Samira Gholamian; Katayun Alidoosti; Shahrzad Zolala; Sakineh Sabzevari
Abstract
Background: From the past to the present, the traditional lecturing method has been the usual and preferred method for teaching, and instructors use learner-oriented methods such as group discussion less due to reasons such as being time-consuming and low-experienced in both groups of learners and professors ...
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Background: From the past to the present, the traditional lecturing method has been the usual and preferred method for teaching, and instructors use learner-oriented methods such as group discussion less due to reasons such as being time-consuming and low-experienced in both groups of learners and professors in this regard.Objectives: The present study was conducted to compare the effect of implementing the competency-based education model on the clinical skills among midwifery students.Methods: This study was semi-experimental; the samples consisted of 34 midwifery students randomly assigned to two experimental and control groups. The procedures of pelvic examination, Leopold maneuvers, and suturing were taught in the form of competency-based education during six 60-minute sessions for the experimental group, and the control group was trained according to the conventional method. The required information was collected by the triple skills checklist, and finally, the data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) test in SPSS software.Results: After the intervention, in the experimental and control groups, the pelvic examination skill scores were 38.00 ± 8.41 and 20.76 ± 7.91, the Leopold maneuvers scores were 35.40 ± 6.29 and 23.18 ± 6.73, and the suturing scores were reported as 30.71 ± 6.93 and 22.12 ± 9.58, respectively (P < 0.050). The results of the ANCOVA test showed that competency-based education affected learning the pelvic examination skill with an effect size of 0.893, suturing with an effect size of 0.644, and Leopold maneuvers with an effect size of 0.860.Conclusion: Given that students’ skill needs are considered in detail in the competency-based model and are accompanied by continuous evaluation and feedback, they can affect clinical learning. Based on the obtained results, it is suggested that instructors and professors use the competency-based education method as a strategy in addition to the conventional method for teaching professional skills in midwifery.
Mahnaz Saadatbakht; Atefeh Ahmadi; Ali Mehdizadeh Zare Ansari; Mansooreh Azizzade Forouzi; Yunes Jahani
Abstract
Background: It seems that by improvement of communication skills among midwifery students, their sense of belonging in the medical setting increases.Objectives: The current study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense ...
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Background: It seems that by improvement of communication skills among midwifery students, their sense of belonging in the medical setting increases.Objectives: The current study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense of belonging in clinical settings.Methods: This interventional study with the pretest-posttest control group design was conducted on 78 midwifery students of Kerman University of Medical Sciences, in 2016. The participants were selected using the census method. Of the total study population, sixty students with low level of mental health were screened using Goldberg's General Health Questionnaire and randomly included in intervention and a control group. They filled out Belongingness Scale–Clinical Placement Experience (BES–CPE) as the pretest. The intervention consisted of eight group counseling sessions (two 2-hour sessions per week) with emphasis on communication skills that were held in their faculty. The final sample included fifty two students filling out the posttest instruments. Data were analyzed using SPSS 22.Results: There was no significant difference in terms of demographic factors between two groups. There was a significant difference between the groups in terms of total score (p <0.0001) as well as the self-esteem and self-efficacy subscales (p <0.05).Conclusion: Sense of belonging in clinical settings is required for midwifery students so that they can improve their communication skills in such settings. Therefore, it is recommended to include programs in midwifery curricula in order to improve students’ sense of belonging by enhancing their communication skills.
Mahnaz Saadatbakht; Atefeh Ahmadi; Ali Mehdizadeh Zare Ansari; Mansooreh Azizzade Forouzi; Yunes Jahani
Abstract
Objectives This study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense of belonging in clinical settings. Methods This interventional study with the pre-test - post-test control group design was conducted on 78 midwifery students ...
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Objectives This study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense of belonging in clinical settings. Methods This interventional study with the pre-test - post-test control group design was conducted on 78 midwifery students of Kerman Medical University, who were selected using the census method. Of the total study population, sixty students with low level of mental health were screened using Goldberg’s General Health Questionnaire and randomly included in an intervention and a control group. They filled out Belongingness Scale-Clinical Placement Experience (BES-CPE) as the pre-test. The intervention consisted of eight group counseling sessions (two 2-hour sessions per week) with emphasis on communication skills that were held in their faculty. The final sample included fifty-two students filling out the post-test instruments. Data were analyzed using SPSS 22. Results There was a significant difference between the groups in terms of total score (P < 0.0001) as well as the self-esteem and self-efficacy subscales (P < 0.05). Conclusions Sense of belonging in clinical settings is required for midwifery students so that they can improve their communicaton skills in such settings. Therefore, it is recommended to include programs in midwifery curricula in order to improve students’ sense of belonging with enhancing their communication skills.
Esmat Nouhi; Sakineh Sabzevari; Hakime Hosainrezaee
Abstract
Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising ...
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Background One of the main goals of action research is to improve the quality of education at both individual and organizational levels. Management enables organizations to improve their performance in areas, which have the greatest impact on students’ learning and empowerment, without compromising the quality of education. Objectives In this study, we aimed to improve the quality of basic clinical skills training for nursing students in an action research, using the available resources. Methods In this action research, a sequential mixed method was applied. The participants in the qualitative phase included experts in the field of education, students, and stakeholders responsible for training at the nursing skills, midwifery, and medical-surgical nursing units of Razi Faculty of Nursing and Midwifery in Kerman, Iran. Assessment of facilities and resources in the quantitative phase was also carried out using a data collection form, a student survey form, and a checklist of basic clinical skills. The stages of action research included action planning for problem-solving, implementation, evaluation, and reflection. The students’ problems with the basic clinical skills and their possible causes were also identified. The most effective and practical solutions for quality improvement included improvement of the educational environment of skill laboratories, followed by the enhancement of skills assessment process using an objective structured clinical examination (OSCE). Results The conventional method failed in the assessment of students’ competence and lacked adequate objectivity and reliability. A significant difference was observed in the mean scores of basic clinical skills (e.g., injection, measurement of vital signs, and dressing) between the conventional method and OSCE (P < 0.05). From the viewpoint of students, OSCE is more reliable and accurate than the conventional method and uses more suitable educational materials and facilities. Conclusions Based on the findings, by improving the educational environment of clinical skills laboratories and implementation of OSCE, nursing students can translate their knowledge of basic clinical skills into practice. We can also improve the quality of health services and clinical care for patients and reduce the incidence of practical errors made by nursing students.
Shiva Alizadeh; Mojgan Sigarchian
Volume 10, Issue 1 , May 2013, , Pages 78-86
Abstract
Background & Objective: Motivation is the driving force beyond all human activities Without motivation human species are not capable of implementing any planned activity The more ones motivation is in line with her interests and skill sets the higher chance the individual has to achieve success in ...
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Background & Objective: Motivation is the driving force beyond all human activities Without motivation human species are not capable of implementing any planned activity The more ones motivation is in line with her interests and skill sets the higher chance the individual has to achieve success in her professional and educational endeavors This study was performed to determine midwifery students motivation and related factors about their field Methods: This descriptive crosssectional study was conducted on all midwifery students who were studying at Islamic Azad University of Rasht in the first semester of academic year 20112012 The information was gathered through a questionnaire which has two parts personal information and questions about motivation for choosing field of study The data was analyzed by SPSS software version 16 using descriptive and analytical statistics Results: The mean score of students motivation for choosing field of study was 4985 ± 614 which was higher than the acceptable score There no significant relationship between score of motivation and research variables (job and education of parents marital status and university entry quotas living place diploma score economic situation and students age) Conclusion: Our research shows that the students of midwifery are highly motivated and have great enthusiasm for studying this academic discipline Therefore it is imperative for the authorities to seize this opportunity and make an allout effort to improve the educational standards of promising students in order to maximize their productivity
Shahram Baraz Pordanjani; Malek Fereidooni Moghadam; Mohamadreza Loorizade
Volume 5, Issue 2 , January 2009, , Pages 102-112
Abstract
Background & Objective : Promoting quality of clinical education necessitates continuous evaluation of the current situations identifying strengths and improving weaknesses This study was designed to assess clinical education status according to the nursing and midwifery students point of view in ...
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Background & Objective : Promoting quality of clinical education necessitates continuous evaluation of the current situations identifying strengths and improving weaknesses This study was designed to assess clinical education status according to the nursing and midwifery students point of view in Tehran University of Medical Sciences Methods : In this descriptive study which was conducted in 20045 all senior nursing students who were doing a Bachelor of Science and senior midwifery students who were doing technicians Course (250 students) were asked to complete a 36 item questionnaire in a selfadministered way Results : The most important strengths of clinical education (according to mean scores) were “on time presence of the student in the ward” (8906) then “on time presence of the instructor in the ward” (8505) “considering the prerequisite clerkship courses” (825) “proper instructors behavior with students” (741) “clinical instructors interest in working” (7392) and “instructors clinical track record” (731) The most significant weaknesses of clinical education were related to “use of audiovisual aids in clinical atmosphere” (984) “enough number of students in the ward” (1491) and “having facilities” (1968) Conclusion : Although some aspects of clinical education were good and excellent improving positive aspects and modifying the weaknesses may be an effective step in promoting quality of clinical education Repetitive assessments of clinical fields and comparing the current situation with the previous or next ones can reveal the strengths and weaknesses of clinical education
