Journal of JundiShapur Educational Development
Year:2018 | Volume:9 | Issue:1 |Papers Count:7

The purpose of this research was to evaluate effectiveness of resiliency training on psychological well-being and optimism among depressed female students of Mahshahr Islamic Azad University. The sample included 20 subjects whom were selected randomly via simple random sampling. The research design was an experimental pre-test post-test with control group. Beck Depression Inventory (BDI-II) Ryff Well-being Questionnaire (1989) Scheier and Carver Optimism Questionnaire (1985) were implemented to collect data. The participants were allocated randomly in experimental and control group, 10 individuals each. At first step the pre-test was conducted for both groups. Then resiliency training was performed for the experimental group during 10 sessions of 90 minutes. After wards the post-test was conducted. The data was analyzed via multi-variant covarianee analysis. The results indicated the effectiveness of resiliency training on psychological well-being and optimism among depressed female students.

The role of clinical instructors in the quality of clinical education is important and can be effective in obtaining the professional capabilities by creating an appropriate learning environment. Knowing the opinions of students as the main element of education can be effective in improving the education. In this regard, the present study was carried out to determine the students' opinion about the performance of educators in the clinical setting at Shahrekord University of Medical Sciences. In this cross sectional study, 386 students of nursing, midwifery and operating room attended by census method. The data collection tool was a valid and reliable questionnaire which included demographic characteristics and 19 items measuring students' views. Data description was performed using SPSS and descriptive Statistics. In all 19 items, the students described positive attitude of the performance of educators. In a bout of items "Summarizes content in the end" and "Involving the students in scientific activities", although the most of students had positive viewpoints, about 30% of them mentioned that sometimes this happens. Most of students described the positive performance for instructors in clinical environments. A few of the students believed that the clinical instructors do not summarize the content at the end and do not involve the students in scientific activities. Hence, summarizing clinical content and involving the students in scientific activities were suggested.

Academic libraries are considered as the basis for research and training in universities. Anxiety library is one of the factors that can prevent students from utilizing the knowledge available in libraries. The present study was conducted to evaluate the level of anxiety library and its components in students of Ahvaz Jundishapur University of Medical Sciences and its relationship with demographic variables. This study was a descriptive correlational research and the study population consisted of all 7390 students studying at Ahvaz JundiShapur University of Medical Sciences in 1394. The sample size was estimated in this study using Krejcie & Morgan and Stratified sampling approach, 366 people. The data collection tool was a questionnaire including demographic data and Bostick, s Library Anxiety Scale. Data analysis was performed using SPSS software in descriptive and inferential statistics. The results of this study showed that average score library anxiety of the students was the 2. 64 which was lower than the average level of anxiety. Moreover, 81. 4 percent of students were at middle and low level anxiety. The highest level of anxiety among the components was related to mechanical factors. There was a significant inverse correlation between age and anxiety library. Also significant differences has not been seen between gender, college, grade and frequency of the use of library with anxiety library.

Recently trends in the modern methods of education, increasing students’ participation and attention to teamwork in learning has been considered. Team-based learning (TBL) is a collaborative learning method that its goal is increasing the amount of learning. The aim of this study was carried out to investigate the application TBL in public health and students’ attitude towards new teaching method. The present study was a cross sectional study in which 45 students were participated and assessed by multiple choice test and attitude questionnaire. Independent sample t test and Pearson Coefficient correlation in SPSS20 were used to assess the mean score of test and also the relation between students' attitudes towards two types of teaching methods, respectively. The mean score of students in the Lecture method at the end of the fourth session were (8. 8± 0. 9). Significant difference was observed between individual evaluation and group evaluation of TBL (p<0. 005). The mean score of students' attitudes toward TBL and team work were (25. 18 ± 3. 78) and (21. 5 ± 5. 1), respectively. There was a significant positive correlation between Students' attitudes(r=0. 625, p=0. 003) and teamwork(r=0. 725, p=0. 001) towards TBL in the classroom. The results showed that TBL method was more successful method in comparison to lecture method. According to Finding, it is suggested that modern teaching methods such as team-based learning should be used alongside traditional teaching in educating student in other medical sciences.

Developing of sciences and techniques and along with developing of critical thinking, this question had been emerge that how sometimes knowledge remains in frame of slogan and how sometimes this knowledge change as internal behavior? How educated knowledge and informations in formal and informal circles changes as productive practice and behavior? Therefore, the aim of present study was to investigate these processes with qualitative method, by content analysis and semi-structural interview with physicians. Samples were selected using purposeful and theoretical sampling, and the number of samples was saturated by interviewing 8 specialist doctors. Analysis of interviews showed themes as involved factors in lack of changing knowledge to cognition in physicians included of providing financial needs of educated individuals, changing of attitudes of educated individuals, developing and extension of learning of sciences in surface meaning, take distance from ethical and spiritual matters, opening setting for developing severe desire and individualism, lack of identity and frustration of educated students on the purpose of learning, lack of ethical and academic patterns in university. Regarding to these themes, changing knowledge and cognition isn't related to be present in academic circles and formal circumstances, but also a set of conditions are necessary to change knowledge to cognition.

Identifying the challenges which exist in clinical education and along with setting to solve them will lead to improve the quality of medical care. Hence, this study was conducted to identify and assess the problems of clinical education model in Ahvaz Jundishapur University of Medical Science. In this descriptive– analytic research which was carried out in 2015-2016 second semester, All the last year midwifery students (n=48) through questionnaires that included five factors; environmental (7 options), performance of clinical instructors (6 options), preclinical education (4 options), health care personnel (4 options), clinical evaluation (3 options) were evaluated and data was analyzed using descriptive statistics. Also, with the nominal group technique which included all clinical educators (n=6), the most important challenges were determined. The weaknesses of clinical education from the viewpoint of students were indicated the lack of appropriate facilities, not belonging wage to midwifery students and the lack of ability to perform physiological vaginal delivery (100 percent). Moreover, from the viewpoints of Clinical educators were the lack of physical space and suitable facilities with 105 points, failing to provide feedback to the students along with practical work (70 points), Lack of coordination of training programs (60 points), the large number of midwifery students in each group(44 points) and disharmony of transportation service on holidays (30 points). Educational planners should continue to evaluate the challenges of clinical education and be adjusted to reinforce the strengths and also to moderate weaknesses of their efforts.

Empowerment and development of nursing and midwifery students’ talents especially in the field of patient education to patient assistant will increase the quality of clinical care. This study aimed to determine the role of hidden curriculum in transferring the skills of patient education among nursing and midwifery students of Bushehr University of Medical Sciences. In this cross-sectional study, 269 nursing and midwifery students who had at least one clinical internship semester were participated by consensus sampling. We used a valid and reliable questionnaire with three domains: interaction, teaching and learning opportunities, and reflective evaluation. For data analysis, software SPSS V. 18 statistical significant level 0. 05 was used. Out of 269 students those participated in present study, there were 201 women between the ages of 19 to 33. The highest average score of the students related to the interaction with the mean score was 4. 40. In determining the relationship between level of education and students’ view, there was a significant correlation in total score and in reflective evaluation domain (p≤ 0. 05). Therefore, hidden curriculum especially with the focus on interactions can be used as an educational tool in transferring teaching skills to nursing and midwifery students at the service of instructors, learners and educational planners in order to achieve higher education goals.