Showing 3 results for Ramezanibadr
Mohammadreza Dinmohammadi, Farhad Ramezanibadr, Hamid Peyrovi, Neda Mehrdad,
Volume 7, Issue 15 (Autumn 2014)
Abstract
Final year experience of BSN Students in the clinical environment: Professional Pride
Introduction: Clinical practice is considered a very important part of the nursing education. Effective and dynamic interactions among the students, Health care providers, instructors, and the clinical environment and its elements affect their professional development. This report is part of a major study that describes the final year experience of BSN student in the clinical environment.
Methods: through this qualitative study, the data was collected from 12 undergraduate nursing students in two large nursing and midwifery schools and two new graduated students. In-depth semi-structured individual interviews were conducted with a purposive sample of participants during their clinical placements and after graduation. The data were analyzed using the Straussian version (1998) of grounded theory method.
Results: Professional pride as one of the significant findings of study was evident in experiences of participating students in the final year of their study. Professional pride as one of the most important results of the seminal study consisted of three subcategories: professional adequacy, accepted by others, and the practice of being professional. This feeling initiated and developed through last three semesters. Participants while acquiring individual capabilities and professional competencies, due to prolong presence in clinical environments had much more opportunities to interact and to make relationship with patients and health care members. In addition, they found that they must to be ready to practice in the real workplace.
Conclusion: Professional pride experienced by student nurses coincided with entering to the Internship program. Revision of the philosophy, mission, and goals of the Internship program and make any modifications in execution of program in the clinical settings can result in positive effects on socialization and role transition of the student nurses. Recommendations to enhance the clinical experiences of student nurses in final year of their study were outlined.
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
