ASSESSING CLINICAL EDUCATION FIELDS FROM THE VIEWPOINTS OF NURSING AND MIDWIFERY INSTRUCTORS IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES, 2006

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ZAMANZADEH V.; ABD ELAHZADEH FARAHNAZ; LOTFI MOZHGAN; AGHAZADEH AHMAD

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Journal: Iranian Journal of Medical Education Year:2008 | Volume:7 | Issue:2 (18) Page(s): 299-307

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Title

ASSESSING CLINICAL EDUCATION FIELDS FROM THE VIEWPOINTS OF NURSING AND MIDWIFERY INSTRUCTORS IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES, 2006

Author(s)

ZAMANZADEH V. | ABD ELAHZADEH FARAHNAZ | LOTFI MOZHGAN | AGHAZADEH AHMAD | Issue Writer Certificate

Keywords

CLINICAL EDUCATIONQ2

EDUCATIONAL FIELDSQ3

NURSING STUDENTSQ2

Abstract

Introduction: Promoting CLINICAL EDUCATION quality, requires continuous assessment of the current situations in CLINICAL EDUCATION fields, identifying the strengths, and improving the weaknesses. The aim of this study was to assess CLINICAL EDUCATION fields of School of Nursing and Midwifery from the viewpoints of its faculty members. Methods: This study which is a description of current situation in CLINICAL EDUCATION fields, was carried out during the second semester of 2004-2005 academic year. The study population included CLINICAL EDUCATION teachers of school of nursing who were selected by census sampling method through 4 sessions held with the members of different departments of medical surgical, midwifery, pediatrics, health and psychiatric nursing. The data gathering tool was a questionnaire consisted of two parts: Clinical teachers' demographic data and the characteristics of CLINICAL EDUCATION field including 5 parts of the feَAutres of compiled education program in the field, appropriate learning fields, method of education, method of evaluation, and other indices. Results: Clinical teachers assessed educational departments of pediatrics (54.2 percent), medical-surgical (43.8 percent), midwifery (61.6 percent), and health and psychiatric nursing (57.5 percent) as good and excellent. Considering compiled program, CLINICAL EDUCATION fields were described as good and excellent by 74.9 percent of the participants. Some strength of this aspect included introducing the course objectives at the first day of CLINICAL EDUCATION as well as presenting references according to the references introduced by the related ministry. Appropriate position of NURSING STUDENTS and instructors in the field and also the unimportant role of the educational department in the management of the educational field were amongst weaknesses of this aspect. Conclusion: Although some aspects of CLINICAL EDUCATION field were good and excellent, improving positive aspects and modifying the weaknesses may be an effective step in CLINICAL EDUCATION quality promotion. Continuous assessment of clinical fields and comparing the current situation with the previous situation can reveal the strengths and weaknesses of CLINICAL EDUCATION.

Cites

PHYSIOTHERAPY STUDENTS’ EXPERIENCES FROM CLINICAL EDUCATION PROCESSES: A QUALITATIVE STUDY

References

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APA: Copy

ZAMANZADEH, V., ABD ELAHZADEH, FARAHNAZ, LOTFI, MOZHGAN, & AGHAZADEH, AHMAD. (2008). ASSESSING CLINICAL EDUCATION FIELDS FROM THE VIEWPOINTS OF NURSING AND MIDWIFERY INSTRUCTORS IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES, 2006. IRANIAN JOURNAL OF MEDICAL EDUCATION, 7(2 (18)), 299-307. SID. https://sid.ir/paper/59451/en

Vancouver: Copy

ZAMANZADEH V., ABD ELAHZADEH FARAHNAZ, LOTFI MOZHGAN, AGHAZADEH AHMAD. ASSESSING CLINICAL EDUCATION FIELDS FROM THE VIEWPOINTS OF NURSING AND MIDWIFERY INSTRUCTORS IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES, 2006. IRANIAN JOURNAL OF MEDICAL EDUCATION[Internet]. 2008;7(2 (18)):299-307. Available from: https://sid.ir/paper/59451/en

IEEE: Copy

V. ZAMANZADEH, FARAHNAZ ABD ELAHZADEH, MOZHGAN LOTFI, and AHMAD AGHAZADEH, “ASSESSING CLINICAL EDUCATION FIELDS FROM THE VIEWPOINTS OF NURSING AND MIDWIFERY INSTRUCTORS IN TABRIZ UNIVERSITY OF MEDICAL SCIENCES, 2006,” IRANIAN JOURNAL OF MEDICAL EDUCATION, vol. 7, no. 2 (18), pp. 299–307, 2008, [Online]. Available: https://sid.ir/paper/59451/en

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