M Emami Maybodi, M Mirzaei, T Farajkhoda, K Soltani-Arabshahi,
Volume 9, Issue 4 (Winter 2015)
Abstract
Introduction : Inhibiting factors in clinical learning of nursing students cause a huge gap between the optimum and the current situation in performance of the graduates . Due to the lack of a comprehensive and reliable tool for the identification of these factors in Iran , this study aimed to develop a scale to assess the related items to nursing students’ clinical learning.
Methods : This descriptive study used Delphi approach to assess factors associated with clinical learning of nursing students in nursing schools of Yazd province in 2013 . The expert panel includes all registrars in nursing faculties, nursing clinical tutors, nursing personnel involved in education and years three and four nursing students. In the first round of Delphi, data collection tool was a structured questionnaire with 82 item s and an open question for additional suggestions.
Sampling method in those with responsibility was purposive, due to their limited number, and in other groups was random. Sample size was 48 of whom 41 agreed to participate in the study. According to the Delphi process, scope and scale of items were studied by 41 members of the panel t o reach over than 75% consensus. The collected data were analyzed by SPSS V 17.0 software using various analytic tests .
Results : Consensus on the questionnaire items was obtained during the two- round Delphi, and in the final questionnaire, the percentage of agreement between expert panel reached 79.85 %. Panel members came to agreement on factors associated with clinical learning questionnaire consisted 89 items in seven domains of educational planning (79.94%) , evaluation (76.21%), resources and regulation of clinical environment (81.17%), professional communications (81.25%), clinical instructor (82/62), clinical instructor teaching methods (81.25%) and student learning (81.91%) .
Conclusion : The clinical learning factors questionnaire for nursing students, with 79.85% consensus of the expert panel, can be considered as a comprehensive and valid questionnaire to assess clinical training and to identify weaknesses and challenges of nursing students’ clinical learning in Iran.
Masome Kheirkhah, Kamran Soltani Arabshahi , Zohreh Meshkat ,
Volume 11, Issue 2 (Summer 2016)
Abstract
Introduction: Professional ethics is defined as values, principles and norms governing the conduct of profession. Specific liabilities are required for each specific job. Due to the sensitivity of midwifery in health promotion, the present study aimed to determine the relationship between teachers professional ethics of teaching and midwifery students self- efficacy in the School of Nursing- Midwifery, Yazd.
Method: A cross-sectional descriptive study has been carried out in 2015. All undergraduate midwifery students in semester 3 and above answered Scherrer questionnaire of professional ethics and self-efficacy. the validity and reliability of the questionnaires have previously been approved. Descriptive and analytical statistics were analyzed using SPSS V.18.
Results: The mean and standard deviation of efficacy of midwifery students was 55.1± 26.09 and teachers’ professional ethics of teaching 82.61± 44.8. The relationship between these two variables with the Pearson correlation coefficient was (r=0.321 P= 0.001). The regression formula for linear relationship between two variables, efficacy and ethics of the profession showed Y=93.68 + 0.321 X. Increasing teachers professional ethics, midwifery students self-efficacy also increased (P=0.001). A significant relationship is found between the students’ self-efficacy and teachers’ personality traits(P=0.001) , mastery over the course content (P=0.049) and methodology of teaching (P=0.034) as well as observing the educational rules (P=0.030).
Conclusion: Regarding the relationship between the teachers’ professional ethics of teaching and students’ self-efficacy it is essential for teachers, planners and educators to consider components of professional ethics.
M Emami Maybodi, M Mirzaei, T Farajkhoda, K Soltani Arabshahi,
Volume 11, Issue 3 (autumn 2017)
Abstract
Introduction:Continuous assessment of clinical education and learning in nursing requires valid and reliable tools. This study aimed to assess psychometrics of "the Clinical Learning Factors Questionnaire for nursing students".
Methods:In the present descriptive study simple random sampling was used to recruit nursing students and educators at Sadoughi University of Medical Sciences and Islamic Azad University of Yazd. Face validity was assessed using interviews and quantitative face validity by calculating impact score (IS) in ten nursing students. Content validity index (CVI) was determined using Waltz and Basel method by ten Nursing Faculty academics. The internal consistency according to Cronbach's alpha coefficient for calculating internal consistency and test-retest for determination of stability was tested on15nursing students. Data were analyzed using descriptive and analytical statistics by SPSS V.16.
Results: The Clinical Learning Factors Questionnaire for Nursing Students included 89 items in seven sub-scales. The qualitative and quantitative face validity were assessed and determined acceptable. The IS of all items of the questionnaire was greater than 1.5, CVI of all items was more than 0.7 and CVI of the whole questionnaire (CVI-S) was determined 0.88. The Cronbach's α coefficient of the seven subscales was 0.81-0.91 and for the whole questionnaire was 0.96. The Pearson correlation coefficient of the subscale was calculated 0.80-0.94 and for whole questionnaire was 0.96.
Conclusion: Based on the findings of this study, the Clinical Learning Factors Questionnaire for nursing students has appropriate validity and reliability. This questionnaire can be used in education assessment and in evaluating clinical learning of nursing students.
- Amin Torabipoor, - Jalil Basim, - Akbar Babaei Heydarabadi,
Volume 14, Issue 2 (Summer 2019 2019)
Abstract
Introduction: The aim of this study was to investigate the barriers to learning in view of students of Ahvaz University of Medical Sciences (AUMS).
Methods: This descriptive cross-sectional study was conducted on 230 undergraduate and graduate students of AUMS. A 35-item researcher-made questionnaire was used to collect the data.
Result: The mean and standard deviation of the barriers to learning were; obstacles related to the teacher (52.8 ± 4.9), student barriers (44.2± 4.8), and educational barriers (29.2± 3.9) the skills of the teacher (4.8±0.4), considering education ethics by the teacher (including respect for students and fairness) (4.6± 0.5), up to date knowledge of teacher (4.4 ± 0.6) , adequate motivation of teacher for learning to students (4.4 ± 0.7) and students' depression and other mental disorders (4.4 ± 0.6). Learning barriers were significantly different from the viewpoints of different educational groups (P<0.001). In terms of gender and educational level, there was no significant difference in the barriers of learning from the viewpoint of students of different disciplines.
Conclusion: Some of the characteristics of the teachers' teaching including the power of expression, the modernity of the teachers knowledge and the motivation of the student, which reflects teachers' teaching skills, as well as some moral and individual characteristics including fairness and respect for the student, indicating human relationships were found important.
Keywords: Student, Learning Barriers, School of Health, Teacher
Rohangiz Norouzinia, Mohsen Arabi, Mojtaba Hedayat Yaghoubi, Shahnaz Mojahed, Zohreh Ghazivakili, Samaneh Mirzaei, Maryam Nasirian,
Volume 14, Issue 3 (Autumn 2019)
Abstract
Abstract
Introduction: The SERVQUAL model is one of the most common models used for assessing the quality of educational services. The purpose of this study was to investigate the quality of educational services based on SERVQUAL model in viewpoint of medical students of Alborz University of Medical Sciences in three stages: basic sciences, externship and internship.
Methods: The present study was a cross-sectional descriptive analytical study in which 332 medical students were enrolled in three stages: basic sciences, externship and internship randomly. The data gathered using a questionnaire of 25 questions which was designed based on the standardized SERVQUAL questionnaire. Data were analyzed using descriptive statistics, paired t-test, independent t-test and one way ANOVA with Spss V.24.0.
Result: The results showed that there was a significant difference between the expectations and perceptions of medic al students in all aspects and in total score and their expectations had not been met. The maximum gap was related to the assurance dimension and the lowest gap was related to the reliability dimension. The overall gap was also 1.50. In addition, students' expectations at different stages were different in all aspects except "tangible dimensions" and "total quality of services". But their perception was different in two dimensions of tangible and reliable.
Conclusion: According to the results of this study, the students are dissatisfied with the current condition in the university and there is a long way to accomplish the desired status and satisfaction of the students as the main customers of the university’s educational services, and in many cases there is a need to evaluate and improve the conditions.
Keywords: Educational Service Quality, Medical Student, Internship, Externship
Majid Salimi, Abtin Heidarzadeh , Somayeh Bahmanabadi, Mojtaba Habibi Asgharabad ,
Volume 15, Issue 1 (Spring 2020)
Abstract
Introduction: Nowadays, admission of students for medical specialty courses has faced some challenges. Due to the special importance of the duties and mission of physicians and the necessity of careful selection in their admission, the purpose of this study was to determine the contribution of academic performance and cognitive factors in students' admission to medical university.
Methods: This was a descriptive cross-sectional study. The study population consisted of all the candidates of the specialty exams of Medical Sciences Universities in 2018, The members of these two groups were 1096 that score of them were analyzed in GPA, pre-internship score and cognitive test scores. The sample was selected by simple random sampling method. Research tools were California analytical thinking test, Watson Glazer critical thinking test, and reading comprehension test whose reliability by Cronbach's alpha coefficient came out as 0.79, 0.76, and 0.80, respectively. Data were analyzed using SPSS and R software and logistic regression, stepwise regression and independent t-test were used to answer the research questions.
Result: The results showed that variables of GPA (t < 8.59, P = 0.0001), pre-internship test score (t < 7.45, P = 0.0001) and cognitive test score (t < 4.48, P = 0.0001) have a significant role in predicting candidates' performance in specialty entrance exam. Also, these variables could predict the status of admission or rejection of students in specialized courses (X2 = 630.63, P = 0.0001). The results of independent t-test showed that there was a significant difference between the performance of men and women in specialty entrance exam (t < 4.91, P = 0.0001), GPA (t < 4.67, P = 0.0001) and cognitive tests (t < -2.08, P = 0.038).
Conclusion: Cognitive ability of medical university specialty candidates and their previous academic performance are the most important predictors of success in university entrance examination and admission. So it is necessary to accept students in specialized courses and universities based on essential competencies for medical students such as analytical thinking skills, logical thinking, problem solving and decision making, in addition to the entrance exams and performance of previous courses, in their assessments.
Mahmoud Seddighi, Moslem Charabin, Ali Magool, Ahmad Zendedel,
Volume 16, Issue 1 (Spring 2021)
Abstract
Abstract
Introduction: The present study was conducted using the Analytic Hierarchy Process (AHP) model to prioritize the dimensions and components of professional development of medical education managers in third-generation universities.
Methods: This study was conducted in terms of practical purpose, quantitative data type in 2020-2021.Participants in the study were 12 directors of medical education of medical universities (experts in the field of medical education) who were selected purposefully and as a complementary method of snowball. AHP hierarchical analysis method was used to prioritize the components. The data collection tool is Hierarchical Analysis Questionnaire (AHP) whose validity and reliability are determined based on the incompatibility rate. Expert Choice 11 software was used to analyze the data.
Result: Based on the findings, the dimensions and components of professional development of medical education managers in order of priority in six dimensions, including leadership skills development (0.238), management skills development (0.203), individual skills development (0.174), development Basic skills (0.165), research skills development (0.112) and educational skills development (0.108) were classified.
Conclusion: Given that the first priority in the professional development model of medical education managers in the third generation university is the development of leadership skills, special attention is paid to it in the strategic planning of professional development of third generation universities.
Hashem Fallah, Roghaye Ershad Sarabi , Mahla Salajegheh, Mahdi Basiri Moghadam , Maryam Hajipour ,
Volume 19, Issue 2 (Summer 2024)
Abstract
Introduction: Motivation in education and learning are significant challenges in clinical education. This study aimed to determine the relationship between clinical education status and academic motivation among clinical-stage medical students Gonabad University of Medical Sciences.
Method: This cross-sectional study was conducted with 198 medical interns and residents at Gonabad University of Medical Sciences during the academic year 2021-2022 using a census method. Data collection tools included the Clinical Education Status Questionnaire and the Harter Academic Motivation Questionnaire. Descriptive statistics (mean and standard deviation) were used to describe the participants' status, and data were analyzed using independent t-tests, Pearson, and Spearman correlation tests.
Results: The mean score for clinical education status among interns was 51.93 ± 16.56, while for residents, it was 12.93 ± 08.12. The mean score for academic motivation among interns was 102.07 ± 11.30, and for residents, it was 100.07 ± 11.54. Overall, the clinical education status averaged 93.31, indicating a relatively moderate level and Academic motivation averaged 101.05 ± 11.44, indicating a high level, with a significant correlation observed between clinical education status and academic motivation (r = 0.454).
Conclusion: Given the weakness in the clinical education status, as well as the direct relationship between clinical education status and academic motivation, it is recommended that university officials, particularly in the educational and clinical departments, focus on special attention and planning to improve the clinical education status at the university.
