Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources
Issue Info: 
  • Year: 

    2019
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    3-49
Measures: 
  • Citations: 

    0
  • Views: 

    69
  • Downloads: 

    0
Abstract: 

Introduction: Accreditation of educational institutions and educational therapeutic centers as an important step in the implementation of the” development and innovation of medical education plan “ in recent years has been carried out and its pathology is an important necessity to achieve its goals, i. e. guaranteeing and improving the quality of education. The purpose of this study is to determine pathology of accreditation of institutions and educational centers in Guilan University of Medical Sciences and present suitable model. Methods: This is a qualitative research based on grounded theory method and emergent strategy. Using Purposive sampling and semi-structured deep interviews with 30 people that involved in educational accreditation of educational institutions and educational therapeutic centers of Guilan University of Medical Sciences, its executive damages was identified. Then, a prescriptive model based on eliminating of injuries was designed. Results: Based on results, three major category including "university Cultural context damage", "university structure damage" and accreditation pattern damages" were identified and a prescriptive pattern was designed. Conclusion: Regarding the introduction of a new executive model, it is possible to improve accreditation process and achieve accreditation goals by creating a suitable cultural platform for accepting transnational accreditation goals and establishing a suitable university structure for proper accreditation and eliminating the operational imperfections of the plan.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Issue Info: 
  • Year: 

    1398
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    1-2
Measures: 
  • Citations: 

    0
  • Views: 

    293
  • Downloads: 

    0
Keywords: 
Abstract: 

امروزه آموزش یکی از عوامل مهم در افزایش بهره وری کارکنان و سازمان ها است (1). در سیستم سلامت، باتوجه به این که پرستاران نقش مهمی در بهبود استانداردهای بهداشتی دارند، باید درباره ی دانش نظری، عملی و روش های آموزش به روز شوند (2). اعضای هیات علمی پرستاری، منبع اصلی یادگیری نگرش ها و فرهنگ حرفه ای هستند و شکل گیری هویت پرستاری دانشجویان، مبتنی بر تعاملات اجتماعی با آن ها است که توسط ارزش ها و هنجارهای آموخته شده از طریق برنامه ی درسی رسمی و غیررسمی شکل می گیرد (3). یکی از رسالتهای دانشکده های پرستاری، توانمندسازی دانشجویان جهت پذیرش نقشهای خطیر حرفه ی پرستاری است (4). هدف از آموزش در دانشکده های پرستاری، ایجاد تفکر انتقادی و خلاق، یادگیری خودراهبر، ارتقای مهارت های روانی-حرکتی، توانایی مدیریت زمان، افزایش اعتماد به نفس، برقراری ارتباط مناسب و پیشگیری از انفعال دانشجویان می باشد(5). برای رسیدن به این اهداف از راهبردهای مختلفی می توان بهره برد که به چند مورد اشاره می گردد. 1) سخنرانی: علی رغم این که این روش بعضی اوقات غیرفعال و خسته کننده است، ولی برای صرفه جویی در وقت و هزینه مناسب است و می توان اطلاعات زیادی را به گروه های یادگیرنده منتقل نمود. ازطرفی با توجه به ارائه ی هم زمان با اسلاید و فیلم، برای دانشجویان نیز سرگرم کننده است. 2) شبیه سازی: سناریوهای بالینی واقع گرایانه، به پرستاران کمک می کند تا شایستگی های فردی، کار گروهی و تفکر انتقادی را با کم ترین خطر آسیب رساندن به مددجویان ایجاد و توسعه دهند. تجربه ی بالینی مربی در واقعیت سازی موقعیت ها اهمیت زیادی دارد. 3) نقشه مفهومی: این راهبرد، به مربیان کمک می کند تا به راه هایی که بین ایده های مختلف ارتباط برقرار می کند، توجه کرده و دانش خود را به صورت منطقی سازماندهی یا پردازش کنند. با نقشه مفهومی، دانشجویان نیز ادراکات فعلی خود را تصدیق نموده و ایده های جدید خلق می نمایند تا شکاف موجود بین دانش خود و نیازهای آینده را پر نمایند. 4) دوره های آنلاین: یادگیری آنلاین به دلیل انعطاف پذیری، قابلیت دسترسی و هزینه کم همراه با بهره وری بالا، برای آموزش پرستاران مفید است. حجم گسترده ای از محتوای جدید و متنوع را از این طریق می توان انتقال داد. 5) بازی و سرگرمی: این روش در آموزش پرستاری، محیطی مثبت، سرگرم کننده و جذاب را ایجاد کرده و انگیزه و علاقه ی دانشجویان را افزایش می دهد. آن ها می توانند مهارت های تفکر انتقادی را تقویت نموده و با سایر تکنیک های یادگیری مانند سخنرانی ترکیب شوند. بازی را می توان با استفاده از فرمت های مختلف، حتی برنامه های تلفن همراه نیز اجرا کرد. 6) نقش بازی کردن: این روش مانند شبیه سازی نیست، زیرا آن ها به صورت متن پیاده نمی شوند و شامل بداهه سازی و ابتکار هستند. این روش در آموزش پرستاری بسیار مهم است زیرا رفتار، ارتباطات و مدیریت تعارض را تسهیل کرده و بازتابی از یادگیری می باشد. 7) کلاس درس مشارکتی (Jigsaw): این تکنیک شامل ساختن گروه های خانگی برای تکمیل وظایف است. یک عضو برای جمع آوری داده ها انتخاب شده و اطلاعات را به گروه اصلی منتقل می کند. این روش به دانشجویان کمک می کند تا مهارت گوش دادن، مشارکت و همدلی را افزایش دهند. همچنین ضروری است تا فرصتی برای کسب اطلاعاتدر مورد فعالیت وجود داشته باشد تا اطمینان حاصل شود که حمایت، انعکاس و افزایش یادگیری می تواند حاصل شود. 8) مطالعات موردی: داستان هایی هستند که واقع بینانه و پیچیده هستند و معمولا شامل درگیری با مسئله ای می شود که باید توسط دانشجو حل شود. هدف این است که فاصله بین تئوری وعمل کاهش یافته، برنامه ریزی در مورد فعالیت و تفکر انتقادی را بهبود بخشد. پس از آن که دانشجویان فرصتی برای کار با مددجوی خود داشتند، مربی باید پیشنهادات یادگیرندگان را برای حل مسئله مورد بررسی قرار دهد. 9) بحث و مناظره: این رویکرد، باعث تسهیل تفکر انتقادی و دیدگاه های جایگزین شده و فرصتی برای تمرین ارتباطات کلامی فراهم می کند. مهارت های تحقیقاتی یادگیرندگان را ارتقاء می بخشد و به آن ها کمک می کند تا ایده ها و استدلال های خود را به روشنی بیان کنند. 10) آموزش مسئله محور: این رویکرد به یادگیرندگان فرصت یادگیری را از طریق مطالعه ی خود هدایتی و کار گروهی می دهد. مربی ممکن است در مورد سناریو سوالاتی نماید و بازخوردی برای آن ها ارائه کند.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Issue Info: 
  • Year: 

    2019
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    3-9
Measures: 
  • Citations: 

    0
  • Views: 

    350
  • Downloads: 

    0
Abstract: 

Introduction: Regular assessment of teachers' quality of teaching has important role in improving and modifying teaching styles and finally promoting quality of education in the university. The purpose of this study is to compare the assessment results of the faculty members of dentistry school during and at the end of second semester in 2016 from the students´ viewpoints. Methods: This descriptive cross-sectional study was carried out on 30 faculty members that were evaluated by at least 15 students through completing teacher evaluation questionnaire in the second semester in 2016. The instrument of the study was a questionnaire prepared by the educational development center of the university and evaluation has been done during and at the end of the second semester. Data were analyzed by Descriptive statistics, T-test and kruskal-Wallis tests through SPSS. Results: there was no significant differences (p = 0. 206) between the mean score of the faculty members assessment during (3. 41 ± 0. 38) and at the end of the second semester (3. 3 ± 0. 24). But there was significant differences in mean score of the questions (scientific expertise (p=0. 001), presenting subjects (p=0. 032), regulating sequence and priority in presenting subjects (p=0. 020), regular and on time attendance (p=0. 007), ability to classroom management(p=0. 032) during and at the end of semester. there was not any significant differences between the students' academic term and the mean score of professors during and at the end of the semester. Conclusion: based on results, there was no significant differences between mean evaluation scores of faculty members during and at the end of semester. It seems that various factors such as taxonomy of the questions at the end of course and difficulty or easiness of exam questions are effective in evaluating the faculty members' assessment scores. By considering that student assessment is one of the effective factors in promoting professors, other effective complementary practices should be used to evaluate including peer evaluation, self-assessment.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Author(s): 

Mohebi Amin A. | RABIEI M.

Issue Info: 
  • Year: 

    2019
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    10-19
Measures: 
  • Citations: 

    0
  • Views: 

    394
  • Downloads: 

    0
Abstract: 

Introduction: Using of creative methods in teaching requires teacher’ s recognition of his/her own abilities. The purpose of this study was to investigate the relationship between teachers’ self-efficacy beliefs and creative teaching methods in Mashhad Nursing and Midwifery Faculty. Methods: This is a descriptive study of correlation type. The statistical population included 55 faculty members of Mashhad Nursing and Midwifery Faculty. Sampling was done by census method. The tools used included a standardized self-efficacy beliefs questionnaire and creative teaching questionnaire. Data were analyzed using Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient) through SPSS. Results: Findings showed that the mean and standard deviation of the teachers' viewpoints toward creative teaching and self-efficacy beliefs was 81. 942± 8. 820 and 77. 792± 9. 961 respectively. Also, there was significant relationship between self-efficacy beliefs and creative teaching skills of faculty members (N=41 r=0. 411, p=0. 008). In this regards, there was a significant relationship between the years of teaching and self-efficacy (r=0. 37), academic level and gender (r=0. 41), and academic years and academic rank (r=0. 46) too. Conclusion: According to the research findings, it seems that teachers’ beliefs about his/her own abilities lead to positive attitude towards using of creative methods in teaching. A professor who believes his/ her own abilities, use more creative and effective teaching methods.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Issue Info: 
  • Year: 

    2019
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    20-28
Measures: 
  • Citations: 

    0
  • Views: 

    363
  • Downloads: 

    0
Abstract: 

Introduction: Continuous quality promoting in education and research also validity of every university require adopting suitable mechanisms for evaluating quality and validity. Internal evaluation is one of tools that can evaluate systematically education and research status in universities to reach a standard situation. The present study with the aim of investigating research and education quality in basic sciences has been done in two consecutive academic years in Mazandaran University of Medical Sciences. Methods: This descriptive cross-sectional study was performed in basic sciences departments in different schools of Mazandaran University of Medical Sciences including: medicine, pharmacy, health, and Nasibeh nursing and midwifery during 94-95 and 95-96 Iranian academic years. At first, eight domains data of internal evaluation were collected through checklists approved by Iran ministry of health and medical education and then the situation of groups in eight internal evaluation domains (mission and goals of the departments, courses and curriculum and noncurriculum programs, faculty members, students, learning/teaching strategies, educational facilities, theses, study opportunities and seminars, and graduates domain) were determined related to the eight standard, separated as domains in schools as well as totally in university for two consecutive academic years. Results were analyzed by SPSS with emphasis on descriptive statistics (mean and scores percent calculation). Results: The status of eight domains of basic sciences departments was relatively desirable. The calculation of the total score of the school departments showed that the score of the school of Health decreased from 66. 13% to 64. 21% and the school of pharmacy decreased from 69. 03% to 68. 13% but the score of Sari Nursing and Midwifery school and the basic sciences department of medical school increased from 66. 13% to 70. 05%, and 60. 44% to 63. 32% respectively. Results show that the maximum desirability in the university during 94-95 and 95-96 Iranian academic years were in domains of the faculty members (76. 77%), and teaching/learning strategies (73. 38%), respectively. Conclusion: Even though the most domains were in desirable level, but there is a long way to get progress in education quality by eliminating defects in different domains of education. Therefore, performing periodic internal evaluation can help the departments for achieving long-term goals for improving educational quality.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Author(s): 

RONAGHI M.H. | HOSSEINI F.

Issue Info: 
  • Year: 

    2019
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    29-36
Measures: 
  • Citations: 

    0
  • Views: 

    381
  • Downloads: 

    0
Abstract: 

Introduction: Digitalization of education is considered as a major reforming in higher education. E-learning programs are increasingly seen as a way to reform in medical sciences education, giving access to ongoing learning and training without any time or geographical barriers. Technology is a powerful tool for effective teaching and deep learning. Therefore, the aim of this paper is evaluate e-learning maturity and rank e-learning dimensions in medical sciences. Methods: This applied, descriptive-survey research has been done in two phases in 2018. In the first phase e-learning dimensions of Michael Marshall Model were ranked by a panel of e-learning experts including ten members and fuzzy analytic hierarchy process method is used in this regards. In the second phase, e-learning maturity was evaluated in the target population by calculating weight of models ´ dimension (first phase output). The survey sample population consisted of 365 students of medical science Universities in Shiraz and Tehran that were selected by simple random sampling. Data were analyzed using one sample t test, Kolmogorov and Smirnov through SPSS. Results: According to the experts opinion by AHP planning and management as 2 dimensions of elearning (0. 32, 0. 28) had respectively higher weight among other e-learning dimensions and by considering T-value (4. 53, 3. 19, 4. 22, 5. 51, 4. 16) 5 basic E-learning processes (Learning (0. 001), Development(0. 019), Support (0. 002), Evaluation(0. 00) and Organization(0. 002)) are located in acceptable level in medical education (Sig. <0. 05) but delivery dimension of learning (0. 067) and optimization dimension of organization (0. 055) aren't located in acceptable level. Conclusion: Based on results, medical universities have true movement toward deployment of effective e-learning in medical education. The weights of dimensions (the importance of planning and management) and detailed results showed, at first policymakers who work in the area of e-learning should be aware of the role of standardization and optimization. Understanding the importance of continuous improvement may help managers and policymakers to manage e-learning activities more effectively.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Issue Info: 
  • Year: 

    1398
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    37-49
Measures: 
  • Citations: 

    0
  • Views: 

    339
  • Downloads: 

    0
Abstract: 

مقدمه: اعتباربخشی موسسات و مراکز آموزشی درمانی به عنوان یک گام مهم در اجرای طرح تحول و نوآوری درآموزش علوم پزشکی طی سال های اخیر در حال انجام بوده و آسیب شناسی آن ضرورتی مهم برای تکمیل اهداف آن یعنی تضمین و ارتقاء کیفیت آموزش می باشد. هدف پژوهش حاضر آسیب شناسی فرآیند اجرای اعتباربخشی موسسات و مراکز آموزشی درمانی دانشگاه علوم پزشکی گیلان و ارائه الگوی مناسب بود. روش ها: این پژوهش کیفی با استفاده از روش گراندد تئوری و راهبرد خود ظهور (گلیزری) انجام شد. با استفاده از نمونه گیری هدفمند با 30 نفر از افراد درگیر اجرای اعتباربخشی آموزشی موسسات و مراکز آموزشی درمانی دانشگاه علوم پزشکی گیلان مصاحبه نیمه ساختار یافته و عمیق انجام و آسیب های اجرایی آن شناسایی شد. سپس الگوی اجرایی بر مبنای رفع آسیب ها طراحی شد. یافته ها: براساس نتایج بخش کیفی سه طبقه اصلی یعنی آسیب های بستر فرهنگی دانشگاه، آسیب های ساختار دانشگاه و آسیب های طرح اعتباربخشی آموزشی شناسایی و الگوی تجویزی طراحی گردید. نتیجه گیری: با توجه به الگوی ارائه شده، با ایجاد بستر فرهنگی مناسب برای پذیرش اهداف متعالی اعتباربخشی و نیز ایجاد ساختاری مناسب در دانشگاه برای اجرای مناسب اعتباربخشی و همچنین رفع نواقص اجرایی طرح می توان فرآیند اجرای آن را ارتقاء داده و به اهداف مورد نظر دست یافت.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Issue Info: 
  • Year: 

    2019
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    50-61
Measures: 
  • Citations: 

    1
  • Views: 

    920
  • Downloads: 

    0
Abstract: 

Introduction: learners’ creativity in this era has attracted researchers and educational planners’ attention to study about this subject and in this regards, educational plans can be designed in a way that provide an appropriate basis to increase Learners’ creativity. The present study with the aim of comparing the effectiveness of direct and indirect instruction on enhancing Learners’ creativity has been conducted. Methods: This research was an extension of the whole pretest-posttest multi-group test with control group. The population included male Learners at 10th grade of experimental secondary school of Rasht city during 2017 to 2018. 400 students were selected through multi-phasic random cluster sampling method. For screening subjects with low creativity, Abedi’ s creativity questionnaire was used. Finally 60 Learners with weak creativity randomly were divided into two groups containing 40 subjects (experimental group) and 20 subjects (control group). To analyze data SPSS was used and the results were reported in terms of descriptive statistical methods and covariance analysis. Findings: The results showed that the mean scores in direct instruction increased from (61. 60) to (67. 30) and indirect from (43. 30) to (64. 90), and there were a significant difference, but the mean scores of the control group in pre-test was (55. 85) and in post-test was reduced to (52. 25). In analyzing data covariance, direct and indirect instruction with effect size of (0. 92) significantly increased Learners’ creativity in the experimental group in comparison of the control group (p<0. 001). Conclusion: Considering that, direct and indirect instructional methods have positive effect on creativity So that they enhance learners’ creativity thus using these methods are recommended to educational centers.

Yearly Impact: مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Issue Info: 
  • Year: 

    2019
  • Volume: 

    11
  • Issue: 

    1
  • Pages: 

    62-71
Measures: 
  • Citations: 

    0
  • Views: 

    249
  • Downloads: 

    0
Abstract: 

Introduction: Nowadays, academic Spin off have been created as one of the entrepreneur phenomena in countries and study the factors affecting them is one of the most important priorities of universities. The purpose of this study was to compare the importance of effective factors on formation and development of these companies in Ministries of Science and Health. Methods: This was a descriptive field study. Statistical population Were the Graduate students of Shahid Beheshti Universities, Tehran, Allameh Tabatabaei and Kharazmi, and third and fourth year students of medical faculties, paramedical, health and medical technologies of the universities of Shahid Beheshti, Tehran and Iran in academic year 2017-2018. With the Cochran formula, the sample size was 331. The research instrument was a researcher-made questionnaire. Validity and reliability of this questionnaire were confirmed using factor analysis. Data were analyzed by independent t-test through SPSS. Results: In the phase of formation of academic spin off, the average importance of different factors were as follow: individual factors (t=-2. 795), educational factors (t=-2. 061), background factors (t=7. 927), and institutional factors (t= 4. 409). In the development phase, the average importance of organizational factors (t=2. 367) was different between two groups of students. There was no significant difference in other factors (p< 05). Conclusion: Considering that the average importance of different factors in the phase of formation including individual, educational and institutional factors as well as organizational factors in the development phase was different among groups, it is necessary, different universities use specific programs according to their Different functions in order to facilitating the formation and development of these companies and consider special criteria for evaluating and improving their performance.

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