Review
Fatemeh Alaee Karahroudy; Effat Sheikhbahaeddinzadeh
Articles in Press, Accepted Manuscript, Available Online from 12 September 2020
Abstract
Background: One of the most important tasks of a university is to assess their weaknesses and build upon their strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational ...
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Background: One of the most important tasks of a university is to assess their weaknesses and build upon their strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational program. Objective: The current study compared the psychiatric nursing curriculum in Iran with that of Canada in order to assess differences and suggest improvements. Methods: This is a descriptive comparative study conducted in 2018. In order to obtain the required information on the psychiatric nursing field, we utilized the Iran Health Ministry website and several Canadian universities offering psychiatric nursing graduate programs. Data was collected through a comprehensive internet search using databases in both Persian and English. We utilized the four steps of the comparison model, also known as Bereday’s four-stage method. Comparative analysis was conducted on the following key areas: the time of starting to approve M.Sc. course, mission, goals, entry requirements, number and similarity of units (theory/practical), and the duration of completing course. Results: The University in Canada has been established earlier than Iran. Psychiatric nursing programs in both countries have defined missions, goals, job responsibilities. The educational program at Brandon University is focused on community needs. It is possible to complete their program on a part- or full-time basis. Additionally, some courses are optional Admission requirements for Brandon University in Canada include practical psychiatric nursing care experience and a relevant degree; however, in Iran the requirements do not include any background or practical experience. The requirements are limited to a bachelor’s degree in nursing and an entrance exam. The program primarily focuses on theory, and was only offered on a full–time basis. Conclusion: Comparing the two curriculums, we noted that the Iran educational program still has weaknesses. In order to improve the quality of education, it is suggested that students volunteer to have psychiatric nursing care experience. The curriculum should also include administration, education, and practice. Additionally, a more flexible curriculum should be offered, one that is based on the needs of Iranian society.
Original Article
Sayyed Mohammad Hossein Mousavi-Nasab; Mahboobe Shamsi Nezhad
Articles in Press, Accepted Manuscript, Available Online from 31 October 2020
Abstract
Background: Educational situations greatly affect the mental growth and health of individuals, as well as their psychological resources. Of the psychological resources involved in education, academic self-efficacy, academic motivation, and optimism are noteworthy. Objectives: The present study aimed ...
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Background: Educational situations greatly affect the mental growth and health of individuals, as well as their psychological resources. Of the psychological resources involved in education, academic self-efficacy, academic motivation, and optimism are noteworthy. Objectives: The present study aimed at comparing academic self-efficacy, academic motivation, and optimism among professional doctorate students at Kerman University of Medical Sciences, Kerman, Iran. Methods: A cross-sectional study was conducted on all the first- and fifth-year medical, dentistry, and pharmacy students of Kerman University of Medical Sciences in the academic year 2018-19 as the statistical population, of whom 266 subjects were selected by simple random cluster sampling. Data were collected using the Vallerand academic motivation and the Owen and Froman college academic self-efficacy scales, as well as the life orientation test (Scheier and Carver) questionnaires. MANOVA was used to analyze the data. Results: Dental students had the highest level of self-efficacy (P=0.007). Also, the mean scores of academic self-efficacy (P = 0.001) and optimism (P = 0.03) were higher among the fifth-year students. On the other hand, in the interaction of the study field with the entry year, self-efficacy was significant (P = 0.001). There was no significant difference in the academic motivation among the students of different study fields (P = 0.16) and according to the entry years. (P = 0.13) Conclusion: Dental students choose their field of study with more interest, which further maintains and increases their academic motivation during the seven years of academic education. On the other hand, interest in the field of study is one of the variables influencing the maintenance and increase of the self-efficacy construct over time.
Review
Hakimeh Ansari; Behnam Talebi; Asadollah Khadivi
Articles in Press, Accepted Manuscript, Available Online from 02 November 2020
Abstract
Context: Development of problem-solving skills through policy-making and promotion of physician education can be achieved by establishing specific criteria for policy-making and evaluation of educational policies. This study aimed to investigate the challenges of assessing medical education policies. ...
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Context: Development of problem-solving skills through policy-making and promotion of physician education can be achieved by establishing specific criteria for policy-making and evaluation of educational policies. This study aimed to investigate the challenges of assessing medical education policies. Evidence Acquisition: In this systematic review, the Sample–Phenomenon of Interest–Design–Evaluation–Research (SPIDER) model was used to extract data. Scientific databases were searched to find articles in Persian or English language, assessing policy-making and policies in the Iranian medical education during 2010-2019. Of 485 domestic and international studies, 447 studies were excluded, based on the title or abstract, and 38 full-text articles were selected for further investigation. Finally, 11 relevant articles were reviewed as the final sample. Results: The challenges of educational policies in medical education were determined, based on the descriptive content analysis of the reviewed articles. These challenges were classified, based on the policy analysis steps. The main challenges of assessing medical education policies in 11 selected studies were related to setting the agenda, setting policies, policy selection, policy execution, and finally, policy analysis in medical education. Conclusions: Based on the present results, policy-makers can incorporate the conceptual model of this study, which was based on an established theoretical framework and previous research, in the process of policy-making.
Letter to editor
Leili mosalanejad
Articles in Press, Accepted Manuscript, Available Online from 02 November 2020
Abstract
The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. The establishment of a professional identity needs to support the objective to develop educational strategies and change the traditional curriculum. According to some evidence, to redefine ...
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The goal of teaching in medical sciences is to warrant increasing the number of people with professional identities. The establishment of a professional identity needs to support the objective to develop educational strategies and change the traditional curriculum. According to some evidence, to redefine medical professionalism in Iran, the medical education curriculum must change, and an educational reform must be implemented. Moreover,all aspect of medical professionalism should be reviewed and modified in accordance with the changes made in medical education so that it performs more effectively with the formation and internalization of professional identities.
Letter to editor
Mina Mobasher; Fatemeh Iranmanesh
Articles in Press, Accepted Manuscript, Available Online from 07 November 2020
