Iranian Journal of Medical Education
Year:2015 | Volume:14 | Issue:12|Papers Count:17

Introduction: Theses as an important part of postgraduate curriculum have a significant role in preparation and empowerment of graduates to participate in research activities. Therefore, proper directions and appropriate use of this opportunity to develop knowledge and special expertise are of great value. The present study aimed to carry out a thematic analysis of nursing MSc theses.Methods: This descriptive study examined all of the nursing theses written at Mashhad School of Nursing and Midwifery (221 theses) during two ten-year periods. Research tool was a researcher-made checklist which examined the theses in terms of the year, title, methodology, and research orientations. Its validity and reliability were verified by content validity and inter-rater assessment respectively. Data were analyzed using descriptive statistics.Results: Findings indicated that the theses were oriented towards the effects of therapeutic interventions on patients’ problems and their improvements (38.9%); setting of norms, needs, problems of patients and their families (14%); impact of education on knowledge, attitude, and performance of nurses, patients and their families (11.8%); assessment of patients and nurses’ knowledge, attitude, and performance (8.1%); description of the situation and quality of care and nursing services (7.7%), performance, reviews and description of diseases, their complications, prevalence and incidence, and characteristics of patients (7.2%). Finally, there were significant differences in research orientations between the two decades.Conclusion: The results showed that nursing MSc theses lacked a specific orientation and were outside the nursing scope in numerous cases. Therefore, it is necessary that Mashhad School of Nursing and Midwifery, while seriously considering this issue, defines research directions which fit their situation and regional needs.

Introduction: Assessment of clinical competence is of great importance in nursing which identifies the scientific gap between university education and clinical needs among graduate nurses. Hence, the aim of this study was to evaluate the clinical competence among MSc students of critical care nursing.Methods: In this descriptive cross-sectional study, 250 MSc students of critical care nursing were selected by convenience sampling from 17 state nursing schools of Iran in 2013-2014. A researcher-made questionnaire was used to collect data in five areas of care management, technical competence, individual management, patient-oriented care and scholarship. The content and face validity of the questionnaire were assessed and its reliability was calculated by Cronbach’s alpha coefficient for internal consistency (α= 0.86). A five-point Likert scale was used to measure the items. The collected data were analyzed using independent t-tests and one-way ANOVA.Results: Ultimately, 217 questionnaires were analyzed. The total mean score of clinical competence was 4.30±0.41. The mean scores were 4.38±0.43 for care management, 4.40±0.56 for technical competence, 4.36±0.45 for individual management, 4.29±0.60 for patient-oriented care, and 3.66±0.79 for scholarship. Clinical competence was 4.23±0.43 in males and 4.36±0.39 in females (p=0.001, T=-2.15). There was a significant difference between years of education in scholarship area (p=0.01, T=30.15).Conclusion: The results showed that the clinical competence of female students was higher than male students. Also the level of clinical competence was high in most areas; however, it was different in terms of years of education in the scholarship area. Accordingly, a revised curriculum is recommended to enhance the efficiency of this course. It is recommended that more field studies be conducted on this area.

Introduction: Comprehensive palliative care of cancer patients could be achieved by developing interprofessional collaboration through which professionals from a variety of professions come together to meet the clients’ complexity of health care needs. Health professionals are supposed to get ready to perform such an important responsibility. Therefore an interprofessional curriculum for palliative care of cancer patients was designed in Isfahan University of Medical Sciences.Methods: This study employed a mixed method design based on the curriculum development steps. The study population consisted of health professionals (including professionals from medicine, nursing, psychology, nutritionist, social working and rehabilitation) from health centers affiliated with Isfahan University of Medical Sciences, Islamic studies experts who collaborate with the health system and cancer patients. Data were collected through review of literature (electronic and library resources) and conducting interview with participants, and were analyzed through conventional qualitative content analysis and were revised and completed through expert panels.Results: In the first step, 50 articles and reports and 6 related books were selected and reviewed as preliminary sources of data. Moreover 17 participants were interviewed. In order to revise and complete the qualitative data, in the second step, 8 panels were assembled with participation of 30 specialists. Finally, 10 learning subtopics were identified within two general topics of interprofessional education/collaboration and palliative care; related methods of teaching and evaluation were also delineated.Conclusion: Various aspects of health professionals’ training needs in palliative care for cancer patients are covered in the proposed curriculum. Moreover a specific attention has been paid to interprofessional aspects of the palliative care. Therefore it could be considered as a guide for preparing health professionals in order to offer appropriate palliative care for cancer patients in the form of interprofessional teams.

Introduction: Patient satisfaction is one of the key indicators of health care quality. This study aimed to investigate factors affecting patient satisfaction from the viewpoints of physicians and medical students.Methods: In this cross-sectional study, a self-administrated questionnaire was completed by 100 medical students of basic sciences and interns. Participants were selected randomly from medical students of Shahed University in 2011. Also the views of 70 physicians attending CME courses in Isfahan University of Medical Sciences were reviewed. Data were collected through a researcher-made questionnaire formed on the basis of experts’ opinions and reviewing the literature; it included 29 general questions and attitude measurement items. Validity and reliability of the questionnaire had been verified earlier. Data were analyzed using ANOVA and T- test.Results: Communication skills (4.40±0.82), medical ethics (4.38±0.91), and active listening to patients (4.32±0.88) (out of 5 total scores) were selected by physicians and medical students (interns and basic sciences) as the most influential factors respectively. Focus on patient’s condition was considered as the first priority by the three groups of participants for intervention.Conclusion: Students and physicians believe that patient’s condition and communication skills are the fundamental and important factors affecting patient satisfaction. Therefore, training programs should teach these skills and make positive attitudes in order to implement such techniques in clinical treatments.

Introduction: The need for self-learning and self-motivation in medical students is a necessity in today’s knowledge-based world. This study aimed to investigate the relationship between Self-directed learning and school motivation in medical students of Isfahan University of Medical Sciences.Methods: In this descriptive-correlational study 300 Medical students were selected through the simple random sampling method in 2011-2012 academic years, and completed the standard scales of the Self-rating Scale of Self-directed Learning (SRSSDL) and the Inventory of School Motivation (ISM). The reliability of questionnaires had been verified in previous studies respectively. In this study, Cronbach’s alpha was calculated 0.92 & 0.93. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient).Results: Findings of the 265 completed questionnaires showed a positive significant relationship between Self-directed Learning and School Motivation (r=0.448, p=0.001).The correlation coefficient between School Motivation and all factors of Self-directed learning was significant and the highest score belonged to the Evaluation factor (r=0.429, p=0.0005). The correlation coefficient between Self-directed learning and all factors of School motivation was significant and the highest score belonged to the Effort factor (r=0.544, p=0.0005).Conclusion: The results showed a positive and significant relation between School Motivation and Selfdirected learning. Developers of medical education and faculty members can use the results of this research to promote the quality of medical education as a step toward medical education development.

Introduction: Nursing education should develop autonomy, critical thinking, open-mindedness and sensitivity to others. Reflection seems to be an effective strategy for developing such capabilities in nursing.Therefore, this narrative review study was carried out to explore reflection in nursing education.Methods: Using keywords like reflecting, reflection and nursing reflection, FarsiandEnglish articles published during 2000-2014 in scientific databases including Elsevier, Wiley, PubMedand Magiranwere extracted.Results: 193 articles were extracted and their abstracts were assessed. After being checked for relevance, 120 unrelated articles were excluded and 0 articles related to reflection concept or reflection application in nursing education were chosen. Reflection is a process to reshape experience in order to improve learning and performance. Reflection outcomes are enhanced thinking ability and professional performance. Reflection designing principles consisted of objective determination, construct explanation, learning environment, giving feedback, and reflection evaluation. The most important methods of reflection were diaries, portfolios, multimedia devices, paintings and photos. Approaches for improving reflection in nursing education were implementation of reflection models and emphasis on the role of trainers in developing and applying reflection.Conclusion: An important component in the evolution of nursing educational system isthe persuasion of learners to think by applying practical strategies. Reflection is an active and fundamental educational method in the nursing field. Therefore, in order to utilize reflection, educational methods of traditional nursing education system need to be revised.

Introduction: In order to adjust to fast changes and developments in providing health services, nurses must be able to make decisions and solve problems in different situations. Hence, nursing students must learn to be responsible for their own education. To reach this goal, self-directed learning methods are suggested. One of these methods is learning contract. This study aimed to investigate the effects of learning contract on self-directed learning and satisfaction of nursing students.Methods: This quasi-experimental study performed on 59 nursing students of Iran University of Medical Sciences during their internship in pediatric ward. In the first half of semester, 27 students were trained by traditional methods (control group) and in the second half, 32 students were trained through learning contract (intervention group). At the end of the training course, self-directed learning and satisfaction with teaching method questionnaires were completed by both groups. Data were analyzed using descriptive and inferential statistics (independent t-test).Results: There was no significant difference between the two groups in terms of age, sex and grades.Statistical analysis showed a significant difference between self-directed learning scores of the two groups (p=0.019). However, no significant difference was found between the two groups regarding their satisfaction with teaching methods.Conclusion: The use of contract learning in clinical education increases self-directed learning in nursing students. Using this method is recommended to nursing educators due to its special focus on individual differences and theoretical basis of adult learning and improving self-directed learning which is one of the goals of nursing education in the third millennium. However, no significant difference was found in terms of students’ satisfaction with this method suggesting that they need more support and preparation.

Introduction: Pharmacology is an extremely practical course and at the same time hard to learn. Utilizing practical and innovative methods facilitates learning of theoretical courses. Therefore, this research aimed to investigate the effects of an innovative role-based method named “Prescomime” on medical students’ learning and clinical skills development in pharmacology course.Methods: This single-group post-test study was performed in the first and second semesters of 2012-2013 academic years among medical students in pharmacology course (all students: 22 in the first and 24 in the second semester) in North Khorasan University of Medical Sciences. The term Prescomime is derived from the words prescription and mimic and means mimic of a prescription. Participants were divided into two groups. The explorer group asked one of the participants in the same group, as a hypothetical middle class patient (without medical information), about her or his disease to get information about the medication that she or he had consumed in order to find that medication. Data collection tool was a researcher-made questionnaire in order to evaluate the method. Data were analyzed using descriptive and inferential statistics (ANOVA and T-test).Results: The mean scores for the idea of implementation of this method were 4.09±0.05 in the first semester and 4.09±0.09 (out of 5) in the second semester which did not show a significant difference (p=0.9, t=0.19); however, a significant difference (p<0.0001, t=3.48) was found between the mean scores for the method of implementation in the first semester (3.02±0.87) and the second semester (4.05±0.17).Conclusion: Findings showed that utilizing Prescomime in the form of role playing enhanced students’ motivation, self-confidence, and concentration on practical aspects of the course. Since there is no access to patients in theoretical courses, a combination of this method with theoretical courses might be the best solution to improve learning of pharmacology.

Introduction: Evaluation of research barriers in any scientific field is of great significance and can reveal the field’s deficiencies and weaknesses. The aim of this study was to assess the reasons for faculty members’ lack of interest in doing research in the field of education from their own perspective in Kurdistan University of Medical Sciences.Methods: This cross-sectional study was performed on all faculty members of Kurdistan University of Medical Sciences in 2012. The participants were selected through the census method (165). Data collection tool was a researcher-made questionnaire through which faculty members declared their opinions about educational research problems based on a four-point Likert scale from completely disagree to completely agree (1 to 4). The collected data were analyzed using descriptive statistical tests, and Chi-square test.Results: Out of 165 distributed questionnaires, 137 were completed (83% response rate). The most frequent problem declared by faculty members was the tendency to do research in their own fields. Associate professors complained more than assistant professors and instructors about being busy and having no time for educational research (p=0.017). Also Clinical faculty members complained more than non-clinical faculty members about being busy and having no time for educational research (p=0.009).Conclusion: Results showed a necessity in Kurdistan University of Medical Sciences to make arrangements for planning and running workshops of research in education, and to consider special benefits for faculty members in order to carry out research in the field of education.