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State of Clinical Education at Tehran University of Medical Sciences from the Viewpoint of Students of Nursing & Midwifery
Sh Baraz Pardenjani, M Rostami, M.r Loorizadeh,
Volume 2, Issue 2 (1-2008)
Abstract

Introduction : Clinical education is considered as the heart of medicine and health care due to the importance of training expert manpower. To achieve this goal, education quality should be promoted, this requiring its continuous evaluation. In this regard, application of appropriate educational strategies by competent clinical trainers or instructors leads to an improvement in the clinical education outcomes. This study was carried out to assess the learning method of clinical skills and its barriers from the viewpoint of students of midwifery.

Materials & Methods : This descriptive cross-sectional study was conducted on 140 employed BS midwives in Yazd Province who had a 6-month working experience using a questionnaire including demographic information and items on the common clinical skills grading, skills learning methods, and barriers to clinical learning. Having collected the questionnaires, the data were analyzed using SPSS.

Results : The findings of the study revealed that the rate of clinical skills was at a good level for most of the subjects (56.5%), at an intermediate level for 30.7 %, and at a low level for 12.8% of the subjects. The correlation coefficients were statistically significant between subjects' level of clinical skills and age, department, and clinical experience. In studying the learning methods of clinical skills, 46.6% of learning was attributed to trainers, while 69.3% of the learning barriers were attributed to lack of sufficient cases during education, and 68.6% were attributed to insufficient practical training.

Conclusion : Although the graduates had an acceptable level of clinical skills, the need for improving clinical education and administering continuous education programs for controlling and warranting care quality was markedly obvious. As the subjects reported, learning was attributed to trainers, while learning barriers were attributed to lack of sufficient cases during training, and insufficient practical training. Thus, through balancing student uptake, society needs, and the present educational means, we hope to see the promotion of care quality some day.

  


Problems of Clinical Education According to Junior and Senior Nursing Students' Viewpoint at Qom Nursing and Midwifery School in 2008
M Abbasi,
Volume 2, Issue 2 (1-2008)
Abstract

Objectives : Clinical education is a dynamic process which plays an important role in training professional nurses. The role of ideal clinical education is undeniable in personal and professional development and clinical expertise of nurses. Nevertheless, students encounter some problems in clinical education. Undoubtedly, awareness of these problems is the first step in reducing them. One of the best and almost reliable sources of assessing such problems are the students themselves. The present study was caried out to assess the clinical education problems from the viewpoints of nursing students studying at their third or fourth year of education at Qom School of Nursing and Midwifery in 2008.

Method : The study was a descriptive one in which 53 junior and senior students of nursing participated to answer some clinical education problems of nursing through a self-made questionnaire consisting of 5 domains and 31 questions.

Results : The most important problems of clinical education from students' viewpoints included: sufficient clinical practice history among trainers (34%), giving information to the students about their evaluation method before clinical training (26.4%), and reinforcing students' self-confidence at clinical environment (24.5%). Low-importance items were: coordination between educational objectives and Personnel Expectations (50.9%), Welfare Facilities (47.2%), use of educational aids at clinical setting, and enough motivation for Employment at nursing (45.3%).

Conclusion : On the basis of the findings of the study, it seems possible to decrease some of the most important problems of nursing students through determining goals and coordinating between educational goals and staff's expectations and preparing welfare and educational equipment for clinical wards.

  


A Survey of viewpoints of nurses employed in treatment and teaching centers of Kashan and suburb about continuing medical education (CME) Priorities in 2010
S Behrouzifar, G. A Mousavi,
Volume 7, Issue 2 (9-2012)
Abstract

Introduction: Needs’ assessment is the first stage in designing Continuing Medical Education (CME) Programs. To obtain clients’ satisfaction with services of nurses as the largest group providing health and treatment services, designing and executing educational programs related to their needs is necessary. This study was conducted to determine CME priorities of nursing graduates employed in treatment and teaching centers of Kashan and suburb.

Methods: A cross-sectional study was conducted on 238 nurses. Separate questionnaires were designed for different hospital wards. Every educational subject was scored on a Likert scale ranging from zero to ten. Data were extracted, classified and analyzed in SPSS using descriptive and inferential statistics.

Results: In general (9.18±1.44), surgical (9.40±1.63) and emergency wards (9.32±1.79), the most important need identified was cardiopulmonary resuscitation. In intensive care units (ICU), dialysis units and pediatrics and neonatal ICU wards, identified items included deep vein thrombosis (DVT) and pulmonary embolism (9.02±1.53), bone metabolic diseases (9.91±0.28), cardiopulmonary resuscitation (9.29±0.91) and asphyxia (9.78±0.41), respectively with the greatest mean scores.

Conclusion: From viewpoint of studied nurses, the most important CME priorities were learning clinical skills about managing patients with unstable conditions and correct utilization of medical equipments which are related to their everyday practice. It is necessary that CME planners and policy makers to pay attention to nurses’ CME needs which are different across various wards.


Explaining the experiences of nurses about post-registration nursing education context: A qualitative study
A. A Vaezi, Z Vanaki, F Ahmadi,
Volume 7, Issue 3 (11-2012)
Abstract

 Introduction: One of the ways that can improve scientifically the nursing care behaviors is Post-Registration Nursing Education and sttaf development process. To achieve this objective appropriate context Post-Registration Education must be provided for nurses. Currently, despite the legal requirement for continuing education for nurses, this goal has not been achieved as desired. To achieve this goal, the underlying cause should be investigated. Therefore, the aim of this study was to explore nurses' experiences of nursing continuing education context by a qualitative study.

 Methods: The study with a qualitative approach was conducted in 2011, 23 people from the Educational Supervisors, nurse managers and nurses with a purposeful sampling participated in the study . The data collected by unstructured interviews and field notes and were analyzed using conventional content analysis .

 Results: During the process of content analysis, participants explained three themes includeing: 1) insufficient attitude to the required training 2) inadequate support 3) Passive training monitoring and the main theme of the study was inadequate perception of their legal education.

 Conclusion: Currently, due to lack of motivation, support and effective supervision of Post-Registration Nursing Education nurses involved inactively in the learning process and continuing education is limited to the statutory approvals and business benefits of training for nurses and their organizations. So To improve this situation is required attention and good infrastructure Includeing adequate support and effective supervision.

 


A survey on viewpoints of nursing and midwifery students and their clinical instructors at Faculty of Nursing and Midwifery of Shahid Sadoughi University of Medical Sciences towards clinical education during 2009-2011
T Salimi, M Khodayarian, H Rajabioun, Z Alimandegari, M Anticchi, S Javadi, Z Namjoo,
Volume 7, Issue 3 (11-2012)
Abstract

Introduction: Clinical environments play a vital role in nursing and midwifery students' learning. The present study investigates the viewpoints of clinical instructors and nursing and midwifery students of Shahid Sadoughi University of Medical Sciences about clinical education status during 2009-2011.

Methods: In this cross sectional research data were gathered using a researcher made questionnaire including five domains: educational plan, quality of clinical instructors function, role of clinical professionals in clinical education, educational facilities and space, clinical evaluation and professional satisfaction. The questionnaire was completed by clinical instructors and nursing and midwifery students. Convenient sampling was accomplished. Face validity, content validity and reliability of the questionnaire was assessed and confirmed by test – retest method.

Results: Majority of clinical instructors, nursing and midwifery students reported day and evening work shifts more appropriate. Majority of clinical instructors reported the clinical education status pleasant, but 79.8% nursing students and 64.2% midwifery students reported it moderate. Comparing the mean of clinical education status from the viewpoints of clinical instructors didn't show a significant difference in the domain of "the role of the others impressive in clinical education", but there was a significant difference between the nursing and midwifery students in their view points about the domain.

Conclusion: Clinical competency is an essential component in providing high quality nursing care, thus the educational planners should continue to evaluate the effectiveness of clinical education. Boosting the clinical learning environment domains such as “successful instructors”, “professional values”, “professional relationship with the members of caring team” and “conflict management” could make the clinical experience attractive and assure students’ satisfaction about their professional life.


An assessment of traditional and objective structured practical evaluation methods on satisfaction of nursing students in Zahedan Faculty of Nursing and Midwifery: A comparing
Z Pishkar Mofrad , A Navidian, H Robabi,
Volume 7, Issue 4 (3-2013)
Abstract

Introduction: Objective evaluation of clinical and professional competency is one of the most important aspects in medical students' clinical education. Objective structural clinical exam (OSCE) evaluates a large spectrum of technical and basic skills in an experimental setting. The present study was carried out in order to comparing two methods of evaluation, traditional evaluation (TE) and objective structured practical evaluation (OSPE) on the satisfaction of nursing students in Zahedan Faculty of Nursing and Midwifery.

Method: This study is a quasi-experimental research. Thirty five nursing students who selected relevant units in the first trimester of 2011-12 academic year, participated in this study. TE and OSPE methods were both administered. Data were gathered via a 21 items researcher-made questionnaire after determination of its validity and reliability. Data were analyzed using SPSS software (version 15). Chi square, independent and paired t-tests were used.

Results: The average age was 19.7 ± 2.5. %80 of students satisfied or very satisfied with the OSPE evaluation and only % 2.9 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %81.5 and %3.7 after announcement of grades respectively. %79.4 of students satisfied or very satisfied with the TE evaluation and %11.8 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %63 and %11.1 after announcement of grades, respectively. After announcement of grades, the mean score of OSPE satisfaction was higher than TE satisfaction and this differences was statistically significant (P = 0.02).

Conclusion: Nursing students were satisfied with OSPE method in this study, it seems necessary to promote this evaluation method in nursing faculties.

  

 


Nursing students’ views toward quality of theoretical and clinical nursing education: A qualitative Study
F Kermansaravi , A Navidian, M Imani,
Volume 7, Issue 4 (3-2013)
Abstract

Introduction: Improvement of the quality of nursing education involves continuous assessment of the current condition in order to improve the quality. The students who received educational services are the best source to recognize the existing problems in the education. This study aims to describe the experiences and viewpoints of nursing students on quality of nursing education

Method: In this qualitative study, 40 senior nursing students were selected according to purposeful sampling method. Then, eight focus group interviews were performed. All interviews were transcribed and analyzed according to content analysis method.

Results: Using thematic analysis, a significant number of preliminary themes and three main themes each with few other sub-themes, were emerged. The main themes were “theoretical education”, “clinical education” and “the gap between theoretical and clinical education”.

Conclusion: It seems that theoretical and clinical education needs more comprehensive educational approaches to integrate knowledge and practice. We suggest that clinical assessment perform by faculties of nursing schools in clinical settings.
Relationship between skill oriented and performance oriented perceived class evaluation and self-direction on learning from the viewpoint of nursing and midwifery students of Mashhad University of Medical Sciences
H Jafari Sani , F Balochzade, S Bahmanabadi,
Volume 7, Issue 4 (3-2013)
Abstract

Introduction: perceived class evaluation is one of the most important factors of self-directed learning in student. Class evaluation is an important part of class climate. The purpose of this study was to examine relationship between structure of perceived class evaluation and self-direction in learning for nursing and midwifery students.

Method: The population of this study consisted of nursing and midwifery student of Mashhad University of Medical Sciences who enrolled during 2011-12 semesters. A sample size of 220 was selected based on the stratified proportional sampling on the basis of gender. The sample was completed perceived class evaluation survey and self-direction in learning surveys.

Result: The results indicated that there was a significant correlation between structures of perceived class evaluation (erudition oriented) and structures of perceived class evaluation (performance oriented) (p > 0.01). Also, the results showed that there was a positive and significant correlation between structure of perceived class evaluation (erudition oriented) and self-direction in learning (P > 0.01).There was no significant correlation between structures of perceived class evaluation (performance oriented) and self-direction in learning.

Conclusion: Based on these conclusions, it is suggested to change structure of evaluation in basic programs of education and also higher education system to convert score oriented and performance oriented approach to process oriented and erudition oriented approach. This way, there will be a positive relationship between selected functions and constructive evaluation structure learners will be more pleased to study.


A survey on relation between tendency to critical thinking and self-directed in nursing and midwifery students and its role on their academic achievement
B. A Ghanbari Hashemabadi , H Garavand, A Mohammadzadeh Ghasr , S. A. A Hosseini,
Volume 7, Issue 4 (3-2013)
Abstract

Introduction: Teachers' knowledge of self-directed learning and critical thinking are two predictors of learning in learners. This knowledge has impact on promotion of active learning process and academic achievement. This study evaluates the relation between tendency to critical thinking and self-direction in nursing and midwifery students and its role on their academic achievement.

Methods: All undergraduate students of nursing and midwifery school Mashhad University of Medical Sciences (N=550) were studies. Thirty nine percents (n=214) of students responded (%26 males and %74 females). Method of study was descriptive.

Results: There was no significant relationship between self-direction and tendency to critical thinking and Academic Achievement (P >0.05). However, there was significant and positive relationship between self-direction and tendency to critical thinking (P < 0.0001, r: 0.45).there was no significant difference between male and female students in self- directed and tendency to critical thinking scales (P> 0.05). However there was significant difference between academic achievement of male and female students (P< 0.001).

Conclusion: Results show that there is no significant relationship between self-direction and tendency to critical thinking and academic achievement. However, there was significant and positive relationship between self-direction and tendency to critical thinking.


Effect of patient-centered collaborative learning on students' scores of the nursing process and critical thinking of nursing trainers
E Noohi, A Abaszadeh, ,
Volume 8, Issue 3 (12-2013)
Abstract

 Introduction: One of the challenge that nursing education is faced is developing a curriculum with appropriate clinical training, to develop critical thinking skills. The aim of this study was to determine the effect of patient-centered collaborative learning on students' scores on the nursing process and critical thinking of nursing trainers.

Methods: This study is a quasi-experimental research. Nursing students studying at the fifth semester allocated to two randomly selected arms of 30 cases, collaborative education patient-centered, and 30 controls (clinical education according to the common way(. In struments used was a questionnaire with three parts demographics, nursing process of patients and critical thinking.

Results: Mean score of post-test critical thinking was 12.8 in cases and 9.2 in the control group. There was significant relationship between post-test score in the two groups P <0.05.post test scores were significantly different across the two groups 15.8/20 in case group compare to 13.43/20 in the control group.

Discussion: Both groups showed improvement in learning. The students in the study group were participated as a team in the study of real patient i.e. case study. They used their skills to find and use evidence for critical care. The development in the study group was significantly higher than the control group and the difference has led to the information classification, understanding patients' condition, logic reasoning, problems prioritization and assessment.

 


Comparison of teaching behaviors of clinical nursing instructors from the perspective of nursing students of the public and private Universities of Semnan in 2012
A Fakhr Movahedi , M Yousefpour, S Sadeghi,
Volume 8, Issue 3 (12-2013)
Abstract

 Introduction: Clinical teaching is an important element of nursing education. This study aims to compare teaching behaviors of clinical nursing instructors from perspective of nursing students in public and private universities.

 Methods: This was a cross-sectional study. Participants were 160 nursing students from public and private universities located in Seman, 80 students each. The nursing clinical teaching effectiveness inventory (NCTEI) is used to collect data. The questionnaire was a seven point Likert scale that measured students’ perspectives to nursing instructors in the range of never (score 1) to always (score 7). Finally the data analyzed by descriptive and inferential statistics methods by SPSS version 18.

 Results: Data analysis showed that mean of the behaviors of clinical instructors from of students’ perspective were higher than average limit (5.52±1.31). Also, that mean of scores to clinical instructors’ behaviors was significantly higher in the private university compare to the public university (P<0.001).

 Conclusion: According to the result, nursing instructors in private universities acquired higher score than public universities to prove their proficiency. More studies are needed to explore factors influencing the structure and context of these universities.

 


The effect of problem-based learning training on nursing students’ critical thinking skills
M Hemmati Maslak Pak , S Orujlu, Hr Khalkhali,
Volume 9, Issue 1 (7-2014)
Abstract

Introduction: Critical thinking is an essential part of clinical decision making and professional competence of nurses. One of the proposed ways to create such traits in students is their education with an active and problem-oriented method such as problem based learning. This study was conducted to determine the effect of problem based learning training on critical thinking skills of fourth-year nursing students studying at Faculty of Midwifery at Urmia University of Medical Sciences (UUMS).

Method: This is a quasi-experimental study undertook in semester 1 -2013 with 50 year four nursing students participated from Faculty of Midwifery of UUMS. Seventh semester nursing students was recruited to the intervention arm and eighth semester nursing students to the control arm. Data collection tool was a standard California Critical Thinking Skills Questionnaire. All participants completed the questionnaires before and after problem based learning training workshops. Students in the intervention arm attended in the three small groups of problem solving education classes for six sessions.

Results: Critical thinking skills in the intervention arm was significantly better than the control arm after problem based learning training (P<0.001). Comparing the two arms, the mean difference in critical thinking scores in both arms was significantly difference between the two arms after intervention (P<0.001).

Conclusion: Problem based learning training promotes critical thinking skills over the traditional learning in nursing students. Therefore, this method is suggested to be used in training nursing students.

 


Nursing students' experience of training according to problem solving, based on role playing, and video clips in a department of psychiatry
M Maddi Neshat , H Lashkardoost , M Tabatabaei Chehr ,
Volume 9, Issue 1 (7-2014)
Abstract

 Introduction: Role-playing according to problem-solving and educational video clips are new and effective methods of training midwifery students. This study aimed to assess nursing students' experiences of training using role playing, based on problem solving, and displaying video clips in the psychiatric department of Imam Reza Hospital of North Khorasan University of Medical Sciences.

Method: Nursing students in the first semester of  2011-2012 and 2012-2013  participated in a mental health training programs using role playing scenarios, based on problem solving skills, and were displayed educational video clips. Before and after performing each scenario, students completed a checklist related to role playing and videos, and were asked to evaluate them. The views and opinions of students were collected using focus group discussions and interviews. Quantitative and qualitative data were analyzed using SPSS (V 18) and the 7-step method of Colaizzi, respectively.

Results: The mean score of  students before and after role playing based on problem solving and displaying educational videos showed a significant difference (P<0.001).The majority of students reported that experiencing the two training methods was useful. A summary of the key findings of this study demonstrated that the students reported some difficulties including the dynamics of mind, interaction and optimal learning.

Conclusion: Students' experience showed that role-playing and videos are useful training methods to learn psychiatric subjects. It is recommended to continue these training methods to obtain effective feedback.


Impact of the team effectiveness design of teaching on critical thinking, self-confidence and learning of nursing students
S Raoufi, A Farhadi, A Sheikhian,
Volume 9, Issue 2 (9-2014)
Abstract

Introduction: Using modern methods of teaching can increase critical thinking skills and confidence of students. This study aims to assess 'team effectiveness design' on critical thinking, confidence and learning of nursing students.

Methods: In this study 52 students of the first two semesters of Nursing and Midwifery School of Khoramabad were studied over two semesters. Before and after implementation of teaching method a questionnaire was used to measure student’s confidence, performance and critical thinking.

Results: In both groups, the mean score of critical thinking after the intervention increased. The score of critical thinking before and after lecture was significantly correlated (P=0.001). The confidence score after conduction of team performance was enhanced. There was no significant relationship between the scores before and after intervention in terms of performance (P=0.5). Test score increase after the intervention (P=0.001 .(

Conclusion: Modern methods of teaching, learning and deepening it, is possible through ''team effectiveness design". The method led to the development of critical thinking, increase confidence and satisfaction.

 


Comparison of concept mapping and conventional teaching methods on creativity of nursing students
- Hr Sadeghi-Gandomani , Masoumeh Delaram, N Naseri-Brugeni ,
Volume 9, Issue 3 (12-2014)
Abstract

 

Abstract

 

Introduction: Creativity is an essential part of nursing care. Thus developing creativity skills in nursing education is a priority. The aim of this study was to compare the effect of instruction by concept-mapping and update the fundamental of nursing by teaching creativity skills to nursing students.

 

Methods: This quasi-experimental study was carried out on 70 nursing students, who were divided randomly into two equal experimental and control groups, in the Clinical Skills Lab of Tehran Nursing and Midwifery School. Educational content was presented in the form of concept-mapping in the experimental group and common method in the control group. Data collection included a demographic information and Abedi Creativity questionnaire; that filled at the beginning and at the end of four weeks course period. Data were analyzed using SPSS software (V. 21), using descriptive and analytical statistics at the significant level P<0.05.

 

Results: Before the intervention, mean total creativity’s score was 126.1±7.4 in the concept mapping group and 128.2±5.2 in the common group and the difference was not significant (P=0.07). However, after the intervention, a significant difference was found between the intervention and control group (157.8±7.3 vs. 138.1±5.1, P=0.01).

 

Conclusion: After the intervention, the creativity skills in nursing students was improved in both group, but the Influence of education in concept-mapping group was greater than the common method. Further research with more time and for other lessons can be useful for evidence-based decision-making.

 


Relationship between characteristics (neo and strong) with progress motivation in nursing students
H Heydari , N Pordelan , S Khalijian, S Yeganeh,
Volume 9, Issue 4 (3-2015)
Abstract

  Introduction: Motivation has a significant role in acquiring knowledge and scientific skills and the role of character is beyond the intelligence in educational success. The purpose of this study was to determine the relationship between personal characteristics and progression motivation in nursing students.

  Methods: This is a correlation descriptive study whose sample includes 112 nursing students of Medical Science of Isfahan University chosen in 1390-1391 academic year with census sampling method. Character Multi-factorial Standard questionnaire (NEO-BFI) and Progression Motivation (ACM) and Strong’s Career Personality Types Short Form are used in order to data collection data analysis is done by calculating the average of progression motivation and personal characteristic (Neo and Strong) scores and the comparisons were done with step by step regression via 19th version of SPSS software.

  Results: Motivation had a direct correlation with loyalty (r-21), extroversion (r-19) and seeking characteristics and a diverse correlation with Neuroticism (r-12), artistic characteristics (r-20), social characteristics (r-19) and realism (r-15). There is no meaningful correlation between educational motivation, acceptance characteristic and artistic and conventional type compatibility.

  Conclusion: This study showed that some of the characteristics explain the progression motivation in nursing students. Therefore, it is suggested that nursing education professionals pay attention to the role of characteristics in order to admit these students.


Development of a questionnaire to assess the factors associated with clinical learning of nursing students: A Delphi study
M Emami Maybodi, M Mirzaei, T Farajkhoda, K Soltani-Arabshahi,
Volume 9, Issue 4 (3-2015)
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.


Effect of clinical team teaching (mentorship program) on educational satisfaction of nursing students in Imam Reza Hospital of Birjand 2012
E Nohi, M Helalbirjandi, F Borhani, V Ahrari Khalaf,
Volume 9, Issue 4 (3-2015)
Abstract

  Introduction: Clinical training of nurses forms the basis of the entire educational program. One of the controversial aspects of clinical training is method of clinical training. Peer education can be a useful adjunctive model for clinical skills training The present research was conducted to study the effect of a mentorship program on educational satisfaction of nursing students in Imam Reza Hospital of Birjand in 2012.

  Methods: This quasi-experimental study was done on 60 masters nursing students of the 4th semester from the Islamic Azad University of Birjand who were randomly allocated into two groups,30 students in the experimental group and 30 in the control group. In the experimental group, there was a student of the 8th semester as the mentor for each three junior students, and in the other group, there was only an instructor available without any mentor. Educational satisfaction of the students was evaluated before and after their training with ascertained educational satisfaction questionnaire. The data was analyzed using SPSS V.18, independent t test, paired t, and chi-square test.

  Results: The average of satisfaction score in the experimental group was higher than that of the control group. The difference between the mean scores of the two groups was significant (p<0.05).

  Conclusion: Executing peer education program (mentorship) is more effective in increasing the nursing students' educational satisfaction. we suggest that clinical curriculum developers consider this method as a supplementary educational means .

  


Nursing students’ perception of professional challenges: A qualitative study
M Azadian, M Momen Nasab,
Volume 10, Issue 1 (6-2015)
Abstract
Abstract Background: Nursing students experience closely the challenges of being professional nurses during their education. This study aims to explain the nursing students’ perception of professional challenges in Fatemeh Nursing and Midwifery School in Firozabad in 2012 Methods: In this qualitative study 15 nursing students were selected by purposeful sampling. They participated in two focus groups and 10 in- depth semi- structured interviews. The interviews were recorded and transcribed verbatim. Thematic analysis was performed to analyze data in three stages. Results: The findings were categorized into four themes and 11 subthemes. The main themes were: challenging education, non standard care, inappropriate social- professional identity, and not being a researcher. Conclusion: The viewpoints of nursing students encompass all aspects of their future profession. These experiences can be used to reduce the students’ perceived challenges.
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