Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
Evaluating staff and students’ knowledge about professional ethics in the Field of Communication, Law and Ethics
9
1
FA
N
Mohamadi
N.mohammadi@umsha.ac.ir
N
N
Gholami
school of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
gholami.n@yahoo.com
N
S
Rezaei
school of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran Zanganeh M, Isfahan University, Isfahan, Iran
rezaei@yahoo.com
N
M
Zangeneh
Isfahan University, Isfahan, Iran
zanganeh.m@yahoo.com
N
M
Shahnavazi
school of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
shahnavazi.m@yahoo.com
N
G
Roshanaei
Department of Statistics and Epidemiology, Non-Diagnostic Modeling Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
roshanaei@yahoo.com
N
A
Shayan
Department of midwifery, Mother and Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
arezoo.shayan2012@yahoo.com
Y
10.29252/rme.9.4.9
Introduction: One aspect of medical ethics is professional ethics observance in the provision of care. Professional ethics is a set of principles and standards of human behavior that determines the behavior of individuals and groups and it is very important to know and understand its areas. The aim of this study was to determine staffs and students’ knowledge about the principles of professional ethics in communication, rules and ethics fields.
Methods: This is a descriptive and cross-sectional study.330 nurses, midwives and nurses of the operating room and 76 nursing students74 midwifery students and 39 operating room students that were selected by stratified random sampling method participated in this study in 2016. Data collection tool was a questionnaire in two parts, the first part contained demographic characteristics and the second part include familiarity with the professional ethics, rules , regulation and communication .Validity of the questionnaire was confirmed by content validity and by using Cronbach’s alpha, index reliability questions was determined in the students, nursing and midwifery staff (0.82) and in the students and operating room staff was (0.77) as well. Data were analyzed by using descriptive statistics, correlation analysis and chi-square test through SPSS.
Results: The results of this study showed that in the staffs, nursing and midwifery students, knowledge level in 3 areas of communication , legal and the ethical-professional was at the moderate level, and in the staffs and operating room students level of knowledge in these three areas were estimated at a good level. According to chi square test, among the variables studied in the nursing and midwifery and operating room group, there was a significant differences between the ethical domain and the employment status (P=0.001), the legal domain with work experience (P=0.003) and the domain of communication with the service sector (P=0.003) respectively. In the nursing and midwifery students' room, there was a significant relationship between the ethical domain and the academic term (P=0.02).
Conclusion: generally, the knowledge of the operating room staff and the students was good and in the staff, nursing and midwives students the level of awareness of professional ethics was moderate so in-service retraining courses about professional ethics is recommended.
Awareness, staff, Students, Ethics, Professional
http://rme.gums.ac.ir/article-1-494-en.html
http://rme.gums.ac.ir/article-1-494-en.pdf
Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
The Effect of Mastery learning model for suction and oxygen therapy skills in nursing students
19
10
FA
S
Dorri
Medical-Surgical Nursing Department, School of Nursing and Midwifery, Iran University of Medical Sciences,Tehran, iran
s_dorri86@yahoo.com
N
H
Hakimi
Department of Nursing Pediatrics, Islamic Azad University of Lahijan,Lahijan, Iran
hakimi.hb@gmail.com
Y
10.29252/rme.9.4.19
Introduction: Mastery learning model is one of the active learning methods that can lead to the training of skillful nursing students and prepare them to nursing profession. This study has been done to determine the effect of mastery learning model to Clinical training of nursing students.
Methods: This Quasi-experimental study with non-randomized sampling was conducted on two groups of nursing students in one of the Islamic Azad Universities in Isfahan Province who had medical-surgical clinical training (nursing respiratory diseases) in 2013 and they divided into the control group (n = 9) with usual Training and the intervention group (n = 7) with mastery learning model in clinical training respectively. Sample allocation was on the decision of nursing clinical unit and without the intervention of the instructor. In each group, pre-test and post-test have been done. Practical skill of students over a period of 3 weeks was monitored and their performance was recorded by daily checklists and questionnaires that their reliability and validity were confirmed by nursing instructors. Data were analyzed by non-parametric Mann-Whitney u test and Wilcoxon through SPSS.
Results: The students’ mean scores and standard deviations in control group and intervention group was 15.76± 0.84 and 15.89 ± 0.79, respectively. These results were not statistically significant (p>0.05(using the Mann-Whitney test. In practical skills the difference between the mean scores of checklist at the beginning and the end of training was 3.2± 0.08 in control group and 8.4± 0.13 in intervention group that it was significant within groups by Wilcoxon (p<0.001) and Mann-Whitney test ( p < 0.0001) showed that promoting practical skills in intervention group is significantly more than control group.
Conclusion: It seems that using Mastery learning model does not make a major difference with the usual model in theoretical learning but it is a good model for training practical skills to nursing students in clinical practice.
Active Learning, Education, Nursing, Training Techniques, Student
http://rme.gums.ac.ir/article-1-525-en.html
http://rme.gums.ac.ir/article-1-525-en.pdf
Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
The Relationship between Academic Emotions and Academic Performance of Medical Students of Shiraz University of Medical Sciences
29
20
FA
AA
Hayat
Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
ali.hayat63@gmail.com
Y
K
Esmi
Science education dept, faculty of humanities, Shahid Bahonar University, Kerman, Iran
km.esmi@gmail.com
N
R
Rezaei
Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
ritarezaee@sums.ac.ir
N
P
Nabiee
Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
jamp@sums.ac.ir
N
10.29252/rme.9.4.29
Introduction: In recent years, analysis of educational situation through emotional approach in academic environment because of recognizing emotional consequences in educational and learning field has been increased so, this study aimed to explore the role of academic emotion related to medical students academic performance.
Methods: This is a descriptive –correlative study. The population of the research was 800 medical students of Shiraz University of medical sciences in 2016-2017.250 Students were selected based on random sampling method and Levu and Lemeshow formula. Data was collected by Pekrun et al questionnaire (2011) that its validity and reliability was confirmed by face and content validity and Alpha reliability coefficient (0.89) respectively. To analyze data descriptive and inferential statistics through SPSS were used.
Results: The results indicated that there were a positive and significant correlation between positive emotions (enjoyment, hope, pride) and students 'academic performance (p<0.01). Also, there were a negative and non-meaningful correlation between negative emotions (anger, anxiety, hopelessness, shame and boredom) with students' academic performance. The results showed that emotions of enjoyment, hope, pride and shame could predict (0.221%) of students academic performance variance. Finally, there were significant differences between students who had different educational level in regard of academic emotions.
Discussion: Students academic emotions has closely related to academic performance. Accordingly, teachers should consider students’ academic emotions for using such emotions in facilitating learning.
emotions, learning, academic performance, medical students
http://rme.gums.ac.ir/article-1-528-en.html
http://rme.gums.ac.ir/article-1-528-en.pdf
Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
The Relationship between Health-Promoting Lifestyle (HPL) and Academic Self-Efficacy among students
38
30
FA
S
Saadat
Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Isfahan,Iran
sajjadsaadat69@gmail.com
N
M
Kalantari
Phd Student of Psychology, Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
mehrdadk@edu.ui.ac.ir
Y
MB
Kajbaf
Department of Psychology, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
m.b.kaj@edu.ui.ac.ir
N
10.29252/rme.9.4.38
Introduction: Academic self-efficacy is one of the effective factors in students’ academic achievement which is realized by various factors. This study aimed to investigate the relationship between health-promoting lifestyle and academic self-efficacy among students living in dormitories.
Methods: In this analytical-descriptive study which has been done in 2016-2017, 250 students were selected through cluster sampling from all students living in dormitories of Isfahan University of Medical Sciences .For collecting data the Health-Promoting Lifestyle Profile II Scale and the College Academic Self-Efficacy Scale were used. Data were analyzed using Pearson Correlation and Linear Regression tests through SPSS.
Results: The results showed that self-actualization components (r=0.364), health responsibility (r=0.470), interpersonal relationships (r=0.337), stress management (r=0.497), physical activity (r=0.485) and nutrition (r=0.510) have a significant and positive correlation with academic self-efficacy of the students (P <0.01). The results of regression analysis showed that the components of nutrition, health responsibility, physical activity, stress management could predict 51% of students' academic self-efficacy variance, respectively (F=56.67, R=0.717, R20.514).
Conclusion: The results of this study indicate the importance of self-actualization, responsibility for health, interpersonal relationships, stress management, physical activity and nutrition as a component of health-promoting lifestyle in students’ self-efficacy. So to develop students’ self-efficacy beliefs, attention to their lifestyle and training based on improving students’ lifestyle should be considered.
Life Style, Self-Efficacy, Health Promotion, Student
http://rme.gums.ac.ir/article-1-561-en.html
http://rme.gums.ac.ir/article-1-561-en.pdf
Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
A study of the Relationship between Academic Achievement and Students\' Locus of Control
48
39
FA
Z
salmalian
Nursing dept (Health education),langroud nursing – midwifery and paramedicine school ,Guilan university of medical sciences, Langroud,Iran
salmalian2009@gmail.com
Y
E
Kazem- nezhad leilie
Social Determinants of Health Research Center, Guilan University of Medical Sciences, Rasht, Iran
kazem_eh@yahoo.com
N
B
Gholami-chaboki
Phd Student of biostatistics,shahid beheshti university of medical sciences, Tehran, Iran
gholamibahare89@gmail.com
N
10.29252/rme.9.4.48
Introduction: Different factors influence Academic achievement but one of the most effective factors in this regards is personality features. This study aimed to determine the relationship between academic achievement and locus of control (internal-external) in university students.
Methods: This cross-sectional descriptive study has been done on 330 students of nursing and midwifery and paramedical students that were selected through non –probability sampling at 2 faculties of Shahid beheshti nursing and midwifery and Langroud paramedical school respectively in Guilan university of medical sciences in 2014. Data were collected by Julian Rotter Locus of Control Scale questionnaire .Data were analyzed by using descriptive and inferential statistical procedures, chi-square, ANOVA, Pearson, totaled Tukey and T- test through SPSS.
Results: Findings show that (20.9%) of students were male with Mean score of 15.87±1.69 and (71.9%) were female with Mean score of 16.8±0.97 also among them (%55) of students with external locus of control and (%45) with internal control participated .There was no significant relationship between Mean score and locus of control (R=0.351) , (P>0.05) but students with external locus of control had Mean score higher than others. There was a significant relationship between gender, mothers' education and satisfaction of family breeding environment with Mean score (P=0.0001), (P=0.027), (P=0.002).
Conclusion: Most students had academic achievement but female students with external locus of control, educated mothers and satisfaction with family breeding had more academic achievement than others.
Academic Achievement, Internal-External Control, Students
http://rme.gums.ac.ir/article-1-344-en.html
http://rme.gums.ac.ir/article-1-344-en.pdf
Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
Study of the relationship between self-regulated learners strategies with academic achievement
57
49
FA
S
zare
University of Hormozgan, bandare - abbas, iran
somayezare87@gmail.com
Y
H
zeinalipoor
Education dept, University of Hormozgan, bandare-Abbas,Iran
hzainalipour@yahoo.com
N
R
Naseri Jahromi
University of shiraz, shiraz, iran
dr_rnaseri@hotmail.com
N
10.29252/rme.9.4.57
Introduction: Self-regulated learning strategies provide the necessary condition so that improve students’ academic achievement and facilitate learning process. The aim of this research was to study the relationship between self-regulated learning strategies and academic achievements of Nursing and Midwifery Students in Shiraz University of Medical Sciences.
Methods: in this descriptive- analysis study 310 Participants were selected through Stratified random Sampling method by using Cochran formula. Research Instruments included motivational strategies for learning questionnaire (MSLQ) and student achievement questionnaire. Data were analyzed by using independent T-test, Pearson correlation, Regression through SPSS.
Results: self-regulated cognitive learning strategies (0.63) and meta-cognitive learning strategies (0.72) had a significant relationship with students’ academic achievement that can predict 61% of the total variance students' academic achievements. Also, result show that the mean self-regulated learning strategies (t=2.25,p=0.19) and academic achievements(t=3.69,p=0.07) of female students was higher than male students and non-native students (t=0.089,p=0.818) was higher than native students(t=2.072,p=0.039), but the difference was not significant between the two groups.
Conclusion: based on result, the dimensions of self- regulatory learning strategies (cognitive learning strategies, meta- cognitive learning strategies) can predict the academic achievement of the students so, it is recommended to managers and professors of universities explain benefits of self- regulation learning strategies to Students by adopting appropriate methods as well as try to improve their abilities in this field.
learning strategies, self- regulated, academic achievements
http://rme.gums.ac.ir/article-1-522-en.html
http://rme.gums.ac.ir/article-1-522-en.pdf
Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
Study of the Stressful Experiences of Midwifery Students During Clinical Education in the Labor Room
66
58
FA
M
Poorheidari
Dept of Midwifery, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
poorheidari@shmu.ac.ir
N
M
Delvarian-Zadeh
Dept of public Health,school of health,Shahroud University of Medical Sciences, Shahroud, Iran
N
S
Yahyaee
Student Research Committee, school Of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
N
AS
Montazeri
Nursing Research Center, Golestan University of Medical Sciences, Gorgan, Iran
Montazeri@shmu.ac.ir
Y
10.29252/rme.9.4.66
Introduction: Training and internship periods play important roles in shaping basic skills and professional abilities of midwifery students and problems such as stress can influence the efficiency of the clinical training. The aim of this study was to investigate the stressful experiences of midwifery students during clinical education in the labor room.
Methods: In this descriptive cross-sectional study 71 midwifery students who had internship or apprenticeship experience were selected by census method surveyed about stressful factors in the delivery room at Shahroud University of Medical Sciences. For gathering data a questionnaire consisted of individual variables and stressors of clinical training in six domains was used. Validity and reliability of the questionnaire was confirmed by content validity and test re- test respectively and Pearson correlation coefficient with (0.8) was performed. The collected data were analyzed using SPSS V.18, Chi-square, t-test and Pearson’s correlation coefficient.
Results: The mean and standard deviation of total stress was 2.84 ± 0.64 and moderate. The mean scores of stressfulness including unpleasant emotions (3.2±0.75), instructor training method (3.01 ± 0.79), clinical experience (2.94 ± 0.86), educational planning (2.86 ± 0.65), clinical education environment (2.63 ± 0.7) and interpersonal communication(2.06 ±0.74) respectively, had higher levels of stress. There was a significant relationship between the total stress level perceived with the educational level (p =0.003), academic term (p =0.009), age (p =0.001), and native (p =0.004) . Interest in the field of study, marital status, economic problems, anxious personality and stress control skills with mean of perceived stress was not significant.
Conclusion: The stress level of students is moderate and very influenced by the educational level, term, age and native. The most stressful factors related to the conditions that lead to the emergence of unpleasant feelings during clinical education, as well as the method of teaching and communication with the student. Considering Students' emotional feelings and students' preservation for improving the current situation can be effective.
Stress, Education, Midwifery, Students
http://rme.gums.ac.ir/article-1-408-en.html
http://rme.gums.ac.ir/article-1-408-en.pdf
Guilan University of Medical Sciences
Research in Medical Education
2008-952X
2008-7284
9
4
2017
12
1
The quality of Educational services from Students’ viewpoints in Guilan University of Medical Sciences
76
67
FA
Y
Yaghobi
Nursing Dept, Nursing – Midwifery, Paramedical Faculty (Langroud) Guilan University of Medical Sciences and department of management,faculty of management and economics, science and research branch Islamic azad university,Tehran, Iran
yasamanyaghobi@yahoo.com
N
A
Mohammad-davoudi
department of management, faculty of human sciences, Islamic Azad university,saveh branch, saveh, Iran
adavoudi838@yahoo.com@
Y
A
Zamani-Moghadam
department of management, faculty of management and economics, science and research branch Islamic azad university,Tehran, Iran
afz810@yahoo.com
N
A
Jamali
department of management, faculty of management and economics, science and research branch Islamic azad university,Tehran, Iran
akhtar_jamali2000@yahoo.com
N
10.29252/rme.9.4.76
Introduction: universities are considered as an educational -Research and Social organizations with the aim of resolving needs in each community. In this regards,quality of educational services in the universities are very important and particulaly, medical sciences universties play an important role in promoting public health so, the present study was to explain the quality of Educational services at the Guilan University of Medical Sciences.
Methods: This cross-sectional descriptive-analytic study using simple random sampling on 250 students including Medicine, Dentistry, Pharmacy, Nursing, Midwifery and Paramedical students implemented. For collecting data two questionnaires including demographic characteristics questionnaire and quality of educational services questionnaire that its validity confirmed by content and face validity and reliability through Cronbach's alpha with (90%) respectively were used. collected data were analyzed using descriptive statistics and t-test through SPSS.
Results: The results showed that there is difference between the mean score of current situation (2.47 ± 1.24) from the students' viewpoints and desired condition with the mean score of (9.12±0.4). Independent T test showed that, in all aspects of quality of educational services there is a significant difference between the current and desired status (mean difference 34.6 ±0.47) and students’ expectations was higher than current situation (p<0.01). Most difference related to the services in good faith with the mean (-7.35 ±0.2) and minimum difference related to charming and morale service at the rate of (5.72±0.32).
Conclusion: Results show that Medical Sciences students had little satisfaction about the quality of training provided so that there is a large gap between the quality of educational services in the existing situation and the desired situation and students’ expectation was more than what it is, so to improve the quality of educational services, planning in all dimensions suggested.
Quality of Educational Services, Student, Medical Sciences
http://rme.gums.ac.ir/article-1-422-en.html
http://rme.gums.ac.ir/article-1-422-en.pdf