Showing 10 results for Rafi
F Shojaei, T Emamgholi Khoshe Chin , Ah Rafiee, N Masoumi,
Volume 2, Issue 3 (2-2010)
Abstract
Background and objective: One of the main task for nursing educators is development of appropriate environment for crirtcal thinking in classroom and clinical setting. New teaching method is essential for this aim. In this study researchers have tried to introduce a new method for evaluating nursing students clinical skill using peers and assessing their views about this method in development of critical thinking.
Materials and Methods: There action research method they were asked to for evaluating clinical skill acquired in fundamental training class by nursing students: form two groups and evaluate each other by a standard skill checklist during laction and give their feedback. Also, a questionnaire was prepared to assess the students view about this method. Later, the and these questionnaires were gathered and analysed.
Results: Based on this study 87% of students hadn’t any experience about peer evaluation. By assessing their view about using this method, high score was related to learning, anexiety reductine, motivation and easy usage. Low score was related to trusty of this method.
Conclusion: The trainer can provide more active, consant and critical learning by peer evaluation in educating students and acquire more autonomy, self-confidence and better decisionmaking in problem solving.
Zahra Kazempour, Hasan Ashrafi-Rizi,
Volume 7, Issue 15 (Autumn 2014)
Abstract
Introduction: Nowadays, usefult study is considered as an important element in social development and progress through which the public and epecially university students gain a lot. The purpose of this research is to determine factors affecting on useful study among students of Isfahan University of Medical Sciences (IUMS) in 2012.
Methods: This is an applied survey research in which the data were collected by a researcher made questionnaire. Its validity and reliability were confirmed by library and information sciences specialists and cronbach's alpha (r=82/50) respectively. Statistical population consisted of all students in Isfahan University of Medical Scinces and the samples were 374. Sampling method was random stratified sampling.Data were analyzed by descriptive (frequency destribution, mean…) and inferential (T-test, ANOVA and Tukey) statistics through SPSS software.
Results: The findings showed that the mean level score of factors affecting on useful study among students was 2/39 ./4981 that it was less than average. The most means were lack of concentration at the time of study with mean 3/33 1/217, study without help other people with mean 3/27 1/203 and lack of deep breathing at the time of study with mean 3/16+1/458, respectively and the least means were walking at the time of study with mean 1/56+./946, breathing of the heart with mean 1/58 ./847 and enjoying from irregular place with mean 2/41 ./515 respectively. Also, comparison between student's gender, resident type and educational level with factors affecting on showed significant difference, but there was not the same in different colleges.
Conclusions: The results showed that factors affecting on useful study among students of Isfahan University of Medical Sciences were less than average, so it is good status, but there were problems such as lack of concentration at the time of study, study without help other people and lack of deep breathing at the time of study. Also, son students, dormitory students, and BA and MS students were exposure factors affecting on useful study. Generally all students and education practitioners should pay special attention to factors affecting on useful study.
Zand, Rafiei,
Volume 8, Issue 20 (Winter 2016)
Abstract
Background and Objective: Religious rules can help patients to improve their recovery speed. Anxiety may be caused by neglecting patients' religious orders which have negative impacts on the course of remission and may prolong length of stay in hospital and successively have adverse psychological effects. The present study aimed to assess the need for religious care of patients.
Materials and Methods: This cross - sectional study consisted of patients who stayed in teaching hospitals and were selected through census method. Data collection instrument was a two‑section questionnaire which the first part was the demographic characteristics and the second part was researcher‑made questions on the need for patients' religious care. After obtaining consent, patients were asked to complete the questionnaire. Chi-square test and one-way ANOVA were used and finally data was analyzed through SPSS software.
Results: Chi-square test showed a significant difference in aspect of religious care (p<0.05) and one-way ANOVA also indicated a significant relationship between age and job and the need for religious care.
Conclusion: According to the results of this study, considering the religious care of patients is very important and necessary. It is recommended that officials and educational planners put religious care as a part of clinical care in medical curriculum.
Leila Shahrzadi, Hasan Ashrafi-Rizi,
Volume 9, Issue 21 (Spring 2016)
Abstract
Roghayeh Esmaeil Darjani, Nahid Ramak, Elham Rafiei, Alireza Sangani,
Volume 12, Issue 36 (3-2020)
Abstract
Background & Objective: Phobia disorders are affected by cognitive and behavioral inefficiencies. The present study aimed to investigate the effects of cognitive-behavioral training on social phobia in nursing students: with one-step follow-up.
Materials and Methods: This quasi-experimental study was conducted with a pretest-posttest design, a control group, and follow-up after one month. The sample population included all the nursing students of Babol University of Medical Sciences in Babol, Iran in 2019. In total, 60 students were selected via simple random sampling and diagnosed with social phobia. The groups were assessed at three intervals before and after the intervention, and the follow-up was performed using the Liebowitz Social Phobia scale. The experimental group received 12 sessions (60 minutes each) of cognitive-behavioral therapy based on social phobia, and the control group received no training. Data analysis was performed in SPSS version 18 using repeated measures ANOVA.
Results: The results of covariance analysis indicated that social phobia significantly decreased in the experimental group at the posttest and follow-up compared to the control group (P≤0.05). The mean difference was 38.48±8.21 in the experimental group and 37.96±7.96 in the control group before the intervention and 26.06±7.74 in the experimental group and 36.48±6.08 in the control group after the intervention.
Conclusion: According to the results, cognitive-behavioral group intervention could be used as an effective approach to the reduction of social phobia in students.
Abdullah Ansari, Mohammed Abdul Rafi, Syed Faisal, Ayesha Raoof,
Volume 14, Issue 44 (1-2022)
Abstract
Background & Objective: The objective of the study to assess the incidence of the prescription errors done by the medical practitioners and to grade its severity as per NCC MERP criteria and their compliance with the WHO core drug prescribing guidelines. The study focuses on the feedback by the doctorsrelated to the prescription errors and the reasons for the same.
Materials & Methods: A multicenter, cross-sectional study was conducted in Out-patient departments of several hospitals in Hyderabad wherein 360 prescriptions were randomly selected and assessed for prescription errors. A self assessment form for the overall prescription skills was given to the medical practitioners along with the feedback from for improvement of the same.
Results: Evaluation of the prescriptions had shown that almost all the prescriptions did not comply with the set WHO core drug indicators and majority of the prescriptions landed under the category of clinically insignificant errors of the NCC MERP criteria.The feedback from the doctors laid emphasis on the integration of the pharmacology with the clinical medicine during the internship.
Conclusion: The study focuses the significant lack in the prescribing competencies amongst the medical practitioners and noncompliance with the WHO Set guidelines for core drug prescribing. The study emphasizes on the need of the medical education department to focus on the same for the prevention of the significant errors and help in reducing the disease burden on the society.
Dr Hadis Ashrafizadeh, Dr Rokhafroz Rokhafroz, Dr Samira Beiranvand,
Volume 15, Issue 46 (9-2022)
Abstract
Background & Objective: Meeting the health needs of the community is the main mission of the field of medical education. Accordingly, the program of transformation and innovation in medical education has been developed as a strategic policy in the field of education in the form of 11 operational packages. Therefore, this aimed at policy analysis of the education transformation plan in the Iranian health system.
Materials & Methods: This directed qualitative study was conducted using the Walt and Gilson model. Data were collected using three stages: literature review, analysis of relevant policy documents, and semi-structured interviews. All sources and texts of the interviews were coded and analyzed in the form of categories related to the dimensions of the policy model framework.
Results: A total of 15 articles and 73 documents met the inclusion criteria and were included in the analysis in the present study. According to the analysis, 248 concepts were extracted, which resulted in 73 subclasses, 11 main subclasses, and 3 main classes after merging common concepts. The main categories included requirements of implementation, legislation, policymaking, and infrastructure management.
Conclusion: The implementation of the transformation and innovation program in the field of health system education requires paying attention to the political, legal, economic, social, and international factors as well as the existing problems. In addition, the proper implementation of this program requires the participation of internal and external stakeholders in the stages of policy-making, implementation, and evaluation.
Dr Zahra Seifi, Dr Fereidoun Jahangir, Ms Marzieh Asadilari, Dr Mozhgan Jokar, Dr Sara Moghaddam, Dr Esmaeil Kavi, Dr Mohammad Rafi Bazafshan,
Volume 16, Issue 50 (3-2023)
Abstract
Background & Objectives: Exam anxiety can have an unpleasant effect on students and change exam results. This study aimed to investigate the effect of inhaled lavender essential oil aromatherapy on objective structured clinical examination (OSCE)-induced anxiety.
Materials & Methods: The present study was conducted as a double-blind, randomized clinical study with a control group. The participants were 51 college students who were randomly divided into two groups of placebo and intervention. The intervention group was given 2 drops of 2% lavender essential oil, and the placebo group was given 2 drops of distilled water. The samples inhaled the essential oil using an absorbable napkin attached to a face mask for 20 minutes. Before the OSCE test, each group's anxiety and vital signs were assessed and recorded before and after the intervention using the Spielberger State-Trait Anxiety Inventory (STAI) and Vital Signs Instruments.
Results: The results of the independent t-test showed that before the intervention, the difference in mean anxiety between the intervention and placebo groups was not statistically significant (44.16±10.58 vs. 41.80±12.54). Even after the intervention, there was no statistically significant difference between the intervention and the placebo groups in terms of mean anxiety values (44.92±12.18 vs. 43.19±13.12).
Conclusion: Inhalation aromatherapy with lavender essential oil does not affect anxiety caused by OSCE test in students.
Mr. Farzad Zareie, Mr. Mohammad Reza Karimirad, Mr. Hossein Sharafi, Mr. Farhad Azadmehr, Mr. Keyvan Mollarahimi,
Volume 16, Issue 52 (3-2024)
Abstract
Background & Objective: The use of team-based learning (TBL) as one of the active learning strategies in the education of nursing students is expanding. The purpose of this study was to investigate the effect of employing the TBL method on improving the knowledge of the cardiovascular system in nursing students.
Materials & Methods: This semi-experimental study was conducted on nursing students of Hormozgan University of Medical Sciences, Hormozgan, Iran, in 2017. The students were divided into intervention (TBL method) and comparison (traditional lecture method) groups. The intervention group was taught by the TBL method, while the control group received teaching by the lecture method during three 2-hour sessions. Pre-test and post-test were administered to all students. The data were analyzed using SPSS23 software and the significance level was considered ≤ 0.05.
Results: The results showed a significant difference among the students in the intervention group, whose mean score of knowledge increased from 12.45±5.22 before the test to 32.26±4.25 after the test (P<0.001). Moreover, the comparison of the post-test mean scores in the intervention (32.26±4.25) and control (17.33±4.05) indicated a significant difference between the two groups (P<0.03).
Conclusion: The adoption of novel educational methods, such as TBL, in the education of nursing students can improve their knowledge.
Dr Hamid Ravaghi, Dr Leila Janani, Dr Reyhane Mohamadi, Dr Ali Mazaherinezhad, Dr Narges Rafiei,
Volume 17, Issue 55 (6-2024)
Abstract
Background & Objective: It is crucial to have a transparent and comprehensive tool in place to ensure accurate information on the educational performance of faculties. With this in mind, the aim of this study was to develop a model for ranking the educational performance of faculties in Iranian medical universities.
Material & Methods: This study involved the development of an educational ranking tool for the faculties, which was carried out in 4 stages: compilation of indicators, conducting a focus group discussion, utilizing the Delphi technique, and finally consulting with an expert panel. In the given process, the tool's primary indicators were gathered based on various factors, such as the "educational ranking of medical sciences universities," the "ranking of educational services of universities," and the “postgraduate education performance evaluation system in medical sciences universities." These indicators were designed over a course of 17 sessions. After compiling the primary indicators, the indicators were thoroughly reviewed in four sessions in the presence of educational experts. Subsequently, the Delphi technique was employed, and eight expert panel meetings were held to finalize the indicators and areas, the weight of each indicator and domain, data collection methods, and the method of ranking the faculties. Finally, a scoring guide was prepared for all criteria to ensure a fair and objective evaluation process.
Results: The educational ranking model of faculties was designed to evaluate three educational fields - "educational services", "postgraduate education", and "the educational field". The educational field was assessed based on 16 indicators in five areas, including education development, governance, education management, quality development of education, and moving in line with the comprehensive scientific map of the country. These indicators were carefully chosen to ensure a comprehensive evaluation of the faculties' educational excellence. The educational services sector has developed 11 checklists across five key areas: objective factors, reliability, accountability and responsibility, assurance, and empathy. Additionally, the evaluation of postgraduate education performance includes 36 indicators across seven areas: educational program, student evaluation, students, faculty members, educational resources, program evaluation, and senior and executive management.
Conclusion: An educational ranking tool has been developed for faculties in medical science universities. This tool evaluates all educational fields of faculties, including educational services, postgraduate education, and the educational field. It also offers the possibility of comparing faculties within a university. The use of this ranking model can lead to improvements in both quantitative and qualitative educational indicators and ultimately improve the educational rank of the university among other medical science universities.
