Pub Date : 2020-12-10DOI: 10.18502/jmed.v15i3.4893
F. Rezapur-Shahkolai, N. Salimi, Kh Ezzati Rastgar, E. Gheysvandi, P. Parsa, Mitra Dogonchi
Introduction: Proper counseling are very important to improve the quality of life and progress in society, especially in educational centers. The present qualitative study was designed and implemented according to the importance of deep students' opinions to improve the counseling process. Methods: This present study was a qualitative study which was conducted using Content analysis. Participants in this study were 30 students who were selected through purposive sampling, with maximum diversity. In this study, data were obtained using semi-structured interviews and were analyzed using Conventional content analysis. Result: From the students' point of view, the challenges facing academic counseling included two main themes, four main categories and seven sub-categories. Main themes included “need to improve the organizational factors related to consulling process” and “need to improve the individual factorsamong faculty members and student” and the main categories included lack of proper information to the student, unavailability of consultant faculty members, to select consultant faculty members without considering a student opinion and to be improper the communication between consultant faculty members and student. Regarding the facilitators of the counseling process, one main theme (strengthening the organizational factors related to consulling process), three main categories and four sub-categories were obtained. The main categories included the separation of the counselor from the faculty members, empowerment of the counselors and student’s freedom to choose a counselor. Conclusion: The results of the present study show that the process of academic counseling in the university faces organizational and individual challenges such as lack of proper information to the student, unavailability of consultant faculty members, to select consultant faculty members without considering the students opinion, and to be improper the communication between consultant faculty members and students. Based on the students' views, it seems that by separation of the counselor from the faculty members, empowerment of the counselors and student’s freedom to choose a counselor, the academic counseling process in the university can be improved.
{"title":"Students' perspectives in relation to academic counseling in the university: A qualitative study using Content analysis","authors":"F. Rezapur-Shahkolai, N. Salimi, Kh Ezzati Rastgar, E. Gheysvandi, P. Parsa, Mitra Dogonchi","doi":"10.18502/jmed.v15i3.4893","DOIUrl":"https://doi.org/10.18502/jmed.v15i3.4893","url":null,"abstract":"Introduction: Proper counseling are very important to improve the quality of life and progress in society, especially in educational centers. The present qualitative study was designed and implemented according to the importance of deep students' opinions to improve the counseling process. \u0000Methods: This present study was a qualitative study which was conducted using Content analysis. Participants in this study were 30 students who were selected through purposive sampling, with maximum diversity. In this study, data were obtained using semi-structured interviews and were analyzed using Conventional content analysis. \u0000Result: From the students' point of view, the challenges facing academic counseling included two main themes, four main categories and seven sub-categories. Main themes included “need to improve the organizational factors related to consulling process” and “need to improve the individual factorsamong faculty members and student” and the main categories included lack of proper information to the student, unavailability of consultant faculty members, to select consultant faculty members without considering a student opinion and to be improper the communication between consultant faculty members and student. Regarding the facilitators of the counseling process, one main theme (strengthening the organizational factors related to consulling process), three main categories and four sub-categories were obtained. The main categories included the separation of the counselor from the faculty members, empowerment of the counselors and student’s freedom to choose a counselor. \u0000Conclusion: The results of the present study show that the process of academic counseling in the university faces organizational and individual challenges such as lack of proper information to the student, unavailability of consultant faculty members, to select consultant faculty members without considering the students opinion, and to be improper the communication between consultant faculty members and students. Based on the students' views, it seems that by separation of the counselor from the faculty members, empowerment of the counselors and student’s freedom to choose a counselor, the academic counseling process in the university can be improved.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76360022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-10DOI: 10.18502/JMED.V15I3.4898
M. Hassanzadeh, E. Moradi
The article's abstract is not available.
这篇文章的摘要没有。
{"title":"The need for a general review of the basics of semiology course in the integrated strategy of curriculum","authors":"M. Hassanzadeh, E. Moradi","doi":"10.18502/JMED.V15I3.4898","DOIUrl":"https://doi.org/10.18502/JMED.V15I3.4898","url":null,"abstract":"The article's abstract is not available.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83212472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-21DOI: 10.18502/JMED.V15I2.4230
M. Sodani, R. G. Jobaneh
Introduction: Given the importance of academic resilience in students' academic life, the aim of this study was the validity and reliability of the academic resilience scale in undergraduate students of Ahvaz universities. Methods: in this descriptive psychometric study, the number of 306 undergraduate students from Ahvaz universities (Jundishapur University of Medical Sciences, Shahid Chamran University, Islamic azad University) were selected using Voluntary sampling method and responded to the Cassidy Academic resilience Scale and Fredericks et al. Academic Engagement Scale. Reliability using Cronbach's alpha coefficient, Convergent validity using Pearson correlation coefficient, and construct validity using confirmatory factor analysis were calculated.The collected data were analyzed using SPSS-23 and AMOS-21 software. Result: Confirmatory factor analysis demonstrated that the ratio χ2/df is 1.89 for three factor structure and fit indexes of model were satisfactory and reasonable. Reliability according to Cronbach's alpha coefficient for Academic resilience Scale was reported 0.85 (perseverance = 0.75, reflecting and adaptive help-seeking= 0.76, negative affect and emotional response= 0.78). There is also a positive and significant correlation between academic resilience and Academic Engagement and Convergent validity is confirmed (r= 0.35). Conclusion: According to the results of current research, the Academic resilience Scale is a reliable instrument with valid psychometric properties to measure Academic Adjustment in Iranian students and students with lower academic resilience can be identified And take appropriate psychological measures for them.
{"title":"Validity and Reliability of the Academic Resilience Scale in Undergraduate Students of Ahvaz Universities","authors":"M. Sodani, R. G. Jobaneh","doi":"10.18502/JMED.V15I2.4230","DOIUrl":"https://doi.org/10.18502/JMED.V15I2.4230","url":null,"abstract":"Introduction: Given the importance of academic resilience in students' academic life, the aim of this study was the validity and reliability of the academic resilience scale in undergraduate students of Ahvaz universities. \u0000Methods: in this descriptive psychometric study, the number of 306 undergraduate students from Ahvaz universities (Jundishapur University of Medical Sciences, Shahid Chamran University, Islamic azad University) were selected using Voluntary sampling method and responded to the Cassidy Academic resilience Scale and Fredericks et al. Academic Engagement Scale. Reliability using Cronbach's alpha coefficient, Convergent validity using Pearson correlation coefficient, and construct validity using confirmatory factor analysis were calculated.The collected data were analyzed using SPSS-23 and AMOS-21 software. \u0000Result: Confirmatory factor analysis demonstrated that the ratio χ2/df is 1.89 for three factor structure and fit indexes of model were satisfactory and reasonable. Reliability according to Cronbach's alpha coefficient for Academic resilience Scale was reported 0.85 (perseverance = 0.75, reflecting and adaptive help-seeking= 0.76, negative affect and emotional response= 0.78). There is also a positive and significant correlation between academic resilience and Academic Engagement and Convergent validity is confirmed (r= 0.35). \u0000Conclusion: According to the results of current research, the Academic resilience Scale is a reliable instrument with valid psychometric properties to measure Academic Adjustment in Iranian students and students with lower academic resilience can be identified And take appropriate psychological measures for them.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83391528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-21DOI: 10.18502/JMED.V15I2.4233
Z. Mortazavi, S. Hosseini, V. Jafari, B. Heshmati, SS Mortazai
Introduction: Patients’ right charter has been implemented for equal accessibility to all healthcare services. knowledge and regard of Patients' Rights is important to improve quality and strengthen the health system and patient satisfaction. The current study has been done with aim of evaluating the survey awareness of students in Hamedan school rehabilitation about patients’ charter. Methods: This cross-sectional, descriptive, and analytical study was performed. The study population included 143 students (all of them) in rehabilitation facility. The data-gathering tool was a valid and reliable questionnaire based on the elements of Iran patients' rights developed by the Ministry of Health and Medical Education (MOHME).The collected data were analyzed by descriptive and analytical statistics using SPSS 23 software. Result: The results show that students were 64.3% female and 35.7% male. 44.1% occupational therapists, 30.8% speech therapists, 25.2% audiologists. The inputs of the year 92 were 8.4%, the inputs of the year 93 were 34.3%, the inputs of the year 94 were 35% and the inputs of the year 95 were 22.4%. The total awareness of students was 10.62 ± 4.70 There was a significant relationship between knowledge of access to the effective system of complaints and access to information and the year of entry students (P = 0.02). There wasn't significant relationship between gender and Age and field of study the students’ awareness (P = 0.14) (P > 0.05). Conclusion: Approximately half of the participated students had low level of awareness about patients’ charter right .Therefore, it is suggested that greater emphasis should be placed on inclusion and support of patients' rights in course and curriculum planning is necessary.
{"title":"The survey Awareness of Students in Hamadan School of Rehabilitation about Patients’ Rights Charter","authors":"Z. Mortazavi, S. Hosseini, V. Jafari, B. Heshmati, SS Mortazai","doi":"10.18502/JMED.V15I2.4233","DOIUrl":"https://doi.org/10.18502/JMED.V15I2.4233","url":null,"abstract":"Introduction: Patients’ right charter has been implemented for equal accessibility to all healthcare services. knowledge and regard of Patients' Rights is important to improve quality and strengthen the health system and patient satisfaction. The current study has been done with aim of evaluating the survey awareness of students in Hamedan school rehabilitation about patients’ charter. \u0000Methods: This cross-sectional, descriptive, and analytical study was performed. The study population included 143 students (all of them) in rehabilitation facility. The data-gathering tool was a valid and reliable questionnaire based on the elements of Iran patients' rights developed by the Ministry of Health and Medical Education (MOHME).The collected data were analyzed by descriptive and analytical statistics using SPSS 23 software. \u0000Result: The results show that students were 64.3% female and 35.7% male. 44.1% occupational therapists, 30.8% speech therapists, 25.2% audiologists. The inputs of the year 92 were 8.4%, the inputs of the year 93 were 34.3%, the inputs of the year 94 were 35% and the inputs of the year 95 were 22.4%. The total awareness of students was 10.62 ± 4.70 There was a significant relationship between knowledge of access to the effective system of complaints and access to information and the year of entry students (P = 0.02). There wasn't significant relationship between gender and Age and field of study the students’ awareness (P = 0.14) (P > 0.05). \u0000Conclusion: Approximately half of the participated students had low level of awareness about patients’ charter right .Therefore, it is suggested that greater emphasis should be placed on inclusion and support of patients' rights in course and curriculum planning is necessary.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76111442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-10DOI: 10.18502/JMED.V15I2.4231
H. Jafari, F. Keshmiri, S. Shiri, K. Abghari, N. Baghian
Introduction: Despite the fact that virtual education has been launched for a short time in medical sciences universities, especially Shahid Sadoughi University of Yazd, it is on initial steps. There is still no information available on the possible effects of this course so that we cannot identify the potential obstacles or problems or use its benefits in efficient way. In the present study, the researchers sought to explain the experiences and perspectives of teachers and students by using qualitative approach. Methods: This study was conducted using a qualitative approach and semi-structured interview. The target population for the interview was teachers and students who had experienced such courses at Shahid Sadoughi University of Medical Sciences in 2019. Result: The findings highlighted seven strengths in areas such as time, place, and cost. Interviews have been done from 15 teachers. In examining weaknesses in virtual education, four main categories include facilities, equipment, classroom control, inadequate teacher preparation, and student and emotional and cultural issues and eleven subcategories were extracted. Conclusion: With respect to some obstacles in current education and due to the ever-increasing advances in technology, the use of virtual education methods is needed. If the weaknesses in the implementation of this approach, including upgrading of training and skills levels, technical infrastructure and equipment and cultural context, are fulfilled, it would be more successful.
{"title":"Explaining the Views and Experiences of E-teacher and E-learners about Virtual Education in Yazd Shahid Sadoughi University of Medical Sciences","authors":"H. Jafari, F. Keshmiri, S. Shiri, K. Abghari, N. Baghian","doi":"10.18502/JMED.V15I2.4231","DOIUrl":"https://doi.org/10.18502/JMED.V15I2.4231","url":null,"abstract":"Introduction: Despite the fact that virtual education has been launched for a short time in medical sciences universities, especially Shahid Sadoughi University of Yazd, it is on initial steps. There is still no information available on the possible effects of this course so that we cannot identify the potential obstacles or problems or use its benefits in efficient way. In the present study, the researchers sought to explain the experiences and perspectives of teachers and students by using qualitative approach. \u0000Methods: This study was conducted using a qualitative approach and semi-structured interview. The target population for the interview was teachers and students who had experienced such courses at Shahid Sadoughi University of Medical Sciences in 2019. \u0000Result: The findings highlighted seven strengths in areas such as time, place, and cost. Interviews have been done from 15 teachers. In examining weaknesses in virtual education, four main categories include facilities, equipment, classroom control, inadequate teacher preparation, and student and emotional and cultural issues and eleven subcategories were extracted. \u0000Conclusion: With respect to some obstacles in current education and due to the ever-increasing advances in technology, the use of virtual education methods is needed. If the weaknesses in the implementation of this approach, including upgrading of training and skills levels, technical infrastructure and equipment and cultural context, are fulfilled, it would be more successful.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80782741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-10DOI: 10.18502/JMED.V15I2.4229
K. Nasiriani, mohammad zare reshkoeyeh, matin arman, S. Mirzaei
Introduction: Peer instructor teaching is an educational model in which senior students teach to their classmates or junior students. Clinical supervision is a formal, systematic, and continuous that the inexperienced person reviews and improves their performance by receiving advice from a supervisor or expert. Clinical education is a vital component of the medical science curriculum and the quality and control of its stressors are important. The purpose of this study was to combine peer instructor training model with clinical supervision on the status and stressors of clinical nursing education. Methods: This is a quasi-experimental study in which a combined Peer instructor teaching and clinical supervision program was implemented. The research samples were 60 nursing students of Yazd nursing and Midwifery College who were studying in third and sixth semesters. They were selected by purposive sampling method. Data gathering tools included a four-part questionnaire including demographic characteristics, a questionnaire for assessing instructor performance in clinical education, a standard questionnaire for clinical stressors, a course satisfaction questionnaire and a clinical supervisor completed by self-report. Data analysis was done using SPSS 16 software. Result: on the finding the mean score of peer instructor evaluation was 56.42 ± 9.38 and mean score of clinical stressors was 38.72 ± 5.6. Peer instructor in most cases agreed with the peer instructor program and clinical supervision program. Conclusion: From the learners' point of view, peer instructor performance is at a good level, as well as clinical stressors at the boundary level between moderate and weak, although both results are satisfactory but there is a need for more careful planning and more training by peer educators and more accurate clinical supervision.
{"title":"The effect of Peer instructor teaching and clinical supervision on the status and stressors of clinical nursing education","authors":"K. Nasiriani, mohammad zare reshkoeyeh, matin arman, S. Mirzaei","doi":"10.18502/JMED.V15I2.4229","DOIUrl":"https://doi.org/10.18502/JMED.V15I2.4229","url":null,"abstract":"Introduction: Peer instructor teaching is an educational model in which senior students teach to their classmates or junior students. Clinical supervision is a formal, systematic, and continuous that the inexperienced person reviews and improves their performance by receiving advice from a supervisor or expert. Clinical education is a vital component of the medical science curriculum and the quality and control of its stressors are important. The purpose of this study was to combine peer instructor training model with clinical supervision on the status and stressors of clinical nursing education. \u0000Methods: This is a quasi-experimental study in which a combined Peer instructor teaching and clinical supervision program was implemented. The research samples were 60 nursing students of Yazd nursing and Midwifery College who were studying in third and sixth semesters. They were selected by purposive sampling method. Data gathering tools included a four-part questionnaire including demographic characteristics, a questionnaire for assessing instructor performance in clinical education, a standard questionnaire for clinical stressors, a course satisfaction questionnaire and a clinical supervisor completed by self-report. Data analysis was done using SPSS 16 software. \u0000Result: on the finding the mean score of peer instructor evaluation was 56.42 ± 9.38 and mean score of clinical stressors was 38.72 ± 5.6. Peer instructor in most cases agreed with the peer instructor program and clinical supervision program. \u0000Conclusion: From the learners' point of view, peer instructor performance is at a good level, as well as clinical stressors at the boundary level between moderate and weak, although both results are satisfactory but there is a need for more careful planning and more training by peer educators and more accurate clinical supervision.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80179252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-10DOI: 10.18502/JMED.V15I2.4228
Noura Shahmiri, B. Mirzaian
Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students. Methods: The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software. Result: The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52.84 ± 4.41 and the control group was 49.10 ± 4.75 and in the post-test of the experimental group was 83.36 ± 4.35 and the control group 50.75. ± 4.42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65.74 ± 8.24and control of 65.32 ± 7.11and in the post-test of the experimental group of 31.02 ± 4.54 and control of 64.11 ± 6.87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0.01. Conclusion: Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among students.
{"title":"The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students","authors":"Noura Shahmiri, B. Mirzaian","doi":"10.18502/JMED.V15I2.4228","DOIUrl":"https://doi.org/10.18502/JMED.V15I2.4228","url":null,"abstract":"Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students. \u0000Methods: The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software. \u0000Result: The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52.84 ± 4.41 and the control group was 49.10 ± 4.75 and in the post-test of the experimental group was 83.36 ± 4.35 and the control group 50.75. ± 4.42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65.74 ± 8.24and control of 65.32 ± 7.11and in the post-test of the experimental group of 31.02 ± 4.54 and control of 64.11 ± 6.87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0.01. \u0000Conclusion: Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among students.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79202288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-10DOI: 10.18502/JMED.V15I2.4232
A. Beigzadeh, M. Dehghani, S. Daryazadeh, S. Heydari, S. Ebrahimi
Introduction: Nowadays “change” in all aspects of human's life and organizations is rapidly increasing. By knowing the characteristics of change managers as the main pillars of change in healthcare organizations we can implement effective changes in healthcare systems. Therefore, the aim of this study was to determine the characteristics and competencies of change managers in healthcare system. Methods: This descriptive cross-sectional study was conducted on nurses in educational hospitals of Kerman University of Medical Sciences in 2016. In this study 280 nurses entered the study based on stratified random sampling. To collect data, a valid and reliable questionnaire was used. Data were analyzed using cluster analysis by SPSS software version 16. Result: The highest mean score regarding the characteristics of a change manager was related to "evaluation system and feedback" (9.22 ± 1.17), and "counselor and guider" in the process of change (9.31 ± 1.10). Conversely, "creating an amicable atmosphere in the workplace" (7.35 ± 2.45) and "thinking to reduce resistance" (8.04 ± 1.07) achieved the lowest scores. Totally, 4 roles as futurist and planner; coordinator and information provider; facilitator; and strategist were identified for a change manager in healthcare system. Conclusion: Characteristics such as futurist, information provider, facilitator and strategist are the main traits of a change manager. Emphasizing these characteristics and making managers ready in this regard can enhance their performance in the process of change and makes the change easier.
{"title":"The Perspective of Nurses Concerning the Characteristics and Competencies of a Change Manager in Healthcare System","authors":"A. Beigzadeh, M. Dehghani, S. Daryazadeh, S. Heydari, S. Ebrahimi","doi":"10.18502/JMED.V15I2.4232","DOIUrl":"https://doi.org/10.18502/JMED.V15I2.4232","url":null,"abstract":"Introduction: Nowadays “change” in all aspects of human's life and organizations is rapidly increasing. By knowing the characteristics of change managers as the main pillars of change in healthcare organizations we can implement effective changes in healthcare systems. Therefore, the aim of this study was to determine the characteristics and competencies of change managers in healthcare system. \u0000Methods: This descriptive cross-sectional study was conducted on nurses in educational hospitals of Kerman University of Medical Sciences in 2016. In this study 280 nurses entered the study based on stratified random sampling. To collect data, a valid and reliable questionnaire was used. Data were analyzed using cluster analysis by SPSS software version 16. \u0000Result: The highest mean score regarding the characteristics of a change manager was related to \"evaluation system and feedback\" (9.22 ± 1.17), and \"counselor and guider\" in the process of change (9.31 ± 1.10). Conversely, \"creating an amicable atmosphere in the workplace\" (7.35 ± 2.45) and \"thinking to reduce resistance\" (8.04 ± 1.07) achieved the lowest scores. Totally, 4 roles as futurist and planner; coordinator and information provider; facilitator; and strategist were identified for a change manager in healthcare system. \u0000Conclusion: Characteristics such as futurist, information provider, facilitator and strategist are the main traits of a change manager. Emphasizing these characteristics and making managers ready in this regard can enhance their performance in the process of change and makes the change easier. ","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90906973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-10DOI: 10.18502/jmed.v15i1.3327
M. G. Dehaghi, Z. Vafadar
Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality. Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research. Result: Colombia School of Nursing has a long history of Nursing PhD Education. curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education. Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.
{"title":"Comparative Study of Nursing PhD. Education Program in Iran and Colombia School of Nursing","authors":"M. G. Dehaghi, Z. Vafadar","doi":"10.18502/jmed.v15i1.3327","DOIUrl":"https://doi.org/10.18502/jmed.v15i1.3327","url":null,"abstract":"Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality. \u0000Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research. \u0000Result: Colombia School of Nursing has a long history of Nursing PhD Education. curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education. \u0000Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89293518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-10DOI: 10.18502/jmed.v15i1.3325
S. Z. Nahardani
Introduction: Spiritual health in medical education literature is considered as an intrinsic and essential element of a culture-centered concept which exclusively occurs in every society. Applying spiritual health in the education and health systems is subject to proper training in this area. Therefore, the purpose of this study is to explain the factors affecting the applied education of spiritual health in Iranian medical sciences. Methods: This qualitative study was conducted using the inductive content analysis method. Data were collected through in-person and semi-structured interviews with 23 medical professionals (general medicine, clinical sciences, and basic sciences) and analyzed using Lundman and Granheim's suggested steps. Result: Five themes emerged from data analysis. Topics include "Effective Teaching", "consideration of the philosophy of education","effective communication","attention of religious values", "integrated education "and" curriculum revision". Conclusion: to the findings of this study, it is necessary to conduct multiple educational interventions from university policy levels to practical applied education spiritual health. In order to apply spiritual health education in medical sciences, formal education based on the nature of inter-disciplinary disciplines should be designed and developed into a professional and systematic discipline according to the country's religious values and cultural and social variables.
{"title":"Applied Education of Spiritual Health in Iranian Medical Sciences","authors":"S. Z. Nahardani","doi":"10.18502/jmed.v15i1.3325","DOIUrl":"https://doi.org/10.18502/jmed.v15i1.3325","url":null,"abstract":"Introduction: Spiritual health in medical education literature is considered as an intrinsic and essential element of a culture-centered concept which exclusively occurs in every society. Applying spiritual health in the education and health systems is subject to proper training in this area. Therefore, the purpose of this study is to explain the factors affecting the applied education of spiritual health in Iranian medical sciences. \u0000Methods: This qualitative study was conducted using the inductive content analysis method. Data were collected through in-person and semi-structured interviews with 23 medical professionals (general medicine, clinical sciences, and basic sciences) and analyzed using Lundman and Granheim's suggested steps. \u0000Result: Five themes emerged from data analysis. Topics include \"Effective Teaching\", \"consideration of the philosophy of education\",\"effective communication\",\"attention of religious values\", \"integrated education \"and\" curriculum revision\". \u0000Conclusion: to the findings of this study, it is necessary to conduct multiple educational interventions from university policy levels to practical applied education spiritual health. In order to apply spiritual health education in medical sciences, formal education based on the nature of inter-disciplinary disciplines should be designed and developed into a professional and systematic discipline according to the country's religious values and cultural and social variables.","PeriodicalId":30509,"journal":{"name":"Journal of Medical Education and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77911817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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