EDUCATIONAL NEEDS OF FACULTY MEMBERS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES BY DELPHI TECHNIQUE

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TOULABI T.; SHEIKHIAN A.; GALEHDAR N.; ANBARI KH.; MOHAMMADI E.; MAJIDIMEHR M.

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Journal: Journal of Nursing Education Year:2015 | Volume:4 | Issue:2 (12) Page(s): 28-37

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Title

EDUCATIONAL NEEDS OF FACULTY MEMBERS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES BY DELPHI TECHNIQUE

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Keywords

EDUCATIONAL NEEDS ASSESSMENTQ2

FACULTY MEMBERSQ2

DELPHI TECHNIQUEQ2

Abstract

Introduction: Provision and design of educational programs according to the educational needs of target groups is a key priority for implementation of the program by the health care community. Related studies in the field are rare to identify educational needs in the country. The aim of this study was to determine and prioritize educational needs of FACULTY MEMBERS of the Lorestan University of Medical Sciences.Methods: The survey was conducted using the Delphi assessment in three-step in 2011. Educational needs by 40 faculties of Clinicians, Nursing and Midwifery, Sciences, Health and Paramedical (10 people per group) were identified and prioritized. We used a purposive sampling method using three questionnaires for data collection and scoring.Results: The top five priorities of educational needs of clinical FACULTY MEMBERS included: online search strategies, digital library, scientific writing in English and Persian, advanced research methods and basic and advanced teaching methods. Educational needs of FACULTY MEMBERS of nursing and midwifery were English conversation, how to submit papers to non-native journals, digital library, clinical teaching methods and new methods of teaching. Educational needs of basic sciences FACULTY MEMBERS were basic and advanced teaching methods, scientific writing, English, teaching skills, method for collecting electronic books, and deliver a successful English presentation. Educational needs of FACULTY MEMBERS of the health and Paramedical sciences schools included: advanced search in electronic resources and search engines, advanced teaching methods, digital library, English conversation, and using analytical tools.Conclusion: Some of the educational needs were common in different groups. However, there were some discrepancies based on experience, expertise, clinical educational and managerial roles. Determination and prioritization of the educational needs of FACULTY MEMBERS of different schools can be an important step in designing their educational programs to fit expertise and professional needs and promoting the quality of teaching.

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تعیین نیازهای آموزشی پرسنل پرستاری دانشگاه علوم پزشکی جهرم با تکنیک دلفی، 1387

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APA: Copy

TOULABI, T., SHEIKHIAN, A., GALEHDAR, N., ANBARI, KH., MOHAMMADI, E., & MAJIDIMEHR, M.. (2015). EDUCATIONAL NEEDS OF FACULTY MEMBERS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES BY DELPHI TECHNIQUE. JOURNAL OF NURSING EDUCATION (JNE), 4(2 (12)), 28-37. SID. https://sid.ir/paper/238194/en

Vancouver: Copy

TOULABI T., SHEIKHIAN A., GALEHDAR N., ANBARI KH., MOHAMMADI E., MAJIDIMEHR M.. EDUCATIONAL NEEDS OF FACULTY MEMBERS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES BY DELPHI TECHNIQUE. JOURNAL OF NURSING EDUCATION (JNE)[Internet]. 2015;4(2 (12)):28-37. Available from: https://sid.ir/paper/238194/en

IEEE: Copy

T. TOULABI, A. SHEIKHIAN, N. GALEHDAR, KH. ANBARI, E. MOHAMMADI, and M. MAJIDIMEHR, “EDUCATIONAL NEEDS OF FACULTY MEMBERS OF LORESTAN UNIVERSITY OF MEDICAL SCIENCES BY DELPHI TECHNIQUE,” JOURNAL OF NURSING EDUCATION (JNE), vol. 4, no. 2 (12), pp. 28–37, 2015, [Online]. Available: https://sid.ir/paper/238194/en

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