Mitra Kamyabi
Abstract
Background: Nowadays, expectations from higher education systems have changed, and the purpose of these centers is not only to transfer information. One of the solutions to respond to higher education’s new need is to move toward lifelong learning.Objectives: This research was conducted to investigate ...
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Background: Nowadays, expectations from higher education systems have changed, and the purpose of these centers is not only to transfer information. One of the solutions to respond to higher education’s new need is to move toward lifelong learning.Objectives: This research was conducted to investigate the desirable features of content in higher education with an emphasis on the lifelong learning approach.Methods: This qualitative study was conducted with a content analysis approach in 2019. Nineteen faculty members of Isfahan University, Shahid Bahonar University of Kerman, and Medical Sciences Universities of Kerman and Isfahan, who were experienced in the fields of curriculum planning, higher education, and teaching and learning, were selected to participate in the study through purposive sampling. Data were collected through open-ended semi-structured interviews. Graneheim and Lundman’s qualitative method was used to analyze the data. The results of data analysis were presented during three stages of open, axial, and selective coding. The peer check method and external observer were used in order to ensure the reliability and acceptability of the data.Results: According to the results of this research, three main categories were identified as the desirable features of content with an emphasis on the lifelong approach. The first category was “suitability of the content for society and its needs”, which includes the components of being up-to-date and applicability and usefulness. The second category is “suitability for the learner and his/her needs”, which includes the dimensions of matching with the learner’s interest, need, and ability, developing individual skills according to the learners’ potential, and developing excellent thinking skills. The third category is “suitability for curriculum regulations”, which includes the components of continuous education, learning with multiple methods, quality, flexibility, diversity, coherence, and self-direction.Conclusion: The results of this research can be used in revising higher education content with an emphasis on educating individuals with the feature of lifelong learning.
Mahin Naderifar; Hamideh Goli; Fereshteh Ghaljaie
Abstract
Background and Objectives Snowball sampling is applied when samples with the target characteristics are not easily accessible. This research describes snowball sampling as a purposeful method of data collection in qualitative research. Methods This paper is a descriptive review of previous research papers. ...
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Background and Objectives Snowball sampling is applied when samples with the target characteristics are not easily accessible. This research describes snowball sampling as a purposeful method of data collection in qualitative research. Methods This paper is a descriptive review of previous research papers. Data were gathered using English keywords, including “review,” “declaration,” “snowball,” and “chain referral,” as well as Persian keywords that are equivalents of the following: “purposeful sampling,” “snowball,” “qualitative research,” and “descriptive review.” The databases included Google Scholar, Scopus, Irandoc, ProQuest, Science Direct, SID, MagIran, Medline, and Cochrane. The search was limited to Persian and English articles written between 2005 and 2013. Results The preliminary search yielded 433 articles from PubMed, 88 articles from Scopus, 1 article from SID, and 18 articles from MagIran. Among 125 articles, methodological and non-research articles were omitted. Finally, 11 relevant articles, which met the criteria, were selected for review. Conclusions Different methods of snowball sampling can be applied to facilitate scientific research, provide community-based data, and hold health educational programs. Snowball sampling can be effectively used to analyze vulnerable groups or individuals under special care. In fact, it allows researchers to access susceptible populations. Thus, it is suggested to consider snowball sampling strategies while working with the attendees of educational programs or samples of research studies.
Abdollah Mousavi-Ouri
Volume 13, Issue 3 , September 2016, , Pages 288-297
Abstract
Background & Objective: Focus group discussions are a way to solve problems in nursing A great extent of information on the specific issues and problems of nursing can be obtained through the activity of members in this method The aim of this study was to review studies conducted using this method ...
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Background & Objective: Focus group discussions are a way to solve problems in nursing A great extent of information on the specific issues and problems of nursing can be obtained through the activity of members in this method The aim of this study was to review studies conducted using this method as a problem solving method in nursing Methods: This study was a descriptive review on the objectives processes and applications of focus group discussion regarding problem solving in nursing The databases of Iranmedex Magiran SID Scopus ScienceDirect Elsevier Google Scholar and PubMed were searched using the keyword of focus group group interviews nursing and focus group discussion for publication in the years 19982015 Results: A focus group is a semistructured group session which is moderated by a group leader and held in an informal setting to collect information about a designated topic A focus group discussion is an interview with emphasis on interaction between the participants and the data generated is very difficult to achieve through individual interviews or participant observation The main components of a focus group include a skilled moderator appropriately selected participants appropriate place and time and correct implementation of the process Tape recording and verbatim transcription along with field notes are the usual methods of documenting data in focus groups Conclusion: Focus group discussion consists of a series of carefully planned discussions designed to obtain perceptions on a defined area of interest in a permissive nonthreatening environment Costeffectiveness flexibility and stimulating are some of the features of focus group discussions which can generate very useful information
Ali Akbar Vaezi; Hossein Tavangar; Mostafa Javadi
Volume 11, Issue 4 , February 2015, , Pages 508-522
Abstract
Background & Objective: Factors effective in the continuous nursing education process may motivate nurses to participate in continuous education programs and thus result in knowledge promotion and improvement of skills in clinical practice and improvement of patient care However they may also prevent ...
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Background & Objective: Factors effective in the continuous nursing education process may motivate nurses to participate in continuous education programs and thus result in knowledge promotion and improvement of skills in clinical practice and improvement of patient care However they may also prevent the achieving of these goals The precise recognition of these factors can result in constructive modification in continuous education programs and achieving of the goals of continuous education (improving patient care) Thus the aim of this study was to explain the factors influencing the successful implementation of the continuous nursing education process based on the experiences of nurses Methods: This qualitative study was conducted in 2012 The study subjects consisted of 28 individuals including nurses nursing supervisors and nursing managers The participants were selected using purposive sampling method Data were collected through unstructured interviews and field notes In addition data analysis was conducted using content analysis Results: From the data 3 main categories of advantage of compulsory education appropriate context for education and passive training were achieved The subcategories of these 3 categories consisted of compulsory training regulations and gaining advantage from training various sources of education suitable educational conditions educational willingness commitment to education and educational competency insufficient educational motivation of employees and managers inadequate educational qualification of nursing managers and passive educational supervision Conclusion: The identification of motivational factors and barriers of the continuous nursing education process based on nurses experiences can assist continuous education program policy makers and planners and nursing managers in the development of continuous education regulations based on effective programs and activities
Leili Mosalanejad; Bahar Morshed Behbahani
Volume 10, Issue 2 , August 2013, , Pages 130-141
Abstract
Background & Objective: Hidden curriculum is a broad category that includes all of the unrecognized and sometimes unintended knowledge values and beliefs that are part of the learning process in schools and classrooms The hidden curriculum and ethical education have an integral relationship The aim ...
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Background & Objective: Hidden curriculum is a broad category that includes all of the unrecognized and sometimes unintended knowledge values and beliefs that are part of the learning process in schools and classrooms The hidden curriculum and ethical education have an integral relationship The aim of this study is the explanation of teachers experiences in shaping hidden curriculum in the form of a qualitative research Methods: This is a qualitative research and data were analyzed using content analysis was applied Data were collected using indepth semistructured interviews and focus groups with 22 teachers in each group The participants were recruited by purposeful sampling from a mixed group of basic clinical and nursing sciences majors Results: Qualitative content analysis demonstrated 4 themes and 26 subthemes of the role of the teacher in shaping hidden curriculum The themes consisted of: 1 factors related to teacher empowerment 2 interpersonal relationships 3 the teachers personality and ethical characteristics 4 educational characteristics of the teachers performance Each category contained subcategories Conclusion: The result showed the role of teachers in shaping hidden curriculum and the role of this subject in academic social ethical and educational aspects of students Therefore we recommend that all teachers managers and educational executive managers pay attention to this important program and that inservice training be considered for faculty members
Ali Asghar Arabi Mianroodi; Zahra Asgari Baravati; Nages Khanjani
Volume 9, Issue 1 , July 2012, , Pages 65-76
Abstract
Background & Objectives: Nowadays improvement of teaching quality is one of the basics for a credible higher education system and without doubt evaluation and monitoring of teaching quality are important for reaching this goal However different studies have shown that academic evaluation is one of ...
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Background & Objectives: Nowadays improvement of teaching quality is one of the basics for a credible higher education system and without doubt evaluation and monitoring of teaching quality are important for reaching this goal However different studies have shown that academic evaluation is one of the most controversial topics in Medical Education and deserves more research and attention Meanwhile the experience of academics as the subjects of these assessments can be very helpful Methods: The current study is a qualitative (phenomenology) study Interested academics were invited to participate in 4 focus groups each including 6 to 8 participants Open unstructured questions were asked Participants suggested different methods of academic assessment and commented on the pros and cons of each The focus group discussions ended when the conductors felt data saturation has been met Results : Data were analyzed through theme analysis method A total of nine different data sources including seven subjective sources (asking from students head of faculty head of department and colleagues as well as selfassessment twoway assessment and assessment by a third party) and two objective ones (students scoring and the academics output) were mentioned and their pros and cons were explored thoroughly and the methods for increasing data quality from each source were also proposed Conclusion: In order to acquire more fair results academic assessment should rather be done through an appropriate combination of different information sources and by considering the current situation and the shortcomings of each source
