Showing 2 results for hajiabadi
Abbas Heydari, Parvaneh Soudmand, Fatemeh Hajiabadi, Mohammadreza Armat, Mostafa Rad,
Volume 7, Issue 14 (6-2014)
Abstract
Background and Aim: the gap between theory and practice in nursing lead to Inconsistency between what is learned and what is done in practice. One component that is causing these problems is nursing education field. This study examines these issues through a comprehensive study has been done in this field.
Materials and Methods: A literature search is based on data base consisting of Persian and English. Website such as Magiran, SID, SCOPUS, Pub Med, respectively searched. First, using the key words "nurse" or "Gap between Theory and Practice", then the eligible articles were selected based on set criteria. Criteria, including the existence of causes and lotion strategies in gap between theory and practice.
Results: 85 articles examining various causes and solutions are obtained. Reflective clinical practice and training to students aspiring to lifelong learning, role models, using clinical nursing professors, clinical teaching based on needs, Curriculum reform, and update the knowledge of teachers and nurses, equipping clinical skill lab, better ways to engage teachers and nurses were the most important in this study were obtained.
Conclusion: Many factors can influence to gap between theory and practice in nursing, the most important of them are give correct method in training students, effective teaching, and attention to need of society
Akram Mashmoul Aman Mohammad, Seyed Reza Mazloum, Fateme Hajiabadi, Hosein Karimi Mooneghi,
Volume 13, Issue 39 (1-2021)
Abstract
Introduction: Clinical education accounts for about 50% of nursing education programs and plays an important role in the full achievement of clinical nursing students, so they should change the environment in a way that facilitates students' learning and education. The purpose of this study was to determine the effect of supportive clinical environment in internship period on clinical competence of nursing students.
Methods and materials: This randomized qusi- experimental study was carried out with 60 nursing students who allocated in two groups of intervention and control randomly in educational hospitals of Mashhad. For interventional students was performed the clinical support program, which included three components of knowledge, skills, and learning platform for two weeks. Before and after the intervention, their clinical competency was measured by Meretoja modified clinical competence scale. Data were analyzed by SPSS software version 16 and independent t-test, Mann-Whitney, paired T-test and Chi-square.
Results: The result of independent t-test showed that after the intervention, the mean score of clinical competency of the students in the intervention group (80.8 ± 16.6 of 100) was significantly (68.3 ± 10.9 of 100) more than the control group (p= 0.003). Also the mean score of clinical competency of the intervention group in the dimensions of patient assistance, education, guidance and therapeutic measures was significantly higher than that of the control group (P <0.05).
Conclusions: Creating a supportive clinical environment will enhance the clinical competence of the students, especially in the areas of patient assistance and further education and guidance, and it is recommended that more attention be paid to planning clinical nursing education.
Key words: Clinical Education, Support, Nursing Process, Clinical competence, Nursing Student
