EDUCATIONAL STRATEGIES
Year:2017 | Volume:10 | Issue:4|Papers Count:11

Background and Aims: Tendecy to critical thinking and skills earning in university students are faced with difficulties. new teaching methods can increased continuous and efficient learning in nursing. The aim of this research is to compare the effect of two teaching methods based on problem solving and conceptual mapping on critical thinking of nursing students.Methods: This interventional two group study, with pre tast-post test was perfomed on 32 nursing student in 2014. In the beginning critical thinking disposition was measured by CTDI. Subjects were divided randomaized in two groups [16 student in each group]. In each group, one of the teaching methods containing problem base learning [PBL] and concept mapping was execute. At least critical thinking disposition was measured once again. The data were collected and analyzed by using Spss software, version 18 and indipendent and paired T-test.Results: In each group total score of critical thinking disposition was increased after executeing of two teaching methods PBL and concept mapping, but difference in PBL group was significant. The difference in critical thinking disposition submission such as open mindedness, self-confidence, inquisitiveness and maturity was significant and the score of learning group was higher by the problem-solving method but the difference was not significant in other critical thinking disposition submission such as truth seeking, systemacity and analyticity.Conclusion: The results of this study shows that critical thinking disposition score in most of nursing student was uncertain. It is necessary to develope critical thinking disposition in nursing students and adjustment of stressful conditions in educational settings. With due attention to nursing students ruls in patient care, nursing teachers must be able to new teaching methods can increase continuous and efficient learning in nursing students.

Background and Aims: Identifying available obstacles is a necessity on health education and health promotion planning aspects in society. Therefore the aim of this study is to investigate obstacles and available solutions on aspects of health education and health promotion planning with the experience of specialists in education and health education.Methods: The present qualitative study with a phenomenological approach continued on 15 specialists of education and training and health education by using the method of purposeful sampling and competeing data, in compliance with the confidentiality of information and the possibility to leave the study at any time in summer 2016. The method of collecting data was conducted through open and semi structured deep interview.Results: By analyzing and integrating principal components, three main components were identified and, 20 sub-components were extracted by analyzing principal components. The main components of obstacles on planning aspect includes health concepts in textbooks, shortage of time for training information and etc. The main component of the obstacles on performance aspect includes lack of expert teachers, shortage of time, the lack of health workers and etc.Conclusion: The results showed that the most important available obstacle on aspects of health education planning and health promotion was the lack of expert and interested teachers among the obtained factors from analyzing the responses of education and health education experts.

Background and Aims: Academic self-efficacy, which is one of the factors that predicts academic achievement of students, affected by a variety of factors. This study aimed to investigate the role of dark personality feautures (i.e., Machiavellianism, narcissism, and psychopathy), in order to predict students’ academic self- efficacy beliefs.Methods: In this correlational study, 230 students in dormitories of Isfahan University were selected through cluster sampling method (2016-17 accademic year). Owen and Froman students’ academic self-efficacy questionnaire and Johnson and Webster dark personality scale were used and administered for data collectionSpss-18 software was used to calculate the data.Results: Results showed that there was a significant and negative relationship between the psychopathy (r=-0.341) and Machiavellianism (r=-0.364) with students’ academic self-efficacy (P<0.01). Results also showed that there is no significant relationship between narcissism and academic self-efficacy. Results of regression analysis revealed that negatevly 0.15 of the students’ academic self-efficacy could be explained based on the dark personality features of Machiavellianism and psychopathy.Conclusions: Due to the inverse relationship between academic self-efficacy and dark personality features (Machiavellianism and psychopathy), it can be concluded that these traits may have devasting effect on the students' academic self-efficacy, and consequently, their progress. The results of this study also support the role of psychological variable of the dark personality in predicting academic self-efficacy beliefs among students.

Background and Aims: The aim of this study was to examine the mediating role of resiliency in the perception of academic support and academic buoyancy among the students of Payam Noor University.Methods: 140 students were selected by using stratified sampling method, and fit out academic support, resiliency and academic buoyancy questionnaire. All tools had a desirable validity and reliability. Data were analyzed with path analysis.Results: The results showed that academic support of professors, parents and peers directly affects the resilience. Also, indirect effects of teachers, parents and peers academic support on academic buoyancy through resilience was confirmed. This means, that academic support through the resiliency increase the student academic buoyancy.Conclusions: The findings highlight the role of academic support on student’s resiliency, for arriving to academic buoyancy. The findings of study were discussed regarding to theoretical and empirical evidence and suggestions have been made for this purpose.

Background and Aims: Test anxiety is one of the most common mental health problems that has destructive and inhibitor role in mental health and education, especially among pre-university students that can interfere their performance and led to a failure in exam.Methods: That was a descriptive and cross-sectional study, in which 250 samples were selected by using available sampling method. TAI test anxiety questionnaire was used to conduct research. The data were analyzed in Spss software, version 16, by using one-way ANOVA and T-test and Pearson's correlation coefficient with significant level of P<0.05.Results: In this study, 50% (n=125) of students were male and 50% (n=125) were female.21% of samples (n=53) had high test anxiety, 4.48% (n=121) had average test anxiety and 4.30% (n=76) had low test anxiety. Results showed a significant difference in test anxiety scores by gender (p=0.006), and also showed in terms of educational level of parents (father and mother), (P=0.008). Pearson correlation coefficient showed a significant negative correlation between test anxiety and students average (r=-0.283 and P=0.003).Conclusions: Due to high levels of test anxiety among Pre-university students, and Considering the negative impact of anxiety on academic performance of students, it is recommended to apply psychology and counseling services, and planning to help advance the goals of mental health for students in order to prevent physical, psychological, educational and economic damages.

Background and Aims: Youth, as a one of the decisive steps, is opposed by enormous challenge specially challenges relative to academic life. Academic buoyancy as an ability can play a major role according to these challenges and educational correlatives. So it is important to identify predictive variables of academic buoyancy. The meaning of life is one of major factors affected on academic buoyancy. The aim of this study is to predict the academic buoyancy base on meaning of life.Methods: In this correlation study, a sample of 343 male and female students of Kerman University of Medical Sciences in the academic year 2016-2017, were selected by using random cluster sampling method. Participants, completed both academic buoyancy and meaning of life scales. Then, the data were analyzed by using the software 21 Spss and Pearson correlation coefficient, ANOVA and stepwise multiple regression.Results: The results showed that, there is a significant negative correlation between age and academic buoyancy (p<0.01); whereas, there is no significant relationship between the age and dimensions of the meaning of life. The results also showed that there is no significant difference between the mean scores of academic buoyancy and meaning of life for students in different fields. The results showed that the variable of search for meaning, predicts academic buoyancy significantly and negatively, but presence of meaning is as a positive predictor and significant predictor of academic buoyancy.Conclusions: Because of that meaning of life can predict academic buoyancy, it is so important to provide training programs in the fields of education and promote life, according to improve the academic buoyancy of youth and young adults.

Background and Aims: This study was conducted with the aim of evaluating and ranking the quality gap in educational services from the student’s point of view.Methods: The method of this descriptive study was a survey; The Statistical population was randomly selected and consisted of 706 students of the first semester of the academic year 2015– 2016. Data were collected by SERVQUAL standard questionnaire which consist of accountability, empathy, guaranteed, Reliability, and physical conditions. Data analysis was performed by the use of Spss. 18 software, U-Mann Whitney test, Kruskal-Wallis, Wilcoxon, and Pearson-Spearman correlation. the entire six grade 8 books, the component related to mental health with 732 and physical activity with 735 cases allocate the highest frequency, and control and prevention of diseases was the least frequent with 6 frequency.Results: There is a negative gap in all 5 aspects of service quality from perspective of students. Average for each quality gap aspect was observed respectively in physical conditions (-0.83), accountability (-0.82), empathy (-0.78), guaranteed (-0.68) and Reliability (-0.68). There is no significant correlation between gap, in each of these five aspects, with variables of different academic terms and sex demography. There is a significant correlation between quality gap with the academic study level variable with exception of guaranteed and accountability aspects. The grade variable have an impact of all of aspects except empathy and accountability. There is no correlation between fields of study with quality gap except in physical conditions.Conclusion: The results shows that students find the quality of educational services insufficient, therefore the Academic policymakers can use these results to increases the quality of educational services in universities.

Background and Aims: Curriculum experts emphasize on the role of professors and trainers as guide, facilitator and learning assurance. The ability of professors to teach by using active teaching and learning methods and the use of student-centered teaching methods is a necessity. This study aimed to determine the effectiveness of need-centered workshops on improving the knowledge and skills of religious professors in Tehran University of Medical Sciences.Methods: The present study is applied in terms of purpose and intervention in terms of method. The statistical population of this study were religious professors of medical universities of Tehran and a number of 139 students were selected randomly. This study was carried out in the form of an interventional research design and the implementation of a workshop of faculty members with pre-test and post-test. Information about the knowledge and skills of faculty members were collected using a researcher-made questionnaire.Results: The results show that the training course for the needs-based curriculum was effective in increasing the knowledge of faculty members. There is a significant difference between the pre-test and post-test average of the samples at 95% confidence level.Conclusion: Having the knowledge and teaching skills along with learning method is one of the requirements for teachers, especially for novice teachers and professors of religious lessons. Initial empowerment workshops and its continuity, as well as its periodic evaluation, are recommended.

Background and Aims: This study sought to design and validate a mobile-based education model for self-care in diabetic patients.Methods: To accomplish the objectives of the research, a mixed method research was used. In the qualitative section, to obtain an educational design model, an inductive content analysis was performed. In addition, in the quantitative part, for internal validity, the experts’ judgment using a questionnaire survey method was used. In order to select the articles for the content analysis in the qualitative part, the keywords were first specified for searching the articles. In the qualitative section, the statistical population consisted of all the articles downloaded from related databases such as Science Direct, Proquest, and Ebsco during the period from 1990 to 2016. In the quantitative section, 20 experts in educational technology, mobile education, medical education and e-learning planning were asked for their judgment. In this research, a purposeful sampling method was used. The sample size included 40 articles and content analysis unit in this study was the theme.Results: According to the content analysis performed on the text of 40 articles, 7 classes were obtained as follows: analysis, goal setting, content design, electronic content development, mobile instrument selection, educational design and implementation, and evaluation. Finally, the results of all content analyses on the articles were presented as a model. Also, the results of internal validation according to the experts' judgment indicated that the educational model provided on the basis of mobile learning enjoys a good validity and has the effectiveness required for educating diabetic patients.Conclusions: Given the obtained results, it is suggested that the administrators use mobile-based learning in the empowerment and self-care of diabetic patients due to its facilitation for access.