The obstacles and improving strategies of clinical education from the viewpoints of clinical instructors in Tehran’s Nursing Schools (original) (raw)
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Critical thinking in nursing education in Iran
Iranian Journal of Medical Education, 2011
Introduction: Nurturing critical thinking is one of the nursing educational goals in Iran. Assessing the critical thinking ability of nurses' and nursing students' and the effect of current instructional strategies to foster it can assist to determine the efficacy or probable inadequacy of the educational system. The present study reviews the published studies on critical thinking in nursing, in Iran. Methods: This paper reviewed studies concerning critical thinking in nursing, paying particular attention to the effect of academic education on ...
Iranian Journal of Medical Education, 2013
Introduction: Becoming a concern for top universities worldwide, internationalizing the curricula is aimed to provide an international sight for academic curricula of the disciplines in universities nowadays. The purpose of this study is to investigate effective ways of internationalizing the curricula of medical sciences disciplines from the faculty's viewpoint in Shahid Beheshti University of Medical Sciences. Methods: This descriptive survey study was performed during 2011-2012 academic years. The statistical population included 423 faculty members of Shahid Beheshti University of Medical Sciences. 118 members were selected as the research sample. The research instrument was a questionnaire developed by the researcher using 5-point Likert Scale which covered seven areas. Also its validity and reliability was confirmed. Collected data was analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (one-sample t-test, independent t-test, ANOVA and Scheffe's test). Results: The score attained for all represented solutions for internationalization of medical curricula was significantly (P≤0.05)more than the scale's mean (m=3). Content/educational strategies (3.86±0.59) had the highest mean and structural/academic strategies had the lowest mean (3.34±0.66). There is no significant difference (P≤0.05) in terms of sex and academic variables. Conclusion: It seems that it is effective to use different solutions including content/educational, motivation/humanistic, structural/academic, informative/communicative, cultural/social, political/diplomatic, and technological/equipment ones in internationalizing medical curricula.
MEDICAL SCIENCES JOURNAL, 2020
Background: The aim of this qualitative study was identifying the effective factors and components in transferring learning to the work environment in in-service training of nurses in hospitals affiliated to the Social Security Organization. Materials and methods: The method was exploratory research and Data analysis was fundamental. The sample includes 35 members of hospital supervisor, head nurses, master manager of education and academic professors who work and expert in training transfer. Data were collected by open interview until theoretical saturation was reached. Open and semi-structured interviews were used to collect information and simultaneous analyses of the interview were conducted using open, axial and selective coding. The obtained model was validated by all 35 people and the learning transfer model was developed. Finally, using the feedback method of the participants and the analyst triangulation technique, the validity of the analysis was ensured. In order to measure the reliability of the coding, re-test reliability methods and intra-subject agreement were used. Results: The factors affecting training transfer could be in 4 dimensions, including personal factors, educational factors, organizational factors and meta-organizational or environment factors. Conclusion: The results showed this fact that in educational performance process in hospital and achieve the efficiency and effectiveness of education in nurses' performance , we must consider factors affecting training transfer. Because the lack of attention to these factors influencing the transfer process has shown that learning is forgotten over time and eventually a small percentage is transferred to the workplace and a lot of costs are imposed on the hospital without any benefit.
Journal of Rafsanjan University of Medical Sciences, 2013
Evaluation, as one of the quality progress tools, makes it possible to identify strengths and weakness points by taking appropriate steps in the evolution and reform in the workflow by strengthening the positive aspects of the programs and eliminating the failures. This Study was based on the CIPP model in 2010 with the objective of evaluation of Medical School faculty at Rafsanjan university of medical sciences. Materials and Methods: This Study was a descriptive-cross sectional and study population consisted of 63 students, 28 faculty members and 10 graduates students. The researcher-made questionnaire was used for data gathering. The questionnaire included two parts: demographic information and questions. Zero score to 1.5 (unfavorable status), 1.51 to 3.50 (relatively favorable), and 3.51 to 5 was considered desirable status. Data were analyzed using descriptive and inferential statistics. Results: From the perspective of the participants the status at the context, input, process, and whole medical school was considered to be relatively favorable. The results showed that in general, as in the areas of context, process and product of medical school, there was a significant differences between Instructors and students (p≤0.05). Students evaluated context better than instructors and instructors evaluated input, process and product and whole medical school better than the students. Conclusion: The final results of the evaluation of medical school showed that the status is desirable. In order to achieve quite desirable results it's optimal that officials of this university and colleges improve the important factors such as reviewing the material and educational content have regulars instruction for new teaching methods hold assessments and teach communication skills to their instructors.
Iranian Journal of Medical Education, 2013
Introduction: Nursing and midwifery students are exposed to high stress as they face multiple stressors in their educational and clinical experiences. This can threaten their mental health, which in turn, can affect their function. Considering the impact of mental health on individual performance, this study examined mental health and its relationship with academic achievement in students of Tabriz nursing-midwifery school. Methods: In this descriptive-analytical study, a sample of 251 Nursing and Midwifery students of Tabriz University of Medical Sciences was selected. Data were gathered by General Health Questionnaire (GHQ-28). The students' grand point averages were regarded as academic achievement of students. The data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (Ttest, ANOVA and Pearson Correlation Coefficient). Results: The mean general health scores of students participating in the study were 25.7±11.02. The highest mean was belonged to social function subscale (11.84±2.9) and the lowest to depression (3.5±3.83). A significantly negative correlation between scores of mental health and academic achievement was observed (P≤0/00, r=-0/229), so that students with better mental health status had higher scores of academic achievement. Conclusion: According to the results, there was a significant relationship between mental health and academic achievement in students. It is necessary to conduct further studies about mental problems of students and activation of counseling centers.