Comparison of learning approaches in successful and unsuccessful students in Arak University of Medical Sciences, 2010

Background: The ability of students to utilize learning approaches is one of the most important and key factors in their academic achievement. This study aimed to determine and compare the learning approaches between two groups of students of Arak University of Medical Sciences. Methods: This is cross-sectional analytic study conducted in Arak University of Medical Sciences in 2010. Participants in this study included 110 students with Grade Point Average above 17 (as successful) and 123 students with GPA below 14 (as unsuccessful) that were selected through census. All participants completed the demographic information questionnaire and the two-part questionnaire of study process (to determine deep and surface learning). Data was analyzed by SPSS software using independent t test. Results Deep learning approach in students' academic success compared to unsuccessful students was significantly higher (01/0p =).Surface learning approach of students' academic compared to unsuccessful students is significantly lower (01/0p =). The significant correlation was seen among interest in the field of education, precision and focus in class and average of study hours in 24 hours and GPA of diploma study with academic achievement. Conclusion: The findings of this study indicated that there was statistically significant difference between successful and unsuccessful students in terms of the processes that they use in regarding and learning. Students and teachers have to know more about learning approached in order to train learners with complex thinking and problem-solving ability

Comparison of learning approaches in successful and unsuccessful students in Arak University of Medical Sciences, 2010

Background: The ability of students to utilize learning approaches is one of the most important and key factors in their academic achievement. This study aimed to determine and compare the learning approaches between two groups of students of Arak University of Medical Sciences. Methods: This is cross-sectional analytic study conducted in Arak University of Medical Sciences in 2010. Participants in this study included 110 students with Grade Point Average above 17 (as successful) and 123 students with GPA below 14 (as unsuccessful) that were selected through census. All participants completed the demographic information questionnaire and the two-part questionnaire of study process (to determine deep and surface learning). Data was analyzed by SPSS software using independent t test. Results Deep learning approach in students' academic success compared to unsuccessful students was significantly higher (01/0p =).Surface learning approach of students' academic compared to unsuccessful students is significantly lower (01/0p =). The significant correlation was seen among interest in the field of education, precision and focus in class and average of study hours in 24 hours and GPA of diploma study with academic achievement. Conclusion: The findings of this study indicated that there was statistically significant difference between successful and unsuccessful students in terms of the processes that they use in regarding and learning. Students and teachers have to know more about learning approached in order to train learners with complex thinking and problem-solving ability

Refusal in Reporting Medication Errors from the Viewpoints of Nursing Students in Arak University of Medical Sciences

Introduction: Reporting medication errors leads to saving patients' wellbeing and safety and also is counted as a valuable information source for preventing further mistakes in future. The aim of this study was to determine the causes for refusing to report medication errors from the viewpoints of nursing students. Methods: All nursing students of Arak University of Medical Sciences (n=76) were selected to participate in this descriptive cross- sectional study. Using a 17 item questionnaire based on 5-point Lickert scale, nursing students' viewpoints toward refusal in reporting medication errors were investigated. This questionnaire included 3 domains of fear from reporting consequences (10 items), administrative factors (4 items), and reporting procedure (3 items). Data was analyzed by SPSS software. Results: Nursing students estimated that 75% of medication errors were reported by them. Among all causes under investigation," fear from reporting consequences" had the highest score (4.13) among all. From 10 existing items in the domain of "fear from reporting consequences", "fear from evaluation score", and "academic consequences", were main causes for refusing to report medication errors. Among 4 items in the domain of "administrative factors", students had most agreement with the item of "lack of appropriate feedback following reporting medication fault". Conclusion: Some medication errors are not reported by the students and fear from reporting consequences and administrative factors are two main factors for refusing to report medication errors in nursing students. With regard to the fact that reporting medication errors could enhance the patients' immunity, nursing instructors should react positively towards the reports of medication errors by nursing students

Medication Calculation Skills in Nursing Students of Arak University of Medical Sciences in 2007

Introduction: Accurate medication calculation is a critical skill that nurses must demonstrate in order to administer medications safely. However, the ability of nursing students to calculate the correct dasage of medications has been mentioned as a concern in numerous studies. The aim of this study was to investigate the ability of nursing students in medication calculation. Methods: In this cross-sectional descriptive study, 76 nursing students were selected. The data gathering tool was a questionnaire consisted of three parts including demographic information, students' views toward their interest and ability in medication calculation, and 20 questions about medication calculation. After gathering the questionnaires, they were analyzed by SPSS software using statistical t-test, ANOVA, and correlation coefficient. Results: According to most students, calculating medication dosage was simple (65.78 percents), they were interested in it (55.26 percents), and they had enough proficiency in performing this activity (63.15 percents). Six students (7.89 percents) had provided correct answers to all of 20 questions and 33 ones (43.42) had responded to 75 percents of the questions correctly. The mean and standard deviation of students' scores were 14.9±6.2. There was a significant relationship between the semester and interest in medication calculation, and the test results. Conclusion: Although medication calculation is one of the essential skills for nurses few participants had provided correct answers to all of the questions. This reveals the importance of this skill and a need to emphasize on medication calculation in nursing students' education

Comparison of the Effect of Teaching through Lecture and Group Discussion on Nursing Students\' Communication Skills with Patients

Introduction: Teaching through group discussion is one of the student-oriented (centered) instructional methods. This study was performed to compare the effect of teaching through lecture and group discussion on nursing students' communication skills with patients in year 2008. Methods: This was a quasi experimental study performed on a population of 57 students of first (n=29) and third semester (n=28) of school of nursing and midwifery in year 2008. Students of each semester were divided into two groups of experiment and control. Two modules of medical surgical courses were taught to the students through lecture (for control group) and group discussion (experiment group). Students' skills of communication with patients in both groups were assessed once before instruction and once again after that. Data derived from two groups was compared and students' skills of communication were inscribed using a questionnaire containing 35 phrases in Likert's original 5-point scale. Results: Mean scores of skill of communication with patients before and after instruction were as 85.1 and 85.56 respectively in lecture group which demonstrate no significant difference Mean scores of skill of communication with patients before and after instruction were as 84.7 and 91.33 respectively in group discussion cluster which revealed a significant improvement (p<0.05). The score of students' communication skills in two groups were similar before the instruction but students' communication skills were significantly higher in experiment group after the instruction. Conclusion: The results of this study showed that employing group discussion method helps to the development of nursing students' communication skills (areas of interactional skills and pursuing problems). Employing active educational methods and increasing students' involvement in discussions and contestations provides them with an opportunity to develop their communicational skills

The Use of Collaborative Teaching Approach by Faculty Members and Its Related Factors: A Study in Arak University of Medical Sciences, 2010

Introduction: Collaborative teaching and learning is a process-oriented and learner-centered approach to teaching, with an emphasis on what the learner does. This approach has been advocated in higher education in recent years. The purpose of this study was to assess the use of collaborative teaching approach by faculty members and its correlated factors in Arak University of Medical Sciences. Methods: This descriptive correlation study was conducted in year 2010 in Arak University of Medical Sciences. All faculty members (n=136) who had met inclusion criteria were selected. Data gathering tools included demographic data form and Pathways of Adult Learning Survey (PALS) which been used previously in other studies. Descriptive statistics and Chi2 test were used for data analysis. Results: The most instructors (68 persons, 69.4%) used traditional, teacher-centered approach. Total mean score for PALS in the studies sample was 121±19.6 which is below the questionnaire’s cut point (145). This means that the dominant teaching approach in them was teacher-centeredness. Faculty members who had taken educational methodology workshops significantly used the learner-centered teaching approach more. No relationship was found between teaching approach preference and other demographic characteristics. Conclusion: The teaching approach used by faculty members of Arak University of Medical Sciences was teaching-centered. Since teaching methodology workshops can positively influence the teaching approach used by faculty member, running these workshops is recommended