2024-03-29T17:43:55+03:30 http://jne.ir/browse.php?mag_id=12&slc_lang=fa&sid=1
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 Comparison the Effect of Objective Structured Clinical Evaluation(OSCE) with Direct and Indirect Supervision on Nursing Student’s Test Anxiety R Sheikh abumasoudi M Moghimian m-moghimian@iaun.ac.ir M Hashemi F Kashani T Karimi V Atashi SH Salarvand Introduction: Objective structured clinical evaluation is an evaluated clinical skill in simulated situations. The anxiety leads to decreased ability to confront with exam situation. The aim of this study was to determine the effect of objective structured clinical evaluation of direct and indirect supervision on nursing students' test anxiety. Methods: this was a quasi- experimental study. The samples consisted of 50 undergraduate nursing students in Islamic Azad University, Najafabad, Iran who were recruited during academic year 2014-2015 using census sampling. Then they were randomly assigned into groups and test anxiety was assessed using OSCE in fundamental nursing skills. Evaluations were conducted using direct and indirect supervision according the different groups. Data were collected using demographic and Sarason test Anxious Inventory and analyzed using SPSS version 17. Then paired t-test was conducted using mean and standard deviations. Results: The mean score before test anxiety in OSCE with indirect supervision and direct supervision were 29.25±5.23 and 28. 22±8.42 respectively, and t-test results showed a significant difference (p>0/001). The mean scores of test anxiety after OSCE with indirect supervision were significantly decreased to 24.34 ± 3.53. (t=-3/15, p<0/05). The mean score of OSCE after the test anxiety was 24/16±7 in the direct supervision group. That’s thoughts significantly increased (t=4/55, p<0/004). Paired t - tests showed a significant difference in anxiety before and after evaluation in both groups (P=0/005). Conclusion: According to this study, effective evaluation can decrease the test anxiety. Considering higher mean score of the OSCE with indirect supervision, it is recommended to pay more attention to this in curriculum evaluation of medical sciences. OSCE supervision IP base camera Test anxiety student 2015 8 01 1 8 http://jne.ir/article-1-480-en.pdf
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 The Impact of Evidence-Based Education on Nursing Students’ Critical Thinking M Poodineh Moghadam moghadam07@yahoo.com M Jahantigh Haghighi H Shahdadi S Saravani F Shojaei Shad Introduction: Nursing education aims at training efficient, educated people who can recognize the needs of the patients in an ever changing social environment and in clinics and through using the best scientific evidences, perform the most suitable care. The aim of this study was to evaluate the impact of evidence-based education on nursing students’ critical thinking. Methods: This quasi-experimental study was conducted on all the 43 senior and junior undergraduate nursing students of the Zabol University of Medical Science, Zabol, Iran using before/after design, who were selected using the census in 2014. The data collection tool was a 34-question critical thinking California questionnaire (B form). Evidence-based nursing education program was performed for the students in two workshops. After 45 days of the training program critical thinking questionnaire was completed again, data were analyzed using SPSS 17 software and descriptive statistics and inferential statistics by a significance level of p< 0.05. Results: According to the results, the average total score of students’ critical thinking was promoted from 10.30±3.82 before intervention to 12.4±3.00 after intervention, which was significant according to the results of paired-T statistical test (p= 0.001). Evaluating the dimensions of critical thinking separately showed an increase in the score of the evaluating, analyzing, deduction and deductive reasoning items after intervention, which was significant only in evaluating (p=0.003) and deductive reasoning (p= 0.001) components. Conclusion: The findings of the research confirmed that the use of evidence-based education method in nurses’ education could lead to the development of critical thinking skills. Since the learner has an active role in her learning in the evidence-based method, thinking is promoted at high levels of learning. Evidence-Based Education Critical Thinking Nursing 2015 8 01 9 17 http://jne.ir/article-1-481-en.pdf
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 The effectiveness of life skills training on intrinsic and extrinsic learning motivation, academic achievement, and self-esteem in nursing students P Aghajari M Hosseinzadeh M.hosseinzadeh63@gmail.com N Mahdavi M Hashtroudizadeh M Vahidi Introduction: Due to negative attitudes of society to discipline, the gap between theory and practice, and lack of satisfaction in clinical settings, learning motivation and self esteem in nursing students is low. Life Skills Training could be effective in promoting the self esteem and Learning Motivation. This study aims to assess the effectiveness of life skills training (LST) on learning motivation (Intrinsic and extrinsic), academic achievement and self-esteem in nursing students of Tabriz University of Medical Sciences, Tabriz, Iran. Method: In this quasi-experimental pre-and posttest setting, 160 nursing students were participated from Tabriz and Maragheh Nursing faculties during 2014-2015. Students were divided into experimental and control groups using random sampling. Harter Academic motivation and Rosenberg self-esteem scales were used as the study instruments. The semester scores were compared before and after the intervention. Data were analyzed using descriptive (frequency and mean) and inferential statistics (paired and independent t tests, analysis of co-variance and chi-square) with SPSS version 21. Results: Mean scores of post and pre-test of motivation, academic achievement, and self-esteem in the experimental group were significantly increased after the training (P<0.05). By adjusting the effect of pre-test, differences in post-test scores of achievement, intrinsic -learning, motivation, and self-esteem between the experimental and control groups were significant (p<0.01). The intervention could explain 18%, 5%, 11%, and 71% of the variance of intrinsic and extrinsic motivation for learning, academic achievement, and self-esteem, respectively. Conclusion: Life Skills Training was effective in improving learning motivation, academic achievement and self-esteem, emphasizing the necessity of social skill training. It is recommended that, along with other educational programs, medical sciences university’s hold programs for teaching life skills and promoting mental health. Academic Achievement Motivation Nursing Self Concept Students 2015 8 01 18 27 http://jne.ir/article-1-482-en.pdf
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 Educational needs of faculty members of Lorestan University of Medical Sciences by Delphi Technique T Toulabi A Sheikhian Sheikhiana@yahoo.com N Galehdar Kh Anbari E Mohammadi M Majidimehr Introduction: Provision and design of educational programs according to the educational needs of target groups is a key priority for implementation of the program by the health care community. Related studies in the field are rare to identify educational needs in the country. The aim of this study was to determine and prioritize educational needs of faculty members of the Lorestan University of Medical Sciences. Methods: The survey was conducted using the Delphi assessment in three-step in 2011. Educational needs by 40 faculties of Clinicians, Nursing and Midwifery, Sciences, Health and Paramedical (10 people per group) were identified and prioritized. We used a purposive sampling method using three questionnaires for data collection and scoring. Results: The top five priorities of educational needs of clinical faculty members included: online search strategies, digital library, scientific writing in English and Persian, advanced research methods and basic and advanced teaching methods. Educational needs of faculty members of nursing and midwifery were English conversation, how to submit papers to non-native journals, digital library, clinical teaching methods and new methods of teaching. Educational needs of basic sciences faculty members were basic and advanced teaching methods, scientific writing, English, teaching skills, method for collecting electronic books, and deliver a successful English presentation. Educational needs of faculty members of the health and Paramedical sciences schools included: advanced search in electronic resources and search engines, advanced teaching methods, digital library, English conversation, and using analytical tools. Conclusion: Some of the educational needs were common in different groups. However, there were some discrepancies based on experience, expertise, clinical educational and managerial roles. Determination and prioritization of the educational needs of faculty members of different schools can be an important step in designing their educational programs to fit expertise and professional needs and promoting the quality of teaching. Educational needs assessment Faculty members Delphi Technique 2015 8 01 28 37 http://jne.ir/article-1-483-en.pdf
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 Nursing curriculum in some developed countries and proposed way of applying it in the Iranian nursing curriculum A comparative study H Karimi Moonaghi F Khorashadizadeh Khorashadizadehf 891@mums.ac.ir Introduction: Recently, student- centers have used for improving quality of nursing curriculum that traditional curriculum is not suitable for it. The aim of the present study is to identify how the student- center strategy have applied in nursing curriculum in America, Canada and Australia and proposed methods for applying it in the Iranian nursing curriculum. Methods: This comparative study was conducted according to Beredy’s model: Description, interpretation, juxtaposition, and comparison. The population was the documentation of world nursing colleges. The samples were totally 10 colleges of 3 countries: USA, Australia, and Canada who were selected by purposive sampling. The inclusion criteria were applying student- center in B.A. nursing curriculum. The data collection instrument was 5 stages of student center strategy which developed by Changiz & et al (2006). Nursing curriculum in these countries, were retrieved through their publications, books, the internet, their Sites and communicating electronically. The validity of these documents was assessed by internal validity and critique the external validity were reviewed. Data analysis was performed according to Beredy’s model. Results: Based on applying this strategy, proposed methods for applying student- center strategy are to inform students about rules, events and student growth- students research center- using new and various teaching and evaluation methods, advisory center- revised curriculum based on students’ view- attention to educational outcomes. Conclusion: There are different ways for applying student-center in nursing curriculum that Attention to them can promote Iranian nursing curriculum. Curriculum undergraduate nursing Student-centered strategy Bredey’s Model 2015 8 01 38 47 http://jne.ir/article-1-484-en.pdf
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 The experiences of the lectures and nursing students in the implementation of the curriculum for master students in Critical Care Nursing: a qualitative research N Aghebati E Mohammadi mohamade@modares.ac.ir F Ahmadi Introduction: The specialization in the health care system leads to the need for the training of special clinical nurses. The master degree’s curriculum in critical care nursing is new and different in nursing education in Iran. Thus the participants meet the many challenges about implementing it. The aim of this research is to explore the experiences of the students and lecturers in implementing the master of critical care nursing in the Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences. Methods: This was a qualitative research using conventional content analysis conducted in 2014. Participants were 12 persons, including the instructors and critical care nursing students. We used purposeful method of sampling. The study was conducted in the Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences. Data were gathered using semi structured interviews (30-60 min) and continued until data saturation. The interviews were transcribed and analyzed immediately after the interviews. We employed One Note for data analysis using the inductive method of qualitative data analysis. The Unit of analysis was selected and labeled using open coding system, then the similar open codes were categorized in subthemes and at last the subthemes were organized to the main themes. Results: The results of data analysis emerged in 4 main themes including: ambiguous disciplines on internal regulation, effort to establish a professional identity, limitation of expert human resources, and student’s heterogeneity. Conclusion: Qualitative content analysis showed various challenges in the implementing methods and the content of the curriculum. Consequently, there is a need to revise the strategy of implementing the contents of the curriculum by the policy makers. curriculum Master of critical care nursing conventional content analysis students’ and faculty experiences 2015 8 01 48 60 http://jne.ir/article-1-485-en.pdf
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 Factors Affecting Achievement Motivation In Nursing Students: A cross-sectional study E Mohamadi H Banaderakhshan F Borhani MJ Hoseinabadi-Farahani J.Hoseinabadi@gmail.com Introduction: Achievement motivation shows the tendency to work better, set productive working environment, overcome the problems, and compete better, and more effectively than previous achievements. On the other hand, achievement motivation is the cause of successful behavior and efforts in the nursing students as the presenters of future health services in Iran. Thus, this study aimed at determining achievement motivation level and its influential factors in nursing students at Shahid Beheshti University of medical sciences in 2014. Methods: In this cross-sectional study, 115 of internship nursing students have been studied using the census. Data were collected using Hermans’ Achievement Motivation Questionnaire form. The descriptive, non-parametric tests and Spearman correlation coefficient was used using SPSS 16 software. Results: Average score of achievement motivation was 86.37±20.8 which showed high levels of achievement motivation. Experience of nursing as a job and its duration (r=0.39) and total mean scores of previous semesters (r=0.52) were effective factors in increasing the Achievement Motivation (P<0.01). Conclusion:Type of educational strategies for the preservation and promotion of Achievement Motivation is very important. In addition, this study recommended in other nursing and midwifery faculties to identify and influence achievement motivation among nursing students. Motivation Achievement Motivation Nursing Students Hermans Questionnaire 2015 8 01 60 67 http://jne.ir/article-1-486-en.pdf
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Journal of Nursing Education 3 JNE 2322-3812 2322-4428 10.22034/jne 2015 4 2 Internet Addiction in Adolescents with HEXACO personality trait- A correlational study A Azizi amir28144@gmail.com S Esmaeli M Esmaeli N Peyda Introduction: Personality traits determine how people use the Internet. This study aimed at determining correlation between internet addiction and HEXACO personality traits in high school students of Jolfa, Iran. Methods: This descriptive correlational study was performed using cluster sampling of 150 high school students in Julfa, Iran in 2013. We used " Hexaco Personality Inventory", and "Internet Addiction test" for data gathering. Data were analyzed using SPSS v. 20 and descriptive and inferential statistics. Results: From component of personality traits, only extroversion, openness to experience excitement, and flexibility were related to internet addiction. The personality dimension of openness and encourage ability to experience was a good predictor of internet addiction and determines about 63% of the variance associated with internet addiction. Conclusion: internet addiction could be predicted by determining personality factors. The results of this study have important implications in the field of education in students diagnosed with internet addiction and mental health interventions. It can be a good choice to control psychological malfunction in students addicted to the internet. Addiction Internet Hexaco 2015 8 01 68 77 http://jne.ir/article-1-487-en.pdf