Strides in Development of Medical Education

Document Type : Original Article

Authors

1 M.Sc. in Nursing Education, Instructor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Evidence-Based Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

2 M.Sc. Student in Neonatal Intensive Care Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

3 M.Sc. in Pediatric Nursing, Lecturer, Department of Pediatric and Neonatal Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

4 M.Sc. in Health Education, Lecturer, Department of Health, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

5 Neonatologist, Associate Professor, Department of Neonatal Medicine, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

Abstract

Background & Objective: Despite the importance of local educational standards for the correct implementation and evaluation of higher education programs studies show such standards do not exist for the masters degree in neonatal intensive care nursing Therefore the purpose of the present study was to develop basic educational standards for program evaluation and accreditation of the master of sciences course in neonatal intensive care nursing Methods: This study was a descriptive survey conducted using the Delphi survey method in 2014 A total of 20 experts including infants and medical education specialists administrators of the department of education faculty members of the department of pediatrics nursing administrators of neonatal intensive care units and students and graduates of the neonatal intensive care nursing course were selected through purposive sampling First items related to basic educational standards were extracted through an extensive review of databases Subsequently 3 sessions in 2 rounds were held with the experts and basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing were developed on the basis of consensus Results: This study led to the proposal of 20 items as basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing In the first round 25 items of the total 41 items were agreed upon by experts Statistical results showed the content validity index in clear expression importance and availability in the second round was 094 092 087 respectively Conclusion: Considering that the checklist of basic educational standards was developed by experts it is hoped it will gain high acceptability and be an efficient model for the evaluation of the masters program in neonatal intensive care nursing

Keywords

  1. The supreme council of medical science planning. Curriculum of Master of Science Degree for Neonatal Intensive Cares nurse. [Cited 2009 Apr 20]. Available from: http://www.mums.ac.ir/nurse/fa/karshenasiarshad. [In Persian]
  2. Tofighi Sh, Meskarpour M, Ameriuon A, Naseri H. Equity in distribution of intensive care beds in Iran with Gini coefficient and Lorenz curve approach. J Lorestan Univ Med Sci. 2011; 12(2):75-83. [In Persian]
  3. Johnson M, Dörfling CS, Muller M. Standard for neonatal intensive care nursing: unit directed management standards. Curationis. 1999;22(3):56-64.
  4. Javanmardi S, Javanmardi Ch, Poorshafei H. The content evaluation of the curriculum of higher education (criteria and standards). [Cited 2014 Feb 20]. Available from: http://birjand.blogsky.com. [In Persian]
  5. Lysaght RM, Altschuld JW. Beyond initial certification: the assessment and maintenance of competency in professions. Evaluation and Program Planning. 2000;23(1): 95-104.
  6. Standard I. AORN Standards for RN First Assistant Education Programs. Aorn J. 2011;94(1): 49-52.
  7. Dargahi H, Mohamadzade N. Faculty Members’ Evaluation by Students: Valid or Invalid. Iran J Med Educ. 2013; 13(1): 39-48. [In Persian]
  8. Mohammadi R. (dissertation). Internal evaluation of the quality departments of pure and applied mathmatics Amirkabir University of Technology. Tehran: Faculty of Psychology & education; 2002. [In Persian]
  9. Mirzadeh A, Tavakoli S, Yazdani K, Taj M. Accreditation: A Way to Quality Assurance and Improvement. Iran J Med Educ. 2004; 4(2): 105-16. [In Persian]
  10. Greenfield D, Pawsey M, Hinchcliff R, Moldovan M, Braithwaite J. The standard of healthcare accreditation standards: a review of empirical research underpinning their development and impact. BMC Health Serv Res. 2012; 12:329.
  11. Bazargan A. Education Evaluation. Tehran: Samt Pub; 2004:4. [In Persian]
  12. Aliyari Sh, Maleki H, Pazargadi M, Abaspoor A. Developing and standardization of quality evaluation and accreditation indicators for curricula of baccalaureate degree nursing education in Iran. J Army Univ (Annals Military Health Sci Res). 2012; 10(1): 50-61. [In Persian]
  13. White RD. Recommended standards for newborn ICU design. J Perinatology. 2006; 26: S2–S18.
  14. Golchin M, Heidari H, Ziaie S, Salehi S. Creating national care standards for neonatal intensive care units in 2007. Iran J Nurs Midwifery Res. 2010; 15(2): 54–9.
  15. Sasahara T, Kizawa Y, Morita T, Iwamitsu Y, Otaki J, Okamura H, et al. Development of a standard for hospital-based palliative care consultation teams using a modified Delphi method. J Pain Symptom Manage. 2009; 38(4):496-504.
  16. Salsali M. Research in Nursing. (Translation). Dempsey PA, Dempesi A. 5nd ed. Tehran: Boshra Pub; 2004. [In Persian]
  17. Lindgren S. Basic Medical Education WFME Global Standards for Quality Improvement. World Federation for Medical Education: Denmark, Copenhagen. 2015.
  18. Burns N, Grove SR. The practice of nursing research, conduct, critique and utilization. 4th ed. Philadelphia: Saunders; 2001.
  19. HasanzadehRangi N, Allahyari T, Khosravi Y, Saremi M. Development of an Occupational Cognitive Failure Questionnaire (OCFQ): Evaluation validity and reliability. Iran Occupational Health. 2012;9(1):29-40. [In Persian ]
  20. Yaghmaei F. Measuring behavior in research by valid and reliable instrument. 2nd ed. Tehran: Shahid Beheshti  University  of  Medical  Sciences; 2009.  [In  Persian]
  21. Dehghani  Poudeh  M,  Shams  B,  Ashourioun  V, Esmaeilee  A,  Asilian  A,  Nasri  P.  Internal assessment of Isfahan general medicine curriculum  based  on  basic  standards  of  Ministry of  Health  and  Medical  Education:  A  Model  for Evaluation  and  Analysis  of  Results.  Iran  J  Med Educ.  2011;  10(5):  552-65.  [In  Persian]
  22. Nasr AR,  Solomonids,  Cameron  A.  The  Steps  and Criterion  toward  Establishing  New  Courses  and their  Evaluation  in  the  Universities  of  Australia.  J Higher  Education  Curriculum  Studies.  2013; 3(6):7-28.  [In  Persian]
  23. Motahari  nejad  H,  Ghourchian  NGH,  Jaafari  P, Yaaghoubi  M.  Standards  for  quality  assurance  in engineering  education  in  Iran:  A  global  approach. Engineering  Education  System  in  Iran.  2013; 14(54):21-42.  [In  Persian]