Shahin Salarvand; Zahra Bagheri; Mehdi Safari Ebrahim Saraie
Abstract
Background Due to the pivotal role of clinical education in the nursing profession, paying attention to effective approaches in improving the quality of education is of great importance. Objectives The current study aimed at determining the effect of mentorship with senior students or nurses on knowledge ...
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Background Due to the pivotal role of clinical education in the nursing profession, paying attention to effective approaches in improving the quality of education is of great importance. Objectives The current study aimed at determining the effect of mentorship with senior students or nurses on knowledge and clinical self-efficacy of nursing students. Methods The current trial was conducted on 72 nursing students in Lorestan University of medical sciences in academic year 2012 - 2013. The participants selected by convenience sampling method and assigned, using stratified random blocks, to one control group which supervised by a faculty member only and two intervention groups supervised by a faculty member and a senior student or nurse as mentor. Clinical self-efficacy scale and a researcher-made questionnaire were used to measure the participants’ knowledge and self-efficacy before and after the educational intervention. ANOVA and paired samples test and chi square were used to analyze the data. Results The mean score of knowledge and clinical self-efficacy increased in all the three groups, but the increase was significantly higher in the third group (the group supervised by a faculty member and a qualified nurse as mentor) than the others. Conclusions Due to the positive effects of mentorship with a qualified nurse, it is suggested that mentorship programs be included in the curriculum of nursing students.
Mahshid Loloie; Ali Akbar Haghdoost; Azam Bazrafshan; Maryam Okhovati; Ali Mohammad Mokhtari; Morteza Zare
Volume 13, Issue 5 , January 2017, , Pages 505-514
Abstract
Background & Objective: academic failure has always been one of the major challenges of higher education institutions that could cause serious individual and social outcomes This study aimed to analysis the effect of potential factors on students academic failure in Kerman University of Medical Sciences ...
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Background & Objective: academic failure has always been one of the major challenges of higher education institutions that could cause serious individual and social outcomes This study aimed to analysis the effect of potential factors on students academic failure in Kerman University of Medical Sciences Iran Methods: This was an unmatched casecontrol study The study population consisted of all undergraduate students of Kerman University of Medical Sciences in two semesters in 2012 From 514 selected students 246 were assigned to the case group and the rest were studied in the control group Data were collected using a selfadministered questionnaire via consensus methodology The questionnaire consisted of three sections: individual family and academic factors Reliability of the questionnaire was approved by a group of faculty members and its internal consistency was estimated as 082 Data were analyzed using SPSS software Results: The mean age of studied students was 222 years The mean grade point average (GPA) of was 142 and 169 in cases and controls respectively Academic failure was 164 times more in boys than the girls (P = 002) and 159 times more in students who had a sense of frustration (P = 002) Students who reported using drugs tobacco or alcohol experienced academic failure 639 times more than the others (P = 001) Conclusion: Academic failure is a phenomenon affected by multiple factors Therefore reducing it requires the participation of a wide range of people taking part in students learning
Soleiman Ahmadi; Fatemeh Javidan; Mohammad Sadegh Dehghan
Volume 11, Issue 2 , August 2014, , Pages 205-213
Abstract
Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One ...
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Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One of the applications of new advancements by cognitive sciences in curriculum design is the development of strategies for improving the quality of the undergraduate medical education curriculum Educational strategies are “fundamentaloriented decisions in teaching which are aimed to achieve educational goals” Methods: This was a narrative review that introduced and explained the most important educational strategies in undergraduate medical curriculum through surveying valid electronic and library resources Results: Now the most important educational strategies in undergraduate medical curriculum are: a series of studentcentered problembased learning integrated or interprofessional teaching communitybased electivedriven and systematic strategies (SPICES) and also a set of strategies that are productfocused relevant interprofessional short courses multisite locations and symbiotic (PRISMS) and a group of realistic integrated feedback learning and evaluation strategies (RIFLE) as well Conclusion: Each strategy is represented as a spectrum In each spectrum the educational planner must define the position of every component of the curriculum In order to apply these strategies the curriculum must be intervened according to the selected strategy so that the results of the evaluations and evidence of interventions ensure the planners that the quality of the curriculum is improved
Esmat Nouhi; Asma Abdollah-Yar; Tayebeh Faseehy Harandi
Volume 11, Issue 2 , August 2014, , Pages 264-271
Abstract
Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One ...
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Background & Objective: In addition to teaching predesigned courses physicians are usually expected to participate directly in designing curriculum during their professional life Today traditional education systems are not sufficient for developing the expected competencies in physicians One of the applications of new advancements by cognitive science in curriculum design is the development of strategies for improving the quality of the undergraduate medical education curriculum Educational strategies are “fundamental oriented decisions in teaching that are aimed to achieve educational goals” Methods: This article was a narrative review that introduced and explained the most important educational strategies in undergraduate medical curriculum through surveying valid electronic and library resources Results: Now the most important educational strategies in undergraduate medical curriculum are a series of studentcentered problembased learning integrated or interprofessional teaching communitybased electivedriven and systematic strategies (SPICES) and also a set of strategies that are productfocused relevant interprofessional short courses multisite locations and symbiotic (PRISMS) and a group of realistic integrated feedback learning and evaluation strategies (RIFLE) as well Conclusion: Each strategy is represented as a spectrum In each spectrum the educational planner must define the position of every component of the curriculum In order to apply these strategies the curriculum must be intervened according to the selected strategy so that the results of the evaluations and the evidence of interventions ensure the planners that the quality of the curriculum is improved
