Showing 5 results for Process
Mansoor Ghafouri Fard, Hr Haririan, A Aghajanloo, M Akbari , Y Shirvani,
Volume 5, Issue 8 (8-2012)
Abstract
Background and Objective: Nursing process is the core of nursing care. Application of nursing process leads to achieve comprehensive and scientific care of patients. Despite teaching of nursing process in nursing faculties, this systematic method is not used in Iran. So, this study was performed to detect the nursing instructors’ and nursing students’ perspective toward the obstacles of nursing process in Zanjan Faculty of Nursing and Midwifery.
Materials and Methods: This study is a cross-sectional descriptive study in which 67 persons (19 instructors and 48 nursing students) participated in the study according to census. The data was gathered using questionnaire and was analyzed by SPSS 16.
Results: The most important individual and management barriers from the perspective of instructors were lack of sufficient information about concept of the nursing process (89.5%), and inadequate knowledge about the nursing process in intensive care units (94.7%) respectively. Moreover the most important individual and management barriers from the perspective of nursing students were inadequate knowledge about the nursing process (81.3%), lack of authority support for implementation of the nursing process (87.5%) respectively. There was significant difference in 4 items of obstacles of nursing process between instructors and nursing students (P< 0.05).
Conclusion: According to the findings, authorities must help promote the health care by employing sufficient nurses, educating the students and providing necessary context for application of nursing process.
Abolfzal Zendedel, Khatereh Anbari, Zainab Abdollahi, Mohammadreza Gholami,
Volume 7, Issue 15 (9-2014)
Abstract
Background and Objective: Affective factors teaching and learning can improve the quality of education and educational evaluation to determine the success rate in achieving goals of the faculty. This study examines the views of Lorestan University of Medical Sciences faculty about the practices, processes and quality of teaching performance in 2013.
Material and methods: This study is a descriptive cross sectional study. The questionnaire was based on likert 5 point scale. The questionnaire consisted of three parts of the evaluation process evaluation (9 items) ˛ different methods of teacher evaluation (11 items) and evaluation criteria (24 items). All faculty members, Lorestan University of Medical Sciences, (108 patients) were studied through a questionnaire. Data were analyzed by SPSS 17 software.
Result: 72.9% of teachers agreed with the assessment of teaching quality. 19.6% of teachers satisfied from the current trends teaching evaluation. 35.5% of teachers have low evaluation of the impact on their teaching process. 43.3% of teachers moderate effectiveness as an indicator of teaching quality evaluation forms. 41.9% deemed necessary awareness of evaluation results to modify their teaching practices. The highest and lowest scores in teacher evaluation criteria related to motivate students to study and research and introduce students to the texts and educational pamphlets, respectively.
Conclusion: The majority of teachers were agreed with teaching evaluation forms as well as the majority stated that the quality of teaching evaluation forms is to be moderate. It is suggested that educational authorities at various levels of training to run a more detailed plan to further steps towards quality education.
Hossein Karimi Moonaghi , Akram Zhianifard, Hamid Jafarzadeh, Hamidreza Behnam, Jalil Tvakol Afshari,
Volume 8, Issue 18 (6-2015)
Abstract
Abstract
Background and purpose: performance evaluation of faculty members always is involved with various issues hence, this study is designed and performed to describe and recognize the experiences of faculty members about promotion process.
Material and methods: this study is Sectional – descriptive and data was collected by using researcher – made questionnaire, it's validated obtained by using specialist advice and to make sure of its reliability the Cronbach alpha coefficient was measured (% 76). Contributors were faculty members of Mashhad medical Science University whom were entered the study by number of 122 persons randomly. The data was analyzed using descriptive and inferential statistics
Results: : % 66.2 of clinical sciences and the base science faculty members about “cultural clause“ sub criteria and %54.1 about “audit board performance“ , also clinical sciences group members of faculty about “promotion process generalities“ sub criteria and absorption executive board performance have selected “I DISAGREE“ option %55.1 and %63.5. Respectively and the only meaningful statistical difference was observed between two clinical education group and the sciences for the variable “cultural clause“(P< 0.02).
Faculty members about the sub criteria “education clause “ , “research clause “ , “executive clause“, “initial assessment “ , “selected committee performance “ and “expert committee performance “ selected respectively %63.1 , %59 , %59 , %74.6 , %66.4 , %63.1 “ I AGREE “ option and only there was meaningful statistic difference between two clinical and science education groups regarding the variable of "Selected Committee Performance" ( P <0.05 ) .
In the questionnaire open questions part faculty members expressed automatically promotion process as the best choice to resolve questions in this context.
Conclusion: in the current study , generalities of upgrade process , cultural clause , absorption executive board performance and audit board performance have gained less average , therefore transparent and just promotion methods , codification of appropriate quantitative and qualitative indicators to measure activities , processes homogenization and utilization of experts in university upgrading committees seems to be necessary.
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
Dr Sima Pourteimour, Safura Yaghmaei, Raheb Ghorbani,
Volume 17, Issue 53 (4-2024)
Abstract
Background & Objective: The increased use of electronic resources in education has necessitated the transformation of traditional teaching methods into modern educational technologies. The present study aimed to compare the effects of inquiry-based learning(IBL) and smartphone-based application learning (SBAL) on clinical performance self-efficacy (CPSE) of undergraduate nursing students in the neonatal intensive care unit (NICU).
Materials & Methods: This quasi-experimental study was conducted at the NICU of Urmia University of Medical Sciences in Urmia, Iran, between September 2020 and February 2021. A convenience sampling method was used to select 64 undergraduate nursing students who were assigned to three groups. The SBAL group (n=21) and the IBL group (n=22) received six training sessions (60 minutes each session) along with conventional clinical education, while the control group(n=21) received conventional clinical education. All groups completed the CPSE scale before and after their internship. Data were analyzed in SPSS software (version 24) using statistical tests, including Chi-square, paired t-test, ANOVA, Kruskal-Wallis, and Bonferroni multiple comparisons. A p-value of less than 0.05 was considered statistically significant.
Results: The mean increase in the total CPSE score was significantly different among the three groups (P<0.001). The SBAL (P<0.001) and IBL (P<0.001) groups demonstrated a more marked increase in the CPSE score compared to the control group. In addition, the increase in scores in all CPSE domains was higher in the intervention groups trained by SBAL (P<0.001) and IBL (P<0.01) compared to the control group. Nonetheless, there was no significant difference in the increase in CPSE scores between the SBAL and IBL groups (P>0.05).
Conclusion: The findings of this study suggested that both SBAL and IBL can enhance the CPSE of nursing students undergoing conventional clinical training. Nevertheless, no significant difference was observed between the two methods in terms of improving the self-efficacy of clinical performance. Future studies with larger sample sizes are recommended to compare the effectiveness of these methods.
