Fatemeh Keshmiri; Seyedeh Elham Fazljoo
Abstract
Background: Reflection plays an important role in in-depth learning. Reflective ability must develop among students of medical sciences.Objectives: The aim of this study was the psychometric assessment of the Reflection in Learning Scale and evaluating this ability among nursing students.Methods: This ...
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Background: Reflection plays an important role in in-depth learning. Reflective ability must develop among students of medical sciences.Objectives: The aim of this study was the psychometric assessment of the Reflection in Learning Scale and evaluating this ability among nursing students.Methods: This descriptive-analytical cross-sectional study was conducted on nursing students of Shahid Sadeghi University of Medical Sciences (Yazd, Iran) in 2019.The participants selected by the census. The research was conducted in two phases. In the first phase, the validity (qualitative and quantitative methods), Confirmatory factor analysis, and reliability of Reflection in Learning Scale were evaluated. In the second phase, the reflection in learning was assessed using this tool. Data were analyzed using descriptive and analytical tests by SPSS software.Results: The content and face validity of the scale were confirmed. Internal consistency of the instrument was 0.92 using Cronbach's alpha coefficient and ICC of 0.90 determined. Confirmatory factor analysis revealed acceptable indices: goodness of fit index =0.89, standardized root mean square residual (SRMR) = 0.06, root mean square error of approximation = 0.18. Learners' reflection ability with a mean score of 4.37 ± 1.04 was at a moderate level.Conclusion: The Persian version of Reflection in Learning Scale is a valid and reliable tool and can be used to assess reflection abilities in learners. Nursing students' reflection ability was at a moderate level. Therefore, planning to assess reflection ability in nursing education by the tool is recommended.
Fatemeh Bahramnezhad; Bahareh Shahbazi; Parvaneh Asgari; Fatemeh Keshmiri
Abstract
Context Evaluation of different education systems or approaches can help improve educational quality. To implement a program successfully, it is essential to examine the curricula of leading countries from different aspects. The present study aimed at comparing the bachelor of science in nursing (BSN) ...
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Context Evaluation of different education systems or approaches can help improve educational quality. To implement a program successfully, it is essential to examine the curricula of leading countries from different aspects. The present study aimed at comparing the bachelor of science in nursing (BSN) programs at nursing schools of McMaster in Canada, Hacettepe of Turkey, and Tehran (Iran). Evidence Acquisition The current descriptive-comparative study was performed in 2016 using the Brody method; the BSN programs were compared among Nursing School of Tehran University of Medical Sciences in Iran, Faculty of Nursing at Hacettepe University of Turkey, and McMaster School of Nursing in Canada. Results In the BSN program curricula of Tehran and Hacettepe universities, no correlation was found between contents and educational goals (theoretical and clinical), while a significant conformity was found between the theoretical and clinical goals of courses offered in the BSN curriculum of McMaster University. The ability to transfer leadership, management, communication, critical thinking, and clinical decision-making skills were formally ignored in the BSN curriculum of University of Tehran, while the mentors act just as a role model. There were programs and workshops for practicing critical thinking in Hecettepe University, while the evidence-based nursing and research in nursing were stressed in educational goals; the points disregarded in the curriculum of the BSN program of the University of Tehran. Conclusions It seems that the School of Nursing and Midwifery of Tehran University of Medical Sciences should reconsider educational goals and content and pay more attention to issues such as problem solving, critical thinking, clinical judgment, and efficient leadership skills, as well as creativity and innovation.
