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.
Parvaneh Asgari; Parvaneh Asgari; Mokhtar Mahmoudi; Fatemeh Bahramnezhad; Fatemeh Bahramnezhad; Fatemeh Rafiei; Mohammad Khajeh-Goodari
Volume 13, Issue 2 , June 2016, , Pages 133-141
Abstract
Background & Objective: Regarding the importance of nursing education promotion there is a need to use methods that have the ability to create knowledge and skills in students This study aimed to assess the effect of education (inquiry bedside education and routine approach to clinical education) ...
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Background & Objective: Regarding the importance of nursing education promotion there is a need to use methods that have the ability to create knowledge and skills in students This study aimed to assess the effect of education (inquiry bedside education and routine approach to clinical education) on critical care nursing students clinical learning Methods: This quasiexperimental study performed in the intensive care unit (ICU) of Valiasr hospital in Arak Iran during Octobers to March 2014 The subjects were 60 nursing students who were selected via census method and randomly were divided into three groups of 20 subjects After the administration of pretest students in the control group were educated using common method; in one of the experimental groups the inquirybased method and the other group bedside method were used for education for 10 days Then the three groups completed the questionnaires at the end of education again (posttest) Finally data were analyzed using ANOVA pairedt and independentt tests Results: The mean total score of the clinical skills and cognitive domain was significantly difference among the three groups after the intervention (F = 13675 degree of freedom = 2 P = 00001) After testing the homogeneity hypothesis of variances and using GamesHowell posthoc tests the total scores of training in bedside and inquirybased education were significantly more than the routine training after the intervention (P < 00001 and P = 00001 respectively) Conclusion: It seems that two methods inquirybased and bedside education enhanced clinical skills of students Therefore it is recommended to use these two methods of clinical educating to enhance students clinical learning
