Farzaneh Iranmanesh; Mehry Haddad Narafshan; Mohammad Golshan
Abstract
Background: Brain-based teaching approach as one of the outcomes of the recent trend in neuroeducation employs brain-based learning insights and strategies to induce efficient and accelerated learning.Objectives: This study aimed to investigate the effects of a brain-based language instruction model ...
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Background: Brain-based teaching approach as one of the outcomes of the recent trend in neuroeducation employs brain-based learning insights and strategies to induce efficient and accelerated learning.Objectives: This study aimed to investigate the effects of a brain-based language instruction model on nursing students' English-speaking skill.Methods: In this quantitative study with quasi-experimental design and pre-test/post-test format, a model of brain-based instruction for 64 students of Nursing (50 females and 14 males) was incorporated into a required general English course at Islamic Azad University of Kerman, Iran during the academic year 2021-2022.Results: Analysis of the independent sample t-tests and one-way ANCOVA indicated that the experimental group with intervention program of brain-based teaching approach considerably outperformed the control group in the pre-test and the posttest regarding speaking skill (P<0.01).Conclusion: Tracing the natural learning process in the brain, adopting compatible teaching methods, and assigning pedagogical tasks greatly facilitated understanding of the learners, learning materials, and teaching methods as well as improved the educational outcomes.
Mahshad Langari; Fatemeh Darban; Sakineh Sabzevari
Abstract
Background: For successful clinical education in a suitable environment and condition, nursing students can be assisted in acquiring the necessary knowledge and skills.Objectives: The present study investigated the relationship between the understanding of the learning environment based on constructivism ...
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Background: For successful clinical education in a suitable environment and condition, nursing students can be assisted in acquiring the necessary knowledge and skills.Objectives: The present study investigated the relationship between the understanding of the learning environment based on constructivism and self-actualization in Kerman University of Medical Sciences nursing students in 2021.Methods: This cross-sectional study utilized a descriptive-analytical method. The study subjects consisted of 160 undergraduate nursing students selected by the census. The information was collected using a demographic profile questionnaire, social constructivist learning environment perception questionnaire, and Ahvaz Self-Actualization Inventory (ASAI). The data were analyzed using Pearson correlation, linear regression, and chi-square tests in SPSS software.Results: The mean score of understanding the environment based on constructivism and its dimensions was reported as 191.88 ± 30.50, and that of self-actualization was 81.23 ± 12.99. There was a significant positive relationship between understanding the environment based on self-actualization and constructivism and also between all dimensions of understanding the environment based on constructivism and self-actualization (P < 0.050).Conclusion: The total score of the constructivist-based learning environment predicted self-actualization in nursing students. Self-actualization may change with a change in the dimensions of this approach. The constructivist approach can improve the self-actualization of nursing students, promote their active participation in building knowledge, and increase their interactions, enhancing abilities, talents, and self-actualization. The constructivist learning environment can lead to the growth and development of nursing students in educational environments and increase their interest in academic achievements in education, research, and employment.
Elaheh Mianehsaz; Fakhrosadat Mirhosseini; Fatemeh Hajirezaei Kashan; Leila Saharkhan; Mohammad Javad Azadchehr; Mohsen Taghadosi; Fatemeh Ebrahimzadeh; Hakime Zamani-Badi
Abstract
Background: Having a mentor affects nursing students' academic achievement and motivation.Objectives: This study aimed to investigate the effects of the mentoring program delivered by talented and gifted postgraduate students on motivation, academic achievement, and research activities of undergraduate ...
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Background: Having a mentor affects nursing students' academic achievement and motivation.Objectives: This study aimed to investigate the effects of the mentoring program delivered by talented and gifted postgraduate students on motivation, academic achievement, and research activities of undergraduate nursing students of Kashan University of Medical Sciences in 2020.Methods: In this formal mentoring program designed as quasi-experimental pre-post-test design research, 29 out of 37 eligible undergraduate nursing students with a low-grade point average (GPA) enrolled voluntarily. After completing the Science Motivation Questionnaire (SMQ), 21 students with low or moderate motivation entered the study as part of either mentee (n=10) or the control group (n=11). Five talented master's degree students were selected as mentors, each joining with two mentees and leading them through specific programs during one semester. At the beginning and end of the semester, students' academic motivation, the number of research activities, and educational performance were evaluated and analyzed by covariance (ANCOVA) and paired t-tests.Results: The students in the mentee group had higher academic motivation than the control group (P = 0.05); 80% of mentees had more than one research activity, while the controls had no research activities (P<0.001), and there was no significant difference between the two groups in the Grade Point Average (GPA) (P=0.110).Conclusion: Talented students could play the role of mentors well, and applying a mentoring program enhanced undergraduate nursing students' academic motivation and research activities and prevented a decline in their GPAs.
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.
Reza Mahdavi; Shanaz Pooladi; Masoud Bahreini; Niloufar Motamed; Fatemeh Hajinezhad
Abstract
Background: Clinical education is a major component of nursing programs, and nurses’ failure to acquire the necessary clinical skills during their studies compromises the provision of high - quality nursing services in their occupational future. The present study was conducted to design and determine ...
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Background: Clinical education is a major component of nursing programs, and nurses’ failure to acquire the necessary clinical skills during their studies compromises the provision of high - quality nursing services in their occupational future. The present study was conducted to design and determine the psychometric properties of the clinical skills questionnaire for operating room nursing students.Methods: The present methodological research designed and determined the psychometric properties of the questionnaire in four steps, including defining the concept of clinical skill in nursing students using a book and literature review, designing the questionnaire’s items using the available resources in Iran and other countries, assessing face and content validity of the questionnaire by 10 university students and experts, and examining the internal consistency of the questionnaire using Cronbach’s alpha.Results: The final version of the clinical skills questionnaire, which included 38 items, generated four subscales, including responsibilities of scrub nurse, responsibilities of circulating nurse, recovery room care of patients, and sterilization and infection control. In terms of psychometric properties, we observed a content validity ratio of 0.90, a content validity index of 0.95, and internal consistency showing a Cronbach’s alpha of 0.86.The findings confirmed the validity and reliability of the clinical skills questionnaire for operating room nursing students.Conclusions: The 38 - item questionnaire has appropriate psychometric properties and can be used in Iran’s educational and health systems by educational caregivers. Other validity indices, including construct validity, are recommended to be measured to determine the validity of the questionnaire subscales.
Reyhaneh Taheri; Fariba Karimi
Volume 13, Issue 6 , March 2017, , Pages 568-577
Abstract
Background & Objective: Individuals based on their learning styles have different interpretation of the environment and issues and choose different problemsolving strategies The objective of the present research was identifying the relationship between learning methods and problemsolving strategies ...
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Background & Objective: Individuals based on their learning styles have different interpretation of the environment and issues and choose different problemsolving strategies The objective of the present research was identifying the relationship between learning methods and problemsolving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences Iran Methods: The present study was a correlational research The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 20132014 (n = 380) From among them 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula The data collection tools included Kolbs Learning Styles Inventory (LSI) and the ProblemSolving Approaches Questionnaire (Cassidy & Long) The face validity of the questionnaires was accepted due to their high application rate The reliability of the questionnaires was estimated as more than 070 Data were analyzed using stepwise regression and the Pearson correlation coefficient Results: The results showed an inverse relationship between experiential learning style and constructive problemsolving style In addition there was a direct relationship between experiential learning style and nonconstructive problemsolving style There was a reverse relationship between abstract conceptualization and nonconstructive problemsolving style The best predictor of constructive and nonconstructive problemsolving styles was experiential learning style Conclusion: Based on the relationship observed between learning styles and problemsolving styles it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problemsolving styles based on the identified learning styles Moreover the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended
Maryam Banan-Sharifi; Mahin Sahari
Volume 13, Issue 6 , March 2017, , Pages 626-631
Abstract
Background & Objective: Providing a more realistic training environment can help learners to better understand what they were taught Nursing students can be prepared for real critical scenarios such as cardiopulmonary resuscitation (CPR) by using simulation in training This study was aimed to evaluate ...
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Background & Objective: Providing a more realistic training environment can help learners to better understand what they were taught Nursing students can be prepared for real critical scenarios such as cardiopulmonary resuscitation (CPR) by using simulation in training This study was aimed to evaluate the effect of simulation training on nursing students knowledge and skill in CPR Methods: This was a quasiexperimental study with pre and posttest on 30 participants Data was collected using a questionnaire before and after the training The results were analyzed by ANOVA and paired ttest using SPSS Results: In the pretest knowledge score was 1050 ± 016 while in the posttest it was 1760 ± 018 Also skill score in the pretest and posttest was 1150 ± 474 and 1847 ± 217 respectively Comparing the means showed a significant difference between the results of pre and posttest (P = 0030) Conclusion: According to the results of this study simulation method improved nursing students knowledge and skills and should be considered in education planning by authorities
Parvin Mangolian Shahrbabaki; Jamileh Farokhzadian; Esmat Nouhi
Volume 13, Issue 3 , September 2016, , Pages 235-245
Abstract
Background & Objective: In recent years evidencebased care has been recognized as one of the essential competencies of nursing graduates Since senior nursing students are on the verge of graduating studying factors affective on the use of evidencebased care in their professional future and emphasis ...
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Background & Objective: In recent years evidencebased care has been recognized as one of the essential competencies of nursing graduates Since senior nursing students are on the verge of graduating studying factors affective on the use of evidencebased care in their professional future and emphasis on educational programming to strengthen this competency are necessary This study aimed to evaluate the knowledge and performance of senior nursing students regarding evidencebased care Methods: The present descriptiveanalytical study was conducted on 43 senior nursing students of Kerman University of Medical Sciences Iran in 2015 Data were collected using the Persian version of the Nursing Students Knowledge and Performance about EvidenceBased Practice Questionnaire Data were analyzed using descriptive statistics (percentage mean and standard deviation) and analytical statistics (Pearson correlation coefficient ANOVA) in SPSS software Results: The results indicated that the majority of students (535%) had sufficient knowledge of evidencebased care The total mean score of knowledge of the students was 1225 ± 334 while the majority of students (512%) showed poor performance The total mean score of performance of the students was 1728 ± 785 There was a direct correlation between knowledge and performance of the students (r < 056) Conclusion: There is gap between the knowledge and performance of students regarding evidencebased care; despite their sufficient knowledge on evidencebased care their performance was poor It is suggested that a suitable milieu for promoting evidencebased care is provided and theory and practice are linked through suitable planning a review of the curriculum and creating an appropriate educational environment for nursing students as future nurses
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
Malahat Nikravan-Mofrad; Soleiman Ahmady; Soleiman Zand; Soleiman Ahmady; Fatemeh Rafiei
Volume 12, Issue 5 , February 2016, , Pages 781-788
Abstract
Background & Objective: Numerous factors together are the cause of satisfaction with the field of education Thus the lack of presence of only one factor can reduce an individuals satisfaction or cause dissatisfaction with the field of study Satisfaction with study is an influential construct in the ...
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Background & Objective: Numerous factors together are the cause of satisfaction with the field of education Thus the lack of presence of only one factor can reduce an individuals satisfaction or cause dissatisfaction with the field of study Satisfaction with study is an influential construct in the education process which consists of students perception of training programs the circumstance required for the community and teachers guidance Since learning has a strong relationship with satisfaction with the field of study the present study aimed to investigate the effect of feedback on interest in the field of study Methods: This quasiexperimental study was performed on all nursing students in their 7th semester in schools of nursing and midwifery in Arak and Shazand Iran in the first halfyear of 20142015 The students were undertaking their internship in the post coronary care unit (postCCU) of Amir Kabir Hospital of Arak Iran The participants were randomly divided into two groups of intervention and control Each group was divided into subgroups of 7 and 8 students and each group undertook their internship in 4 weeks in the morning shift To determine the effects of these methods after completion of each stage of the internship all students completed the questionnaire and the results were compared Results: 17 (944%) students in the intervention group were interested in nursing and only 1 (33%) student reported their lack of interest in the field of nursing A significant difference was observed between the intervention and control groups in this respect (P < 0007) Conclusion: It can be concluded that the feedback provided for the students during the training increased their satisfaction with the field of nursing
Mahboubeh Vatan-Parast; Zahra Royani; Hossein Ghasemi
Volume 12, Issue 3 , November 2015, , Pages 537-544
Abstract
Background & Objective: Today the concept of virtual education has gained much attention as distance learning and has provided learning opportunities outside the borders of a country or state for everyone The consideration of the success of virtual training is impossible without the consideration ...
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Background & Objective: Today the concept of virtual education has gained much attention as distance learning and has provided learning opportunities outside the borders of a country or state for everyone The consideration of the success of virtual training is impossible without the consideration of individuals viewpoints toward it Despite this fact less attention has been paid to students attitudes in the published studies This study investigates the students attitudes toward virtual education and its relationship with learning styles Methods: In this correlationdescriptive study 114 bachelors and masters students of Razi School of Nursing and Midwifery of Kerman Iran in 2013 were selected based on census sampling method Data were collected using demographic questionnaire the researchermade questionnaire of attitude toward virtual learning and the Gaziano Learning Styles Questionnaire Data were analyzed using descriptive statistics (mean and standard error) independent ttest ANOVA Pearson correlation and linear regression in SPSS software All Pvalues of ;le 005 were considered significant Results: The mean score of nursing students attitude toward virtual learning was 330 ± 034 The highest frequency among learning styles used by students was related to visual (50%) auditory (272%) and kinetic styles (228%) In the regression analysis visual style (P = 0009 ;beta = 027) and auditory style (P = 0008 ;beta = 017) had a significant relationship with attitudes of nursing students toward virtual education Conclusion: Students had positive attitudes toward virtual learning Moreover attitudes toward virtual education differed among people with different learning styles Therefore the consideration of individual needs and different learning styles of learners is essential in virtual education
Siroos Ghanbari; Roghayeh Beheshtirad
Abstract
Background and Objective: Continuous promotion of education quality necessitates assessment that can be performed based on each of the elements forming the educational system (input, process, product, output, and result). This assessment results in the improvement of educational system quality. Therefore, ...
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Background and Objective: Continuous promotion of education quality necessitates assessment that can be performed based on each of the elements forming the educational system (input, process, product, output, and result). This assessment results in the improvement of educational system quality. Therefore, the present study has been conducted with the purpose of evaluating the causal model of the relationship between presented services quality and assessment of professors.
Methods: The present research was a descriptive analytical study. The statistical population consisted of all nursing students of Urmia University of Medical Sciences, Urmia, Iran, among which 73 individuals were selected through systematic random sampling. Data were gathered using the two questionnaires of educational services quality and faculty members assessment. The Educational Service Quality Questionnaire is based on the SERVQUAL model and consists of the elements of tangible factors, reliability, responsiveness, assurance, and empathy. The Faculty Members Assessment Questionnaire consists of the elements of teaching methods, dominance and academic ability, education discipline, and personal and social characteristics of the faculty members. The validity of the questionnaires was determined based on the viewpoints of experts in management and educational sciences. The combined reliability of the questionnaires was measured using the Dillon-Goldstein coefficient and Average Variance Extracted. The combined reliability of both questionnaires was higher than 0.7 and Average Variance Extracted was higher than 0.5. Data were analyzed using one way t-test, structural equation modeling method using partial least square (PLS), self-test system, Q2 Stone-Geisser index, and goodness of fit index through SPSS, Microsoft Excel, VisualPLS, and SmartPLS.
Results: The relationship of educational services quality with faculty members’ assessment factors (teaching method, educational discipline and faculty members’ personal and social characteristic) was significant. The service quality variant has the greatest effect on personal and social characteristics of faculty members (0.27). The absolute (0.41) and relative (0.91) goodness of fit index shows that the tested model has a good level of fit.
Conclusion: Paying attention to service quality factors could have a positive role in effective evaluation of faculty members by students. As a result of the assessment of faculty members by student, the performance and activities of faculty members can be improved.
Tabandeh Sadeghi; Maryam Shahabi
Volume 12, Supplement , July 2015, , Pages 228-236
Abstract
Background and Objective: Evaluation of students before entering the clinical field can be a reliable criterion for assessing the quality of students’ clinical skills. This study was performed with the aim of evaluating nursing students using objective structured clinical examination (OSCE) method ...
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Background and Objective: Evaluation of students before entering the clinical field can be a reliable criterion for assessing the quality of students’ clinical skills. This study was performed with the aim of evaluating nursing students using objective structured clinical examination (OSCE) method in order to assess students’ competence before entering the clinical environment.
Methods: In this cross-sectional study, the knowledge and practice of 39 nursing students were examined during 2 consecutive days before enter the clinical field in determined stations of the nursing skills laboratory of Rafsanjan University of Medical Sciences, Iran, using relevant checklists. Data were analyzed using SPSS software and descriptive and analytic statistics such as independent t-test and Spearman’s rank correlation coefficient.
Results: Of the 39 participants, 22 (56.4%) were female, 17 (43.6%) were male. The mean age of participants was 21.85 ± 0.96. The highest score was related to writing of drug form, kardex, and nursing report (94.8%), and ECG procedure (74.7%), respectively. The least score belonged to tracheostomy suction (12.8%), and catheterization and subcutaneous injection procedures (25.6%), respectively.
Conclusion: According to the findings and considering the weaknesses of students, effective steps can be taken toward the improvement of their performance.
Mozhgan Kalantarzadeh; Maryam Hosseinnejad
Volume 12, Issue 1 , May 2015, , Pages 76-83
Abstract
Background & Objective: Medication errors is one of the most common medical errors a universal problem and serious threat to patient safety and in some cases can result in patient death Therefore understanding the different aspects of this problem can provide an opportunity to prevent and ...
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Background & Objective: Medication errors is one of the most common medical errors a universal problem and serious threat to patient safety and in some cases can result in patient death Therefore understanding the different aspects of this problem can provide an opportunity to prevent and minimize this issue The purpose of this study was to explore medication errors among nursing students in Kerman city Iran Methods: In this descriptive crosssectional study all nursing students in their 7th and 8th term (n = 90) were recruited using census method in 20122013 The data collection tool was a researchermade questionnaire including questions related to demographic data and medication errors The validity and reliability of the questionnaire were approved Data were analyzed using descriptive statistics and chisquare test in SPSS software Results: The results showed that 844% of students were female and 663% of students had witnessed or discovered medication errors by other students In addition 6697% (n = 60) of the students confirmed their medication errors (total of 101 errors) Based on this the average of medication errors of the whole sample was 112 The highest rate of error was related to intravenous injection (683%) and the lowest to subcutaneous injection (18%) The most prevalent types of medication errors were wrong dose (417%) and infusion rate (467%) There were no statistically significant relationships between medication errors and gender age marital status and work experience (P > 005) Conclusion: This study showed that the incidence rate of medication errors among nursing students is high Therefore this issue necessitates additional attention from the education system in order to provide patients with safe care services which is their inalienable right and obtain their satisfaction
Hossein Habibzadeh; Nasrin Khajeali; Hamid Reza Khalkhali; Yosof Mohammadpour
Volume 11, Issue 4 , February 2015, , Pages 500-507
Abstract
Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing ...
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Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing students selfefficacy Methods: This experimental study was conducted on 48 nursing students in their 3rd semester in Urmia University of Medical Sciences Iran The study subjects were selected using convenience sampling and randomly divided into 2 groups of intervention and control (n = 24) Considering the students training in the orthopedic ward the intervention group participants were divided into 8 groups Students in the intervention group were trained in evidencebased education in 2 sessions each lasting 2 hours Selfefficacy was evaluated before and after training in the control and intervention groups using the generalized selfefficacy (GSE) scale Data were analyzed using SPSS software and chisquare ttest MannWhitney test and Wilcoxon test Data were analyzed using confidence interval of 95 ± 2% Results: Of the students 333% were female and 667% male MannWhitney test showed the selfefficacy of the intervention group students to be significantly higher than control group students (P < 0001) No significant differences were observed in the control group Conclusion: Evidencebased education causes greater improvement in selfefficacy in comparison to conventional methods Therefore the use of this method is recommended in clinical education
Ali Fakhr-Movahedi; Sajjad Sadeghi; Mohaddeseh Yousefpour
Volume 11, Issue 4 , February 2015, , Pages 523-533
Abstract
Background & Objective: Clinical teaching is an important process that prepares students for professional life The present study aims to identify bachelor nursing students viewpoints toward the effect of lectures behaviors on their learning during clinical courses Methods: This was a descriptive ...
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Background & Objective: Clinical teaching is an important process that prepares students for professional life The present study aims to identify bachelor nursing students viewpoints toward the effect of lectures behaviors on their learning during clinical courses Methods: This was a descriptive crosssectional study The participants consisted of 145 nursing students Data collection tool was a sevenpoint Likert scale that measured students viewpoints toward the effect of lecturers behaviors on their learning during clinical courses Finally the data were analyzed using descriptive and inferential statistics methods and SPSS software Results : Data analysis showed that mean effective behaviors was higher than the average limit (559 ± 121) Moreover behavioral characteristics such as interpersonal relations personality teaching ability evaluation and professional competency obtained the highest scores respectively Conclusion: Professional and appropriated behaviors of lecturers during students clinical courses can enhance their learning Thus the executive authorities and training providers in the field of nursing education must provide the necessary circumstance to enhance lecturers behaviors in clinical settings
Abbas Abbaszadeh; Fariba Borhani; Sakineh Sabzevari; Zohre Eftekhari
Volume 10, Issue 2 , August 2013, , Pages 260-270
Abstract
Background & Objective: There are two basic learning approaches in academic education deep and surface If educational assessment is designed based on deep understanding it will lead to deep learning This study aimed to investigate conventional methods of assessment in medical surgical courses ...
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Background & Objective: There are two basic learning approaches in academic education deep and surface If educational assessment is designed based on deep understanding it will lead to deep learning This study aimed to investigate conventional methods of assessment in medical surgical courses and its relationship with learning approaches in nursing students of Kerman University of Medical Sciences Iran in 2010 Methods: This is a descriptive analytic study A questionnaire consisting of three sections including personal characteristics assessment methods and the revised twofactor study process questionnaire (RSPQ2F) was completed by 198 nursing students Data were analyzed using SPSS and by means standard deviation frequency Students ttest ANOVA Pearson correlation and Rho Results: The most used assessment methods were multiple choice question (MCQ) and Direct Observation Procedural Skills (DOPS) The mean score of deep learning approach was 3427 ± 5006 and of surface learning approach was 3121 ± 552 Regarding the relationship between learning approaches and assessment methods results showed a significant difference (P < 005) MCQ and DOPS alone resulted in the surface approach but a combination of tests and projects in written and DOPS tests lead to deep learning approach in clinical tests (P < 005) Conclusion: Using MCQ and DOPS without concentration on reflection and problem solving lead to surface approach As common assessment methods in this study led to surface approach using projects in written and clinical assessment for deep approach lifelong learning and student empowerment for their future responsibilities is suggested
Davood Hekmatpou
Volume 10, Issue 1 , May 2013, , Pages 60-69
Abstract
Background & Objective: Portfolio is useful as a learning method and an evaluating scale The goal of this survey was to study the effect of portfolio based evaluation on the accuracy of clinical evaluation of nursing students during their internship in Arak University of Medical Sciences Arak Iran ...
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Background & Objective: Portfolio is useful as a learning method and an evaluating scale The goal of this survey was to study the effect of portfolio based evaluation on the accuracy of clinical evaluation of nursing students during their internship in Arak University of Medical Sciences Arak Iran Methods: This educational trial was conducted on all senior nursing students (n = 30) of Arak University of Medical Sciences Their clinical learning was evaluated by routine (first two weeks) and portfolio evaluation (last two weeks) All data were analyzed with SPSS version 17 Results: Mean age of students (14 boys and 16 girls) was 227 ± 12 years Mean of scores given by the instructor based on routine (194) and portfolio methods (165) in nursing management internship course had a significant difference (3 scores) (P = 00001) Moreover mean of scores given by the instructor based on routine (1911) and portfolio methods (163) in the internal internship course had a significant difference (3 scores) (P = 00001) Mean scores of students opinions about effective learning in internal wards with routine and portfolio methods had a significant difference (P ≤ 0001) Conclusion: Scores based on routine evaluation forms cannot be real since they are subjective not objective However scores based on portfolios are more real In spite of some limitations portfolio is applicable and userfriendly in clinical fields Therefore it is recommended for promoting learning levels and evaluating students clinical learning
Saeide Garousi; Behshid Garrusi
Volume 9, Issue 1 , July 2012, , Pages 25-33
Abstract
Background & Objectives: Inter professional Education for students are introduce as an alternative to traditional educational methods Using this method of teaching had positive effects on student learning professional performance and patient care But students ̓ values are important obstacles in ...
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Background & Objectives: Inter professional Education for students are introduce as an alternative to traditional educational methods Using this method of teaching had positive effects on student learning professional performance and patient care But students ̓ values are important obstacles in this kind of educational The aim of the present study is to identify students stereotypes regarding practitioners and nurses as an obstacle in Inter professional Education Methods: In this cross sectional study 415 medical and nursing students in Kerman University of Medical Sciences were selected Data collection was based on a questionnaire The questionnaire contains questions about medical and nursing students` stereotypes about each other and about Inter professional Education Data were analyzed by using statistical software SPSSV16 Results : Medical students believed that doctors will show the higher professional characteristics than nurses and vice versa All students agreed with this educational program Most issues should be considered in interdisciplinary education including clinical skills training education of any kind of common skills professional ethics communication skills and interact ion with the patients Conclusion: The survey`s results indicate a need for interdisciplinary training of students that should be considered by educational planners
Fariba Borhani; Fatemah Alhani; Eisa Mohammadi; Abbas Abbaszadeh
Volume 8, Issue 1 , July 2011, , Pages 67-80
Abstract
Background & Objective: Ethical competency in nursing means performing nursing cares based on bioethics This type of competency is an important factor in improving the quality of nursing cares Realizing the obstacles of acquiring ethical qualification by nursing students is one of the basic necessities ...
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Background & Objective: Ethical competency in nursing means performing nursing cares based on bioethics This type of competency is an important factor in improving the quality of nursing cares Realizing the obstacles of acquiring ethical qualification by nursing students is one of the basic necessities towards nursing education development The development of ethical competency is one of the most important strategies which can help in improving nursing students capabilities and professional development This study aimed to identify the barriers to acquiring ethical qualification by nursing students through content analysis of their experiences Methods: A qualitative study was conducted using a content analysis approach Convenience sampling was employed to select 25 nursing students studying in nursing schools of Tehran public universities Tehran Iran Data were collected through semistructured interviews which were tape recorded and transcribed verbatim Data were analyzed using descriptive content analysis approach according to Graneheim and Lundman method Results: Eight themes emerged from data analyses including lack of motivation and interest of the students in their profession insufficient selfawareness the shortage of expert nursing instructors in ethics science inadequacy of curriculum inappropriate ethical teaching methods problems in evaluation of ethical characteristics poor interpersonal relationships and constraints in clinical setting Conclusion: It seems that in developing nursing students ethical competency both contexts and individuals have a role Therefore barriers of ethical competency should be sought in various aspects The present study provides special classification of obstacles that because of growing from a unique study context can be helpful in planning for the development of professional nursing ethics in education and clinical services Also the findings of this study can provide a base for further researches on this subject
Atefeh Ghanbari; Ezzat Paryad; Maryam Ehsani
Volume 7, Issue 2 , January 2011, , Pages 112-118
Abstract
Background & Objective : Teaching basic principles of nursing cares requires applying innovative educational methods Conceptual map method as a new teaching strategy facilitates creative thinking teaching learning and evaluation processes This study aimed at comparing this method with traditional ...
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Background & Objective : Teaching basic principles of nursing cares requires applying innovative educational methods Conceptual map method as a new teaching strategy facilitates creative thinking teaching learning and evaluation processes This study aimed at comparing this method with traditional teaching methods in order to use the results for improving theoretical trainings and consequently the quality of nursing care services Methods : This semiexperimental study was performed in a pre & post test form Nursing students of one semester in Rasht Shaheed Beheshti Nursing & Midwifery School were taught 4 sessions of water and electrolytes by conceptual map method (experimental group) and the nursing students of the following semester were taught by the traditional method (control group) The two groups were compared by applying pre and post tests Data were analyzed through SPSS version 16 and by using Chisquare paired ttest and independent ttest Results : Teaching by conceptual map method could significantly (p
Masome Modanloo; Homeira Khoddam; Shohre Kolagaree; Farideh Bastani; Sorur Parvizi; Habib Abdollahi
Volume 7, Issue 1 , July 2010, , Pages 17-25
Abstract
Background & Objective: To offer a better care in complex clinical environments and with rapid changes in technology nurses need to improve their problemsolving skill Studentcentered and active learning approaches are more effective in this regard Hence this study was to determine the effect of ProblemBased ...
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Background & Objective: To offer a better care in complex clinical environments and with rapid changes in technology nurses need to improve their problemsolving skill Studentcentered and active learning approaches are more effective in this regard Hence this study was to determine the effect of ProblemBased Learning (PBL) on nursing students learning level Methods: This quasiexperimental study was conducted on 32 nursing students (in their fifth semester) who had chosen mental health course in Golestan University of Medical Sciences in 2007 The students were randomly divided into two groups of cases (8 persons) and controls (24 persons) Having applied PBL and lecture during the course learning was evaluated via theoretical exams of similar content and cognitive level in two groups right at the end and two months after the course Data was analyzed using MannWhitney and independent t Test The level of significance was 005 Results: Most of the students with a mean ( ± SD) age of 2185(±197) years were single (9062%) and lived in a dormitory (75%) Although the mean scores were higher in cases compared to the controls two months after the course there was no significant difference in both groups regarding overall learning However a significant difference was seen in different cognitive levels (P
Tayebeh Fasihi Harandi; Mansoreh Azizzadeh Forozi; Sakineh Mohammad Alizadeh; Zahra Ghazanfari Moghaddam
Volume 4, Issue 2 , January 2008, , Pages 100-107
Abstract
Background & Objective: Classrooms are suitable places for transferring teachers experiences to the students and a better understanding of educational contents The students absence from theoretical classes has been one of the increasing and most important educational problems in medical universities ...
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Background & Objective: Classrooms are suitable places for transferring teachers experiences to the students and a better understanding of educational contents The students absence from theoretical classes has been one of the increasing and most important educational problems in medical universities in recent years This study was performed to determine the effective factors on theoretical class attendance according to nursing and midwifery students point of view in Kerman Razi School of Nursing and Midwifery Kerman University of Medical Sciences 2003 Methods: In this descriptive – analytic study 320 nursing and midwifery students were asked to fill in the researchermade questionnaires using a census method Totally 217 questionnaires were filled Results : Among all 217 students 879% were female and 757% were single Students mean age (± SD) was 224(±4) years Native students were 567% and only 146% were employed Among the effective factors on theoretical class attendance the highest mean scores belong to “teachers scientific dominance and orientation” (47) “students interest in the related topic” (467) “proper teaching method” (466) “importance of class attendance for better comprehension of the lesson” (458) and the lowest mean scores belong to “classrooms physical environment” (385) “not attending the class as a duty” (388) using audiovisual aids (395) Conclusion : The findings showed that attending classes is affected by factors related to both teachers and studentsBut the teachers scientific dominance and orientation teaching methodology and students involvement during class discussions are the main factors which determine students attendance in the classes
Mousa Alavi; Ali Reza Irajpour; Heidar Ali Abedi
Volume 4, Issue 1 , July 2007, , Pages 10-18
Abstract
Background & Objective: One of the most important goals of clinical education is ensuring from students clinical competency In such process the evaluation of clinical skills is one of the most important challenges The aim of the present study was to introduce some of the important concepts related ...
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Background & Objective: One of the most important goals of clinical education is ensuring from students clinical competency In such process the evaluation of clinical skills is one of the most important challenges The aim of the present study was to introduce some of the important concepts related to the evaluation of clinical skills Methods : Using phenomenological approach participants were selected from students and teachers of Isfahan Nursing and Midwifery School A purposive sample of 18 individuals (10 nursing students and 8 clinical teachers) who had experienced at least one course of clinical education was recruited An indepth interview was undertaken and Colaizzi method was used for data analysis The reliability and validity of the study was grounded on the four items (factual value applicability consistency and neutrality) Results : The transcribed interviews were analyzed in the seven stages of analysis Emerging codes were categorized in the following three major themes: Triangulation in evaluation the atmosphere of clinical evaluation and Evaluation syndrome Conclusion : Based upon an emphasis on the relationship among clinical evaluation environment (physical and psychosocial) the characteristics of the evaluator and the evaluated and relevant concepts the findings of the present study identified a need for the integration of all influential factors in the process of clinical evaluation Findings also suggest that clinical evaluation has to enjoy relevant models including various influential factors rather than strict structured tools
Nayereh Salmani; Hengameh Amirian
Volume 3, Issue 1 , July 2006, , Pages 11-18
Abstract
Background: Clinical education environment is a place for improving clinical skills of nursing students and preparing them for working in the hospital Studies have shown that students expectation of their clinical education environment is different from what exists in reality That is they are always ...
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Background: Clinical education environment is a place for improving clinical skills of nursing students and preparing them for working in the hospital Studies have shown that students expectation of their clinical education environment is different from what exists in reality That is they are always looking for a better learning environment Therefore finding any factor affecting clinical learning is essential in planning clinical education programs Objectives: To compare nursing students and their instructors viewpoints about clinical education environment Methods: In this descriptive study 119 nursing students and 14 instructors in Islamic University of Yazd were randomly selected Data gathering tool was a twopart questionnaire The first part included demographic features and the second part included items for viewpoint assessment This part contained items about “the relationship between students and their instructors” “the presence of learning opportunities in hospital” “support of students by instructors” and “hospital facilities” Results: Clinical education environment was poor according to 11% moderate according to 77% and good according to 12% of the students while it was evaluated as being moderate by 50% and good by 50% of the instructors and there was significant statistical difference between the two groups in their viewpoints about clinical education environment (p=0001) In addition to the total score in three domains “instructorstudent relationship” “learning opportunities” and support of students by instructor” had better viewpoints comparing to the students (p=0001) Conclusion: The differences between instructors and nursing students viewpoints about the condition of clinical education environment is important and identifying these differences can help recognizing key problems of clinical education environment
