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Background and Objective: One responsibility of Nursing Faculty is student admission. Nursing is a combination of theoretical and practical sciences so that the gap between theoretical and clinical education is filled. The purpose of this article was to study nursing students' satisfaction with internship.

Material and Methods: A descriptive cross- sectional method and LIKRET questionnaire were used. 150 nursing students in the faculty of nursing were selected through census sampling. The research instruments included demographic data sheet and 33 questions about theorical and practical education, and nursing clinical relationship. Data was analyzed by Statistical Package for Social Science V=14. Statistical tested included t-tests and Pearson correlation coefficient formula.

Results: Majority of the students showed satisfaction from moderate to good.

Conclusion: Combination of time and content, theory and practice, regulating rotation time will affect quality and service in hospitals.

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Background and Objective: The aim of OSCE is to evaluate students' clinical skills in clinical courses. Using written scenarios are common in designing OSCE stations in our country. The objective of this study was to determine the correlation of OSCE and Pre-Internship for this type of station designing. Materials and Methods: This cross-sectional study was done on OSCE scores of 48 fifth-year medical students.Correlation of all station scores of the OSCE exam with the Pre-Internship exam scores were calculated. To determine the internal consistency within stations, we determined each station's correlation with the total score of a student's test for OSCE. Results: In this study, there was no significant relationship within Pre-Internship exam scores and the OSCE scores. Negative correlations were found between the model and the procedures station scores with Pre-Internship scores. Correlation coefficient of Pre-internship scores with 3 practical stations mean scores were a -0.07 (p=0.65) and its correlation with 6 stations based on written scenario scores calculated was 0.32 (p=0.02). Internal medicine with a correlation coefficient of 0.81 was the highest and eye examination station with 0.17 had the lowest correlation coefficient of internal consistency. Correlation of the two stations of neurology and surgery scores with both Pre-Internship and OSCE was significant and approximately similar. Conclusion: We suggest avoiding the station design based on written scenarios (without presence model or standard patient). Otherwise, OSCE should be measured the same as clinical competencies are assessed with Pre-Internship exam.

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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.

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   The main goal of nursing education is training nurses, who are able to care for clients in clinical settings. Clinical learning is an essential part of nursing education (1). The internship course of nursing students is training during work, where students learn through repetitive practice in clinical settings. This course is passing from being a student to being a nurse. In addition, the presence of interns somehow eliminates the need for workforce in clinical settings, despite the fact that this subject is not pointed out in the educational curriculum (2).

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Background: Portfolio is one of the most important tools to inclusive education as well as its evaluation. It is a useful tool in the promotion and development of skills such as critical thinking, and can reduce the gap between theory and practice.

Object: The aim of this study was to revision on portfolio of community health nursing.

Materials and Methods: This is a qualitative study conducted in educational management paradigm in order to revision in portfolio which was used in Qazvin University of Medical Sciences in 2015. After the literature review various methods of data collection were used. All themes and items of the portfolio were structured in five point Likert scale checklist (completely necessary, necessary, neutral, unnecessary, completely unnecessary). Content validity of the checklist was evaluated qualitatively. Then, the lesson curriculum was evaluated by the researchers based on the late curriculum.

Results: Regarded to the main curriculum and the point views of experts 77  items were added in to the portfolio. Health education, home care, and communications did not exist in the original portfolio. The final portfolio set in 10 sections and 142 items.

Discussion and Conclusion: Items such as health education and communication have been emphasized in new portfolio. Developing and improving these skills may lead to community health improvement.

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Background & Objective: Recognition and elimination of weaknesses in the internship courses of health service management are essential to improving their quality and efficacy. The present study aimed to evaluate the viewpoints of health service management students toward the challenges in the design and implementation of internship courses at the Faculty of Management and Information in Tabriz University of Medical Sciences, Iran.
Materials and Methods: This qualitative research was conducted on the health service management students at the Faculty of Management and Information in Tabriz University of Medical Sciences in 2014. Data were collected via focused group discussions attended by 8-10 individuals per session. Data analysis was performed using content analysis.
Results: Challenges in internships 1-4 for bachelor’s degree students were assessed in three areas, including the problems relating to instructors, internship courses, and cartable from the perspective of the students. In total, 8 main themes and 30 subthemes were extracted in each area.
Conclusion: According to the results, the internship curricula of health service management students should be completely modified to eliminate the weaknesses. These changes must include the correction of the course design and syllabi and essential revision of the cartable based on the latest information on health systems and labor market needs.
 

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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.
 

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Background & Objective: Evaluation is a major step in the educational process that measures learners' abilities and test analysis is a tool to measure its effectiveness. The pre-internship exam is a test by which qualification of medical assessed before entering the internship stage. Therefore, its analysis can indicate its evaluates the competencies of medical students. In this study, the quantitative and qualitative indices of pre-internship exams of medical students of Hamadan University of Medical Sciences were studied.
Materials & Methods: In this documentary research, all pre-internship questions in September 2018 to 2020, were assessed in terms of taxonomy, structural defects, and difficulty, discrimination indexes. The taxonomy of the questions was evaluated based on Bloom's classification, the structure of the questions based on the Millman checklist, and the index of difficulty and discrimination using the Excel forms available at the university. Data analysis was performed using SPSS 20 software.
Results: In 2018, 56% of the questions and in 2019 and 2020, 64% of the questions were designed at the level of taxonomy 2 and 3. More than 90% of the questions haven't any structural defects. The difficulty index of the questions was on average at the appropriate level, but the discrimination index of the questions was moderate in 2018 and 2020 and weak in 2019.
Conclusion: In attention to the amount of questions with a negative discrimination index, the review of questions, options and the key questions after designing the exam is suggested.

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Background & Objective: Clinical education is a fundamental part of nursing education. Management's role in nursing is vital and is closely related to the quality of care in medical centers. The present study was conducted to explain the experiences of final-year nursing students from the nursing management internship course.
Materials & Methods: The present study is a conventional content analysis study conducted with the participation of 18 final-year nursing students. Data collection was done through semi-structured interviews. The interviews were transcribed verbatim and analyzed using MAXQDA software version 2020, from which themes were inductively extracted. Data analysis led to the extraction of two themes and seven categories.
Result: The first theme was guiding experiences, which included five categories of professional communication practice: strengthening teamwork skills, understanding multiple roles, understanding legal aspects, and enhancing personal development. The second theme was obstacles and experiences, which included two categories: understanding work stress and an inappropriate organizational atmosphere.
Conclusion: According to the findings of the present study, passing the nursing management internship course can lead to the formation of a real perception of the tasks and responsibilities of the nursing profession in students. These perceptions can either strengthen or weaken students' professional outlooks. Therefore, the findings of this study can be valuable in designing nursing internships.