Showing 12 results for Amini
M Mousaai Fard , K Amini,
Volume 2, Issue 3 (2-2010)
Abstract
Background and Objectives: Each community must take response from its educated persors. The knowledge and skills are taught in universities. Traditional teaching methods are lecturing methods and can'not transmit all of skills and knowledge to students, so new teaching methods, which are student pointed, are more useful.
In this study, PBL teaching method In teaching of sections of CCU among semester 5 nursing students.
were compared with traditiomal method.
Materials and Methods: %50 of sessions was taught by lecture method and %50 of sessions was taught by PBL method. There were 25 students in this study. Data was gathered with a questionary included 7 questions about of learning, depth of learning, student satisfaction and motivation teaching method.
Results: In general, all of students have evaluated the PBL as a better, method %31-92 of students evaluated the PBL as a more motivated method. %88.46 of them evaluated that attraction and satisfaction with PBL is more than lecture, %81.48 of students evaluated that rate depth of learning by PBL is better than lecture , %76 of students belived that PBL is more practical than lecture, %70.37 of students evaluated the PBL more learnable. %51.85 of students evaluated that they probably could take their exam easily by PBL teaching method. The students finally recommendation is that use of PBL teaching method is useful than lecture method (%70.37).
Conclusion: Special advantages of PBL include opportunity of critical thinking, memorial retention of material and skills, increasing amount of learning, practical use of theoretical material, increasing of motivation and attraction of students to class and lessons. It is better that universities provide more facilities and more opportunities to use of PBL teaching method, so universities can educate knowledgable and skillful students who can suitably respond to society health needs.
F Ramazanibadr, K Amini, A Mohammadzadeh, M Mosaeifar,
Volume 4, Issue 6 (10-2011)
Abstract
Background and Objective: Training in clinical centers provides the students with opportunities to experience nursing in the real world and put theoretical knowledge into practice. The clinical learning environment is an interactive network of contributing forces in learning outcome of the students. Although the clinical learning process is a basic concept in preparing the nursing students for clinical environment practice, there is only a limited knowledge of factors affecting it in Iranian clinical environment. This research aims at gaining in-depth understanding of the factors affecting the clinical learning of nursing students regarding their situation and the organization structure of Iranian clinical environment.
Material and Methods: The participants in this qualitative study were 19 nursing students of Zanjan University of Medical Sciences (ZUMS). The data was collected through in-depth semi-structured interviews. Content analysis was used to analyze the data. The interviews were scripted verbatim and analyzed concurrently.
Results: Three main themes were recognized through analyzing the data. The main themes affecting the clinical learning of nursing students included clinical learning environment, educational behavior of clinical instructors, and students' individual factors.
Conclusion: The research results provide on in depth understanding of nursing students' clinical experiences in Iran. Deeper understanding of the factors affecting the clinical learning process of the students and its outcome, drawing the educational managers' attention, and clinical instructors and students to the facilitating factors, and reducing or controlling the inhibiting factors will result in improved learning in students, and put the educational managers and clinical teachers in a better situation for clinical training.
Mohmmad Amini, Hamid Rahimi, Zohreh Samadian,
Volume 6, Issue 10 (7-2013)
Abstract
Background and Objective: The purpose of this research was analysis and evalution of obstacles to effectiveness of Islamic lessons in Kashan Universities Medical sciences.
Materials and Methods: Statistical population of this research included all students in Kashan Universities Medical sciences (N=2457)out of which a sample of 106 students participated in the study. Data was collected using a questionnaire developed by the researchers with a Cronbach Alpha coefficient of 0.83.
Results: Results indicated that although general attitude toward Islamic courses is relatively desirable, there are a series of internal and external factors which decreases efficiency and effectiveness of these lessons.
Conclusion: Internal and external factors are the cause of decreased effectiveness of such lessons.
Zeinab Ghahremani, Korosh Amini, Mahin Roohani, Mozghan Asadat Aghvamy,
Volume 6, Issue 12 (12-2013)
Abstract
Background and Objective : Learning Style is one of the most effective factors in academic achievement. Hence, attention to learning style is essential to success in any educational system . This study was conducted to investigate relationship between learning styles, and academic achievement among students of Zanjan School of Nursing and Midwifery in 2013.
Materials and Methods: In this cross-sectional study 208 students who enrolled at least one semester in the School of Nursing and Midwifery were randomly selected. The instruments of collecting data were Kolb Learning Style Inventory (3.1-2005) and a demographic form. These questionnaires were given to subjects in accordance with established ethical codes. The collected data were entered SPSS ( 18 ) and analyzed using descriptive and analytical statistics .
Results: The results indicate d that the highest mean belonged to abstract conceptualization learning styles (76.5 ± 35.33) and the lowest to actual experience (22.6 ± 16.26) respectively. In other words, most of the students in this study could benefit from the assimilating and diverging learning styles in their learning. There is a significant relationship between active experimentation learning style and students' academic achievement (r= 0.136, p= 0.05).
Conclusion: Since the majority of the student learning styles were assimilating and diverging, and there existed a significant relationship between the students’ learning styles and their academic achievement, teachers are advised to take practical steps to involve them in analytical and explanatory teaching.
Mohammad Amini, Mohammad Reza Tamannaie Far, Zahra Mashallahi Nejad,
Volume 8, Issue 18 (Summer 2015)
Abstract
Background: This study aimed to investigate and explanation of different and varied effects and functions of hidden curriculum in the Kashan medical sciences university.
Materials and Methods: The target population of research was all of the medical sciences students in Kashan medical university (N=2031) which 425 subjects were selected by means of stratified sampling method. The data was collected using a researcher-made questionnaire. The estimated Cronbach’s Alpa was 78% for all dimensions of the questionnaire.
Results: Findings showed that that three variables, namely physical space and environment, behavioral and personality traits of faculties and their evaluation methods have highest mean. Thus, these three variables have hidden and unexpected effects and implications and consequently they have negative and desirable influences on behaviors and learnings of medical university students.
Conclusion: It is necessary and important that physical space and environment, behavioral and personality traits of faculties and their evaluation methods to be changed and reformed. Theses changes facilitates actual learning and prevent the formation of negative attitudes among medical students.
Kourosh Amini, Zeinab Ghahremani, Mahdi Moosaeifard, Gholam Ali Tagiloo,
Volume 9, Issue 21 (Spring 2016)
Abstract
Background and Objective: Establishing and implementing high quality of nursing care for patients is the main objective of any nursing education system. However, the lack of proficient nurses all over the world led to a competition and collaboration among countries to train as much nurses with high skills and knowledge as possible. This paper aims at studying and comparing two nursing education systems in Iran and China.
Materials and Methods: Integrative literature review of published literature on the nursing education systems in the Iran and China from 1990 to 2015.
Results: The results show that in spite of many common aspects, the most significant similarity between these two systems is their educational paradigm that is concentrated on treatment of internal diseases and surgery with modeling the western bio-medical model, and the major difference is validating the quality of nursing education graduates in these two countries; In China, a national test is hold to receive a certificate after graduation and before starting to work as a nurse, but in Iran, there is no such program at the present.
Conclusions: We may use the two countries’ capabilities and educational experiences in order to improve the quality of nursing education in the other country, and hence, we may achieve the ultimate goal of nursing, i.e. providing nursing care with high quality for patients.
Mohammad Amini, Hamid Rahimi, Sara Moradi,
Volume 9, Issue 22 (Summer 2016)
Abstract
Background and Objective: One of the main factors for the maintenance of each organization which leads to increasing its productivity is having organizational cultural consistency. Thus the purpose of this research was to study organizational culture of medical centers.
Materials and Methods: In this descriptive-survey study, research population was all faculty members in Arak University of Medical Sciences that 176 people were selected using Cochran Formulate and stratified random sampling. Data was collected using organizational culture questionnaire with 42 items in four components (intellectual, development, consensus and hierarchical) in terms of Likert scale. Content and constructive validity of the questionnaire were confirmed and its reliability coefficient was calculated (0.84) using Cronbach Alpha. Data analysis was done through descriptive and inferential statistics by SPSS18 and Amos Graphic statistical software.
Results: Findings showed that mean score of organizational culture in Arak University of Medical Sciences in intellectual component (3.4±0.57), development (3.33±0.56) and consensus (3.27±0.62) were higher than the average and hierarchical mean score (2.69±0.63) was lower than the average. Also there is no significant difference between faculty members' point of view on organizational culture in terms of gender, field of study, scientific rank, employment status and years of service.
Conclusion: Faculty members believed that organizational culture was higher than intellectual, culture of development and consensus which in turn have more emphasis on innovation and development, risk-taking, efficiency and effectiveness and less emphasis on formalization, centralization, and rule and stability.
Bahram Rostami, Zahra Moein, Ehsan Fakour, Korosh Amini, Hojat Rostami,
Volume 10, Issue 28 (Winter 2018)
Abstract
Background & Objective: The research aimed to determine the level of academic motivation and some of the relevant factors in pharmaceutical students of Zanjan University of Medical Sciences, Zanjan, Iran in 2016.
Materials and Methods: This was an applied research in terms of objectives with a descriptive-correlational design. Study population included all pharmaceutical students of Zanjan University of Medical Sciences (N=290) in the academic year of 2016-2017. In total, 168 subjects were selected using the Cochran formula and stratified random method. Data collection tools included three questionnaires of academic motivation, as well as occupational and individual factors, face and content validity of which was previously confirmed by experts. In addition, reliability of the research tools of academic motivation and occupational and institutional factors was estimated at the Cronbach’s alpha of 0.88, 0.71, and 0.76, respectively.
Results: Analysis of the data through descriptive and inferential statistics demonstrated that the mean academic motivation of students was at an acceptable level and higher than the hypothetical mean. Moreover, a significant relationship was observed between academic motivation and variables of economic status of family, GPA (university grade), and occupational factors (P<0.05). Results of the regression table also demonstrated that occupational factors and university GPA determined the significance of academic motivation.
Conclusion: According to the results of the study, university GPA had an impact on the academic motivation of students and was able to predict this concept to a certain extent.
Sakineh Sharifian, Seyedeh Batool Amini, Seyedeh Noora Amini, Saeed Raeesi, Nafiseh Heidari, Zahra Tajik Mirzaee,
Volume 11, Issue 30 (Summer 2018)
Abstract
Background & Objectives: Interprofessional learning (IPL) can create more collaborations among students of different healthcare disciplines. However, this depends on the tendency of students to learn from each other. Given the fact that the attitude of students is recognized as the major factor for the implementation and success of a program, this study aimed to determine the attitude of final-year students in fields of medicine, nursing, and midwifery of Iran University of Medical Sciences, Tehran, Iran toward the implementation of IPL.
Materials and Methods: This descriptive and cross-sectional research was conducted on 200 final-year students in the fields of medicine, nursing, and midwifery, who were active in clinical settings and had work experiences in clinical environments. In this research, data were collected using the valid and reliable readiness for inter-professional learning scale (RIPLS), and subjects were selected through convenience sampling.
Results: From 200 distributed scales, about 180 questionnaires (response rate=90%) were returned, 80 and 100 of which were filled by students in the fields of medicine, nursing and midwifery, respectively. According to the results, 50.6% of the respondents were female and 49.4% were male. Moreover, mean (standard deviation) total score of the evaluated students was equal to 79.8 (SD=92). Considering the obtaining of a score higher than the desired level by students (57), it could be concluded that the subjects had a positive attitude toward IPL. While the results were indicative of no significant difference between the two medicine and nursing-midwifery groups in terms of preparedness for IPL (P=0.4), there was a significant difference in the subcategory of cooperation and teamwork (P=0.001). In this regard, medical students obtained a lower score, compared to the nursing and midwifery students.
Conclusion: According to the results of the study, the subjects had a proper attitude toward IPL, which itself is the most important support for the entrance of this new educational approach in student curriculums.
Dr Mahla Salajegheh, Dr Azadeh Rooholamini,
Volume 16, Issue 52 (3-2024)
Abstract
Dear Editor
Nowadays, modern technologies and advancements in the digital world are making dramatic changes in various processes of human life faster than ever before. Amid this, education also strives to keep up with the technological world in response to the needs of the new generation of students. In the past few years, with the increasing expansion of educational technologies, the new concept of "teacher as a hacker" has emerged as a metaphor to demonstrate a new model of teaching and learning reforms in education. At first glance, the meaning that this concept brings to mind appears to be negative and associated with the world of computers. Nonetheless, in recent years, hacking has also become a part of educational terminology. This essay aims to explore the hidden aspects of the concept of "teacher as a hacker" to provide a new lens for empowering university professors and improving educational processes.
.
Dr Akram Gazerani, Dr Mohsen Masoumian Hosseini, Ms Zakiyeh Amini, Dr Seyedeh Toktam Masoumian Hosseini, Dr Zahra Sadat Manzari,
Volume 17, Issue 54 (7-2024)
Abstract
Background & Objective: Error Board Reporting (EBR) is a comprehensive approach for quickly reporting and analyzing errors that occur during surgical operations. This study assesses the influence of EBR on student error frequency and proficiency during the COVID-19 pandemic, with the goal of enhancing clinical teaching.
Material & Methods: This research used an experimental design that included a pretest and posttest to investigate the impact of the intervention on two distinct groups: the intervention group receiving EBR training and the control group undergoing conventional training. The participants were randomized to either EBR or conventional training. Both groups had pretests and posttests, with logbook results included as part of the final assessment process. Furthermore, a satisfaction survey was conducted after the study to gauge participant satisfaction levels. The data gathered from this study underwent rigorous statistical analysis employing various tests, including the Shapiro-Wilk test for assessing normality, the independent t-test for comparing across groups, the paired t-test for comparing within-groups, and multiple linear regression analysis.
Results: The study found no statistically significant differences in age, gender, semester, or age between the intervention and control groups. Furthermore, these characteristics did not have a significant influence on the final scores. However, posttest results and scores from post-practicum logbooks demonstrated significant differences between the two groups (p < 0.001 and p = 0.002, respectively). EBR training significantly improved surgical procedural mastery skills (p = 0.002) and self-efficacy (p = 0.001). A paired t-test demonstrated a statistically significant difference between the two groups regarding their mean pretest and posttest scores (p < 0.001). EBR decreased student errors 86% of the time, effectively promoted a positive spirit, improved critical thinking, and strengthened critical thinking skills (76%).
Conclusion: Incorporating EBR into educational practices can minimize errors and enhance performance during the COVID-19 pandemic, increasing patients' quality of life.
Dr Nasrin Kamali, Dr Zakiyeh Amini, Dr Farkhonde Asadi, Dr Sara Mohammadi, Dr Kasra Khatib, Dr Sepideh Gholami,
Volume 17, Issue 55 (6-2024)
Abstract
Background & Objective: The learning environment plays a vital role in shaping a student's academic success and overall satisfaction. In this study, we aimed to evaluate the impact of the educational climate in the Operating Room (OR) on the moral distress experienced by operating room technology students.
Material & Methods: In 2022, we conducted a descriptive-analytical study on 58 undergraduate operating room technology students from North Khorasan University of Medical Sciences. We utilized purposeful sampling in the form of a census from qualified academic departments. To collect information, we used three questionnaires: one for demographic information, one for IMOTEC, and one for moral distress. We analyzed the data using independent t-tests, one-way analysis of variance, and Pearson's correlation coefficient, as well as multiple linear regression analysis at a 95% confidence level using SPSS 26 software.
Results: The mean score for the OR educational climate was 71.14 ± 12.01. The rate of moral distress was measured in severity and frequency dimensions, with scores of 1.87 ± 1.08 and 1.79 ± 0.94, respectively. We found a significant inverse relationship between the mean of the educational environment and the severity (p < 0.001) and frequency (p < 0.05) of moral distress.
Conclusion: Given that the educational climate is one of the key factors affecting moral distress, it appears that enhancing the educational climate in the OR environment can play a significant role in reducing the moral distress experienced by students.
