ACHIEVING MINIMUM LEARNING REQUIREMENTS FROM THE VIEWPOINTS OF MIDWIFERY STUDENTS IN ISFAHAN SCHOOL OF NURSING AND MIDWIFERY

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EHSANPOUR S.

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

Journal Paper

Paper Information

Journal: Iranian Journal of Medical Education Year:2006 | Volume:6 | Issue:2 (16) Page(s): 17-25

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Information Journal Paper

Title

ACHIEVING MINIMUM LEARNING REQUIREMENTS FROM THE VIEWPOINTS OF MIDWIFERY STUDENTS IN ISFAHAN SCHOOL OF NURSING AND MIDWIFERY

Author(s)

EHSANPOUR S. | Issue Writer Certificate

Keywords

LEARNINGQ2

MINIMUM REQUIREMENTSQ3

MIDWIFERYQ2

STUDENTQ2

VIEWPOINTQ3

PROGRAM EVALUATIONQ3

Abstract

Introduction: At the end of their education, nursing STUDENTs have to acquire the minimum capabilities, essential for their professional job. The aim of this study was to determine the achievement of minimum LEARNING requirements by MIDWIFERY STUDENTs in School of Nursing and MIDWIFERY of Isfahan University of Medical Sciences. Methods: A descriptive study as an educational evaluation based on CIPP (Context, Input, Process, and Product) model was performed. The study sample included 36 MIDWIFERY STUDENTs from two educational periods who were prepared for their final practical exam. Data collection tool was a questionnaire which was developed through Delphi technique using experts’ views. The questionnaire assessed 12 courses including 61 units by asking about watching, listening, reading, and experiencing some tasks as well as their capability in doing those tasks. The data was analyzed by SPSS software as frequency distribution. Results: More than 90% of the courses were taught according to the outline approved by Cultural Revolution Committee. Concerning clinical education, the STUDENTs did not have enough experience in uncommon cases such as breech delivery, using forceps and women’s cancer. In some cases such as neonate resuscitation, the STUDENT had no experience at all. Conclusion: In some cases, the STUDENTs did not have enough experience in gaining the needed skills. It is suggested that teachers use new and active methods of teaching and take advantage of film, moulage and other audio-visual equipments for teaching unique cases.

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