importance of the internal process of the learner and includes several known prospects such as Gestalt data processing or information processing meaningful learning concept mapping exploration methods selfefficacy and selfregulation Each of these perspectives emphasizes a specific aspect of cognition Limited information exists on the processes and approaches used by nursing students in learning The present research was conducted in order to determine the role of cognitive theory in nursing education Methods: In this study library and search databases [Medline Google Scholar Scientific information database (SID) and Magiran] were search using the keywords learning theory cognitive theory and nursing education All literature published from 2000 to 2013 were selected Subsequently each approach to this theory in nursing education was studied Results: The key principles of Gestalt in connection with the care and education of patients include mental organization towards simplicity balance and discipline guided by the patients desire and a simple and clear description of the illness Application of information processing theory in nursing education consists of compliance of occupation with mindset and acceptance of and respect for different ways of thinking among people working in the health care environment Concept mapping is a metacognitive strategy for training nursing students on learning methods and exploration method is the factor which increases the confidence of nurses Selfefficacy emphasizes the importance of acquisition and application of knowledge and development and improvement of scientific and professional skills Moreover nursing students with greater achievements are learners who show selfregulation Conclusion: In the 21st century nursing has undergone numerous changes and nurses are forced to deal with patients with a wider range of pathologies and chronic and underlying diseases For satisfactory performance in such an educational environment nurses require cognitive and metacognitive skills Educational applications of social cognitive learning theory in nursing include model orientation teaching new behaviors and skills encouraging previously learned behaviors directly and indirectly teaching of the prevention of chronic diseases increasing patients independence and effectiveness This study provided valuable knowledge on cognitive theory in nursing education Thus the introduction application and study of this theory in nursing education are recommended
Hossein Karimi Moonaghi; Roza Montazeri
Volume 11, Issue 4 , February 2015, , Pages 420-433
Abstract
Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula ...
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Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula of medical education discipline in the universities of Dundee (Scotland) Calgary (Canada) and Maastricht (Holland) with Iran Methods: Data were gathered by searching university websites and communicating with them The 3 universities of Dundee Calgary and Maastricht which had a high ranking in the medical education major were selected as the study sample The research model used in this study was the Beredy model that specifies the four stages of description interpretation proximity and comparison in comparative studies Results: The universities of Dundee Calgary and Maastricht in stating the general characteristics of curriculum have clearly focused on education in the field of medical sciences Elements of mission vision and value were not observed in their curricula In the universities of Dundee and Maastricht educational strategies and the reason for their application and the manner of course presentation had been explained All 3 universities enrolled bachelor students The course of research in education was emphasized by all universities Conclusion: Based on this comparative study the curriculum of medical education in Iran seems complete and comprehensive However for quality improvement the revision of goals and strategies of the discipline is necessary Moreover the presentation of courses in two forms of virtual and traditional education admission of bachelor (BSc) students replacement of compensatory course with prerequisite courses and emphasizing of research method in education courses are recommended