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Showing 10 results for Heidari

Zahra Mahdavi Lenji, Fatemeh Ghaedi Heidari,
Volume 7, Issue 13 (4-2014)
Abstract

Background and Objective: Ethical codes are developed as practical guidance for nursing care and are references of decisions-making by nurses in care process. With regard to the importance of morality issue in nursing, observance of ethical codes among nursing students and nursing practitioners in Al-Zahra hospital in Isfahan was studied. Materials and Methods: This research is a descriptive- analytic study. Data gathering tool was 31-item questionnaire adopted from ethical codes for nurses developed by ministry of health medical education. In addition to individual information, this questionnaire includes two parts of ethical codes related to provision of clinical services (23 item) and those related to relationship of treatment team (8 item).The validity and reliability of the questionnaire was estimated(α=90%). Simple sampling was utilized to select 32 nursing students and 40 nursing practitioners in Al-Zahra hospital. Data were analyzed with SPSS version 18 and t test. Results: The average age was 22.29(1.37) and 29.47(7.34). Most of the students (93.8%) and nurses (87.5%) were women. There was no significant difference between the two groups in ethical codes related to provision of clinical services, but thenurses gained significantly more score in ethical codes compared to the treatment group (p=0.04). Conclusion: It is recommend that managers and nursing educators pay more attention to the observance of ethical codes related to provision of clinical services by nursing students and nurses.
Samad Eizadi, , , Hojat Safar Heidari,
Volume 7, Issue 14 (6-2014)
Abstract

cultural capital is a set of relationships, information and scores that a person uses for saveing Or obtaining a social position. cultural capital is not attained and inherited with out personal attempt.attaining of cultural capital needs long work, Continuous, learning and Acculturation . cultural capital wants to invest time and financial resources. The aim of this study was to investigate the relationship between cultural capital with enterance motivation and academic achievement of Golestan University of Medical Siences’students. Methods and materials: This descriptive – Analytical research was done with using Sampling Available on 359 student of Golestan University of Medical Siences . for collecting of information used 2 Valid and reliable questionnaires cultural capital with four scales embodied ,objectical, institutional and interactive and second is the Questionnaire of enterance motivation and for Measurement of academic performance used from average and data analysed with using of Spearman and Cros Kalvalys The results: 75/5 sample women and most Ethnicity were Persian and Turkoman. cultural capital of 4/23 students were Weak,74/9 Average and 7/1 good. Embodied cultural capital7/5 students good,86/6 average and 5/8 good, objectica cultural capital32/3 students good 63/2, average and 4/5 good, institutional cultural capital92/8 students good 6/4, average and 10/6 good and , interactive cultural capital10/6 students good 70/2, average and 19/2 good . enterance motivation 1/4 students were weak,49/6 average and 49 good. academic performance 46/6 students were good. The results show that the average of cultural capital in the areas of embodied ,objectical, institutional and interactive was 2/93,2/58,1/13 ,3/18. The highest score Was for interactive cultural capital. the average of enterance motivation was 4/93. Academic achievement below 12 (low), 0/8, 12-14 (medium), 12/5, 14-17 (Good) 64/6, up from 17 (very good) 21/7 percent among students. there is no significant relation between the institutionalized and objectical cultural capital with enterance motivation and academic achievement of students. There was significant positive relation between the embodied with academic achievement (p= 0/028) and interactive cultural capital with enterance motivation (p=0/000) and academic achievement(p=0/005). Research also shows that there was only significant relation between embodied cultural capital with faculties . there was significant relation between four kinds of cultural capital with studies of their fathers and moters. Conclusion: We can conclude that with enhancing cultural capital embodied ,enhances academic achievement and interactive cultural capital have effective role on enterance motivation and academic achievement of students.such as past studies the institutionalized and objectical cultural capital are not important factor on inhancing of cultural capital .
Rahmatollah Marzoghi, Masomeh Heidari, Fahimeh Keshavarz, Elham Heidari,
Volume 8, Issue 18 (Summer 2015)
Abstract

Abstract Background and objective: Universities act in an environment that is highly dynamic and flexible and Organizational Silence can affect the trust of students to administrators, On the other hand, the effect of students' educational satisfaction will change the dynamism of university. The purpose of this study is to investigate the role of organizational silence in explaining the relationship between student trust and educational satisfaction to their managers. Materials and methods: this study was a descriptive-retrospective and Creational method of a structural equation model. 227 students who were stratified randomly selected from all the graduate students at Shiraz University of Medical Sciences were selected. The instrument for students trust to management Scale was a Questionnaire with 39 items. Cronbachs alpha was reported at a high level. For the statistical analysis of data descriptive statistical indices were used such as mean, standard deviation and structural equation model. Results: In this research the total number of sample was 227 people that 70% were women, 30% were man. Trust of students to administrators is the Direct and significant predictive of the educational Satisfaction of students. The students trust variable to administrators is the negative and significant predictive of the Organizational Silence. But organizational silence had not the mediating role in the relationship between trust of students to administrators and students' educational satisfaction. Conclusion: Increasing the trust level of students to administrators in university can effect the reduction of Silence and do not deprive the University of the Important Sources for understanding the problems and offer new ideas to improve performance. However, the decline of Silence not necessarily lead to an increase in the satisfaction level of academic education and Student satisfaction can be influenced directly without intermediary’s organizational silent of students to the managers. Therefore the trust of the students to administrators can directly lead to increased academic Satisfaction. Finally lead to the effectiveness of the systems of higher education.
Haydeh Heidari,
Volume 8, Issue 19 (Autumn 2015)
Abstract

Introduction: Clinical education is considered one of the most important parts of nursing education. We have little interest in family-centered care and education of students. This study was conducted to aim "investigate the nursing student experiences of family-centered care in 2013year". Methods: Participants in the study were 8 nursing students sixth semester that selected purposely. The principles and concepts of family-centered care and teaching of nursing process based on these principles has been developed and implemented with the participation. The students' experiences of teaching family-centered care were examined. Interviews with eight nursing students were saturated with these experiences were analyzed by qualitative content analysis. Results: based on analysis of data from three main categories were obtained:main category of welcomes students' experiences of teaching with the following three subcategories consisted of and new and attractiveness of family centered care, sense of intimate connection between theory and practice, reduce stress and the main category the barriers to implementing family-centered care with the following four sub categories consisted of staff shortages, lack of time, space and personnel awareness of the inappropriateness of the concept of family-centered cared. The main category, the need to implement family-centered care with three sub-categories consisted of the necessity of change space, personnel training and necessity to attention the parents. Conclusion: family-centered care is caused health family and infant improving and it increased student satisfaction. Also family-centered care is a priority for the Ministry of Health .It has been recommended the theory and practice of family centered care might be added in Undergraduate Courses
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.
Hossein Gangineia, Mohammadreza Heidari, Alireza Shoghli, Mansoor Mohajer,
Volume 11, Issue 31 (Autumn 2018)
Abstract

Background and Objective: The healthcare system seeks responsible nurses, who are committed to professional ethics, which is a vital requirement in this area. Therefore, this study aimed to determine the role of in-service training courses in the attitude of nurses toward professional ethics and their performance in three educational healthcare centers of Zanjan, Iran.
Materials and Methods: This descriptive and cross-sectional research was performed on 400 nurses in educational healthcare centers of Zanjan, including 362 female (90.5%) and 38 male (99.5%) individuals, who were selected via convenience sampling. Data collection was carried out using the standardized questionnaire of ethics in nursing profession by Eun-Ja Yeun (2004) in the spring of 2018. Reliability of the mentioned survey was estimated at the Cronbach’s alpha of 0.76. Data analysis was performed in SPSS version 21 at two descriptive and inferential levels.
Results: From 400 nurses assessed, 53.5% attended the educational courses on professional ethics. According to our findings, no significant difference was observed between the subjects who attended the courses and those who did not participate in the educational classes in terms of attitude toward professional ethics. Moreover, no significant association was found in the performance of participants who attended the mentioned classes before and after the intervention.
Conclusion: According to the results of the study, participation in educational courses on professional ethics failed to make a significant difference in the attitude and performance of nurses. Therefore, more attention must be paid to the implementation of educations and place of work of nurses.
 
Saideh Sadat Mortazavi, Atta Heidari, Zahra Mortazavi, Maryam Seyedtabib,
Volume 12, Issue 34 (8-2019)
Abstract

Background & Objective: Effective teacher-student relationship plays a fundamental role in the effective increase of the counseling process. This study aimed to recognize the factors affecting the advisor-student relationship from the perspective of students in school of rehabilitation in Hamadan, Iran.
Materials and Methods: This cross-sectional, descriptive study was performed on 117 students in the school of rehabilitation at Hamadan University of Medical Sciences. In this study, the teacher-student relationship questionnaire was applied in three individual, professional and scientific areas. Students filled the questionnaires through self-report, and data analysis was performed using descriptive statistics, independent t-test, and analysis of variance.
Results: In this study, the mean scores related to three individual, professional, and scientific characteristics of advisors from the perspective of students were reported to be 4.07±0.4, 4.23±0.57, and 4.13±0.63, respectively. The items of sympathy with students, homogeneity of students and professors in terms of field of study, and having up-to-date knowledge in professors had the most impact on the teacher-student relationship, whereas the variables of age, gender and appearance had the least effect in this regard.
Conclusion: According to the results of the study, the character and ethical aspect of professors can affect the improvement of the teacher-student relationship, thereby increasing and enhancing the counseling process. 
 
Mohammad Reza Heidari, Mehrdad Goudarzvand Chegini, Hamidreza Rezaee Kelidbari, Morad Rezaei Dizagh,
Volume 14, Issue 43 (11-2021)
Abstract

Background & Objective The internationalization of universities based on upstream documents, such as the 20-year vision document or the scientific roadmap, has been defined as a necessity and priority. On the other hand, organizational culture is regarded as a key factor in promoting and preventing organizational change. Therefore, the present study aimed to evaluate effective organizational culture components design to internationalize universities. 
Materials & Methods: This was a qualitative study, and its data was selected by a grounded theory approach and interviews with experts. Overall, semi-structured interviews were made with 23 experts selected by purposive sampling, and data collection continued until reaching saturation. In addition, data analysis was carried out by the fixed comparative analysis method, as well as open, axial, and selective coding stages.
Results: From the perspective of experts, there are 10 components and 54 sub-components in the organizational culture of universities’ internationalization. In this regard, the main components included management and leadership, human, physical and financial resources, teachers, language, culture and values, organizational communication and interaction, educational, research and welfare services, growth and excellence of the organization, creativity and innovation, organizational structure, and students..
Conclusion: Organizational culture based on strategic, systemic, process, global, creative thinking between university administrators and staff capabilities in terms of cultural resilience, commitment and belonging, meritocracy, teamwork, language skills and university visibility in terms of accreditation and ranking results played an important role in the internationalization of universities.
Dr. Maryam Alizadeh, Mrs. Fatemeh Heidari, Dr. Azim Mirzazadeh, Ms. Sana Sadat Peighambardoust, Ms. Fatemeh Beheshtizadeh, Ms. Azadeh Angouraj Taghavi, Mr. Alireza Saramad, Dr. Leila Janani, Dr. Gholamreza Hassanzadeh,
Volume 15, Issue 47 (12-2022)
Abstract

Background & Objective: This study contributed to the current body of literature on educational games by comparing medical students’ flow experience in three types of educational games developed based on three learning theories: behavioral, cognitive, and social.
Materials & Methods: A quasi-experimental repeated measure design was employed. A total of 39 second-year medical students played three neuroanatomy educational games developed based on cognitive, behavioral, and social learning theories. At the end of each game, students completed a standard flow experience scale developed by Pearce et al. (2005) with Content Validity Ratio=0.65 and Alpha=0.76 in our context. The repeated-measures ANOVA was used for the comparisons of three games.
Results:  No evidence was found to indicate that the flow experience of medical students differs when they play cognitive, behavioral, or social educational games (P=0.40). The repeated measure test showed that the mean of students’ scores on subdomains of flow experience (Enjoyment (P=0.10), engagement (P=0.46), and control (P=0.82) did not differ significantly in three different games.
Conclusion: Based on the results of this study, it was observed that the different dimensions of flow (i.e., engagement, control, and enjoyment) are not statistically significant in the three types of games. It seems that all three types of games have brought a high level of engagement, a sense of control over learning, and a high level of enjoyment for students. However, considering the lessons learned from this intervention, the social game could be seen as a “learning ground” for enabling a host of skills, including the ability to engage in shared decision-making in teams.

Dr. Akram Heidari, Dr. Sadegh Yoosefee, Dr. Seyedhasan Adeli, Dr. Hoda Ahmaritehran, Dr. Maryam Ardebili, Dr. Morteza Heidari,
Volume 18, Issue 1 (4-2025)
Abstract

Background & Objective: Spirituality is regarded as an essential aspect of health, and therefore, it should be incorporated into medical education to foster a holistic understanding of health and to develop fully competent medical professionals. Despite the significance of incorporating spiritual issues into medical education, there has been limited research conducted on this topic in Iran. Various barriers have hindered the implementation of spiritually enriched medical education; however, there are also some factors that facilitate this process. This study attempted to explore the facilitators and barriers of integrating spirituality in medical education through a qualitative content analysis.
Materials & Methods: This was a situation analysis designed and conducted as a directed content analysis study. The data collected from interviews with medical education experts and the review of upstream documents were analyzed, revealing findings categorized as internal and external factors. Internal factors were categorized using the McKinsey 7S framework, which includes structure, systems, strategies, skills, staff, style, and shared values. Meanwhile, external factors were classified according to the PEST model, encompassing political, economic, socio-cultural, and technological aspects.
Results: The facilitators and barriers identified in this study encompassed a total of 100 concepts. We identified 27 internal and 16 external facilitators, while there were found 41 internal and 16 external barriers.
Conclusion: The findings of this study clarify the steps needed to uphold the goals and missions of medical education in the area of spiritual health. Overcoming the barriers while leveraging existing facilitators will be crucial for successfully incorporating spiritual health into Iranian medical education.

 

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