Seyed Reza Mazloum; Maryam Ghorbanzadeh; Tayebeh Reyhani; Mehri Yavari; Hasan Boskabadi
Volume 13, Issue 1 , April 2016, , Pages 10-19
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 ...
Read More
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
Hosein Karimi-Moonagi; Roza Montazeri; Mahnaz Amini; Mohammad-Taghi Shakeri; Mehri Yavari; Mohammad Khajehdaluee; Mojgan Afkhamizadeh
Volume 11, Issue 1 , May 2014, , Pages 65-74
Abstract
Background & Objective: Communication skills assessment requires the use of valid instruments The present study has done to investigate concurrent validity of the simulated patient meaning relationship between test results by the simulated or real patient and possibility to generalize the ...
Read More
Background & Objective: Communication skills assessment requires the use of valid instruments The present study has done to investigate concurrent validity of the simulated patient meaning relationship between test results by the simulated or real patient and possibility to generalize the results by simulated patient and in simulated environment for real patient and in bedside Methods: In this correlation study 32 medical externships were enrolled by purposive sampling method The students were divided randomly into two equal and homogeneous groups Using crossover design first group were assessed by real patient initially and then simulated patient and second group were measured conversely Communication skills assessment was done using a checklist retrieved from CalgaryCambridge interview skills checklist The data were analyzed using descriptive and analytical statistics Results: In first assessment comparing scores by simulated and real patient in first group second group and total students showed significant differences In second assessment between two groups the statistics results was not significant with very minor differences (P = 0064) There were positive correlation between scores of total students by simulated and real patient (r = 063) Conclusion: According to the results communication skills of each student in simulated position cannot be generalized to real situation and cannot be claimed that simulated patient can be used instead of real patient
