سخن سردبیر Editorial 1 2 Corresponding Author: Masoud Mirzaei View Orcid in Profile You can search for this author in PubMed Google Scholar Profile 446 446 2023/09/30 1402/7/8 2023/09/30 1402/7/8 مسعود میرزایی Masoud Mirzaei دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران Editorial سخن سردبیر ## ##

ضعف دانش داروشناسی دانشجویان پرستاری؛ تبیین چالش و ارائه راهکارها در چشم‌انداز آموزش پرستاری ایران؛ مقاله مروری Weakness of Pharmacology Knowledge of Nursing Students; Explaining the Challenges and Providing Solutions in the Perspective of Nursing Education in Iran; Review 1 1 مقدمه: مسئله ضعف دانش داروشناسی دانشجویان پرستاری به خوبی تبیین نشده و از طرفی تجارب و پیشنهادات در زمینه ارتقای دانش داروشناسی دانشجویان پرستاری به درستی در متون پرستاری کشور موجود نیست، بنابراین این مطالعه با هدف تبیین چالش ضعف دانش داروشناسی در دانشجویان پرستاری کشور و ارائه راهکارهای ارتقای دانش داروشناسی انجام شد. روش بررسی: این مطالعه به صورت مروری با جستجو در پایگاه‌های Web of Science، Scopus، PubMed، SID و MagIran با کلیدواژه‌های دانش داروشناسی و دانشجویان پرستاری در چکیده و عنوان مقالات انجام گرفت و مقالاتی که به بررسی میزان وضعیت دانش داروشناسی دانشجویان پرستاری در داخل کشور پرداخته بودند و همچنین مطالعاتی که در زمینه ارائه راهکارهای ارتقای دانش داروشناسی در دانشجویان پرستاری به چاپ رسیده بودند در مطالعه حاضر انتخاب و بررسی شدند. یافته‌ها: از 52 مقاله مورد بررسی، چهار مقاله داخلی به بررسی وضعیت دانش داروشناسی دانشجویان پرستاری پرداخته بودند و سایر مطالعات داخلی و خارجی به ارائه راهکارهای ارتقایی در این حوزه پرداخته بودند. راهکارهای ارائه‌شده در دو بعد عملیاتی – اجرایی و روش‌های تدریس طبقه‌بندی شدند. نتیجه‌گیری: با بررسی‌های انجام‌شده به نظر می‌رسد به لحاظ شیوه‌‌های تدریس داروشناسی، استفاده از رویکردهای ترکیبی به دلیل پیامدهای مناسب‌تر از لحاظ حل چالش پیش‌رو نتایج ملموس‌تری را به همراه داشته باشد. 2 Introduction: The problem of the weak knowledge of pharmacology among nursing students has not been well explained, and on the other hand, experiences and suggestions in the field of improving the knowledge of pharmacology of nursing students are not properly available in the nursing literature of the country, so this study aims to explain the challenge of the weak knowledge of pharmacology in nursing students of the country and to present Solutions to improve pharmacology knowledge were carried out. Method: This study was conducted as a review by searching the Web of Science, Scopus, PubMed, SID, and MagIran databases with the keywords of pharmaceutical knowledge and nursing students in the abstract and title of the articles, and the articles that examine the level of pharmaceutical knowledge Nursing students had studied in the country, and also the studies that were published in the field of providing solutions to improve the knowledge of pharmacology in nursing students were selected and analyzed in the present study. Results: Out of 52 reviewed articles, four internal articles investigated the status of nursing students' knowledge of pharmacology, and other internal and external studies provided improvement strategies in this field. The presented solutions were classified into two operational dimensions and teaching methods. Conclusion: Based on the research done, it seems that in terms of pharmacology teaching methods, the use of combined approaches will bring more concrete results due to more suitable consequences in terms of solving the upcoming challenge. 447 457 2023/09/302023/05/7 1402/2/17 2023/09/302023/08/14 1402/5/23 مهرنوش پرتوی راد Mehrnoosh Partovirad دانشکده پرستاری و مامایی، گروه پرستاری سالمندی، دانشگاه علوم پزشکی تهران، تهران، ایران. ایران partovirad76@gmail.com امین حسینی Amin Hosseini دانشکده پرستاری و مامایی، گروه پرستاری داخلی جراحی، دانشگاه علوم پزشکی تهران، تهران، ایران ایران aminhosseini835@gmail.com knowledge of pharmacology nursing students nursing education دانش داروشناسی دانشجویان پرستاری آموزش پرستاری 1. Hosseini A, Keshmiri F, Rooddehghan Z, Mokhtari Z, Gaznag ES, Bahramnezhad F. Design, Implementation and Evaluation of Clinical Pharmacology Simulation Training Method for Nursing Students of Tehran School of Nursing and Midwifery. Journal of Medical Education and Development 2021; 16(3):151-162. [Persian]##2. Allegaert K. Developmental Pharmacology - Special Issues During Childhood and Adolescence. Drug research. 2018; 68(S 01): S10-s1.##3. Zareie F, Shams S, Naseri O, Rasuli D, Orojlu S. Lack of Knowledge of Pharmacology in Nursing Students; Rate, Causes and Solutions. The Journal of Urmia Nursing and Midwifery Faculty 2013; 11(6): 443-52. [Persian]##4. Preston P, Leone-Sheehan D, Keys B. Nursing student perceptions of pharmacology education and safe medication administration: A qualitative research study. Nurse Educ Today. 2019;74:76-81.##5. Ashtiani F HN, Momeni B, Ansarifar A. Evaluation of Knowledge of Pharmacology among Nurses at Rajaie Heart Hospital and Its Position in Care Ethics. Iranian Journal of Biomed Law Ethics 2019; 1(1): 46-36. [Persian]##6.Ghamari ZZ, Purfarzad Z, Ghorbani M, Zamani M. Factors affecting learning of pharmaceutical care in clinical education: Arak Nursing students’Perspectives. Iranian Journal of Medical Education 2012 10; 12(4): 265-73. [Persian]##7.Dadgari A, Amir Kasaeian, Leyla Dadvar, Mehrdad Kalatejari, Maryam Rezaee, Maliheh Mirzaee. Effects of education on nurses’knowledge and skill in drug dosage calculation. Journal of Knowledge & Health 2012; 7(1): 20-6. [Persian]##8.Ebrahimpour F, Shahrokhi A, Ghodousi A. Patients’ safety and nurses’ medication administration errors. Iranian Journal of Forensic Medicine 2014; 20(1): 401-8. [Persian]##9.Salami I, Subih M, Darwish R, Al-Jbarat M, Saleh Z, Maharmeh M, et al. Medication Administration Errors: Perceptions of Jordanian Nurses. J Nurs Care Qual. 2019; 34(2): E7-E12.##10.Mehdi Z, Nasser R, Theobald H, Schoemann K. Health Workers’ Educational Training and Staffing Concerning Medication Errors, Fall Injuries, and Complaints among Older Adults. Glob J Health Sci. 2019; 11(3): 111-121. ##11.Waldman SA, Terzic A. Clinical Pharmacology & Therapeutics: past, present, and future. 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Morrison-Griffiths S, Snowden MA, Pirmohamed M. Preregistration nurse education in pharmacology: is it adequate for the roles that nurses are expected to fulfil?. Nurse Educ Today. 2002; 22: 447–56.##22.Devi S, Mayya S, Bairy K, George A, Mohan M, Sindhu Bet al. A comparative analysis of the outcome of two teaching-learning approaches adopted for teaching pharmacology to undergraduate nursing students. Int. J. Nurs. Educ. 2013; 2 (2): 48–51. ##23. Aparna S, Reshma S, D’souza MS, Latha T. A comparative analysis of the outcome of two teaching-learning approaches adopted for teaching pharmacology to undergraduate nursing students. Int J Nurs Educ. 2010; 2(2): 48.##24.Glaister K. Exploring the impact of instructional approaches on the learning and transfer of medicati n dosage calculation competency. Contemp. Nurse. 2005; 20(1): 6–13. ##25. Holland A, Smith F, McCrossan G, Adamson E, Watt S, Penny K. Online video in clinical skills education of oral medication administration for undergraduate student nurses: A mixed methods, prospective cohort study. Nurse Educ Today. 2013; 33(6): 663-70.##26. Jeffries P. Computer Versus Lecture: a comparison of two methods of teaching oral medication administration in a nursing skills laboratory. J. Nurs. Educ. 2001; 40 (7): 329-323.##27. Mackie JE, Bruce CD. Increasing nursing students' understanding and accuracy with medical dose calculations: A collaborative approach. Nurse Educ Today. 2016; 40: 146-53.##28. Sowan AK, Idhail JA. Evaluation of an interactive web-based nursing course with streaming videos for medication administration skills. Int J Med Inform. 2014; 83(8): 592-600.##29. Van Lancker A, Baldewijns K, Verhaeghe R, Robays H, Buyle F, Colman R, Van Hecke A. The effectiveness of an e‐learning course on medication calculation in nursing students: a clustered quasi‐experimental study. J. A. N. 2016; 72(9): 2054-64. ##30. Lee TY, Lin FY. 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اکولوژی محیط آموزش مجازی دانشگاه علوم پزشکی شهید صدوقی یزد از دیدگاه دانشجویان Ecology of Virtual Learning Environment in Shahid Sadoughi University of Medical Sciences from Students' Viewpoint 1 1 مقدمه: این مطالعه باهدف ارزیابی اکولوژی محیط آموزش مجازی از دیدگاه دانشجویان دانشکده بهداشت دانشگاه علوم پزشکی شهید صدوقی یزد انجام شد. روش ‌‌بررسی: این مطالعه توصیفی-مقطعی بر روی 287 نفر از دانشجویان در مقاطع کارشناسی، کارشناسی ارشد و دکتری دانشکده بهداشت دانشگاه علوم پزشکی شهید صدوقی یزد، با استفاده از نمونه گیری تصادفی- طبقه‌ای انجام گرفت. ابزار گردآوری دادهها، علاوه بر ویژگی های جمعیت شناختی و تحصیلی =دو پرسشنامه Kaufmann شامل چهار حیطه "رفتارهای استاد، تعاملات فراگیران، ساختار دوره آموزشی و حیطه سهولت اجرای دوره" و پرسشنامه Chou شامل سه حیطه "جو کلی یادگیری، قابلیت فراگیر و محیط یادگیری و رضایت از یادگیری" بود. داده‌ها به صورت الکترونیکی گرداوری شده و در نرم‌افزار SPSS 21 تحلیل شد. نتایج: وضعیت اکولوژی محیط آموزش مجازی از دیدگاه دانشجویان در سطح متوسط بود. نمرات دانشجویان در حیطه‌ قابلیت فراگیر و محیط یادگیری (62/0±2/3)، حیطه رضایت از یادگیری (73/0±07/3)، حیطه جو کلی یادگیری (73/0±05/3)، حیطه رفتارهای استاد (83/0±8/3)، حیطه ساختار دوره آموزشی (12/1±92/2)، حیطه سهولت اجرا (98/0±14/3) و حیطه تعاملات فراگیران (85/0±66/3)، گزارش شد. نتیجه‌گیری: فرایند یاددهی- یادگیری در بستر آموزش مجازی پیچیده است که عوامل مختلف مانند مهارت مدرس بودن و فراگیر بودن در بستر آموزش مجازی اهمیت زیادی دارد. همچنین ساختار دوره و طراحی آموزشی برای هدایت فرایند تعاملی آموزش مجازی و سهولت اجرا بر اکولوژی یادگیری مؤثر است. زیرساخت‌های لازم جهت تسهیل فرایند یاددهی-یادگیری لازم است در برنامه‌ریزی توسعه آموزش مجازی موردتوجه قرار گیرد. 2 Introduction: This study aimed to assess the ecological status of the educational environment (online) from the perspective of students in the school of PublicHealth at Shahid Sadoughi University of Medical Sciences. Methods: This was a descriptive cross-sectional study involving 287 undergraduate, graduate, and Ph.D. students from the School of Health, enterd via stratified random sampling. Two questionnaires about the online learning environments that were developed by Kaufmann and Chou were used in the study. The Kaufmann questionnaire included four domains: “instructor behaviors, student connectedness, course structure, and Course Clarity” and Chou’s questionnaire included three domains: "Learning climate, and learning satisfaction". Data were analyzed by SPSS 21 software. Results: Our findings indicate that students viewed the ecological status of the online learning environment as moderate level. The domain ability and learning environment received a score of 3.2 ± 0.62, satisfaction with learning was rated 3.07 ± 0.73, and general learning atmosphere received a score of 3.05 ± 0.73. The teacher's behavior received 3.8 ± 0.83, the structure of the training course 2.92 ± 1.12, the ease of implementation 3.14±0.98, and the interaction of learners 3.66 ± 0.85. Conclusion: Online teaching and learning is a complex process that involves various factors such as the instructor's skills, inclusiveness, course structure, and educational design. The ease of implementation and interaction of learners are also important in the learning ecology. Therefore, it is essential to have the necessary infrastructure that facilitates the teaching-learning process when planning for the creation and development of online education. Corresponding Author:Fatemeh Keshmiri View Orcid in Profile You can search for this author in PubMed Google Scholar Profile 458 468 2023/09/302023/05/72023/08/8 1402/5/17 2023/09/302023/08/142023/09/17 1402/6/26 حمید جعفری Hamid Jafari دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران معصومه عباسی شوازی گروه آموزش بهداشت و ارتقاء سلامت، مرکز تحقیقات عوامل اجتماعی مؤثر بر سلامت، دانشکده بهداشت، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران سارا جام بر سنگ Sara Jam Bar Sang گروه آمارزیستی و اپیدمیولوژی، مرکز تحقیقات مدل سازی داده های سلامت، دانشکده بهداشت، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران محمدحسن احرامپوش Mohammad Hassan Ehrampoosh گروه مهندسی بهداشت محیط، مرکز تحقیقات علوم و فناوری‌های محیط‌زیست، دانشکده بهداشت، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران محمدتقی قانعیان Mohammad Taghi Ghaneyian گروه مهندسی بهداشت محیط، مرکز تحقیقات علوم و فناوری‌های محیط‌زیست، دانشکده بهداشت، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران. ایران فاطمه کشمیری Fateme Keshmiri گروه آموزش پزشکی، مرکز مطالعات وتوسعه آموزش علوم پزشکی، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران Online Learning Environment Ecology Virtual education Educational Atmosphere Class Climate اکولوژی محیط یادگیری آموزش مجازی جو آموزشی جو کلاس آنلاین 1. 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Student perceptions of online active learning practices and online learning climate predict online course engagement. Interact Learn Environ. 2021; 29(5): 866-80.##7. Kaufmann R, Sellnow DD, Frisby BN. The development and validation of the online learning climate scale (OLCS). Commun Educ. 2016; 65(3): 307-21.##8. Abuhassna H, Al-Rahmi WM, Yahya N, Zakaria MAZM, Kosnin ABM, Darwish M. Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. Int J Educ Technol High. 2020; 17(1): 1-23.##9. Kaufmann R, Vallade JI. Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness. Interact Learn Environ. 2020: 1-15.##10. Alqurashi E. Predicting student satisfaction and perceived learning within online learning environments. Distance Educ. 2019; 40(1): 133-48.##11. Ahmet Ö, ÖZDEMİR A. An investigation into pre-service teachers’ online learning climate perceptions. 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حمایت و نظارت واقعی و مورد انتظار در محیط‌های آموزش بالینی: مقایسه دیدگاه دانشجویان و مربیان پرستاری Actual and Ideal Support and Supervision in Clinical Education Settings: Comparing the Perspectives of Nursing Students and Clinical Instructors 1 1 مقدمه: پرستاری، حرفه‌ای کاربردی است و آموزش بالینی اساس برنامه آموزش را تشکیل می‌دهد. آموزش بالینی به لحاظ اهمیت، قلب آموزش حرفه‌ای شناخته می شود. هدف مطالعه حاضر مقایسه درک دانشجویان و مربیان پرستاری از وضعیت واقعی و مورد انتظار محیط آموزش بالینی در حیطه های حمایت و نظارت بود. روش بررسی: در این مطالعه توصیفی مقطعی، 130 دانشجوی پرستاری و 30 مربی بالینی دانشگاه علوم پزشکی گناباد از طریق سرشماری مورد مطالعه قرار گرفتند. برای جمع آوری داده‌ها از پرسشنامه "ارزیابی میزان حمایت و نظارت درک شده" که در دو نسخه وضعیت واقعی و مورد انتظار طراحی شده است، استفاده شد. تجزیه و تحلیل داده‌ها به کمک نرم افزار SPSS نسخه 20 و با استفاده از آمار توصیفی و استنباطی انجام گرفت. نتایج: اختلاف آماری معنی‌داری بین درک واقعی و مورد انتظار دانشجویان و مربیان پرستاری از حمایت و نظارت وجود دارد. به عبارت دیگر دانشجویان بر این باور بوده اند که در حیطه حمایت، انتظارات آن‌ها برآورده نشده و در حیطه نظارت، میزان نظارت اعمال شده بیش از انتظار دانشجویان بوده است. اما مربیان پرستاری بر این باور بوده‌اند که حمایت و نظارت ایده‌آل در مورد دانشجویان از طرف مربی اعمال می‌شود. نتیجه‌گیری: نتایج پژوهش بیانگر وجود شکاف در دیدگاه مربیان و دانشجویان پرستاری نسبت به حمایت و نظارت واقعی و مورد انتظار دانشجویان در محیط های آموزش بالینی می باشد. این شکاف می تواند اثرات منفی بر یادگیری دانشجویان داشته باشد. 2 Introduction: Nursing is a practical profession in which clinical training is the basic medical training program. Clinical training is so important that it is considered as the core of professional education. The aim of the present study was to compare the perceptions of nursing students and clinical instructors about the actual and ideal support and supervision in a clinical setting. Methods: In this descriptive-analytic study, 130 nursing students and 30 clinical instructors of Gonabad Medical Science University are reviewed via census method. The data collection instrument includes the “Perception of Extent of Support and Supervision Survey” questionnaire which is designed in both real and expected status. The findings were analyzed using SPSS20 software and descriptive and analytical statistics. Results: There is a significant difference between the actual and ideal perception of nursing students and clinical instructors in the support and supervision domains, so in the support domain, the expectation of nursing students was not met by clinical instructors, and in the supervision domain, the actual degree of supervision is greater than the students' expectation. However, clinical instructors have believed that the ideal support and supervision of students is provided by the clinical instructor. Conclusion: Conclusion: The results indicate that there is a gap in the view of clinical instructors and nursing students towards the actual and ideal support and supervision of students in clinical education environments. This gap may have negative effects on the clinical learning of students. 469 482 2023/09/302023/05/72023/08/82023/04/15 1402/1/26 2023/09/302023/08/142023/09/172023/08/6 1402/5/15 بتول محمدیان Batol Mohammadian دانشکده پیراپزشکی، گروه اتاق عمل، دانشگاه علوم پزشکی گناباد، گناباد، ایران ایران mohammadian.batol@yahoo.com اعظم شریفی Azam Sharifi دانشکده پیراپزشکی نهاوند، گروه پرستاری، دانشگاه علوم پزشکی همدان، همدان، ایران. ایران sharifi38@yahoo.com شعله رحیمی Sholeh Rahimi بیمارستان فقیهی شیراز، گروه پرستاری، دانشگاه علوم پزشکی شیراز، شیراز، ایران. ایران rahimishoelh@yahoo.com مریم پور اسمعیل Maryam Poorsmaill دانشکده پرستاری، کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی گناباد، گناباد، ایران. ایران m.poorsmaill@gmail.com محمدحسین اسماعیل زاده Mohammad Hossein Esmaeilzadeh دانشکده پرستاری، گروه پرستاری، مرکز تحقیقات توسعه اجتماعی و ارتقای سلامت، دانشگاه علوم پزشکی گناباد، گناباد، ایران. ایران Mohammadhosein.esmailzade@gmail.com سیدمحسن رضوی Seyed Mohsen Razavi فوریت های پزشکی، مرکز اورژانس پیش بیمارستانی و مدیریت حوادث، دانشگاه علوم پزشکی گناباد، گناباد، ایران. ایران mohsenrazavi115@gmail.com nursing education clinical learning environments clinical support and supervision آموزش پرستاری محیط آموزش بالینی حمایت و نظارت بالینی 1. 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Perspectives of Iranian Male Nursing Students Regarding the Role of Nursing Education in Developing a Professional Identity: A Content Analysis Study. Jpn J Nurs Sci. 2011; 8(2):174–83.##12. Kamphinda S, Chilemba EB. Clinical supervision and support: Perspectives of undergraduate nursing students on their clinical learning environment in Malawi. Curationis. 2019; 42(1): a1812.##13. Jokelainen M, Turunen H, Tossavainen K, Jamookeeah D, Coco K. A Systematic Review of Mentoring nursing Students in Clinical Placements. J Clin Nurs. 2011; 20(19-20): 2854–67.##14. Jokelainen M, Jamookeeah D, Tossavainen K, Turunen H. Finnish and British Mentores' Conceptions of Facilitating Nursing Students' Placement Learning and Professional Development. Nurse Educ Pract. 2013; 13(1): 61–7.##15. Bahador H, Farajiarmaki A, Ghorbani R, Dehghani E. Effective Factors on Communication between Teacher and Student; Medical Students of Basic Sciences Level View. Quarterly of Education Strategies in Medical Sciences 2014; 6(4): 195-200. [Persian]##16. Yazdankhah fard M, Pouladi S, Kamali F, Zahmatkeshan N, Mirzaei K, Akbarian S, etal. Stressing Factor in Clinical Education: The Viewpoint of Student. Iranian Journal of Medical Education 2009; 8(2): 341-50.[Persian]##17. Ziaee S. Clinical Education Stressors from the View Point of Midwifery Students of Islamic Azad University, Kazeroun Branch. Journal of Medical Education Development Strategies 2014; 1(2): 28-38. [Persian]##18. Pakpour V, Salimi S, Maqsodi M, Dodangeh S. Nursing students’ perspectives on actual and ideal support and supervision in clinical learning environments in Zanjan University of Medical Sciences in 2011. Iranian Journal of Medical Education 2013; 13(6): 481-8. [Persian]##19. King S, Edlington T, Williams B. The “Ideal” Clinical Supervision Environment in Nursing and Allied Health. J Multidiscip Healthc. 2020; 13: 187-196.##20. Dashti Kalantar R, Fallahi-Khoshknab M, Zarea K. Reviewing Supervisory Characteristics of Nursing Supervisors in Clinical Supervision: Scoping Review. Journal of Health Promotion Management 2019; 8(1): 35-44. [Persian]##21. Giguere AMC, Lebel P, Morin M, Proust F, Rodriguez C, Carnovale V, et al. What Do Clinical Supervisors Require to Teach Residents in Family Medicine How to Care for Seniors?. Can J Aging. 2018; 37(1): 32-49.##22. Ghafourifard M, Bayandor A, Zirak M. The Status of Clinical Education in Teaching Hospitals Affiliated with Zanjan University of Medical Sciences from the Viewpoints of Nursing and Midwifery Students. Journal of Medical Education Development 2016; 8(20): 8-19. [Persian]##23. Tabari F, Ebadi A, Jalalinia SF. Pathology of the Clinical Education of Medical- Surgical Nursing Courses: A Qualitative Study. Quarterly of Education Strategies in Medical Sciences 2014; 6(4): 209-15. [Persian]##24. Tavakoli MR, Khazaei T, Tolyat M, Ghorbani S. The quality of clinical education from the viewpoints of students and instructors of paramedical and nursing-obstetrics schools of Birjand University of Medical Sciences. Scientific-Research Journal of Shahed University 2014; 21(110): 1-9. [Persian]##25. Baraz S, Memarian R, Vanaki Z. Learning Challenges of Nursing Students in Clinical Environments: A Qualitative Study in Iran. J Educ Health Promot. 2015; 4: 52.##26. Mahmoudifar Y. Field clinical educations in the view of educational instructors and nursing students. Education Strategies in Medical Sciences 2009; 2(1): 7-12. [Persian]##27. Mirzaei R, Borhani F, Fasihi T. Nursing students perception of clinical learning environments :A qualitative study. Journal of Qualitative Research in Health Sciences 2015; 4(1): 1-11. [Persian]##28. Emanuel V, Pryce-Miller M. Creating Supportive Environments for Students. Nursing Times. 2013; 109(37): 18-20.##29. Ziaee S. Instructor’s Support in Clinical Setting from Midwifery Students’ Viewpoints. 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بررسی مقایسه ای تاثیر آموزش از طریق روش اینفوگرافیک با روش چند رسانه ای در افزایش دانش دندانپزشکان و دانشجویان دندانپزشکی بیرجند در خصوص بیماری کرونا ویروس2019 A Comparative Study of the Impact of Education through the Infographic Method with the Multimedia Method in Increasing the Knowledge of Dentists and Dental Students in Birjand city Regarding the 2019 Coronavirus Disease 1 1 مقدمه: دندانپزشکان در خط مقدم عفونتهای ویروسی مانند کروناویروس جدید هستند. با توجه به نیاز دندانپزشکان به افزایش دانش در خصوص بیماریهای نوظهور، این مطالعه با هدف تعیین مقایسه تاثیر آموزش از طریق روش اینفوگرافیک با روش چند رسانهای در آگاهیبخشی به دندانپزشکان و دانشجویان دندانپزشکی شهر بیرجند در خصوص بیماری کرونا ویروس2019 انجام گرفت. روش بررسی: مطالعه به صورت مداخلهای در سال 1400 بر روی 196 دندانپزشک و دانشجوی دندانپزشکی شهربیرجند که به طور تصادفی به گروههای آموزش به روش اینفوگرافیک (n=98) و آموزش به روش چندرسانه‌ای (n=98) تقسیم شدند، انجام شد. محتوای آموزشی در مورد گروهها یکسان بود. آزمون 40 نمره‌ای قبل و بعد از مداخله آموزشی در دو گروه به عمل آمد و نتایج با استفاده از آزمون های آماری کایدو و تیمستقل در سطح معنیداری p<0.05 مورد تجزیه و تحلیل قرار گرفتند. نتایج: میانگین نمرات پیشآزمون در گروه اینفوگرافیک و چندرسانه‌ای به ترتیب 28.69±5.38 و 28.04±6.47 بود. بین نمرات دانش در دو گروه قبل از مداخله آموزشی تفاوت معناداری وجود نداشت (P=0.44). میانگین نمرات پسآزمون درگروه چندرسانه ای و اینفوگرافیک به ترتیب 38.83±1.14 و 31.11±3.19 بود. نتایج تستهای آماری نشان داد که بین نمرات دانش بعد از مداخله آموزشی تفاوت معنیداری وجود داشت (P=0.001). نتیجه‌گیری: آموزش چندرسانه ای نسبت به اینفوگرافیک تاثیر بیشتری در ارتقا سطح دانش دارد، بنابراین پایهگذاری این روش آموزشی توسط سیاستگذاران بهداشتی به عنوان یک روش آموزشی موثر در زمینه بیماریهای نوظهور توصیه میشود. 2 Introduction: Dentists are at the forefront of viral infections such as the new coronavirus. Considering the need for dentists to increase their knowledge about emerging diseases, this study compared the impact of education through the infographic with the multimedia in informing the dentists and dental students of Birjand City about the 2019 coronavirus disease. Methods: An interventional study was done in 2022 on 196 dentists and dental students in Birjand city, who were randomly divided into groups of education through infographic (n = 98) and education through multimedia (n = 98). The educational content was the same for the groups. A 40-point test was performed before and after the educational intervention, and the results were analyzed using chi-square and independent t-tests at a significance level of P < 0.05. Results: The average pre-test scores in the infographic and multimedia groups were 28.69 ± 5.38 and 28.04 ± 6.47, respectively. There was no significant difference between the knowledge scores in the two groups before the intervention (P = 0.44). The average post-test scores in the multimedia and infographic groups were 38.83 ± 1.14 and 31.11 ± 3.19, respectively. The results of the statistical tests showed that there was a significant difference between the knowledge scores after the educational intervention (P = 0.001). Conclusion: Multimedia education is more effective than infographics in improving the level of knowledge, so the establishment of this educational method by health policymakers is recommended as an effective educational method in the field of emerging diseases. 483 492 2023/09/302023/05/72023/08/82023/04/152023/03/11 1401/12/20 2023/09/302023/08/142023/09/172023/08/62023/08/6 1402/5/15 آزاده ابراهیم زاده Azadeh Ebrahimzadeh دانشکده پزشکی، گروه بیماری های عفونی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران rajabimmh@gmail.com زهرا میرزائی Zahra Mirzaie دانشکده دندانپزشکی، گروه دندانپزشکی، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران r.mahdieh37@yahoo.com حمید صالحی نیا Hamid Salehiniya مرکز تحقیقات عوامل اجتماعی مؤثر بر سلامت، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران research1364@yahoo.com حمید عباس زاده Hamid Abbaszadeh دانشکده دندانپزشکی، گروه آسیب‌شناسی دهان، فک و صورت، دانشگاه علوم پزشکی بیرجند، بیرجند، ایران. ایران hamidabbaszade@yahoo.com knowledge COVID-19 infographic education multimedia education دانش کووید19 آموزش اینفوگرافیک آموزش چندرسانه‌ای 1. 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بازاندیشی گروهی بر اساس مدل بود و همکاران Group Reflection Based on the Boud et al.'s Model 1 1 مقدمه: دراین مطالعه تیم تحقیق برآن شد تا با طراحی و اجرا و ارزشیابی دوره کارورزی مامایی به روش باز اندیشی گروهی بر اساس مدل Boud و همکاران گامی در جهت ارتقا کیفیت آموزش مامایی بردارد. روش بررسی: این مطالعه از نوع نیمه تجربی تک گروهی بود. هر دانشجو حداقل 4 روز از کارورزی به انجام بازاندیشی پرداخت. بازاندیشی ابتدا در گروه‎هایی کوچک و سپس در گروه بزرگتر مطرح شد و بازخورد لازم ارائه گشت. ابزار مطالعه شامل پرسشنامه استاندارد نظرسنجی و چک لیست بازاندیشی بود. نتایج آزمون با انجام آزمون‎های آماری توصیفی و تحلیلی t-test مورد بررسی قرار گرفت. نتایج: میانگین نمره نظرسنجی قبل از انجام بازاندیشی 48/10 ± 95/122 و بعد از بازاندیشی 78/19 ± 60/131 بود. یافته ها نشان داد که اختلاف آماری معنی‎داری بین نظرات دانشجویان پیش از شروع مطالعه و بعد از پایان مطالعه وجود دارد (012/0=p). براساس بررسی نتایچ چک لیست تکمیل شده توسط دانشجویان مباحث مورد بررسی شامل: 1-کنترل لیبر (28%)، 2- فرآیند زایمان و مراقبت‎های پس از زایمان از مادر (56%) و 3- مراقبت از نوزاد (16%) بود. نتیجه‌گیری: نتایج این مطالعه نشان می‎دهد که بازاندیشی توانسته است برای دانشجویان مفید واقع شود و به مربیان در امر آموزش صحیح یاری رساند. مربیان حین انجام بازاندیشی فرصتی پیدا خواهند کرد تا مطالب ارائه شده را تکمیل و یا در صورت برداشت غلط دانشجویان، اصلاح نمایند. در نتیجه بازاندیشی یک ابزار کمکی مناسب جهت بهبود کیفیت آموزش مامایی می‎باشد. 2 Introduction: In this study, the research team decided to take a step towards improving the quality of midwifery education by designing, implementing, and evaluating the midwifery internship course using the group rethinking method based on Boud et al.'s model. Methods: This study was a single-group semi-experimental type. Reflection was first proposed in small groups and then in a larger group and the necessary feedback was provided. The study tool included a standard survey questionnaire and a rethinking checklist. The results of the test were analyzed by performing descriptive and analytical statistical tests, and t-tests. Results: The average score of the survey before reflection was 122.95 ± 10.48 and after rethinking was 131.60 ± 19.78. The findings showed that there is a statistically significant difference between the opinions of students before the beginning of the study and after the end of the study (P = 0.012). Based on the results of the checklist completed by the students, the discussed topics included: 1- labor control (28%), 2- childbirth process and postpartum care of the mother (56%), and 3- newborn care (16%). Conclusion: Conclusion: The results of this study show that reflection has been able to be useful for students and help educators in providing correct and adequate education. During the reflection process, the instructors will have an opportunity to complete the presented material or correct it in case of students' misconceptions. As a result, reflection is a suitable auxiliary tool to improve the quality of midwifery education. 493 504 2023/09/302023/05/72023/08/82023/04/152023/03/112022/10/30 1401/8/8 2023/09/302023/08/142023/09/172023/08/62023/08/62023/06/10 1402/3/20 الهام فکوری elham fakouri گروه مامایی، مرکز تحقیقات مراقبت های پرستاری و مامایی، پژوهشکده بیماری های غیر واگیر، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران elhamf92@gmail.com فاطمه پورحکاک fatemeh pourhakak دانشکده پرستاری و مامایی، گروه مشاوره در مامایی، پردیس بین الملل، دانشگاه علوم پزشکی شهید صدوقی، یزد، ایران ایران f.poorhakak24@gmail.com Reflection Clinical Education Midwifery آموزش بازاندیشی بالین مامایی 1. 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A reflective practice intervention for professional development, reduced stress and improved patient care—A qualitative developmental evaluation. Patient Educ Couns. 2013; 92(3): 337-45.##7. Seneysel bachari s, afar a, Elahi N. The Effect of Family Nursing Education Using Reflection Method with the Help of Situation Simulation Through Video Screening on Learning and Perspective of Nursing Students. Journal of Nursing Education. 2022;11(2):12-22. [Persian]##8. Tashiro J, Shimpuku Y, Naruse K, Matsutani M. Concept analysis of reflection in nursing professional development. Jpn J Nurs Sci. 2013; 10(2): 170-9.##9. Asselin ME, Fain JA. Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: A pilot study. J Nurses Prof Dev. 2013; 29(3): 111-9.##10. Borrelli SE. What is a good midwife? Insights from the literature. Midwifery. 2014; 30(1): 3-10.##11. Halldorsdottir S, Karlsdottir SI. The primacy of the good midwife in midwifery services: an evolving theory of professionalism in midwifery. Scandinavian journal of caring sciences. 2011; 25(4): 806-17.##12. Khatiban M, Sangestani G, Oshvandi K. Midwifery students' experience of role-playing as a teaching strategy: a qualitative study. 2014; 3(1): 61-70. [Persian]##13. Persson EK, Kvist LJ, Ekelin M. Analysis of midwifery students' written reflections to evaluate progression in learning during clinical practice at birthing units. Nurse Educ Pract. 2015; 15(2): 134-40.##14. Pee B, Woodman T, Fry H, Davenport ES. Practice‐based learning: views on the development of a reflective learning tool. Med Educ. 2000; 34(9): 754-61.##15. Schmidmaier R, Ebersbach R, Schiller M, Hege I, Holzer M, Fischer MR. Using electronic flashcards to promote learning in medical students: retesting versus restudying. Med Edu. 2011; 45(11): 1101-10.##16. Ekelin M, Kvist LJ, Persson EK. Midwifery competence: Content in midwifery students׳ daily written reflections on clinical practice. Midwifery. 2016; 32: 7-13.##17. Grant AJ, Vermunt JD, Kinnersley P, Houston H. Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning. BMC Med Edu. 2007; 7(1): 1-8.##18. Persson EK, Kvist LJ, Ekelin M. Midwifery students’ experiences of learning through the use of written reflections–An interview study. Nurse Educ Pract. 2018; 30: 73-8.##19. Boud DJ, Keogh R, Walker D. Promoting reflection in learning: a model. In: Boud DJ, Keogh R, Walker D, editors. Reflection: turning experience into learning. Oxon, Engl: Routledge; 1985. p. 18-40. ##20. Banan-Sharifi M, Sahari M. The Effects of Simulation Training on Nursing Student's Knowledge and Skill in Cardiopulmonary Resuscitation. Strides in Development of Medical Education. 2017; 13(6): 626 - 31. [Persian]##21. Moosavi S, Gholamnejad H, Hassan Shiri F, Ghofrani Kelishami F, Raoufi S. Challenges of Virtual education During the Pandemic of COVID-19: A Qualitative Research. Iranian Journal of Nursing. 2022; 35 (135) :94-105. [Persian]##22. Poorhaider M, Salehi P. Challenges of electronic education in Corona. Human Sciences Research Journal. 2021;32(4):11-30. [Persian] ##23. Rogers EM. Diffusion of innovations. 5th ed. New York: Free Press; 2003. ##24. Sedaghati M, Ezadi A. Effectiveness of Reflection in Clinical Education based on Nursing Students ,Perspective in islamic Azad University-Tonekabon in 2013. Nursing and Midwifery Journal 2014; 12 (3) :221-229.##25. Ng SL. Reflection and reflective practice: Creating knowledge through experience. InSeminars in Hearing. Thieme Medical Publishers. 2012 ; 33(2): 117-134.##26. Yousefy A. Competency-Based Education (CBE). Iranian Journal of Medical Education. 2005; 5(2): 200-1. [Persian] ##27. Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2009; 14(4): 595-621.##28. Patel KM, Metersky K. Reflective practice in nursing: A concept analysis. Int J Nurs Knowl. 2022; 33(3): 180-7. ##29. Rolfe, G. Rethinking reflective education: What would Dewey have done?. Nurse Educ Today. 2014; 34(8), 1179–1183. ##30. Schwind JK, Manankil-Rankin L. Using narrative reflective process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice. Reflective Pract. 2020; 21(4): 473-83. ##31. Hassani P, Cheraghi F, Yaghmaei F. Self-efficacy and self-regulated learning in clinical performance of nursing students: a qualitative research. Iranian Journal of Medical Education 2008; 8(1): 33-42. ##32. Jaastad TA, Ueland V, Koskinen C. The meaning of reflection for understanding caring and becoming a caring nurse. Scand J Caring Sci. 2022; 36: 1180–1188. ##33. 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مطالعه رضایتمندی اعضای هیئت علمی از آموزش مجازی و سامانه‌های آموزش الکترونیکی در دوران همه گیری کووید-19 در دانشگاه علوم پزشکی تهران Investigating the Faculty Members Satisfaction from Virtual Education and Electronic Education Systems during the Covid-19 Pandemic in Tehran University of Medical Sciences 1 1 مقدمه: دانشگاههای علوم پزشکی کشور به توسعه آموزش الکترونیکی در شرایط بحرانی ازجمله پاندمی ویروس کووید-19، و حتی درجهت تحقق نظام یاددهی-یادگیری، نیاز مبرم دارند، لذا پژوهش حاضر باهدف تعیین میزان رضایتمندی اعضای هیأت علمی از سامانه‌های آموزش الکترونیکی در دوران همه‌گیری کووید 19 انجام شد. روش بررسی: پژوهش حاضر از نوع توصیفی-تحلیلی است که بصورت مقطعی در طول سالهای 1401-1399 انجام شد. جامعه پژوهش شامل اعضای هیأت علمی دانشکده‌های منتخب دانشگاه علوم پزشکی تهران به تعداد 870 نفر بود. تعیین حجم نمونه نیز با استفاده از جدول کرجسی و مورگان به تعداد 265 نفر و با احتساب ضریب پاسخ‌دهی 75% برابر 200 نفر تعیین گردید. ابزار پژوهش پرسشنامه محقق ساخته رضایت‌سنجی آموزش‌دهندگان از سامانه‌های آموزش مجازی بود که روایی صوری و پایایی آن مورد تأیید قرار گرفت. جهت تحلیل داده‌ها از نرم‌افزار SPSS نسخه 25 و از آمار توصیفی و تحلیلی استفاده شد. نتایج: اکثریت اعضای هیأت علمی از سامانه‌های آفلاین و آنلاین آموزش الکترونیکی رضایت نسبی داشتند. اگرچه میزان رضایت‌مندی آنها از سامانه آفلاین در مقایسه با سامانه‌های آنلاین بیشتر بود. نتیجه‌گیری: وجود عواملی ازجمله سرعت پایین اینترنت می‌تواند با سطح رضایت مندی کاربران آموزش‌دهنده مرتبط باشد. لذا پیشنهاد می‌شود با تقویت زیرساختها و ارائه امکانات مناسب، رضایت مندی اعضای هیأت علمی دانشگاه را ارتقاء داد تا درصورت بروز مجدد بحرانها، بهره‌برداری مؤثرتری از سامانه‌های یادگیری الکترونیکی بعمل آید. 2 Background: The need for medical sciences universities in Iran to develop electronic education in special conditions and crises such as epidemics and pandemics, including the COVID-19 Virus, and even in order to realize the teaching-learning systems, is so necessary. Therefore, this research aimed to determine the level of satisfaction of faculty members from E-learning systems during the COVID-19 pandemic among the selected schools in Tehran University of Medical Sciences. Methods: This research was a cross-sectional and descriptive-analytical study conducted in 2020-2022. The research population was the faculty members of selected schools of this University including 870, respectively. Sample size determination conducted by Krejcie and Morgan table consisted of 265 faculty members which was determined to be equal to 200 people by taking into account the response rate. The data collection tool was a researcher-constructed educators satisfaction with virtual learning systems questionnaire its face validity and reliability were confirmed. Results: The majority of faculty members as teaching users are relatively satisfied with electronic education and related offline and online systems. Conclusion: Regarding the current results, most of the faculty members are relatively satisfied with the electronic education system and offline and online systems. However, the Low speed of the Internet could impact educator users. Therefore, it is recommended that providing more appropriate conditions by the empowerment of infrastructure and facilities lead to faculty member's satisfaction with electronic education for better utilization in possible crises in the future. 505 518 2023/09/302023/05/72023/08/82023/04/152023/03/112022/10/302023/03/17 1401/12/26 2023/09/302023/08/142023/09/172023/08/62023/08/62023/06/102023/08/6 1402/5/15 حسین درگاهی Hossein Dargahi دانشکده بهداشت، گروه مدیریت، سیاست گذاری و اقتصاد سلامت، مرکز تحقیقات مدیریت اطلاعات سلامت، دانشگاه علوم پزشکی تهران، تهران، ایران ایران hdargahi@tums.ac.ir معصومه میرعشق اله Masoumeh Mireshghollah مدیریت آموزشی، دانشکده پرستاری مامایی، دانشگاه علوم، پزشکی تهران، تهران، ایران ایران hdargahi@sina.tums.ac.ir میترا ذوالفقاری Mitra Zolfaghari دانشکده پزشکی، گروه یادگیری الکترونیکی در آموزش پزشکی، دانشگاه علوم پزشکی تهران، تهران، ایران ایران کمال اعظم Kamal Azam دانشکده بهداشت، گروه آمار و اپیدمیولوژی، دانشگاه علوم پزشکی تهران، تهران، ایران ایران Faculty Members Satisfaction Virtual Learning System COVID-19 Pandemic رضایت‌مندی اعضای هیأت علمی سامانه‌های آموزش مجازی همه‌گیری کووید 19 1. 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پویایی گروه های کوچک در یادگیری مبتنی بر حل مسئله Small group dynamics in problem-based learning 1 1 یادگیری مبتنی بر حل مساله یک روش یاددهی یادگیری دانشجومحور است که در آن از مسائل آموزشی به عنوان محور آموزش استفاده می‌شود. یادگیری مبتنی بر حل مسئله در صورت اجرای صحیح و مشارکت دانشجویان منجر به یادگیری عمیقتر محتوای علوم پایه و علوم بالینی در یک زمینه، یادگیری و بهبود مهارتهایی مانند استدلال بالینی، کار گروهی، حل مسئله، تفکر نقادانه، یادگیری مادامالعمر، رهبری و مهارتهای ارتباطی و اجتماعی خواهد شد. در این روش ادغام افقی و عمودی شکل گرفته، شبکه دانش دانشجو را با برقراری ارتباطات مختلف ایجاد میکند. 2 Small group dynamics in problem-based learning 519 520 2023/09/302023/05/72023/08/82023/04/152023/03/112022/10/302023/03/172023/04/19 1402/1/30 2023/09/302023/08/142023/09/172023/08/62023/08/62023/06/102023/08/62023/05/7 1402/2/17 Mahla Salajegheh Mahla Salajegheh گروه آموزش پزشکی، مرکز مطالعات و توسعه آموزش پزشکی، دانشگاه علوم پزشکی کرمان، کرمان، ایران ایران mahla.salajegheh90@gmail.com small group medical education گروه کوچک آموزش پزشکی 1. Fidan M, Tuncel M. Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education. 2019; 142: 103635.##2. Hemmati Maslak Pak M, Orujlu S, Khalkhali H. The effect of problem-based learning training on nursing students’ critical thinking skills. The Journal of Medical Education and Development 2014; 9(1): 24-33. [Persian]##3. Middeke A, Anders S, Schuelper M, Raupach T, Schuelper N. Training of clinical reasoning with a Serious Game versus small-group problem-based learning: A prospective study. PloS one. 2018; 13(9): e0203851.##4. Merlin MD, Lavoie S, Gallagher F. Elements of group dynamics that influence learning in small groups in undergraduate students: A scoping review. Nurse Education Today. 2020; 87: 104362.##5. Zhan Z, He G, Li T, He L, Xiang S. Effect of groups size on students' learning achievement, Motivation, cognitive load, collaborative problem‐solving quality, and in‐class interaction in an introductory ai course. J Comput Assist Learn. 2022; 38(6): 1807-18.## ##

اهمیت استفاده از رویکرد دستیار آموزشی در دوره تحصیلات تکمیلی The importance of using an assistant teaching approach in graduate studies 1 521 523 2023/09/302023/05/72023/08/82023/04/152023/03/112022/10/302023/03/172023/04/192023/04/24 1402/2/4 2023/09/302023/08/142023/09/172023/08/62023/08/62023/06/102023/08/62023/05/72023/05/22 1402/3/1 لیلا جویباری Leila Jouybari داﻧﺸﻜﺪه پرستاری و مامایی، گروه پرستاری، دانشگاه علوم پزشکی و خدمات بهداشتی گلستان، گرگان، ایران ایران jouybari@goums.ac.ir فائزه صمدی Faezeh Samadi دانشکده پرستاری و مامایی، گروه پرستاری داخلی جراحی، دانشگاه علوم پزشکی تهران، تهران، ایران ایران f-samadi@razi.tums.ac.ir Teacher assistant Peer Learning Clinical teaching دستیار آموزش آموزش همتا آموزش بالینی 1. Irvine S, Williams B, McKenna L. Near-peer teaching in undergraduate nurse education: An integrative review. Nurse education today. 2018; 70: 60-8.##2. de Menezes S, Premnath D. Near-peer education: a novel teaching program. Int J Med Educ. 2016; 7: 160. ##3. Secomb J. A systematic review of peer teaching and learning in clinical education. J clin Nurs. 2008; 17(6): 703-16.##4. Rashid MS, Sobowale O, Gore D. A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE). BMC medical education. 2011; 11(1): 1-7.##5. Robinson KA, Brunnhuber K, Ciliska D, Juhl CB, Christensen R, Lund H. Evidence-based research series-paper 1: what evidence-based research is and why is it important?. J Clin Epidemiol. 2021; 129: 151-7.## ##