Mansooreh Tajvidi; Soheila Moghimi Hanjani
Abstract
Background The lack of clinical competence in nurses leads to problems in providing nursing services. Studies indicate that nurses lacking the required skills can endanger the public health in medical centers. Critical thinking is a factor that can affect nurses' clinical competence. Objectives The current ...
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Background The lack of clinical competence in nurses leads to problems in providing nursing services. Studies indicate that nurses lacking the required skills can endanger the public health in medical centers. Critical thinking is a factor that can affect nurses' clinical competence. Objectives The current study aimed at investigating the relationship between critical thinking and clinical competence in nurses. Methods The current descriptive-analytical and cross sectional study was conducted on 120 nurses selected by random sampling method. Data collection tools included the California Critical Thinking Disposition Inventory (CCTDI), as well as clinical competence and demographic information questionnaires. Data were analyzed with SPSS using Pearson correlation coefficient, linear regression, and -test. Results Pearson correlation test showed a positive correlation between the total scores of critical thinking and clinical competence. Based on the results of the linear regression analysis, the tendency toward critical thinking could predict 28.4% of the clinical competence. The nurses mean CCTDI scores were at the positive level and their mean clinical competence scores were at the average level. Conclusions According to the obtained results, nursing authorities can organize practical workshops on the development of critical thinking of clinical nurses as one of the most important and operational strategies to improve nursing clinical competence and, ultimately, move towards optimal care.
Tahereh Changiz; Mohammad Fakhari; Sepideh Jamshidian; Solmaz Zare; Fariba Asgari
Volume 12, Issue 2 , August 2015, , Pages 325-343
Abstract
Background & Objective: One method to evaluate and monitor the effectiveness of the general medicine curriculum is the collection of results of research in this field In this study research results on the extent of predefined general competency in the formal document of the minimum competencies ...
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Background & Objective: One method to evaluate and monitor the effectiveness of the general medicine curriculum is the collection of results of research in this field In this study research results on the extent of predefined general competency in the formal document of the minimum competencies of Iranian general physicians have been systematically integrated Methods: The search strategy in this study included the searching of words doctor student interns or graduate and ability competency knowledge skill attitude or performance in the title abstract or keywords of articles All papers published from 2002 to 2014 in Persian language journals were retrieved from the Irandoc Iranmedex Magiran Medlib and SID databases Results: After the removal of irrelevant or duplicate papers from 270 recorded papers 24 articles were selected and analyzed All studies were descriptive studies and most used selfreporting methods to assess the competency of physicians Reviewed articles focused on only 48% of subdomains of the formal document of the minimum competencies of physicians In 70% of assessed skills physicians competencies were estimated as low to moderate Conclusion: Although these studies did not assess all skills mentioned in the formal document of the minimum competencies of physicians estimates show that the competencies of general physicians in assessed skills were not desirable It is recommended that future studies in this field to be managed
Mohammad Reza Mahmoodi; Mahmood-Reza Dehghani
Volume 11, Issue 2 , August 2014, , Pages 187-195
Abstract
Background & Objective: The present study aimed to compare the students ability in answering to patient management problem (PMP) and modified essay question (MEQ) examination with multiplechoice question (MCQ) examination and its association with educational promotion Methods: This ...
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Background & Objective: The present study aimed to compare the students ability in answering to patient management problem (PMP) and modified essay question (MEQ) examination with multiplechoice question (MCQ) examination and its association with educational promotion Methods: This research carried out in two sections descriptiveanalytic and qualitative on 76 nutrition students of Kerman University of Medical Sciences Iran who were selected by census The first and second examinations were PMPMEQ and MCQ respectively Educational promotion variables were grade point average (GPA) in 5 sequence semesters and GPA in current semester The other variables were the grade in food toxicology course the scores in PMPMEQ PMP and MEQ exams and MCQ exam The second section was designed with the aim of comparing the overview of students in regard to PMPMEQ and MCQ exams Data were analyzed by descriptive and analytic statistics Results: The association between educational promotion variables and mark of food toxicology course and MCQ exam were statistically significant (P < 0001) however there was not a statistically significant association between these variables and the other variables Mean differences scores of MCQ and food toxicology course were significant (P < 0001) however scores of PMPMEQ test and PMP and MEQ sections in two students groups based on categorized GPA were not statistically significant Conclusion: Therefore the students inability in answering to PMP and MEQ examination in comparing to the MCQ examination format was showed students incapability in evaluation of clinical competence even with regard to their high GPA and scientific knowledge