Raziye Emambakhsh; Moghaddameh Mirzaee; Abedin Iranpour; Roghaieh Ershad Sarabi
Abstract
Background: The group discussion method is one of the student-centered and active teaching methods in which learners actively participate in educational activities using discussion, and they are given the opportunity to share their opinions and experiences with others.Objectives: The present study was ...
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Background: The group discussion method is one of the student-centered and active teaching methods in which learners actively participate in educational activities using discussion, and they are given the opportunity to share their opinions and experiences with others.Objectives: The present study was conducted to compare the effects of the group discussion method and the lecture method on health workers’ knowledge and attitudes.Methods: In this quasi-experimental study, 70 health workers working in Baft, Kerman province, were selected by census method and divided into two groups of 35 people. Asthma-related educational content was presented for one group as a lecture and the other as a group discussion. Before and after the intervention, health workers’ knowledge and attitudes scores were evaluated and compared using a researcher-made questionnaire.Results: The mean age of participants was 38 ± 2.7 years. After the intervention, the mean score of attitude was 65.86 ± 6 in the lecture group and 68.66 ± 4.7 in the group discussion group, indicating a significant difference (p = 0.04). The mean score of knowledge after the intervention was 11.4 ± 1.66 in the lecture group and 11.28 ± 1.6 in the group discussion group, which was not statistically significant (p = 0.77). In both groups, the mean scores of knowledge and attitude increased significantly after the intervention (p<0.0001).Conclusion: The results showed that education affected the increase of health workers’ knowledge and attitudes in both groups. Also, the group discussion method had a greater effect on increasing the attitude of individuals compared to the lecture method; however, this effect was not significant for knowledge. Therefore, it can be concluded that for the training of health workers, it is better to use integrated teaching methods to create deep and efficient learning as well as positive attitude and motivation.
Mohammad Reza Amiresmaili; Moghaddameh Mirzaee; Mohsen Aminizadeh; Rohaneh Rahimisadegh
Abstract
Background Training of human resources, especially nurses, is a profitable investment for hospitals with major economic return if properly planned and implemented. Objectives The present study aimed to evaluate the effectiveness of a cardiopulmonary resuscitation (CPR) course as an in-service training ...
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Background Training of human resources, especially nurses, is a profitable investment for hospitals with major economic return if properly planned and implemented. Objectives The present study aimed to evaluate the effectiveness of a cardiopulmonary resuscitation (CPR) course as an in-service training program, based on the Kirkpatrick model. Methods This interventional study was conducted at Afzalipour Hospital of Kerman, Iran from October 2014 to May 2015. The study sample consisted of 45 nurses, including 20 nurses in the case group and 25 nurses in the control group. The case group participated in a four-hour CPR training workshop. The Kirkpatrick model was used to determine the effectiveness of the CPR course. Data were collected using three questionnaires and hospital records. Results The participants were satisfied with the training course, and a significant difference was observed in the mean score of three intervals of learning levels evaluation (P < 0.0001). Based on the findings, CPR training affected the learning level of nurses from the case group; however, the average learning score was not significantly different between the two groups (P = 0.26). In addition, the difference in the mean score of behavior level was not significant before and after training (P = 0.91). The results of Chi-square test also showed that CPR training did not affect the forth level (P = 0.54). Finally, the overall effectiveness of the CPR training course was estimated at 32.51%. Conclusions This study indicated that effectiveness of in-service training is not at a desirable level. Since organizations allocate a lot of their resources to such training courses every year, it is essential to reconsider planning and implementation processes.
