Showing 9 results for Mousavi
Fariba Arbooni, Abbasali Nourian, Seyed Noradin Mousavi Nasab,
Volume 1, Issue 1 (2-2009)
Abstract
Background and Objective: Faculty evaluation by students is the most common method of educational quality assessment. Through such evaluation, faculty strengths and weaknesses can be revealed. In the current study, the domains on the evaluation forms used in faculty of Medicine, Paramedical and Nursing faculties are studied through students' eyes.
Materials and methods: In this descriptive study, 1683 faculty evaluation forms (73 people) were considered. They included 15 items for students of medicine, 21 items for paramedical and nursing students. The Liker scale was used to find out students' attitude towards education, rules and discipline at the university. The maximum score was 100. Data was analyzed by SPSS software.
Results: Results showed that on average paramedical faculty performed better than other faculties (M=85.5O SD= ± 3.61). Regarding rules observance, Paramedical faculty had a mean of 91.01 (SD= ± 3.89) 0n the attitude domain Medical faculty had a mean of 90.48(SD= ± 5.45) and Nursing faculty had the highest mean of rules observance domain (M=88.34 SD= ± 4.25). Education domain showed lowest level in all faculties. The produced mean results were significant (P=0.001).
Conclusion: It seems that holding workshops, improving teaching methods, granting sabbatical leave, and encouraging research work com promote educational level in different faculties and improve faculty activity.
Abbas Ezzatshokati, Abbas Ali Nourian, Seyed Noradin Mousavi Nasab ,
Volume 1, Issue 1 (2-2009)
Abstract
Background and Objective: One way to promote education quality is to evaluate faculty activities by students, departmental heads, and the dean. The degree of correspondence between students' and departmental heads' evaluation shows how honest they are in their assessment. The current paper intends to find the truth.
Materials and Methods : Questionnaires were used to conduct the study. It included 18 questions for the faculty, 16 for the students and 28 for the residents. The validity of the questionnaires was already established. Also, reliability of the tests was proved by retests. Opinions were rated on the liker scale. 106 (32 females and 74 males) faculty members, 25 departmental heads and qzl out of lloo students filled out the questionnaires. Spss software was used to analyze the data.
Result: In 61% of cases, correspondence was found between students' and departmental heads' evaluation of the faculty. As departmental heads' expectations differ from those of the students, lack of total correspondence is not unusual. However, in final analysis, 61% correspondence is optimal and acceptable.
Conclusion: It seems that holding workshops, providing material and spiritual support, reducing work load, granting sabbatical leave, and reducing conflict of interest between departmental heads and the faculty can increase the degree of correspondence of evaluation. Also, using maximal adjustment correspondence technique can make the results more accurate.
Mohammad Masod Vakili, Abbas Ali Nourian, Seyed Noradin Mousavi Nasab ,
Volume 1, Issue 1 (2-2009)
Abstract
Background and Objective : Although educational conditions and facilities play an important role in learning process, human power, in particular the teacher is one of the key components of educational environment. The teacher is central to create ideal situations in order to achieve educational goals. The teacher can compensate for the subject matter and educational equipment deficiency and by contrast he/she might change an ideal teaching condition and subject into a passive and boring environment due to inability in establishing a favorable emotional rapport. Not only the skills and knowledge of the teacher but also his/her overall personality contributes to learning process and change.
Materials and Methods: This cross – sectional study was carried out to determine the attitude of students and teaching staff towards a good teacher. The studied community included the whole teaching staff (144 people) and 50% of 850 students of university of medical sciences of zanjan who were selected through random sampling.
Means of data collecting were two separate questionnaires which were filled out by studied individuals. The collected data were extracted through excel statistical software and analyzed by SPSS.
Results : The results showed that in educational regulations domain from the students’ viewpoints, the accessibility of the teacher and from the teachers’ viewpoints punctuality of the teacher were important while in scientific – educational domain from both students’ and teachers’ viewpoints mastery was important and in evaluation and monitoring domain from the students’ viewpoints responsibility to answer students’ questions and from the teachers’ viewpoints putting forward questions in each session and in behavior – ethics domain eloquence were the most important characteristics of a good teacher.
Conclusion : We can conclude from the research findings that a good teacher is required to have skills in teaching style, behavior and ethics, assessment and evaluation as well as scientific expertise and the learner pays careful attention to those abilities.
G Karimkhanloui, F Alipanahi , Sn Mousavi Nasab ,
Volume 2, Issue 3 (2-2010)
Abstract
Background and objective: Current advances in computer technology and the rapid pace of change in communications affect the way English language (EL) teachers use information technology (IF) to develop students’ writing skills. With the advent of ICT there is now a wide range of opportunities open to classroom teachers. In our opinion, writing is the most important form of communication. It would appear, however, to be one of the hardest to master, for written words require thought and organization. But no matter how hard writing might appear Computer Mediated Communication (CMC) can be a valuable cure for the complex process of writing.
Material and Methods: To conduct this study 30 students were randomly selected from population of 100 students from Institute of Advanced Studies in Basic Sciences (IASBS). They were randomly assigned to control and experimental groups. After being subjected to the instruction both groups were given identical posttests and the results were compared. Not only did the experimental group do better than the control group on posttests but also the length of their writing was shorter and more effective than that of control group.
Results: The study showed that by using computers, students become better problem solvers and better communicators. Networking people "puts an inspiring, enticing, and usable set of tools within reach of the mass of computer users, empowering them to go beyond simply processing information to repurpose, design, publish, and express" (Mello, 1996). Through this increased electronic access to the world around them, students' social awareness and confidence increases. Networking frees them from the limitations of traditional writing tools that often inhibit and restrict writing processes.
Conclusions: Learning is transformed from a traditional passive exercise to an experience of discovery, exploration, and excitement. Students begin to realize their full potential when they are empowered to contribute and collaborate as a team to accomplish their writing tasks more effectively.
Sayeh Sadat Mousavi Sahebalzamani, Azam Maleki, Soghrat Faghihzadeh, Sima Ojaghloo, Maryam Noroozi,
Volume 8, Issue 20 (Winter 2016)
Abstract
Background and Objective: Learning based on new technologies has improved educational system deficiencies and brought about major changes in educational system. In order to implement this new method of teaching, this study aimed to determine students' readiness in Zanjan Medical Sciences University.
Materials and Methods: In a cross-sectional study, e-learning readiness of 120 students was investigated using random stratified sampling. Data collection instruments included demographic and Watkins standard e-learning readiness questionnaire. Readiness was calculated in three low, moderate and good levels. Data was analyzed using descriptive statistics and chi-square test.
Result: By considering all the aspects of e-learning readiness, the results showed the majority of students had a good level of readiness. Readiness of students in 4 aspects of access to technology, motivation, ability to learn through media, online group discussions were moderate and in the aspects of communication skills, major factor of success in e-learning were good. Level of readiness significantly associated with students’ course study (0.001) and educational level (0.006) while this relationship was not significant with the students’ sex, age, and semester.
Conclusion: Despite the fact that the majority of students had a good readiness, the readiness of other elements such as organizations, managers, and teachers also should be considered. Regarding the relationship between demographic factors and readiness, the appropriate intervention to improve the level of readiness, especially among undergraduate students is necessary.
Seyedeh Neda Mousavi, Samira Alirezaei, Farhad Ramezani-Badr, Narges Poursina,
Volume 13, Issue 40 (3-2021)
Abstract
Background & Objective: By considering the importance and position of virtual education at higher education institutes, the present study was conducted with the aim of designing and codification of detailed roadmap, as well as the successful establishment of virtual education at Zanjan University of Medical Sciences.
Materials and Methods: The present study was performed by directed content analysis method. Sources including books, articles, dissertations, and results of interview with 10 experts in this field were used to determine the effective components of successful virtual education. Data were collected by in-depth semi-structured interview and observation. The context of interviews was implemented word by word and analysis were performed at the same time. The detailed roadmap of virtual education was designed according to the strategic plan of virtual education center at Zanjan University of Medical Sciences.
Results: Four components including skills and knowledge of virtual learning, structure and process for virtual learning development, motivation and attitude, and finally standards were determined as the key components for establishment of virtual learning center at the university.
Conclusion: Findings could be used as a basis for other universities and institutes regarding the development of virtual learning and is useful for setting and establishing the virtual education centers.
Dr. Seyed Kazem Mousavi, Mr. Mohsen Kamali,
Volume 15, Issue 47 (12-2022)
Abstract
Background & Objective: The use of traditional clinical evaluation methods is one of the most critical challenges in obtaining professional competence and self-efficacy in clinical performance. This study aims to investigate the clinical self-efficacy of final-year nursing students by comparing a 360-degree evaluation method with a conventional evaluation method.
Materials & Methods: This quasi-experimental study was conducted on 65 final-year nursing students at Abhar School of Nursing who were selected by census method and randomly divided into two control and experimental groups. In the beginning, the participants completed the clinical self-efficacy questionnaire then a briefing session was held for the experimental group. In the next step, a clinical evaluation of the experimental group was performed using the 360-degree standard form for two weeks. Furthermore, a routine evaluation method was used for the control group. At the end of the internship, both groups completed the clinical self-efficacy questionnaire again. Data were analyzed in SPSS software (version 25) using ANOVA, paired, and independent t-tests.
Results: It was shown that the total self-efficacy score of the students in the experimental group increased after implementing the 360-degree method (P=0.003). Moreover, the clinical self-efficacy scores in the control and experimental groups revealed that the scores in the experimental group were significantly higher than those in the control group (P=0.024).
Conclusion: According to these findings, the use of the 360-degree evaluation method positively promotes students' clinical performance self-efficacy. Therefore, it is suggested that educational managers consider this evaluation method more and more as a comprehensive, appropriate, and efficient method for clinical courses.
Mr Seyed Kazem Mousavi, Mr Mohsen Kamali,
Volume 17, Issue 53 (4-2024)
Abstract
Background & Objective: Medication errors are one of the most serious concerns in the process of treatment and patient care. According to the conducted studies, the proportion of medication error reporting among nursing students is relatively high. The present study aimed to assess the effect of the peer mentoring method on nursing students' medication errors.
Materials & Methods: In this quasi-experimental study, 63 fifth-semester nursing students (starting in fall and winter semesters) of Abhar Nursing College were selected in 2022 and randomly assigned to two intervention and control groups based on the entry semester. Data collection tools included demographic and Medication Administration Error (MAE) questionnaires. Initially, the mentor students were selected and participated in three sessions of group education. Thereafter, a joint meeting was held with the students, mentors, and clinical instructors, and while explaining the work method, the questionnaires were completed by the students. In the next phase, two mentors were placed in the group for every seven students, and during the three-week internship, they took responsibility for clinical education (with an emphasis on drug administration education) with the instructor. After one semester, the study participants completed the MAE questionnaire again. The collected data were analyzed in SPSS software (version 26) using descriptive and inferential statistics.
Results: After the intervention, the mean score of medication errors in the intervention group decreased significantly, and a significant difference was detected between intervention and control groups. Therefore, students in the intervention group had fewer medication errors than their peers in the control group (P<0.001).
Conclusion: The obtained results pointed to the effectiveness of the peer mentoring method in the mitigation of medication errors among nursing students. Therefore, it is recommended that this method be used in their clinical education, and future studies assess the effect of the virtual peer mentoring method on the occurrence of medication errors among these students.
Seyed Kazem Mousavi, Ali Javadzadeh, Hanieh Hasankhani, Zahra Alijani Parizad,
Volume 17, Issue 56 (9-2024)
Abstract
Background & Objective: The concept of academic procrastination among nursing students holds significant importance due to the sensitive nature of the field and the necessity to attain adequate educational and clinical competence. The purpose of this research therefore was to determine the correlation between nursing students’ learning styles and academic procrastination.
Material & Methods: This study with the nature of a correlational descriptive method took place in 2023 and the population sample included 253 students from first to sixth semesters enrolled in Abhar School of Nursing, associated with Zanjan University of Medical Sciences, employed by the census method. Participants filled in three questionnaires, namely demographic, learning style according to Kolb, and academic procrastination.
Results: According to the survey, the most and least common learning styles were convergent (15.9%) and divergent (32.1%). The mean procrastination score in academia was 70.89 ± 8.34. The findings of the ANOVA test showed a substantial correlation between students' academic procrastination and their learning styles. Study showed that students with divergent and assimilator learning styles were more likely to procrastinate academically than those with convergent and accommodator learning styles (p < 0.05). Additionally, among nursing students, academic procrastination was predicted by both accommodating and divergent learning styles (P<0.05).
Conclusion: The results of this study showed a connection between nursing students' academic procrastination and their learning styles. It is recommended that vulnerable students be identified, and workshops be planned and implemented to enhance their learning styles and reduce procrastination.
