Mahnaz Saadatbakht; Atefeh Ahmadi; Ali Mehdizadeh Zare Ansari; Mansooreh Azizzade Forouzi; Yunes Jahani
Abstract
Objectives This study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense of belonging in clinical settings. Methods This interventional study with the pre-test - post-test control group design was conducted on 78 midwifery students ...
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Objectives This study aimed to investigate the effect of group counseling with emphasis on communication skills on midwifery students’ sense of belonging in clinical settings. Methods This interventional study with the pre-test - post-test control group design was conducted on 78 midwifery students of Kerman Medical University, who were selected using the census method. Of the total study population, sixty students with low level of mental health were screened using Goldberg’s General Health Questionnaire and randomly included in an intervention and a control group. They filled out Belongingness Scale-Clinical Placement Experience (BES-CPE) as the pre-test. The intervention consisted of eight group counseling sessions (two 2-hour sessions per week) with emphasis on communication skills that were held in their faculty. The final sample included fifty-two students filling out the post-test instruments. Data were analyzed using SPSS 22. Results There was a significant difference between the groups in terms of total score (P < 0.0001) as well as the self-esteem and self-efficacy subscales (P < 0.05). Conclusions Sense of belonging in clinical settings is required for midwifery students so that they can improve their communicaton skills in such settings. Therefore, it is recommended to include programs in midwifery curricula in order to improve students’ sense of belonging with enhancing their communication skills.
Hajar Shafian; Mansooreh Azizzadeh-Forouzi; Behshid Garrusi; Ali Akbar Haghdoost
Volume 13, Issue 5 , January 2017, , Pages 451-459
Abstract
Background & Objective: Learning style is a distinctive habitual behavior to gain knowledge skills or feedback attained through study or experience The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing ...
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Background & Objective: Learning style is a distinctive habitual behavior to gain knowledge skills or feedback attained through study or experience The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing these variables To reach this goal predictive variables of learning styles should be accurately identified in order to improve the learning environment The aim of this study was to determine the relationship between learning styles and selfesteem in students of Kerman University of Medical Sciences Iran Methods: This descriptiveanalytical and crosssectional study was carried out on 343 students selected through quota sampling method The data collection tools consisted of a demographic information form the Kolb Learning Style Inventory (LSI) version 2 and the Rosenberg SelfEsteem Scale (RSES) Data were analyzed using chisquare test Spearmans correlation coefficient linear regression and logistic regression Results: The mean (± SD) age of the participants was 2141 (± 296) and 443% of students used absorbent learning style In addition 609% of students had poor selfesteem No statistically significant association was observed between students learning styles and levels of confidence In addition the results showed that only gender was a prognostic factor in determining learning styles Conclusion: The results of this study showed that the students selfesteem and learning styles were not correlated; thus teachers can disregard these factors in their assessment of students learning styles
