Perception of Nursing Faculties from Clinical Assessment Challenges in Students: A Qualitative Study

Background & Objective: Identifying clinical education problems is a challenge in training staffs and professional role acceptance. This study aimed to identify nursing faculty perception from student evaluation challenges in medical surgical wards. Methods: This was a descriptive qualitative study. Participants were 14 nursing faculty members and purposeful sampling was used until data saturation. Interview was done for data collection. All the interviews were recorded and then transcribed and analyzed. Software One Note 2010 was used for documentation of interviews and extracted codes. Manifest content analysis was used for data analysis. Results: Four themes and 14 categories were emerged including superficial evaluation (face evaluation, evaluation with invalid instrument, modeless evaluation, and detail center evaluation), unreal center evaluation (theory based evaluation, unprofessional based evaluation, tact based evaluation, and help to average rise based evaluation), bet-based evaluation (conservative evaluation, student recompense-based evaluation of teacher, and cliché type evaluation) and incomplete evaluation (unintegrated evaluation, unclear evaluation, and to digress of criterion reference evaluation). Conclusion: Modeless and non-instrumental evaluation was reported as important subjects that emphasized by faculty members. Some interventions for fair evaluation were recommended as using valid instrument and proper approaches based on short and long goals for competent graduated to health care system entry. Keywords Clinical evaluation Nursing student Qualitative stud

A Comparison of Common and 360-Degree Evaluation Methods in terms of Clinical Skills of Surgical Technology Students in Kerman University of Medical Sciences, Iran, in 2013

Background & Objective: The use of an integrated and approved method in clinical evaluation is of great importance. The aim of this research was the comparison of the 360-degree and common evaluation methods in clinical skills evaluation of undergraduate surgical technology students in Kerman University of Medical Sciences, Iran, during the operating room technical training course. Methods: This single group interventional study was performed on 4th semester students in surgical technology at Kerman University of Medical Sciences in the operating room of Shahid Bahonar Hospital of Kerman. The data collection tool consisted of a questionnaire which was completed by 24 students and 2 lecturers.. Data were analyzed using SPSS software and paired and independent t-tests. Results: Findings showed that mean age of students was 21.20 ± 0.56 years and most of them were females. Mean and standard deviation of total score of the common and 360-degree evaluation methods were 17.66 ± 0.86 and 17.88 ± 0.88, respectively. There was no significant differences between the mean scores of these methods (P = 0.001). Students had relative satisfaction with the 360-degree evaluation method (score = 6.12 ± 64.77) and relative dissatisfaction with the common evaluation method (score = 38.11 ± 08.49). There was a significant difference between students satisfaction with these two methods (P < 0.001). Lecturers had relative dissatisfaction with the common evaluation method (score = 47.51 ± 6.64) and complete satisfaction with the 360-degree evaluation method (score = 85.98 ± 9.84). Conclusion: The students’ 360-degree evaluation score was similar to that obtained through their evaluation by lecturers. Considering students’ relative satisfaction and lecturers’ total satisfaction with the 360-degree method, in comparison to their relative dissatisfaction with the common method, it seems that using this method can be effective in the modification of their dissatisfaction with the current clinical evaluation method. Key Words: Common evaluation, 360-degree evaluation, Student evaluation, Operatin

Task-Based Learning: A Strategy for Integration of Knowledge and Performance in Medical Education

Background & Objective: In recent decades, there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates. Task-based learning is an integrated system and a multidisciplinary teaching and learning approach. In task-based learning, the focus of learning is a set of tasks addressed by a doctor in clinical practice. In this method, subjects are taught through the performance of tasks and understanding of concepts and mechanisms underlying the tasks. The aim of this study was to review articles on task-based learning in medical education. Methods: Electronic databases and publishers such as ScienceDirect, PubMed, Scopus, Google Scholar, SID, and Magiran were reviewed in 2014. All articles on task-based learning in medical education without consideration of publication date were collected. Studies which had the inclusion criteria (relevant to the field of medicine, having objectives, method, sample size, analysis, a specific conclusion, and availability of the full text) were selected. In total, 10 qualitative, quantitative, or mixed studies were selected for analysis. Results: Although task-based learning had been used in different levels and situations, evidence suggested that, in comparison to the traditional training method, it has more efficiency and effectiveness. Task-based learning is an important tool in medical education with positive effects on faculty members, students, and patients. Conclusion: This study has shown that task-based learning is a powerful educational strategy and has been accepted as an appropriate tool in teaching and learning activities in most medical schools. Therefore, it is recommended for the promotion of knowledge, skills, and professional competency. Key Words: Task-based learning, Medical education, Knowledge, Performanc

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

Nursing Teachers´ Perception of the Challenges of Clinical Education and Solutions: A Qualitative Study

Introduction: The clinical education experience provides an opportunity for the application of theoretical concepts and acceptance of professional roles. Determining the challenges of clinical education and planning for a better education has an important role in training effective individuals. This study was done to determine nursing teachers’ viewpoints toward clinical education, its challenges, and their recommendations. Method: This is a descriptive, qualitative study on nursing teachers. Purposeful sampling was used for data gathering until data saturation in total, 14 teachers participated. For transcription and analysis of 18 interviews One Note 2010 was used. Data was analyzed using manifest content analysis. Results: During analysis, 4 themes and 9 subthemes immerged. They included presentation of learning potential in practice (of the teacher, and students), confrontation with challenges in real situations (ineffective planning, and administrative obstacles to clinical training), effective clinical education (effective, flexible, and assessment-based planning, effective teacher, and transition from dependent to independent practice), future professional challenges (evasion from professions, and unsafe caring environment). Conclusion: According to the results of the present study appropriate planning for effective teaching and clinical training is suggested. It seems that the use of expert teachers, improvement of the learning environment, development of the relationship between teachers and clinical staff, special attention to entry behaviors, and coordination between theoretical and practical concepts should be considered for an effective education. Keywords: Clinical education, Nursing, Qualitative stud

Assessing the Relationship between Spiritual Wellbeing and Academic Citizenship Behaviors among Postgraduate Students at Kerman University of Medical Sciences, Iran

Background & Objective: Spiritual wellbeing is the most recent aspect of health and is the sole force that harmonizes physical, mental, and social aspects. Academic citizenship behaviors are voluntary, humanitarian, value-based, and ethical acts carried out by students without any expectations. Therefore, the present study was designed to investigate the relationship between spiritual wellbeing and academic citizenship behaviors of postgraduate students of Kerman University of Medical Sciences, Iran. Methods: This was a descriptive-analytic study. The study population consisted of 350 postgraduate students of Kerman University of Medical Sciences. The subjects were selected from 7 schools of this university using proportionate sampling. Data collection tools were the Ellison’s and Paloutzian’s Spiritual Wellbeing Scale and the Academic Citizenship Behavior Questionnaire. Data were analyzed using descriptive and inferential statistics in SPSS software. Results: The spiritual wellbeing of postgraduate students was at medium and high levels and academic citizenship behavior of students was also at a high level. The spiritual health and academic citizenship behaviors of doctoral degree, female, married, and older students were higher than others. The higher the score of student's spiritual health was, the higher the score of academic citizenship behaviors was. Conclusion: According to the results of the study, it is recommended that more attention be given to the spiritual health of students. Moreover, curriculum related to ethics must be introduced by universities as an effective factor in positive values to students. In addition, through strengthening of students’ spiritual health, it can be expected that students with maximum ability and ethics will graduate and take responsibility for public health of the society. Key Words: Academic citizenship behavior, Spiritual wellbeing, Postgraduate students, Kerman University of Medical Sciences (Iran

Clinical Environment Assessment Based on DREEM Model from the Viewpoint of Interns and Residents of Hospitals Affiliated with Kerman University of Medical Sciences, Iran

Background & Objective: Clinical environments have a crucial role on medical students' training. Thus, the aim of this study was to assess clinical environments based on the (Dundee Ready Education Environment Measure) DREEM model from the viewpoint of interns and residents in hospitals affiliated with Kerman University of Medical Sciences, Iran, in 2012. Methods: This was a descriptive-analytic study. The data collection tool was the DREEM Questionnaire with 50 questions (5-point Likert scale) in the 5 domains of learning, teachers, educational environment, student's academic self-perceptions, and student's social self-perceptions. The study environment consisted of 4 main wards (internal, surgical, pediatrics, and gynecology) of hospitals affiliated with Kerman University of Medical Sciences. The study subjects consisted of 63 interns and 73 residents. Data was analyzed in SPSS software using Students' t-test and ANOVA. Results: Mean score of perception of educational environment in interns was 161.17 ± 22.30 and in residents was 157.45 ± 21.14. The comparison of different areas of clinical environment evaluation only showed a significant difference between the two groups in the area of student's social self-perceptions (P < 0.05). The interns' score was higher than that of the residents. No significant differences were observed between hospitals and the studied wards. Conclusion: The students' perceptions of their educational environment in clinical wards were desirable. Despite different literature's recommendation of using DREEM in order to evaluate weaknesses and strengths of clinical environments, the concurrent use of other methods and instruments for the assessment of the efficacy of this questionnaire is recommended. Key Words: DREEM model, Assessment, Residents, Interns, Ira

Time Management and Metacognitive Strategies in Graduate Students of Kerman University of Medical Sciences

Background: Time management and metacognitive strategies are the most important academic skills of students to achieve scientific success. Objectives: The current study aimed at comparing the effect of the two widely used teaching methods, role-playing and lecturing, on learning the communication skills among health workers of Kerman health centers in Iran, 2018. Methods: This descriptive-analytical cross-sectional study was conducted in 2019 on 322 graduate students. The time-management questionnaire developed by Britton and Tesser and the Metacognitive Awareness Inventory Schraw and Dennison were used to collect data. Data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and Pearson correlation coefficient and Multivariate Linear Regression by SPSS software. Results: The mean score of time management in students was 5.24±32.41 (14-70) and the mean score of metacognitive strategies was 11.56±148.97 (52-260), which showed the -moderate level of students regarding these factors. A positive and significant relationship was observed between time management and metacognitive strategies (P <0.050). Conclusion: Time management and metacognitive strategies of graduate students of Kerman University of Medical Sciences is at a moderate level. Due to the relationship between time management and metacognitive strategies, it is recommended to pay attention to metacognitive components in teaching and learning methods. It is also suggested to plan for the creativity and innovation of these students to use their ability to achieve organizational goals. Keywords: Time Management, Metacognitive Strategies, Graduate Students, Kerman University of Medical Science

A Study of Learning Approaches and their Relationship with Demographic Characteristics of Postgraduate Students of Kerman University of Medical Sciences, Iran, in 2014

Background & Objective: An important individual difference among students is their learning approaches. Learning approaches are styles through which the learner selects information and integrates them. Identifying students’ learning approaches and educational planning result in the attainment of educational achievements by students. The aim of this study was to evaluate learning approaches and determine their relationship with demographic characteristics of postgraduate students of Kerman University of Medical Sciences, Iran. Methods: This was a descriptive, analytical, correlational study on 400 postgraduate students selected through random sampling. The data collection tool consisted of a questionnaire with two sections of demographic characteristics and learning approaches. Data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and ANOVA and chi-square tests in SPSS software. Results: The frequencies of deep, surface, and surface-deep approaches among the students were 70.5%, 23.5%, and 6.0%. Moreover, among demographic characteristic, the students’ occupation had a significant relationship with their approaches to learning (P = 0.032). There was no relationship between learning approaches and other demographic characteristics of students. Conclusion: This study showed that the majority of postgraduate students in Kerman University of Medical Sciences preferred the deep learning approach. This learning approach had a significant relationship with their occupation. It frequency was higher in unemployed people. These findings are useful for the university and professors. Key Words: Learning approaches, Demographic characteristics, Graduate student

An Investigation of Medical School Curriculum in Kerman University of Medical Sciences, Iran, Based on the CIPP Model

Background & Objective: In order to improve the quality of higher education programs and make them dynamic, quantitative and qualitative evaluations and assessments are required. In this study, the context, input, process, and product (CIPP) evaluation model was used to evaluate the School of Medicine at Kerman University of Medical Sciences, Iran, in 2014. Methods: The evaluation of this school, based on the CIPP model, consisted of the 4 components of context, input, process, and output. The sample included 69 students, 20 professors, and 12 postgraduates. A researcher made questionnaire was used to collect data. The scores of 0-1.5, 1.5-3.5, and 3.5-5 were considered as representing poor conditions, relatively favorable conditions, and favorable conditions, respectively. Data were analyzed using SPSS software and descriptive and inferential statistics (t-test). Results: From the perspective of the participants of the research, the status of context, input, process, and output, and in general, the School of Medicine was favorable and the output of the school was relatively favorable. There was a significant difference between the students’ and professors’ point of views in terms of the context, process, and outcome of the school (P < 0.05). The students ranked the context as favorable, while the professors ranked input, process, and output of the school as favorable. Conclusion: The results of the final evaluation revealed that the condition of this school is favorable. To achieve a highly favorable condition, it is suggested that college and university authorities attempt to strengthen important factors such as revision of curriculum content, and training professors on teaching methods, evaluation, and communication skills. Key Words: Educational evaluation, CIPP model, Medical schoo