Activities of Medical Educational Development Center from the Views of the Faculty Members of Kerman Medical Sciences University

Background: The necessity of improving academic and higher education quality, particularly in Medical Sciences Universities and increasing the efficiency of Health care and Remedy programs are obvious. Medical Educational Development Centers try to achieve their goals in the areas of curriculum planning, teacher training, continuing education, evaluation and research in education. Objective: The aim of this study was to investigate the views of the faculty members of Kerman Medical Sciences University about the activities of Medical Educational development center. Methods: This cross-sectional study carried out in 2003. The sample consisted of the faculty members of Kerman Medical Sciences University (N=307) of which about half (n=145) were selected by simple random sampling. Data were gathered through a researcher – made questionnaire that rated by experts for validity and computed internal consistency reliability with cronbach’ alpha coefficient of (r=0.79). Results: According to the results, the most accepted activities of the center were “Designing and carrying out clinical skills educational programs for medical students” (96.6%), “active participation in the revision of medical educational programs” (93.1%), “cooperation with educational departments in designing lesson plans based on new materials and resources” and “Holding educational workshops for the familiarization of the faculty members with new medical softwares and their applications” (each 92.4%). While the least accepted activities were providing “facility for lectures”, “access to resources, gathering and symposiums on medical education” and “taking advantage of the experienced instructors in designing programs for the center” (each 61.4%), “participation in the evaluation of research projects and dissertations” and “helping the medical society to have a better understanding of the changing medical needs of the community” (each 67%). In whole by obtaining 78.7% of the total score, the faculty members showed a relatively positive view towards current activities of the center. From all subjects, 87.5% showed tendency for participating in the activities of the center. Conclusion: The positive view of the faculty members towards current activities of the center is a turning point in further expansion of the center and establishing the same units in all colleges to improve medical education goals

The effect of mothers' participation and the family-centered care on mother's anxiety with children suffering from gastrointestinal infections: a randomized clinical trial

زمینه و هدف: بستری شدن کودک یکی از ترسناک ترین حوادث زندگی برای کودکان و والدین و از مهم ترین علل پیدایش اضطراب در آنان می باشد. این مطالعه با هدف تعیین تاثیر مشارکت و مراقبت خانواده محور بر اضطراب مادران کودکان مبتلا به عفونت گوارشی انجام شد. روش بررسی: در این مطالعه کار آزمایی بالینی تعداد 90 مادر دارای کودک مبتلا به عفونت گوارشی به روش نمونه گیری تصادفی در دو گروه برابر کنترل و آزمون قرار گرفتند. در گروه مداخله کودکان مراقبت مشارکتی را دریافت نمودند. در گروه کنترل کودکان تحت مراقبت های معمول قرار گرفتند. اضطراب مادران در زمان ترخیص با استفاده از پرسشنامه استاندارد اضطراب آشکار و پنهان اسپیلبرگر تعیین و در دو گروه مقایسه شد. یافته ها: میانگین سنی 90 مادری که مطالعه را به پایان رساندند 32/4±86/28 سال بود. از نظر ویژگی های جمعیت شناسی اختلاف معناداری بین دو گروه وجود نداشت. در زمان ترخیص میانگین نمره کلی اضطراب مادران در گروه کنترل 43/5 ±29/101 و در گروه مداخله 22/7± 71/80 بدست آمد؛ که این کاهش در گروه مداخله نسبت به گروه کنترل معنی دار بود (001/0

Families' Experiences of Maternal Death due to Pregnancy and Childbirth Complications: A Phenomenological Study

Introduction: The majority of mother deaths due to pregnancy and childbirth complications are unexpected. This occurrence will have several effects on family and create difficulties in their lives. The aim of this study was to describe and explain families’ experiences of maternal death due to pregnancy-related complications. Method: In this descriptive qualitative phenomenological research, the sample consisted of a total of 16 people, 10 members of families with at least one living child, experienced mother's death more than six months before, 3 supervisors of orphaned infants, and 3 midwives, selected via purposive sampling method. Data collection was performed using semi-structured interviews with open-ended questions. The mean duration of interviews was 45 minutes and an electronically tape recorder was used to record the interviews. Analysis of collected data was conducted using Colaizzi method via MAX-QD10 software. Results: 3 major themes and 11 subthemes were extracted. The main themes were "spiritual and behavioral area", "lifestyle and fate changes", and "areas of social life". The integration of these themes resulted in an unequivocal statement that maternal mortality due to pregnancy and delivery complications was a tragedy which caused vulnerability of families, especially the children. Conclusion: Families' experiences of mothers’ death due to pregnancy-related complications were different from other mothers' deaths regarding two aspects. First, maternal deaths could not been anticipated and were not expected. This lack of preparation exacerbated the vulnerability of the family. Second, the infant who strongly needed to be under mother’s care, remained uncertain. So, primary cares should be taken to prevent maternal mortality. In addition, governmental and non-governmental organizations should coordinate policies and specific cares to support the families and prevent early and late adverse effects. Keywords: Maternal mortality, Family, Phenomenology, Pregnancy, Childbirt

The study of palliative care and its relationship with quality of life in patients with chronic heart failure. in 2014-2015

Background and aims: Chronic heart failure typically results in progressive debilitation, a deteriorating quality of life and distressing symptoms, especially at the end of life. The aim of this study was to investigate palliative care and its relationship with quality of life in patients with chronic heart failure. Methods: In this descriptive analytic study, 100 patients with chronic heart failure were selected from Imam Khomeini hospital of Jiroft in 2014-2015. They were entered in the study with written satisfaction. Biographic information questionnaire, Minnesota Living With Heart Failure Questionnaire (MLHFQ), and patients care questionnaire made by researcher were used that life quality questionnaire was filled in three stages(admission time in the hospital, discharge time and a month later) and palliative care questionnaire was filled in one stage (during discharge time and after receiving health team care). Data were analyzed using descriptive statistics, Pearson's correlations, Mann -Whitney, Kruskal-wallis, Friedman tests and SPSS software at significant level (P<0.05). Results: Findings showed that the mean score of quality of life in admission time was (77.41±15.08), discharge time (66.96±15.66) and a month later (42.87±22.08). The mean of palliative care hospitalized patients was 68.73±14.59. There was a significant and positive relationship between quality of life and palliative care in the patients. This relationship between quality of life a month later and palliative care was better and more meaningful (r=-0.39) (P=0.0001) than quality of life in discharge time and palliative care (P=0.098) (r=-0.16). However, it was not observed a significant relationship between quality of life in admission time and palliative care in the patients (P=0.191). Conclusion: Palliative care is delivered rather good based on hospitalized patients' viewpoints. It can be useful to improve quality of life in chronic heart failure patients over time, so that most of patients after discharge of hospital and receiving health team cares found considerable improvement in quality of life. So, applied and continuous palliative care programs are recommended in nursing care programs

T he Effect of Virtual Education with a Problem-Based Approach Using Virtual-Small Groups on Academic Achievement and Participatory Learning in Midwifery Students of Islamic Azad University, Jahrom Branch, Iran

Background: The formation of small groups and education with an active learning approach is among the basics of problem-based learning (PBL). Objectives: The present study aimed at determining the effect of the PBL approach with virtualsmall groups on academic achievement and participatory learning in midwifery students of Islamic Azad University, Jahrom Branch, Iran. Methods: The present interventional study was performed on 50 midwifery students of Islamic Azad University, Jahrom Branch, studying at internal and gynecologic surgery course in the academic year of 2018-19. The subjects were randomly assigned to the intervention and control groups. The intervention and control groups underwent PBL and the conventional methods, respectively. The academic success of the participants and the active and collaborative learning was assessed. Data were analyzed using the Mann-Whitney U and Wilcoxon tests in SPSS. Results: There was a significant increase in the mean score of academic achievement in the intervention group compared to controls (P <0.05). The active and collaborative learning (ACL) score of the intervention group was above average and significantly higher compared to the control group (P=0.03). Conclusion: PBL virtual with small groups, in addition to academic success, affects ACL. This technology can be used for educational purposes, such as participation and interaction in small groups in the PBL. Keywords: Virtual Education, Problem-based Education, Academic Success, Active and Collaborative Learnin

Explaining Professionalism and Professional Socialization Process in Nursing Students

Background: Professional socialization is the process of accepting professional roles. Nursing students can undergo a transition from a student role to a professional nurse by gaining learning experiences and acquiring the necessary competencies of the profession. Accordingly, this study was conducted to explain the understanding of nursing students about the process of professional socialization.Methods: The present qualitative study was conducted using the conventional content analysis method. The participants included 18 students who were selected using purposive sampling. The data were collected through semi-structured interviews and analyzed using Graneheim and Lundman’s qualitative content analysis method.Results: The analysis of the data led to the identification of one main theme and three subthemes. The core theme that emerged in this study was acquiring socialization skills and the subthemes included mental images and professional expectations, social status and professional values, and professional accountability and teamwork. These themes illustrate the participants’ perception of professional socialization.Conclusion: The findings showed that from the perspective of students, mental images and professional expectations as well as professional values and teamwork cause a sense of calmness, confidence, and professional belonging in them and improve their social responsiveness

Comparison of the Effect of Direct and Distant Study Skills Training on Study Methods and Satisfaction of Kerman University of Medical Sciences, Iran, Undergraduate Students

Background & Objective: Lack of conformity to study principles results in reduced level of human productivity and efficiency, demoralization, and loss of self-esteem, boredom and disenchantment. Effective studying, like any other activity, requires special skills. The aim of this study was to compare the effect of direct and distant training of study skills on study methods and satisfaction of undergraduate students of Kerman University of Medical Sciences, Iran. Methods: This interventional study was conducted on 80 new entrants to the undergraduate program of Kerman University of Medical Sciences in 2013. Students completed a questionnaire before and after the training. The data were analyzed using independent and paired t-tests in SPSS software. Data were expressed as central and distribution indicators, and descriptive tables. Results: The mean scores of study skills and satisfaction were significantly different in both e-learning and workshop groups after the intervention (P < 0.001). The e-learning group achieved higher scores compared to the workshop group. Furthermore, the subcategories of study skills were significantly increased in the e-learning group compared with the workshop group after the intervention (P < 0.001). Conclusion: Although both methods improved the students study skills, the results revealed that e-learning had a more significant effect on their skills. The results of this study also showed the positive effects of participating in a study skills training program on the students’ satisfaction. It is therefore suggested that, due to students’ interest in electronic tools, e-learning be included in the training of new entrants to the undergraduate students programs. Key Words: Study skills, Satisfaction, Direct and distant educatio

The Effect of Team-Based Learning in Medical Information Systems Course on Academic Achievement in Postgraduate Students of Kerman University of Medical Sciences, Iran

Background & Objective: Team-based learning (TBL) is an effective method of interpersonal skills training, which results in the higher satisfaction of students with learning. Moreover, cooperative learning results in attainment of problem solving skills, resolving of learning issues, and critical thinking. Therefore, the present study was conducted with the aim of determining the effect of TBL of medical information systems course on academic achievement in postgraduate students of Kerman University of Medical Sciences, Iran. Methods: This quasi-experimental interventional study was conducted using pre-test and post-test method during two semesters. The study population consisted of graduate students of Kerman University of Medical Sciences. The participants (30 subjects in the intervention group and 30 in the control group) were selected through census and purposive sampling. The subjects were randomly allocated to the intervention and control groups. The collected data were analyzed using SPSS software. Results: All subjects were admitted to the postgraduate program in 2014. The mean age of participants was 29 ± 4.1 years in the range of 23-46. Moreover, 55.0% of the participants were women, and 61.7% were single and living in the dormitory. The mean critical thinking score before and after the intervention was 262 ± 28.76 and 271 ± 24.9; the difference was statistically significant (P < 0.013). A statistical significant difference was observed between the mean total score of students in the intervention and control groups (P = 0.001). Conclusion: The results illustrate that TBL is more effective in the increasing of training skills, communication techniques, critical thinking, and satisfaction among students in comparison to the lecture method. These results illustrate the students’ tendency toward active and cooperative learning in comparison to traditional unilateral and passive teaching methods. TBL is effective in promoting critical thinking and academic achievement among students in comparison with conventional methods. Key Words: Team-based learning (TBL), Critical thinking, Postgraduate students, Medical information system

Application obstacles of nursing process from view of the nursing managers and interns in Kerman University of Medical Sciences

Introduction: Nursing process as central core in nursing is a way to achieve critical thinking، analysis of patient care problems and correct and timely decision making. If this process to run well، can be cause access to a comprehensive and complete care based on scientific essentials. Staff nurses that use nursing process through a logical and systematic method deliver appropriate and effective plan of nursing actions by nursing team، which resulted achieve the best results for patients. Objectives: The purpose of this study was to determine application barriers of nursing process from perspectives of nursing managers and interns in Kerman University of Medical Sciences.. Method: This descriptive study carried out on all nursing managers (n=67) and interns (n=41) through census sampling. Data were collected by a researcher made questionnaire including 6-point Likert 20 items related to 3 domains: cultural، executive and knowledge skill obstacles. Tool validity measured by content and face validity. For reliability، test- retest was used (r=. /79). Data were analyzed by descriptive statistics and chi-square tests through SPSS software. Results: The results showed majority of students were female (75%)، single (70%) with mean age 22_+1 and managers were female(89/6%)، married(86/6%) and mean age 42+_4/3.and 70/1% were head nurse، 20/9% supervisor and 6% matron. the Most barriers from viewpoint both group were executive barriers(75%) and the lowest barriers were knowledge barriers. There was between position of managers and score of barriers significant relationship (p <0/05). Conclusion: In spite of advantages and benefits of this method in clinical nursing practices، unfortunately nursing process was remained in theoretical courses and nurses work traditionally. It is hope research results for development of nursing staff using this method to help in the care of patients. Keywords: Barriers, Nursing process, Managers, Trainer

Association of Critical Thinking with Learning Styles in Nursing Students of School of Nursing and Midwifery, Iran

Background & Objective: The lack of critical thinking among students indicate that nursing education in achieving professional did not success and nurses foster thoughtful and it still remains a challenge in the world. Accordingly, in recent years, learning styles, new and creative methods of facilitating critical thinking such as student-center teaching methods, have been given more attention. The association between learning styles of postgraduate students with critical thinking in School of Nursing and Midwifery, Kerman University of Medical Sciences was designed. Methods: This was a descriptive-analytical correlation, with the study of 90 nursing students at the graduate level (Masters and PhD) university in 2011 and 2012. Instruments were two questionnaires, California critical thinking form B, and Kolb learning styles. Results: There was a significant correlation between the critical thinking and teaching approaches (P < 0.001) so that active teaching approaches students (student-centered) were better trained in critical thinking. Between learning styles and critical thinking were also correlated so that the converging style (13.04 ± 2.67) and most accommodating style (3.82 ± 1.33) have the lowest average critical thinking. Conclusion: The results of the studies, one on revising instructional strategies current use of active teaching strategies to improve critical thinking and attention to individual learning styles are emphasized. Keywords Critical thinking Teaching approaches Learning styles Postgraduate student