SURVEY OF STUDENTS’ EXPECTATIONS OF INSTRUCTOR AND PERCEIVED STRESSORS DURING CLINICAL AND THEORETICAL EDUCATION AT URMIA NURSING AND MIDWIFERY FACULTY IN 2013

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RASOULI DAVOOD; ZAREIE FARZAD; SAFAEI ZAHRA; SMAEILHAJINEJAD MOHAMMAD; ROKHAFROOZ DARIOUSH

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Journal: Journal of JundiShapur Educational Development Year:2015 | Volume:6 | Issue:2 Page(s): 165-175

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Title

SURVEY OF STUDENTS’ EXPECTATIONS OF INSTRUCTOR AND PERCEIVED STRESSORS DURING CLINICAL AND THEORETICAL EDUCATION AT URMIA NURSING AND MIDWIFERY FACULTY IN 2013

Author(s)

Keywords

PERCEIVED STRESSORSQ2

INSTRUCTORQ2

NURSING AND MIDWIFERY EDUCATIONQ3

Abstract

Education in Nursing and Midwifery is a combination of theory and practical education; in addition, educators and learning environment are the main pillars of education to maximize student learning and reduce stress with significant impact. Hence, the aim of this study was to investigate students’ expectations and PERCEIVED STRESSORS from INSTRUCTOR during clinical education and theory in Urmia Nursing and Midwifery faculty in 2013. In this cross - sectional study, 210 students from the Urmia School of Nursing and Midwifery were included as accessible samples. For data collection, the researcher made a five-part questionnaire including demographic information, expectations of educators and clinical training (15 questions) and theoretical (7 items), PERCEIVED STRESSORS in the clinical learning environment (9 items) and theory (6 items). From 210 of study participants, 161 students were (76.7%) nursing students, and 49 members (23.3%) were students of midwifery. Regarding to the results, the main expectation of educator in the clinical learning environment by students was “show understanding and empathy by teachers”; “good communication with students” (95.7%); and to the theoretical education “provide the latest information about the course “(95.2%). The most commonly stressor perceived by students in the clinical learning environment, “educator warnings during the period” (76.7%), and during the theory learning “fear in relation to not understanding the issue and pass the exam “(75.2%) were mentioned. Expectations and perceptions of students from clinical, theoretical educator and perceived their stressors are important steps in promoting effective learning, therefore, awareness of these effective themes will be an important factor in developing of the effectiveness of educators and qualified professional students.

Cites

THE SOURCES OF ACADEMIC STRESS AMONG STUDENTS OF THE SCHOOL OF MEDICAL MANAGEMENT AND INFORMATION

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APA: Copy

RASOULI, DAVOOD, ZAREIE, FARZAD, SAFAEI, ZAHRA, SMAEILHAJINEJAD, MOHAMMAD, & ROKHAFROOZ, DARIOUSH. (2015). SURVEY OF STUDENTS’ EXPECTATIONS OF INSTRUCTOR AND PERCEIVED STRESSORS DURING CLINICAL AND THEORETICAL EDUCATION AT URMIA NURSING AND MIDWIFERY FACULTY IN 2013. EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR, 6(2), 165-175. SID. https://sid.ir/paper/228804/en

Vancouver: Copy

RASOULI DAVOOD, ZAREIE FARZAD, SAFAEI ZAHRA, SMAEILHAJINEJAD MOHAMMAD, ROKHAFROOZ DARIOUSH. SURVEY OF STUDENTS’ EXPECTATIONS OF INSTRUCTOR AND PERCEIVED STRESSORS DURING CLINICAL AND THEORETICAL EDUCATION AT URMIA NURSING AND MIDWIFERY FACULTY IN 2013. EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR[Internet]. 2015;6(2):165-175. Available from: https://sid.ir/paper/228804/en

IEEE: Copy

DAVOOD RASOULI, FARZAD ZAREIE, ZAHRA SAFAEI, MOHAMMAD SMAEILHAJINEJAD, and DARIOUSH ROKHAFROOZ, “SURVEY OF STUDENTS’ EXPECTATIONS OF INSTRUCTOR AND PERCEIVED STRESSORS DURING CLINICAL AND THEORETICAL EDUCATION AT URMIA NURSING AND MIDWIFERY FACULTY IN 2013,” EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR, vol. 6, no. 2, pp. 165–175, 2015, [Online]. Available: https://sid.ir/paper/228804/en

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