Showing 6 results for Norouzi
Dr Roghiyeh Kharaghani, Dr Elaheh Ahmadnea, Dr Elnaz Mousavi, Msc Zahra Norouzi,
Volume 0, Issue 0 (7-2025)
Abstract
Background and Objective: Midwifery students are more at risk of psychological harm than other students due to their specific professional characteristics. Feeling of inferiority and lack of academic engagement can lead to reduced academic performance and increased psychological problems. This study aimed to investigate the impact of Acceptance and Commitment Therapy on feeling of inferiority and academic engagement among midwifery students.
Materials and Methods: This randomized controlled trial involved 2023-2024. Sixty-four undergraduate midwifery students were selected using a convenience sampling method. After obtaining written informed consent, the students were randomly assigned to two groups: one intervention group and one control group, each consisting of 32 participants. The intervention consisted of eight 60-minute sessions (once a week) of group Acceptance and Commitment Therapy. The control group did not receive any intervention. The research tools included a demographic checklist, Yao et al. Inferiority Feeling Questionnaire and Schaufeli et al. Academic Engagement Questionnaire. The questionnaires were completed by the participants in three stages: before the intervention, immediately after the intervention, and one month after the intervention. Relevant statistical tests, using SPSS version 16, were employed to analyze the data.
Results: The results showed that after the intervention, the mean scores of feeling of inferiority and academic engagement between the intervention and control groups were significantly different (p < 0.05). In the intervention group, the mean of overall feeling of inferiority before the intervention was 58.12 (24.06); after the intervention, it decreased to 59.52 (21.13) and at follow-up, it further declined to 51.55 (17.30). In terms of overall academic engagement, the mean scores before the intervention were 53.47 (9.74), which changed to 58.21 (7.22) after the intervention and increased slightly to 58.62 (7.40) at follow-up. For the control group, the mean scores for general feeling of inferiority were as follows: before the intervention, it was 69.38 (26.73); after the intervention, it was 73.75 (28.06); and at follow-up, it was 73.59 (22.11). Regarding general academic engagement, the scores were 49.38 (4.31) before the intervention, 48.94 (4.50) after the intervention, and 47.84 (3.06) at follow-up.
Conclusion: Based on the study's findings, Acceptance and Commitment Therapy is recommended to enhance students' feeling of inferiority and academic engagement. It seems that teaching this counseling method to students in the form of a workshop will help them deal with academic and clinical problems more efficiently.
Saiideh Norouzi, Farhad Ramezanibadr, Ali Norouzi,
Volume 11, Issue 29 (Spring 2018)
Abstract
Background and Objective: The study aimed to determine the intrinsic motivation of undergraduate nursing students based on their perceived motivational climate.
Materials and Methods: This cross-sectional research was conducted on 165 students, who were selected through simple random sampling. Data collection tools were standard intrinsic motivation and perceived motivational climate (consisting of perceived mastery and performance climates) questionnaires. Moreover, data analysis was performed in SPSS using Pearson’s correlation coefficient, analysis of variance, and linear regression.
Results: In this research, a significant and positive relationship was observed between intrinsic motivation and perceived mastery and motivational climates (P<0.01). In addition, a significant and positive correlation was found among the perceived mastery, performance and motivational climates (P<0.01). Results of the linear regression demonstrated that the perceived mastery and motivational climates predicted the intrinsic motivation of students while the perceived performance climate failed to do so.
Conclusion: According to the results of the study, it seems that improvement and modification of the perceived mastery and motivational climates in learning environments can increase intrinsic motivation for learning in students.
Zeinab Bahrami, Saiideh Norouzi, Farhad Ramezanibadr, Ali Norouzi,
Volume 12, Issue 34 (8-2019)
Abstract
Background & Objective: Nursing is a practice-oriented profession and one of the main parts of its education is clinical training. Nursing clinical skills will be deteriorated if not used properly. Therefore, this study aimed to design, implement and evaluate an operational program to improve basic clinical skills in BSc nursing students based on the Kern’s framework.
Materials and Methods: This study was performed based on the stages of Kern’s framework to enhance basic clinical skills in nursing students in Abhar School of Nursing during 2016-2017 using single-group before-after intervention method. To this end, after recognizing the problem of poor clinical skills in nursing students and a primary needs assessment, the operational program and its method of evaluation were performed after being approved in the educational council of the school. During the research, reaction and knowledge of students before the program were compared to after the program based on the first and second stages of the Kirkpatrick model.
Results: In the study, the scores of basic clinical skills test of students and their level of satisfaction significantly increased after the training program. According to the students, their anxiety decreased and their self-confidence increased in the clinical environment after the course.
Conclusion: According to the results of the study, the implementation of the educational program could improve the quality and quantity of clinical education in nursing students. Therefore, it is suggested that this type of program be used by nursing education planners to enhance education quality
Dr Alireza Abdanipour, Dr Ali Norouzi, Dr Mehdi Ghaemi, Dr Farhad Ramezani‐badr,
Volume 15, Issue 46 (9-2022)
Abstract
Background & Objective: Institutional accreditation is a type of quality assurance in medical education to achieve quality standards in higher education institutions. The present study aimed at internal evaluation of the faculties affiliated to Zanjan University of Medical Sciences based on the institutional accreditation standards.
Materials & Methods: This study was conducted based on a descriptive cross-sectional design. The research samples included all the faculties affiliated to Zanjan University of Medical Sciences. This study was performed based on the national institutional accreditation standards (IA), including 66 standards and 351 measures in eight evaluation domains, approved by the Ministry of Health and Medical Education. In order to conduct an internal evaluation based on institutional accreditation standards, the experts in the fields of institutional accreditation were initially provided with the necessary training. Upon the collection of documents, the data was evaluated by the research group based on the accreditation standards. In the next step, to confirm the documents and complete the internal evaluation, a field visit was conducted to the educational and research facilities of the faculties based on the accreditation standards. Finally, the faculty officials and senior managers of Zanjan University of Medical Sciences were provided with feedback on the results of the internal evaluation in the two sections of mandatory and developmental standards.
Results: As evidenced by the obtained results, Zanjan University of Medical Sciences showed significant improvement in the achievement of accreditation standards in field evaluations. The highest and lowest percentages of compliance with the standards were observed in the faculties of nursing-midwifery and health-paramedicine, respectively.
Conclusion: In order to reach an ideal level in all necessary standards and improve the quality of medical education, in addition to the provision of necessary infrastructure, managers, professors, and experts in the field of education need to be thoroughly familiar with institutional accreditation standards.
Dr Saeedeh Norouzi, Dr Mahla Salajegheh, Dr Ali Norouzi*,
Volume 15, Issue 48 (2-2023)
Abstract
Background & Objective: Considering the role and importance of faculty members in promoting education as one of the major aspects of university life, paying attention to the educational empowerment of faculty members is an inevitable necessity. This study was conducted to design a comprehensive inter-university educational empowerment program for faculty members of six universities of medical sciences in Iran.
Materials & Methods: The present study was started as a scholarship process in 2018, and the 6 steps of Kern’s model were employed for its educational planning. First, in two stages of needs assessment (general level and target group), the dimensions of the program and the educational needs of the target group were determined. In the next step, the goals of the Purposeful Faculty Empowerment Program (PFEP) were defined and, based on them, educational strategies, including content and methods, were planned in the form of the PFEP document. In the following stages, the program entered the implementation phase and its effectiveness was evaluated.
Results: The results of two stages of needs assessment at the general and the target group levels led to the formulation of PFEP needs assessment guidelines and the targeted educational capabilities, after which the educational topics of the PFEP were determined. The educational content related to each of the workshop topics and the method of holding the empowerment course were compiled as separate instructions for PFEP courses. The results of the formative evaluation of each PFEP course were published as final reports of each course, and the information obtained from it was used to improve future courses.
Conclusion: This study led to the formulation of a comprehensive program for educational empowerment in six universities of medical sciences in Iran. The methods of planning and implementing this course can be a model for other universities to hold inter-university educational empowerment courses
Dr Ali Norouzi, Mr Mohammad Hossein Shakeri Goki, Dr Fatemeh Atoof, Dr Nazdar Ezzaddin Alkhateeb, Dr Fakhrosadat Mirhosseini,
Volume 16, Issue 52 (3-2024)
Abstract
Background & Objective: Undergraduate anesthesia students benefit from motivational self-regulation strategies when facing specific academic challenges to maintain and improve their academic motivation. Due to the absence of valid and reliable instruments to assess these strategies, the present study aimed at the psychometrical analysis of MSMQ (Metamotivational Strategies in Medical Students) which is used to measure meta-motivational strategies in undergraduate anesthesia students.
Materials & Methods: In this psychometric study, 358 undergraduate anesthesia students were selected by convenience sampling method. The research community included undergraduate anesthesia students in Iran, and the MSMQ questionnaire was provided for them to complete. Its validity was determined by face and content validity methods, and its reliability was determined by the internal consistency method. The confirmatory factor analysis method was used to check construct validity.
Results: The CVI and CVR values were obtained at ≥ 0.80 for all items. In the confirmatory factor analysis, the factor loading of all items was reported to be ≤ 0.40, and the mentioned instrument enjoyed the goodness of fit indices (RMSEA = 0.064, NNFI = 0.96, CFI = 0.97, SRMR = 0.06, GFI = 0.86). Acceptable reliability coefficients were obtained for the subscales, and Cronbach's alpha coefficient for the whole questionnaire was 0.922.
Conclusion: As evidenced by the results of this study, the MSMQ questionnaire is a valid and reliable instrument; therefore, it can be used for Iranian undergraduate anesthesia students.
