Showing 28 results for Profession
Hr Haririan, A Aghajanloo, R Jabari,
Volume 2, Issue 3 (2-2010)
Abstract
Background and objective: There has been a considerable interest shown recently in student nurse attrition. Despite a long history of research on this problem, attrition rates remain a cause for concern.
Materials and methods: This article describes a cross-sectional study to identify the Zanjan nursing students’ opinion toward “nursing “attrition” and “ the main reasons for attrition” in 2009. 130 students selected by census filled a researcher -made questionnaire.
Results: Results showed that only 30% of respondents have positive opinion toward nursing and most of them explained that they have had a decision to change their major (57%) and attrition (48.5%) during their study. The main reasons for attrition from the Zanjan nursing students' point of view in this study were: poor social setting, discrepancy between pre-entry perceptions of nursing and the real fact of it, social gap between physicians and nurses, poor salary of graduates or financial factors , staff and health care team negative attitudes and inappropriate clinical climate. There was no significant statistical difference between the opinions of students of various semesters of education.
Conclusion: The results suggest the need to do a better job of preparing potential students for what they will encounter in nursing prior to admission and to monitor very closely how students are responding to the program through their study. Nursing needs to receive considerable media attention including interviews with practicing nurses who should describe aspects of the profession and the work of nursing that they do. The almost universal recommendation is to provide a very realistic picture of nursing in information giving sessions for interested potential students confirm this. Additionally health care managers should consider nursing more and apply policies which make nurses feel more valued in the community.
Mohammadreza Dinmohammadi, Farhad Ramezanibadr, Hamid Peyrovi, Neda Mehrdad,
Volume 7, Issue 15 (9-2014)
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.
Niko Yamani, Reza Jafae, Hossein Karimi, Alireza Erajpour, Leida Jarahi,
Volume 8, Issue 17 (4-2015)
Abstract
Introduction: In modern models of learning, learner’s readiness is so important that its importance has been emphasized for active participation and self-motivation of learners. Because it plays an important role in learning. Interprofessional education is one of the new models with enhanced cooperation, quality of services and improves patient care. This study aimed to assess readiness of medical, nursing and radiology students of Mashhad University of Medical Sciences for interprofessional learning as well as examine its correlation with some demographic variables. Methods: this was a cross-sectional descriptive study in 2013-2014.Samples were recruited through convenience sampling method from of medical, nursing and radiology students of Mashhad University of Medical Sciences. Data were gathered through the Readiness for Inter Professional Learning Scale (RIPLS). Results: 330 students filled the questionnaires among which 305 questionnaires were subjected to analysis. They were recruited from nursing, radiology and medicine. The mean score for nursing discipline was 72/19, for radiology was 72/84 and for medicine was 68/45. Also the standard deviation of students’ scores, respectively, was 36/9, 86/7 and 85/9. There were no significant correlation between readiness for interprofessional readiness and contextual variables consisted of gender and discipline. There is a significant correlation between interprofessional readiness of students in mediine and radiology and variable consisted of age, but this wasn’t in nursing students. Conclusion: Regarding the acceptable (higher than mean score) students’ readiness, and Insignificant relationship between the students’ readiness and contextual variables, Educational planners and managers have an opportunity to take steps to the development of interprofessional education with Fewer restrictions and by considering the other factors.
Hassan Najafi, Hassan Maleki, Mohsen Farmahini Farahani, Reza Jafari Harandi,
Volume 9, Issue 21 (4-2016)
Abstract
Background and Objective: Any jobs contain ethical codes that are proportional to their special structure and are called professional ethics. University professors, who are responsible for education and training of students, should be aware of their professional ethics and by making commitment to them, guarantee safety of teaching-learning process. This study was conducted to assess faculty members' professional ethics from students' viewpoint of medical school of Shahed University.
Materials and Methods: This descriptive-sectional study involved 90 students who were selected by stratified random sampling. Research tool was a researcher made questionnaire containing 6 components and 48 items and its content and face validity were approved by experts and its reliability was determined 0.92 by Cronbach's alpha coefficient. Data analysis was carried out using SPSS 20 statistical software and through descriptive statistics and one-sample-T test.
Results: professors' characteristics (3/40±0/71), mastery of subject (3/39±0/79), mastery of teaching methods (3/33±0/86), recognition of different aspects of learners (3/04±0/82), standard evaluation (3/42±0/86) and commitment to university regulations (3/63±0/83) which are different dimensions of faculty members' professional ethics, were evaluated higher than the average level.
Conclusions: Endeavoring to prepare and codify professional ethics charter in universities with collaboration of authorities and experts on the one hand and putting them in curriculum content of in-service teachers on the other hand can help much to improve faculty members' teaching method.
Abolfazl Ghasemzadeh, Shiva Maleki, Leili Sharifi,
Volume 9, Issue 22 (7-2016)
Abstract
Background and objective: Considering ethical issues in higher education and promoting academy members professional ethics can affect the dissemination of the culture of sharing knowledge, information, ideas and specialty. The purpose of this study was to survey and discover the mediating effect of professional ethics on the relationship between intellectual capital, organizational learning and knowledge sharing capabilities.
Materials and Methods: The current study was a descriptive- correlative research. Statistical population included all 171 faculty members of Ilam University of Medical Sciences that 125 of whom were selected through stratified random sampling method based on Morgan table. Data was gathered through professional ethics, organizational learning capability, knowledge sharing, and intellectual capital questionnaires. To investigate the relationship between the variables in a conceptual model, the structural equation modeling was used.
Results: Results showed that the relationship between intellectual capital and knowledge sharing was mediated through professional ethics. But the mediating role of professional ethics in the relationship between intellectual capital and learning capability was not confirmed. The results also showed that the highest significant correlation was achieved in the relationship between intellectual capital and learning capability. In the considered model, all regression weights, except for the relationship between professional ethics and organizational learning capability, were statistically significant.
Conclusion: Considering the principles of professional ethics and managing and developing intellectual capital at universities, which are expected to be at the center of knowledge creation, can be of great importance in promoting the culture of knowledge sharing among faculty members.
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Volume 9, Issue 22 (7-2016)
Abstract
Background and Objective: Educational ethics imply values such as honesty, reliance on one's own personal effort, not to abuse the efforts of others, and respect the dignity and respect for others. Students are faced with different situations in which they show various moral and immoral behaviors. This study aimed to explore medical students' viewpoints and experiences at Golestan University of Medical Sciences about ethics in academic environment in 2013.
Materials and Methods: In this qualitative study a purposive sampling was used with maximum variation and 12 medical students participated in the research. Data was gathered using semi-structured interviews. At least an open question "When I say ethics in education or educational environment, what comes to your mind" was repeated in all the interviews. The interviews recorded and transcribed line by line and then analyzed according to "conventional content analysis" method.
Results: "Respecting teacher dignity", "preserving dignity of classroom", "respecting and maintaining dignity for classmates", "seeking for knowledge and sciences” emerged as the main themes of the current study.
Conclusion: University students considered learning environment as a sacred place; conforming its expected rules and ethics would be mandatory. Abnormal behavior causes not only loss of students dignity but also could be harmful to the calmness of educational atmosphere and may evoke different unpleasant pessimistic ideas about such academic environment.
Haviv Rahban, Abbas Allami, Navid Mohammadi,
Volume 10, Issue 26 (9-2017)
Abstract
Introduction: The literature supports the inclusion of professional education in undergraduate education. We assessed the attitudes of undergraduate medical students toward medical professionalism in Qazvin University of Medical Sciences during the educational year of 2014-2015.
Methods: All undergraduate medical students, in clerkship and internship levels, enrolled in a descriptive study in Qazvin University of Medical Sciences. Data were gathered based on a questionnaire adjusted by the culture considerations of the country. Analyses were performed by SPSS software.
Results: A total of 131 medical students and interns (62.6% female) with the mean age of 24.6±1.12 years old participated. Forty two percent of the participants were studying in the fifth (last) year of medical school and 57% were in internship level. Most trainees believed that learning about ethics and professionalism is necessary and should be taught and learned. Medical ethics course should be formally taught in the medical school in opinion of half of the trainees while the others preferred to consider it as an elective. The majority of participants (94.5%) believed that learning medical professionalism needs more than only a theoretical course. A longitudinal approach for teaching medical ethics and professionalism was the most agreed format rather than a time-limited course. There was a significant difference between attitude of the students and interns in terms of necessity of lifelong learning and having updated knowledge (p=0.044), Interprofessional collaboration and team-work (p=0.032) and the importance of continuous education (p=0.030). Also, frequency of professional behaviors [e.g. number of weekly studied articles (p=0.025), use of previous notation (p=0.015) and participation in social services in the past few years (p=0.047)] were statistically different based on the level of education.
Conclusion: The undergraduate medical students have positive attitudes toward the specific elements of professionalism (empathy, teamwork, and lifelong learning) but didn’t use them in their behavior.
Hossein Gerivani, Hossein Mobaraki, Mohammad Kamali, Ali Ghorbani,
Volume 11, Issue 29 (6-2018)
Abstract
Background and Objective: One of the goals of clinical education is providing students with sufficient opportunity to develop the necessary professional competences, which requires constant assessment of the existing situation, recognition of strengths and correction of weaknesses. This study aimed to evaluate and identify the individual and professional features effective in clinical education in the field of speech therapy.
Materials and Methods: This study, based on the paradigm of qualitative content analysis, was conducted on 13 students, 6 instructors and 6 speech therapists, who were selected through purposive sampling. Data were collected using in-depth and semi-structured interviews and group discussions. In addition, data analysis was carried out applying the Colaizzi's method.
Results: Individual and professional features of individuals involved in clinical practice were recognized as factors affecting the quality of clinical education in speech therapy. Leaning motivation and background knowledge were recognized as effective features related to students, whereas feedback provision and clinical experience were identified for clinical instructors. Moreover, accountability of clients was an effective factor in this regard.
Conclusion: According to the results of the study, individual and professional features can affect the quality of clinical education in speech therapy. Mostly, the role of clinical instructors was emphasized by interviewees, who recognized the motivation, experience and knowledge of clinical instructors as the important factors for successful clinical education.
Sakineh Sharifian, Seyedeh Batool Amini, Seyedeh Noora Amini, Saeed Raeesi, Nafiseh Heidari, Zahra Tajik Mirzaee,
Volume 11, Issue 30 (9-2018)
Abstract
Background & Objectives: Interprofessional learning (IPL) can create more collaborations among students of different healthcare disciplines. However, this depends on the tendency of students to learn from each other. Given the fact that the attitude of students is recognized as the major factor for the implementation and success of a program, this study aimed to determine the attitude of final-year students in fields of medicine, nursing, and midwifery of Iran University of Medical Sciences, Tehran, Iran toward the implementation of IPL.
Materials and Methods: This descriptive and cross-sectional research was conducted on 200 final-year students in the fields of medicine, nursing, and midwifery, who were active in clinical settings and had work experiences in clinical environments. In this research, data were collected using the valid and reliable readiness for inter-professional learning scale (RIPLS), and subjects were selected through convenience sampling.
Results: From 200 distributed scales, about 180 questionnaires (response rate=90%) were returned, 80 and 100 of which were filled by students in the fields of medicine, nursing and midwifery, respectively. According to the results, 50.6% of the respondents were female and 49.4% were male. Moreover, mean (standard deviation) total score of the evaluated students was equal to 79.8 (SD=92). Considering the obtaining of a score higher than the desired level by students (57), it could be concluded that the subjects had a positive attitude toward IPL. While the results were indicative of no significant difference between the two medicine and nursing-midwifery groups in terms of preparedness for IPL (P=0.4), there was a significant difference in the subcategory of cooperation and teamwork (P=0.001). In this regard, medical students obtained a lower score, compared to the nursing and midwifery students.
Conclusion: According to the results of the study, the subjects had a proper attitude toward IPL, which itself is the most important support for the entrance of this new educational approach in student curriculums.
Hossein Gangineia, Mohammadreza Heidari, Alireza Shoghli, Mansoor Mohajer,
Volume 11, Issue 31 (12-2018)
Abstract
Background and Objective: The healthcare system seeks responsible nurses, who are committed to professional ethics, which is a vital requirement in this area. Therefore, this study aimed to determine the role of in-service training courses in the attitude of nurses toward professional ethics and their performance in three educational healthcare centers of Zanjan, Iran.
Materials and Methods: This descriptive and cross-sectional research was performed on 400 nurses in educational healthcare centers of Zanjan, including 362 female (90.5%) and 38 male (99.5%) individuals, who were selected via convenience sampling. Data collection was carried out using the standardized questionnaire of ethics in nursing profession by Eun-Ja Yeun (2004) in the spring of 2018. Reliability of the mentioned survey was estimated at the Cronbach’s alpha of 0.76. Data analysis was performed in SPSS version 21 at two descriptive and inferential levels.
Results: From 400 nurses assessed, 53.5% attended the educational courses on professional ethics. According to our findings, no significant difference was observed between the subjects who attended the courses and those who did not participate in the educational classes in terms of attitude toward professional ethics. Moreover, no significant association was found in the performance of participants who attended the mentioned classes before and after the intervention.
Conclusion: According to the results of the study, participation in educational courses on professional ethics failed to make a significant difference in the attitude and performance of nurses. Therefore, more attention must be paid to the implementation of educations and place of work of nurses.
Mohammadreza Dinmohammadi, Azar Avazeh,
Volume 12, Issue 33 (6-2019)
Abstract
Background and Objective: Nursing students' experiences in the field of internship require intelligent attention and management. The plan was designed and implemented in order to settle the senior undergraduate nursing students at the Educational and Treatment Center.
Materials and Methods: In order to implement this single-group interventional study, undergraduate nursing students were attending full-time work in medical and surgical wards of Educational and Treatment Center under the supervision of a teaching assistant (TA) and a senior instructor in their last year of the course. The program started from the first semester of the 2016-2017 academic year and continued until the second semester of the 2017-2018. The planning and implementation team of the program at the faculty and its corresponding team at the educational and treatment center was responsible for planning, implementing, monitoring, and evaluating the program. Students' satisfaction with the program and their feedback was reviewed by the planning and implementation team. In this study, the first level of a Kirkpatrick model was used to evaluate the program.
Results: Most of the participating students acknowledged that the program had a positive impact on professional preparation, accountability, self-esteem, and job independence in comparison to the conventional program. They also had criticisms of the program, that the most important of them was mentioned in the article. Also, the head nurses and TAs believed that the program, in addition to reaching the educational goals, was able to moderate the care burden of the nursing staff of the departments.
Conclusion: Appraisal of the program illustrates the success of the program in achieving educational goals. It seems that the implementation of similar programs at this stage of the student's curriculum will not only facilitate the transition of the student's professional role but if implemented effectively, it can also help to mitigate the shortage of nursing. It is recommended to study the possibility of implementing such programs in the final year of the midwifery and other paramedical courses.
Hajar Ebrahimi, Shayesteh Salehi, Alireza Irajpour,
Volume 13, Issue 37 (9-2020)
Abstract
Background & Objective: Interprofessional education (IPE) is one of the new approaches in the education of students in health-related disciplines. This type of training can increase interprofessional collaborations, thereby improving patient care quality. This study aimed to compare the perception of IPE in students apprenticeship and apprenticeship on site in schools of nursing and midwifery of Islamic Azad University in Isfahan, Iran in 2018.
Materials and Methods: This descriptive-correlational research was performed on 284 fifth and sixth-semester (before apprenticeship on site) and eighth-semester (during the apprenticeship on site) nursing and midwifery students, selected by convenience sampling. Data were collected using the readiness for interprofessional learning scale (IRPLS). Data analysis was performed in SPSS version 22.
Results: In this study, 255 students were female (89.8%) and the rest were male (10.2%). The mean score of students’ perception of IPE apprenticeship was 76.62 (6.83) and apprenticeship on site was 80.21 (5.49), respectively. According to the results, no significant difference was observed between the groups in terms of the mean score of perception of IPE in all subscales of the questionnaire (P<0.001). Before apprenticeship on site, the students had a favorable perception in the areas of teamwork and collaboration (100%), interprofessional education readiness (99.3%), professional identity (95.1%), and roles and responsibilities (66.9%). However, while the perception of students during the apprenticeship on site was favorable in the areas of IPE readiness and teamwork and collaboration (100%), professional identity (97.9%), and roles and responsibilities (94.4%), their mean score was significantly higher in the subscale of roles and responsibilities, compared to the other participants.
Conclusion: According to the results of the present research, the students had favorable IPE readiness. However, they were more prepared in the subscale of teamwork and collaboration, compared to the areas of professional identity and roles and responsibilities.
Vidya Rani, Naresh Pal Singh, Prem Prakash Bharti,
Volume 13, Issue 39 (1-2021)
Abstract
Background
Academically good students become good citizens and good citizens make a better society. They are the prospective heirs of a nation, so those factors that influence their academic performance should be taken into consideration to build up an integrated and developed nation.
Objective – To find out the factors that potentially influence academic excellence of medical students.
Material and Methods- A cross-sectional study was carried out among medical students of final year. A predesigned, pretested, structured, self-administered questionnaire was used to collect information. To identify significant predictors of students’ academic performance, Uni-variate and multivariate binary logistics analysis were done.
Results- A total of 149 students were interviewed. Analysis of average marks in all three professionals revealed that only 59 students (39.60 %) scored equal to or more than 60 %, whereas 90 students (60.40%) had marks below 60 %. In univariate binary logistic regression analysis factors such as gender, area of schooling up to class 12th, education and occupation of parents, history of alcohol consumption and adequate sleep were found to be significant predictors for students’ academic performance. In multivariate binary logistics regression analysis, only gender was the significant predictor.
Conclusion-
After completing their basic school education, when students enter the professional medical colleges, there are some modifiable and some non-modifiable factors which have great impact on their academic performance. These can be dealt accordingly by the institutional authorities to have better academic performance of the students.
Mehran Razavipoor, Siavash Moradi, Fattane Amuei, Misagh Shafizad, Elahe Mahmoodi, Pezhman Mohamadalizadeh,
Volume 13, Issue 40 (3-2021)
Abstract
Background & Objective: Investigating residents' opinions is one of the ways to evaluate professionalism in the clinical setting in a variety of ways. Since Teachers are good role models for learners and on the other hand, students have a close relationship with the teachers because of their direct presence in the teaching position, therefore, their viewpoints about the characteristics of a teacher can dramatically influence the learning process. The purpose of this study was to investigate the residents' viewpoints on professionalism of clinical Teachers.
Materials and Methods: This study was a descriptive study. The statistical population was residents of Educational Departments of Imam Khomeini Sari Hospital in 1398 who were selected by census sampling method (n = 150). The research tool was a researcher-made questionnaire containing 30 questions. The validity of the questionnaire was evaluated using the opinions of 20 experts and calculation of CVR and Impact Score coefficients. The reliability of the tool was calculated as 0.87 using Cronbach's alpha. The data were analyzed by means and variance analysis.
Results: The results showed that the overall score of clinical Teachers professionalism score was 4.04. The component of responsibility with the average of 4.10 had the highest score and job excellence with an average of 3.88 had the lowest score. There was no significant difference between different educational groups.
Conclusion: The results showed that the professional status of clinical Teachers is in a relatively good condition. For ethics excellence, short-term ethics courses and Active teaching methods are proposed.
Faride Malekshahi, Abolfazl Ahsanzadeh, Amin Adinevand, Samad Darabian,
Volume 14, Issue 43 (11-2021)
Abstract
Background & Objective: Professional ethics is a process that guarantees students’ individual and group welfare maintenance, the violation of which damages students’ learning. Therefore, the present study aimed to evaluate the relationship between professional ethics, communication skills and job performance of clinical teachers at Lorestan University of Medical Sciences.
Materials & Methods: This descriptive, cross-sectional study was performed on all clinical teachers in the school of medicine, Lorestan University of Medical Sciences, selected by census sampling. Data were collected using David Musick’s 26-item instrument, which included professional ethics and communication skills, along with the Paterson Job Performance Questionnaire. Data analysis was performed in SPSS version 22 using descriptive statistics, Pearson’s correlation coefficient and independent t-test.
Results: In this study, 115 out of 176 teachers completed the tools. In terms of age, 64.3% of the subjects were male. Moreover, the mean age of the participants was reported to be 41.78±6.33 years. The results were indicative of a significant relationship only between communication skills and variables of age, being a faculty member and work experience. In addition, there was a positive and direct association between adherence to professional ethics and communication skills, and between the two components and job performance.
Conclusion: Given the direct relationship between professional ethics and communication skills with job performance, it could be concluded that the improvement of the professional ethics of teachers will increase their job performance.
Dr. Fatemeh Keshmiri, Ms. Azam Hoseinpoor, Dr. Sara Jambarsang, Ms. Fatemeh Jabinian, Dr. Mostafa Shiryazdi,
Volume 15, Issue 47 (12-2022)
Abstract
Background & Objective: Professionalism and interprofessional cooperation are essential capabilities of health team members. Educational systems must use an appropriate approach for training and evaluating these capabilities. The present study aimed to investigate the adherence of surgical residents and personnel to interprofessional professionalism behavior in the operating units using the interprofessional professionalism Assessment (IPA).
Materials & Methods: This cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences from 2019 to 2020. The performance of surgical team members, including 113 residents, surgical technologists (operating room), and anesthesia technicians, was evaluated using the interprofessional professionalism assessment tool (IPA). Data were analyzed using descriptive (mean and standard deviation) and analytical (ANOVA, Chi-square) tests.
Results: The score of interprofessional professionalism behavior of the team members in the operating units were reported as 1.16 ± 0.27 out of 5. No significant difference (F=0.24, P=0.333) was observed between the participants' scores in different disciplines. The lowest scores of the participants in the "excellent" range were 1.04±0.31 out of 5.
Conclusion: The results showed that interprofessional professionalism behavior among the participants was weak. It is suggested that planning for formal curriculum and continuous evaluation of adherence to improve the interprofessional behavior among surgical team members.
Dr Fatemeh Keshmiri, Dr Khadijeh Nasiriani,
Volume 16, Issue 50 (3-2023)
Abstract
Background & Objective: Recognition of the professional role and responsibility is a key component in successfully playing professional roles. The present study aimed to recognition of the components of students' professional responsibilities in the process of clinical education.
Materials & Methods: This is a scoping review study. This study searched, databases including Science Direct, Magiran, Web of Science, PubMed, and Google Scholar by keywords of professional responsibility, professional behavior, clinical education, and student.
Results: 3821 articles were studied and monitored step by step and finally 44 articles were selected. The evaluation of articles based on content analysis was categorized into six categories and 33 subcategories. The six categories include educational tasks, patient care, communication skills and information exchange, personal development, professional development, and observing professionalism and ethics.
Conclusion: In this study, the components and dimensions affecting the student's professional responsibilities in the education process were extracted. The results could be used in planning educational interventions to improve the professional responsibility of students in clinical education and also to the development of student assessment tool
Dr Mandana Arash, Dr Nadergholi Gourchian, Dr Parivash Jafari, Dr Akhtar Jamali,
Volume 16, Issue 50 (3-2023)
Abstract
Background & Objectives: Professional commitment plays an essential role in the improvement of the performance and professional behaviors of nurses and a major part of it is formed and developed during university education. In this regard, the present research aimed to design and evaluate the development model of professional commitment in nursing students.
Materials & Methods: The present applied research was quantitative in terms of data type and descriptive in terms of survey-correlation type. The data were collected through a researcher-made questionnaire from 305 participants who were selected using a simple random method from nursing students of Islamic Azad University, Karaj Branch, Iran between 2020 and 2021. Data analysis was performed based on factor analysis and structural equation modeling in SPSS (version 26) and Smartpls 3 software.
Results: Sampling adequacy and factors affecting the development of professional commitment were confirmed using exploratory factor analysis in the form of eight factors (individual, structural, socio-cultural, educational, managerial, economic, legal, and spiritual) and 60 components. Furthermore, the factor load of each factor was determined by confirmatory factor analysis. The final model designed by the structural equation method was evaluated as a very good model.
Conclusion: There is a lack of an efficient nursing workforce and the development of professional commitment affects the desire of nurses to remain in their profession and provide quality and safe care. Therefore, it is necessary to consider the approved model resulting from this research as a valid framework in the policy-making of the nursing profession.
Nilofar Bahmie, Leili Mosalanejad, Zahra Karimian, Navaz Emadi,
Volume 16, Issue 51 (5-2023)
Abstract
Background & Objective: While there are numerous advantages to using cyberspace for students' learning, it also increases the likelihood of unethical behavior. Therefore, this qualitative study aimed to identify and analyze ethical faults in cyberspace at Jahrom University of Medical Sciences.
Materials & Methods: This study was conducted at Jahrom University of Medical Sciences over a five-year period using a qualitative approach with thematic analysis. The population included 467 students, who were divided into ten groups and had taken a medical etiquette course. The students were asked to draw their desired factors in a visual art format as tree branches while working in teams to express ethical faults and issues in cyberspace. A total of 9 focus groups and 23 teamwork documents were analyzed, and groups with comprehensive analysis of the issue were selected by purposive sampling and focus groups interview to continue until data saturation was achieved. Braun & Clark's six-phase framework was used for thematic analysis in data analysis.
Results: The findings of this study identified three major themes or factors related to cyberspace, including reasons, faults, and preventive solutions that had creator-dependent 27 factors (Sub-themes) and 160 codes. These themes revealed the major ethical concepts in cyberspace from the student's viewpoint.
Conclusion: As technology develops rapidly, it is crucial to ensure integrity in education for all stakeholders related to an online learning community. Therefore, educational institutions need to focus on preventing cyber faults by educating and training users.
Dr Seyed Hadi Hosseini, Dr Zahra Tayebi, Dr Yasaman Poormoosa Poostin Saraee,
Volume 17, Issue 53 (4-2024)
Abstract
Background & Objective: It is essential to identify and find solutions to reduce professional misconduct among nurses that affect the satisfaction of patients and nurses, improve the work environment, and guide educational programs. Explaining the experiences of nursing students would also help in future studies of the issue. Therefore, this study was conducted to explain the perception of nursing students towards " professional misconduct " in interaction with nurses.
Materials & Methods: This qualitative study was conducted with the conventional content analysis design from April to November 2022 at Alborz University of Medical Sciences, Alborz, Iran. The data were collected through semi-structured interviews with 15 senior nursing students who were selected by purposive sampling method. The gathered data were analyzed in MAXQDA20 software using the Elo and Kyngas inductive approach.
Results: Data analysis led to the formation of 83 open codes, 12 sub-categories, and 4 categories (themes), namely "conscious omission", "unsympathetic atmosphere", "unfavorable environment", and "ineffective training". Recording unrealistic reports, neglecting patients and their training, and care discrimination belonged to the “conscious omission” category. Enslavement, disrespect, discrimination, lack of organizational trust, and poor interaction with the patient and family formed the subclasses of an "unsympathetic atmosphere". The "unfavorable environment" category was constituted of two subcategories of overcrowded wards and lack of facilities and equipment, and two subcategories of insufficient academic education and lack of role models were the constituents of the "ineffective training" category.
Conclusion: Nursing students are facing professional misconduct at the bedside. Failure to perform professional duties efficiently was the most prominent example of perceived unprofessional behavior. Despite the importance of the influence of the environment and resources in development of unprofessional behavior, the absence of ethical role models in the clinical environment was considered an extremely serious factor in the emergence and incidence of professional misconduct. The findings revealed that creating a favorable environment and continuous training in the principles of professional ethics were effective in reducing the occurrence of professional misconduct.
