Journal of Research in Medical Education
Year:2017 | Volume:9 | Issue:2 |Papers Count:8

Introduction: Clinical education is an essential part of nursing education and provides an opportunity for students to apply theoretical knowledge in patient care. Unfortunately, this training is not effective due to some reasons such as lack of coordination between theoretical and clinical courses and the lack of educational purposes, etc. so, the present study aimed to determine the effect of training based on educational needs on clinical learning of undergraduate nursing students. Methods: This quasi-experimental study was performed in the first semester of 2013-2014, on 65 nursing students of third semester in Babol University of Medical Sciences. Data gathering tools included a researcher-made questionnaire designed in two parts of demographic characteristics and needs assessment questionnaire. The students were randomly divided into groups of 6 to 7 individuals and get training based on determined educational needs. First and last day of training, they completed questionnaires. The validity and reliability of research tool was obtained by content validity and test- retest respectively. Data were analyzed by SPSS software using descriptive and inferential statistics (Wilcoxon, t-test, paired t-test, correlation, ANOVA and ANCOVA).Results: The mean scores before and after training were significantly different (p<0.001). In terms of the ability to communicate, students had the highest score of 4.30±057 that reflects their capabilities in this field. Also, training in the area of familiarity with the principles of fluid therapy with an average acquisitive score of 1.24±0.53 showed the best effect at the end of the study. The ability to interpret the urine and blood test results with an average score of 2.89±0.67 had the highest educational needs and areas of ability to perform specific tasks such as wound dressing, blood sampling, etc., with an average score of 3.13±0.82 and the ability to execute a variety of injections with an average score of 3.38±1.02 were respectively next in ranking. there was no relationship between learning and demographic parameters such as sex, average and training instructors.Conclusions: Education based on identified needs of students and a greater emphasis on their weaknesses can result in depth and better learning.

Introduction: Reflection is regarded as an integral and essential component of teaching and learning in health professions. Reflection is a controllable process and various educational strategies can be used to create and reinforce Reflection. Reflection makes rote learning become a deep and meaningful learning. Applying models and structured strategies of reflection contributes to reinforcement and creation of reflective thinking in clinical practices. This study was conducted with the aim of reviewing the concepts of reflection, reflection models and strategies and methods of teaching and creating reflection in medical education.Methods: In this study, databases such as Science Direct, Ovid, PubMed, Sid and Magiran and Google Scholar search engine were searched using keywords such as: reflection; reflection teaching; reflection and medical education; reflection and clinical education. English papers published during (2000 to 2016) and Persian papers during (2006 to 2016) were retrieved. Finally 68 articles were obtained. After a two-step review, 32 articles were identified as relevant to the objectives of the study and were used in compiling the study.Results: Reflection has been accepted as an important learning and teaching tool in higher education. Methods such as storytelling, group discussion, flash cards, portfolio and strategies including giving feedback and providing the proper conditions for written reflection can contribute to creation and reinforcement of reflection.Conclusion: Teaching and reinforcing reflection in the learners is considered as educational requirements of health professions. The relations which exist among the ability of learners to reflect, critical thinking, problem solving, self-assessment, integration, theoretical and practical learnings, self-regulated learning as well lifelong learning have turned reflection into one of the essential components of training medical professions; Therefore, it is necessary to use various teaching methods to reinforcement and teaching of reflection.

Introduction: Along with the evolution of nursing perspective, a growing demand for developing critical thinking and clinical reasoning skills is created to solve problems and take care of the patient, in this regards, Clinical instructors can meet these needs through changing the approach of clinical education in proper implementation of the nursing process. The aim of this study was to determine the impact of nursing process education on ability of nursing students' critical thinking. Methods: This educational evaluation study by semi-empirical methods was conducted on 20 nursing students under supervision of 3 Volunteer clinical instructors by available Sampling method in 2015. Students designed nursing process based on patient's health status form and lessons learned previously. Nursing process were taught by clinical instructors from training to evaluation based on materials of " nursing process workshop" during one training session and again asked students to complete nursing process based on education and "new patients health status form" for the same patients. Assessment of critical thinking in students has been done using a standard questionnaire, California Critical Thinking Skills (in Five dimensions of evaluation, analysis, inference, inductive and deductive reasoning) before and after training. At the end, students assignments were collected and evaluated by nursing process checklist. Data were analyzed by using SPSS with Wilcoxon and spearman test.Results: The comparing of critical thinking dimensions before and after education showed that in all aspects of critical thinking evaluation (P=0.04), inference (p=0.004), inductive reasoning (p=0.04) and deductive reasoning (p=0.005) and total score (p=0.01) except analysis score demonstrated a statistically significant differences in before and after education, also in nursing process, there was a significant differences (P=0.01) in scores of study and knowing fields before and after education.Conclusion: Result show that education of nursing process affect on critical thinking and applying nursing process in clinical atmosphere. One important outcome of the nursing process, changes in analytical thinking of students in clinical training. How to perform and attention of Clinical education team on execution trends have an important role in performing properly.

introduction: Today, researchers identified medical students susceptible to burnout that it not only leads to undesirable outcome such as failed, conditional pass, unsuccessful in acquiring necessary specialty even deportation but also, losing physical and moral resources of community. This study examines the impact of perfectionism on academic burnout with the intermediating role of academic engagement among medical students.Methodology: This is a descriptive correlation research which examined on 175 medical students of Shiraz university of Medical sciences in 93-94 that were selected based on Cochran Formula by simple random sampling .Data were selected through Maslach Burnout questionnaire Inventory- Student Survey (2002), Ferasat & colleagues perfectionism scale (1997) and Shaffeli & Bekr Work Engagement Scale for Students (2006). To analyze the data, path analysis and the Pearson correlation coefficient Lisrel and SPSS software were used.Findings: The result indicated that the direct impact of maladaptive perfectionism (0. 24; t= 4.54) adaptive perfectionism (0.-18; t= 3.03) and academic engagement (-0.29; t= 5.86) on academic burnout were respectively, It was also found that perfectionism had indirect impact on academic burnout through academic engagement.Conclusion: based on findings, perfectionism had relationship with academic burnout through academic engagement, it is suggested that authorities train the students to choose their appropriate criteria and help them to maintain their self-esteem if they do not meet these criteria, but they should attempt more to fulfill their logical goals and consequently, experience less burnout and show more engagement.

Introduction: Today internationalization has become one of the main concerns of the top universities across the world, because internationalization is a highway for making higher quality, branding, incoming, and academic credibility for them. Considering these conditions, the present study aims to design a conceptual framework of the internationalization of medical universities. Methods: The research method in terms of purpose and nature of the data is practical and qualitative respectively. The participants were 16 academic experts whose purposeful and snowball sampling continued to theoretical saturation. The research tool was semi-structured interviews which was analyzed through Theme Analysis Method and by using the QSR-NViv10 software. Results: The main findings indicated that the total number of non-repetitive codes was 864 that 69 free nodes were extracted among them based on the conceptual similarities, and these nodes were classified in the form of 10 sub themes and 2 main themes and the native model of Internationalization of Medical Sciences Universities designed based on it.Conclusion: The designed model includes underlying and superstructure factors that the former indirectly affect the internationalization of medical universities and the latter directly and obviously give an international image to medical universities.

Introduction: SelfSelf-efficacy refers to the degree of one's control over his/her ability to perform certain activities. Students' research self-efficacy represents their confidence in their own ability to conduct various research activities. This study was conducted to determine research self-efficacy components in postgraduate students.Methods: In this descriptive-analytical cross-sectional study which has been done in 2015, 112 MSc students of Shahrekord University of Medical Sciences that were selected by census method participated. A two-section questionnaire including demographic characteristics (5 questions) and self-efficacy scales (55 questions) was distributed among students which examines the subscales of statistical and analytical self-efficacy, self-efficacy in the conceptualization, in method and run, in quality research, reporting, skills and ethics subscales. Collected data were analyzed by SPSS using independent t test, pearson correlation test, spearman and ANOVA tests.Results: The mean value of total research self-efficacy of the students was 155.93±29.06, and the total score for research self-efficacy and the scores for all of its components were within a moderate range. Implementing research project or collaborating with a project as colleague (in number) was the only variable to be directly correlated with self-efficacy (p<0.01, r=0.53). The only self-efficacy subscale that was significantly different between men and women was qualitative research and in girls this subscale was more than boys (p<0.02).Conclusion: The status of research self-efficacy and its components among the postgraduate students in this university is in the moderate range. The findings of this study demonstrated that students cooperation or collaboration in implementing research project is considerably effective in promoting research self-efficacy components among them.

Introduction: Psychologica capital as a positivism psychological parameter, relying on variables such as self-efficacy, resilience, optimism, hopefulness and in this regards academic enthusiasm with different dimensions such as cognitive, behavioral and emotional consider as an important factor in learning learners also determining academic achievement and learners promotion. The aim of this study was to investigate the role of psychological capital factors in predicting students' academic enthusiasm.Methods: In this correlational study, 230 studens of nutrition and food industry faculty of Shahid beheshti university of medical sciences in the academic year of 95-96 were selected by stratified sampling method. For gathering data two questionnaires of psychological capital Luthans and students' enthusiasm Frederick were used. Collected data were analyzed through descriptive and inferential statistics (Pearson correlation and regression analysis) by Spss.Results: Mean and standard deviation of total academic enthusiasm and psychological capital were 6.82± 44.02 and 14.35± 98.27 respectively. The correlation coefficient test showed there is a significant positive correlation between psychological capital components and academic enthusiasm (P<0.001). Regression analysis indicated that self-efficacy and optimism can predict 15.8% of academic enthusiasm variance .Conclusion: psychological capital can predict enthusiasm among the students. Due to the fact that this variable is related to students enthusiasm to continue their learning, So organizing courses and workshops to enhance the psychological capital of students should be emphasized.