Journal of Research in Medical Education
Year:2019 | Volume:10 | Issue:4|Papers Count:8

Introduction: Computerized concept mapping is a useful tool for providing nursing care. Considering the availability of mobile for learners and the role of it in increasing the skills of nursing students, this paper aimed to investigate the effects of nursing process effectiveness with conceptual mapping via mobile phone on nursing students' self-efficacy in intensive care course. Methods: In this randomized clinical trial, 68 fourth grade nursing students from Lorestan University of Medical Sciences in second semester 2015-2016 were selected and by stratified block randomization classified into intervention and control groups. The intervention group received nursing process with concept map and software, and the control group received traditional teaching. The self-efficacy of learners was measured with clinical self-efficacy questionnaire consist of 4 dimensions. Data were analyzed using descriptive statistics, Fisher's exact test, chi square test, and Mann– Whitney through SPSS. Results: The total score of self-efficacy of the subjects before the study did not differ significantly between the two groups, but after the intervention, the relative increase percentage of total self-efficacy score (p<0. 001) and its dimensions included an assessment (p=0. 005), diagnosis (p=0. 002), implementation, (p=0. 002) and evaluation (p<0. 001) in intervention group were more than control group. Conclusion: The implementation of nursing process with concept map leads to increasing the self-efficacy of learners in clinical practice. Considering easy access to mobile, it is recommended to be used this method with mobile-based application in teaching nursing students.

Introduction: One of the most common anxieties in higher education is research anxiety. That is a kind of fear and unreliability to do research and creating effective, valid and scientific production. The purpose of this study is to determine the research anxiety level and its related factors among Graduate Students in Hamedan University of Medical Sciences. Methods: This is a descriptive survey study. The statistical population includes 725 students (all Master, and PhD students of Hamedan University of Medical Sciences in 1394-96), that by using the Cochran sample size formula 193 students randomly selected and participated in this study. For gathering data, a researcher made questionnaire was used and collected data were analyzed by Smart PLS software platforms, and ANOVA, T Test, T single sample and Chi-squared test through SPSS. Results: Based on findings, the average research anxiety among the population of the study is (2. 85) so that, it is lower than the average value (3). On the other hand, there’ s a meaningful statistical difference between the average of research anxiety in different levels of graduate studies (P-value < 05/0) that means research anxiety in MS students is more than PHD students. Moreover, dimensions of knowledge and research methodology skills (0. 9) and information literacy (0. 86) have the most impacts to cause research anxiety. Conclusion: The results demonstrate that the most of the graduate students in Hamedan University of Medical Sciences are not anxious in the process of science production. But, lack of knowledge and research methodology skills are the most effective reasons for research anxiety among students. This can cause some negative effects on research performance of students, and it is necessary the authorities address the effective reasons.

Introduction: Nursing is a profession that establishes various communications in a wide range of cultural and social differences in the work environment. COMFORT included putting together the initial letter of the words (communication, Orientation & opportunity, mindfulness, family, oversight, Reiterative and Radically Adaptive Messages, Team). The purpose of this research was to study the effect of COMFORT education on nurses’ attitudes towards communication skills. Methods: This study was pseudo-experimental with pre-test & post-test design that carried out on Jahrom University of medical sciences during the 2017. 60 nurses were selected through random sampling method and divided into two groups of test and control. For gathering data, communication skills attitude scale (CSAS) questionnaire was used in pre-test & post-test. One week after pre-test, two educational sessions of COMFORT performed, each one in 4 hours and then post-test was given. Data were analysed by co-varience test through SPSS. Results: Mean and standard deviation in pre-test of experimental group was (3. 69± 1. 34) and in control group was (3. 78± 0. 09) also, mean and standard deviation in post test of experimental and control group was (3. 44± 1. 04) and (4. 77± 0. 27) respectively. The findings indicated that COMFORT education has effect on changing of nurses’ attitudes towards communication skills, So that, %27 of Total Varience in changing nurses’ attitude towards communication skills related to COMFORT education. Conclusions: Considering effective role of COMFORT education in changing nurses’ attitude towards communication skills, training this course can be part of nurses' individual and professional development plans.

Introduction: Class culture, based on its implicit and explicit beliefs and values, can, on the one hand, promote free, motivational and confidential environment for learning in learners, and on the other hand, it may create a cold, negative, and irrational environment. Thus the purpose of this research was to evaluate class culture from the viewpoint of students in Kashan University of Medical sciences. Method: This is a descriptive survey research. The statistical population consisted of 2148 students in Kashan University of Medical Sciences in academic years 2016-17 that 200 ones through stratified randomized sampling chosen as sample. Data gathering tool was class culture standard questionnaire with 8 items response close in term of Likert five scale. Questionnaire construction validity confirmed through factor analysis. Questionnaire reliability was estimated by Cronbach Alpha coefficient equal to 0. 88. Data analyzed by descriptive (frequency, percentage, mean & standard deviation) and inferential level (one sample t-test, independent t-test, one way Anova & structural equation modeling) through SPSS. Result: Findings showed class culture score (34. 53± 2. 64) was upper than 30 score and the majority of students considered the class culture in university as open. Male students with score of 35. 17± 2. 97 reported more open class culture than female students with a score of 33. 91± 2. 1, and this difference was statistically significant (p<0. 05). But there was no significant difference between students' viewpoints on the status of classroom culture in terms of college and degree of academic (p<0. 05). Conclusion: based on results, the class culture in Kashan University of Medical Sciences is open. This is especially important in medical science universities whose graduates at different levels and courses should have a positive balanced humanistic relationship with their peers, in order to be more confident in the quality of the duties and responsibilities involved.

Introduction: Academic engagement as a basis for reformist efforts in the field of education is very important in achieving learning experience so that indirectly guarantees students' academic achievement. Therefore, the purpose of this study was to predict academic engagement based on self-efficacy and academic self-handicapping of medical students. Method: This is a descriptive-correlation research. The statistical population consisted of all students of medical, dentistry, pharmacy, nursing, health and paramedical sciences of Kermanshah University of Medical Sciences who were studying in the academic year of 2017-18. The sample size was 369 subjects (212 girls and 157 boys) based on Krejcie and Morgan tables and were selected by stratified sampling method. The tools were used included Shafley et al. (1996) academic engagement questionnaires, academic self-efficacy McIlroy and Bunting (2001), and schwinger& stiensmeier-pelster academic self-handicapping (2010). Data were analyzed using Pearson Correlation Coefficient, multiple regression analysis, and independent t-test through SPSS. Results: The results showed that there was a positive and significant relationship between self-efficacy and academic engagement among male and female (male p<0. 05, female p<0. 001) but there was a negative and significant relationship between academic self-handicapping with academic engagement (p<0. 05). The results of multiple stepwise regression analysis showed that self-efficacy and self-handicapping variables among girls were 14% and among boys self-efficacy and academic self-handicapping together 12% of variance in academic engagement Predicted. On the other hand, the results of independent T-test showed that there was a significant difference between academic engagement and self-efficacy among male and female students, so that academic engagement (P<0. 01) and self-efficacy (P<0. 001) among girls were higher than Of boys, but there was no significant difference between girls and boys in terms of academic handicapping. Conclusion: The results of this study showed that there is a positive relationship between self-efficacy and academic engagement among girls and boys, and academic self-efficacy has a negative relationship with academic engagement. On the other hand, academic engagement and self-efficacy among girls are more than boys but there was no difference between them in terms of self-handicapping. The results of this research can help planners and implementers of higher education to adopt appropriate educational policies in order to engage students in academic studies and the factors affecting it.

Introduction: One of the challenges of medical education is academic cynicism. The present study aimed at designing structural model of students’ academic cynicism based on sense of coherence, self-compassion and personal intelligence. Methods: This is a correlation study via structural equation modeling. Statistical population include 250 medical students of west Azerbaijan in 2017-18 academic years that have been selected by cluster sampling method. For collecting data, Sense of coherence questionnaire, self-compassion scale, personal intelligence questionnaire and academic unwillingness subscale were used. Data were analyzed by Pearson correlation coefficient, Bootstrap and Sobel test through SPSS and Amos software. Results: The results indicated that sense of coherence and self-compassion are interacting with the intermediate role of personal intelligence in explaining the students' academic unwillingness are effective that totally 48% of the variance of academic willingness is explained through the variables of the model. The direct effect of personal intelligence (-0. 27), sense of coherence (-0. 20) and selfefficacy (-0. 4) were significant in estimating students' academic unwillingness. The indirect effect of sense of coherence (0. 11) and self-compassion (0. 08) by mediating personal intelligence on the students' academic unwillingness is significant. Conclusion: Considering the indirect effect of coherence and self-compassion on the degree of academic unwillingness, it seems that personal intelligence modulates the relationship between sense of coherence and self-compassion with academic unwillingness.

Introduction: Nursing education as part of the higher education system exapands rapidly in the world in recent decades. Neglecting of the quality of educational contents and efficacy of graduated is an important cocerned. Due attention to few studies have been done on comparing the educational structure of the MSc nursing school of pediatric in Iran with other countries, this study aimed to compare the MSc nursing curriculum for pediatric in Iran and Toronto. Method: This descriptive-comparative study was carried out in 2018. In order to comparing the elements of the Iranian and Canadian MSc nursing curriculum for pediatric, necessary data wsa collected through Internet search and the four-step model of George Beredy was used to compare curriculum. Result: Results show that curriculum in both faculties is full-time, in-person, and emphasis on student-centered principal. At the nursing faculty of Toronto, more emphasis is placed on students creativity and students participation in education, also, evidence-based education and research are among the core elements of their curriculum. Regarding the structure of the course and acceptance conditions, there are many differences, but in general there are similarities in goals, roles and abilities. The leadership role of graduated students and professional cross-border education are Toronto curriculum profile. Conclusion: The MSc curriculum of Pediatric nursing in Iran compared to the University of Toronto needs to be modified in light of the growing needs of this field and the expectations of graduates. Therefore, it is recommended to strengthening educational program, the curriculum of Pediatric nursing in Iran follows the world-wide educational standards according to its educational bases.