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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Evidence Based Care Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: adolescents,Drug addiction,Female Students,Primary prevention
- چکیده:
- چکیده انگلیسی: Youngsters' addiction potential has made adolescence a highly sensitive and critical period of life. Educational interventions can affect addiction prevention and cooperative learning is one of the active education methods. The present study aimed to determine the effect of cooperative learning on drug addiction potential among female students. This randomized controlled clinical trial was performed on 66 female students in 2018. The intervention group attended four cooperative educational sessions on addiction, physical, psychological, social and economic consequences and complications of drug abuse, and effective communication skills. On the other hand, the participants in the control group received education in the form of lectures. The addiction potential questionnaire was filled by all subjects before and one month after the intervention. Data were analyzed in SPSS software (version 16) using an independent t-test, paired t-test, and Wilcoxon test. According to the results, the two groups were homogenous in terms of all demographic variables. As evidenced by the results of the independent t-test, the mean score of addiction potential was significantly lower in the intervention group (10.3±12.4), compared to the control group (2.7±8.8) (P<0.001). Our findings can help instructors select and implement the most efficient techniques of cooperative learning in order to prevent addiction among adolescents.
- انتشار مقاله: 11-12-1397
- نویسندگان: Reihaneh Ansari Mohseni,HamidReza Behnam Vashani,Fatemeh Heshmati Nabavi,Hossein Karimi Moonaghi,Masoud Zare
- مشاهده
- جایگاه : پژوهشی
- مجله: Evidence Based Care Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Elderly,Self-management,Vision-related quality of life,Visual impairment
- چکیده:
- چکیده انگلیسی: Background: Visual impairment is one of the independent risk factors for falling among the elderly. Functional disabilities caused by vision disorders are the most common problems affecting the quality of life in this population. Therefore, vision self-management program (VSM) may be helpful for patients in reducing impairment and improving the quality of life.
Aim: The present study aimed to investigate the effect of self-management educational program on the vision-related quality of life among the elderly with visual impairment.
Method: This randomized clinical trial was conducted on 57 elderly people in Mashhad, Iran, in 2017. The participants were assigned into two groups of intervention (n=28) and control (n=29). The intervention group received a 6-week VSM as a 60-minute session per week, while the control group underwent the routine education in the clinic. Visual-related quality of life was measured using the 39-item National Eye Institute Visual Function Questionnaire immediately and two months after the intervention to implement home-based intervention. The data were analyzed in SPSS software, version 23.
Results: The mean age of the participants in the intervention and control groups were 66.4±0.7 and 66.1±7.0 years, respectively. The repeated measures ANOVA test showed that the mean score of vision-related quality of life in the intervention group was significantly higher than that in the control group (P<0.05).
Implications for Practice: The self-management education can increase vision-related quality of life and its various dimensions in the elderly with visual impairment. Given that the intervention duration in this study was two months, further studies with longer duration are recommended.- انتشار مقاله: 27-10-1396
- نویسندگان: Ahmad Ghasemi,Hossein Karimi Moonaghi,Samira Mohajer,Seyed Reza Mazlom,Naser Shoeibi
- مشاهده
- جایگاه : پژوهشی
- مجله: Evidence Based Care Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: type 2 diabetes,self-care,VARK learning style
- چکیده:
- چکیده انگلیسی: Background: Despite the implementation of new training programs, neglecting individual differences in terms of learning styles can be taken into account as one of the reasons for poor levels of self-care behaviors in patients suffering from diabetes.
Aim: The purpose of the present study was to examine the effect of training according to the learning styles on self-care behaviors among individuals suffering from type 2 diabetes.
Method: This randomized, controlled clinical trial was performed on 69 diabetic patients referring to Parsian Clinic in Mashhad, Iran, who were divided into experimental (comprised of four aural, visual, read-write, and kinesthetic-sensory groups based on the results of the VARK [Visual, Auditory, Read/Write, Kinesthetic] Learning Styles Questionnaire) and control (lecture-based education). Self-care training was also conducted during two sessions each two weeks on four domains of diet, exercise program adherence, blood glucose monitoring, and insulin intake. To analyze the data, independent samples t-test and Mann-Whitney U test were run, using SPSS version 21.
Results: Based on the independent samples t-test, in the experimental and control groups, the total mean scores of self-care behaviors were not significantly different prior to the intervention (135.2±17.6, 129.7±27.6, respectively). However, a statistically significant difference was noted between the experimental and control groups regarding the total mean scores of self-care behaviors (164.1±7.6, 140.5±10.0, respectively; P=0.001).
Implications for Practice: It was concluded that self-care training based on learning styles could be improved among patients with diabetes. The VARK Learning Styles Questionnaire could be used to facilitate this type of training through providing information about learning and teaching methods as well as using the media appropriate to individuals’ learning styles.- انتشار مقاله: 27-07-1395
- نویسندگان: Amir Reza Saleh Moghadam,Farzane Hozhabr Araghi,Ali Bazzi,Hamidreza Behnam Voshani,Hossein Karimi Moonaghi
- مشاهده
- جایگاه : پژوهشی
- مجله: Evidence Based Care Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: E- Learning,Diabetes type-2,Diet adherence
- چکیده:
- چکیده انگلیسی: Background: The diabetes mellitus is a disease with the disability to metabolize carbohydrates. The global prevalence of diabetes has estimated to be 439 million in 2030. Modification to the diet is an important factor in curing diabetes. Virtual learning is an important tool to guarantee the access of all patients to the dietary instructions.
Aim: To determine the effect of E-learning education on dietary regimen in type 2 diabetic patients.
Methods: This semi-experimental study was conducted on 85 patients suffering from diabetes type-2 admitted to ShahidQodsi health center in Mashhad. They were divided into two groups. Pre-and post-intervention questionnaire data and blood samples were recorded. The data were analyzed using SPSS Ver.11.5.
Results: The results showed that after the intervention, there was a significant increase in average value of adherence to the diet in group receiving virtual learning, compared to the group with face-to-face instructions (p<0.05). The average and df were statistically significant in both groups in terms of glicosyled hemoglobin (p=0.001).
Conclusion: Considering the results of the present study, as virtual learning has a significant effect on adherence to the diet and several elements such as facilities, it is recommended for the nurses to get familiar with this type of learning method and instruct the patients in diabetes centers.- انتشار مقاله: 02-05-1392
- نویسندگان: Amir Reza Salehmoghaddam,Ali Khosravi Bonjar,Hossein Karimi Moonaghi,Hasan Gholami
- مشاهده
- جایگاه : پژوهشی
- مجله: Evidence Based Care Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: nursing,Training,quality of care,Communication skills
- چکیده:
- چکیده انگلیسی: Background: To achieve quality care is an important issue that is often paied attention to in providing nursing care. It seems that communication skills can affect the quality of care.
Aim: This study investigated the effect of communication skills training on the quality of nursing care in patients.
Methods: The study was a pretest/posttest experimental design with control group. 60 nurses working in Qhaem and Emamreza hospitals were selected using stratified sampling and then randomly allocated to two groups, Also three patients per each nurse were selected using convenience sampling before and also one, two and three weeks after the intervention. The intervention included communication skills training workshop which was held for eight hours over two days in 2012. Data collection tools included demographic data sheet, Quality Patient Care Scale (QUALPAC) and communication skills Check list. The data were analyzed by SPSS software version 16 using t student test, Mann-Whitney, Wilcoxon and ANOVA tests.
Results: The mean score for overall quality of care in communication skills training group was significantly higher at the 2nd, 3rd, and 4th weeks after the intervention compared with control group (p<0/001). This increase was not similar in different dimensions of quality of care. It was 50.8% in the individual psychosocial, 63.8% in the group psychosocial, 54.4% in the relationship, 50/6% the physical, 41% in the general and 98% in the professional dimension. In both intervention and control group, the mean score for overall quality of care significantly decreased at the 2nd, 3rd, and 4th weeks after the intervention compared with preintervention period (p<0/001).
Conclusion: As communication skills training is an effective method to improve the quality of care, it is suggested that managers and staff to consider it to improve the quality of patients' care.- انتشار مقاله: 14-08-1391
- نویسندگان: Hossein Karimi Moonaghi,Narjes Khatoon Taheri,Hamidreza Behnam Vashhani,Saeed Vaghee,Mehri Yavari
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Key word: jigsaw method,cooperative,student- center
- چکیده:
- چکیده انگلیسی: Introduction: Today, student-centered methods must be used to train students with professional competency. One of the most valuable methods is Jigsaw (JT). Despite its various positive effects on students’ learning, not all teachers are familiar with Jigsaw. In order to familiarize teachers with this method and encourage them to use it in teaching their students, this article introduces Jigsaw, its types, its effects, and its applications as well.
Method: This is a review study evaluating the related articles using keywords such as Jigsaw Method, cooperative method and student- centered learning in Pub Med, ProQuest, Scopus, SID, and Magiran in 2004-2017. At first, 122 papers were found and finally 46 articles were examined.
Results: JT is a cooperative teaching method in small groups and its stages include: activities before class by teacher (preparing written curricula and preparing test), activities during class (forming random home groups, providing the same course content to all groups, individual study at a particular time, forming JT groups and discussion on content at a particular time, returning to home groups, designating an administrator in each group, and providing content by any of the members of home groups to the other group members at a specific time), evaluating groups through multiple-choice tests. JT is a small group that has 4 types (I, II, III, and IV). The positive effects of JT include: an increase in motivation, enjoying learning, learning achievement, self-confidence, and self-esteem, refreshment of information, interest, and communication.
Conclusion: This cooperative method can be used in different educational levels (primary school, high school, and university) as well as in different disciplines (Medicine, Nursing, Dentistry, Rehabilitation, Midwifery, Pharmacy, Medicine, Education, English, Social Sciences, Chemistry, Islamic Education, Physics, and Mathematics. This cooperative method is recommended to teachers in different courses to improve various aspects of students' intelligence such as critical thinking, problem solving, achievement, self esteem, self confidence, and interest for learning.
- انتشار مقاله: 26-11-1395
- نویسندگان: Hossein Karimi Moonaghi,Maryam Bagheri
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,feedback,teacher,Medical education,Higher Education
- چکیده:
- چکیده انگلیسی: Background: The aims of the research that formed the basis of the current study are as follows:
Determining methods that are used by teachers for giving feedback in clinical settings.
Determining types of feedback, teachers give to their students in clinical settings.
Determining barriers of giving feedback and its important teachers’ experience in clinical settings.
Methods: This applied research was a cross-sectional study that involved 131 medical clinical teachers.
Using resources in the library and on the web, we developed a questionnaire comprising two parts: the first part of the questionnaire focused on assessing the methods and types of giving feedback used by the participants (a total of 25 items); the second part focused on determining barriers that teachers experience when giving feedback in clinical setting (8 items).
Responses to each question were on a Likert Scale. The validity of the questionnaire was determined using content validity index (CVI) measures, and was confirmed by 10 experts. Reliability was evaluated with Cronbach’s alpha coefficient.
Results: Most of the teachers (57.49%) in this study reported giving oral feedback to students, 39.1% reported giving nonverbal feedback and a few of them (3.41%) gave written feedback. Participants allowed to nominate more than one type of feedback.
Teachers reported many barriers to giving feedback to students, including lack of knowledge and skill about giving feedback, large numbers of students, lack of time, and fear of students’ negative reaction to feedback. Also, concern about negatively impacting the relationship between students and teachers, and students feeling humiliated were considered moderately important.
Conclusions: In general results show that there is considerable capacity to improve the quality and extent of feedback given to health sciences students in clinical settings.- انتشار مقاله: 19-03-1395
- نویسندگان: Hossein Karimi Moonaghi,Mansoureh Vafaee,Es-hagh Ildarabadi,Suzanne Rice
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Portfolio,Nursing students,Clinical Evaluation,Clinical Clerkship
- چکیده:
- چکیده انگلیسی: Background: Due to unpredictability of events in psychiatry environment and replacement of routine clinical experiences with some assignments such as therapeutic communication with patients, clinical training in such environments has been associated with many problems which require continuous review and evaluation. The purpose of the present research was to determine the effect of applying portfolio on the level of learning among nursing students in internship of psychiatry ward.
Methods: It was a semi-experimental study on 60 nursing students of the 4th semester who were passing internship in Ibne-Sina psychiatry hospital of Mashhad (summer, 2014), they have been studied in two groups of Portfolio and Educational purposes (the usual method of evaluation) non-randomly. Before intervention, the educational purposes were matched for both groups. The questionnaire of evaluating the level of learning among nursing students (by teachers and students), and written-functional test were used to obtain data. Data has been analyzed by version 11.5 SPSS software, COSCO statistical tests, Fisher's exact and independent t-test (p<0.05).
Results: The participants consisted 48.3% (29 individuals) female and 51.7% (31 individuals) male. The results of independent t-test showed that there was significant difference between the group of Portfolio (81.3±9.3) and Educational purposes (62.4±4.8) in terms of mean score of learning by teachers and also by the students, and there was significant difference between groups of Portfolio (72.7±13.6) and Educational purposes (59.1±16.3) (p<0.001).
Conclusions: According to teachers and students,applying portfolio on nursing students may leads to clinical learning improvement. So, it can be recommended to the nursing teachers to use portfolio in their clinical trainings.- انتشار مقاله: 19-04-1394
- نویسندگان: Saeed Vaghee,Azadeh Banezhad,Hossein Karimi Moonaghi,Seyed Alireza Soadatjo,Azam Salarhaji
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: competency,Faculty Member,Teaching Competency
- چکیده:
- چکیده انگلیسی: Background: Faculty members are the main sources of universities. Determination and promotion of their competencies lead to the overall performance promotion of universities. Faculty members’ teaching competencies have the greatest role in the improvement of education, research and universities social services quality. Therefore, in order to investigate this issue more carefully, this study aimed to determine the level of teaching competency in medical faculty members and factors affecting it. Methods: This applied research is a descriptive cross-sectional study that was done by stratified probability sampling with 160 medical faculty members as subjects (32 basic science faculty members, 128 clinical science faculty members) in Mashhad University of Medical Sciences, solar year 1390.. Selected items from Alabama University teaching competency self assessment instrument was used as the questionnaire. The data were analyzed with the software SPSS 11.0. Results: The median score of teaching competency was 92.0 with the minimum score of 39.0 and maximum score of 112.0; there was no significant difference between basic and clinical faculty members’ competencies score (p=0/05).The most powerful competency was the classroom management, and students performance evaluation had the lowest score. There was a significant difference between teaching competency scores depending on academic degree (p=0/009), adult education competencies (p=0/02), and marriage (p=0/03). Conclusions: Because of the key role of faculty members in educational system, with the revision of educational plans and policies; we can promote the teaching competencies of teachers.
- انتشار مقاله: 13-10-1390
- نویسندگان: Maryam Akbari Lakeh,Hossein Karimi Moonaghi,Abbas Makarem
- مشاهده
- جایگاه : پژوهشی
- مجله: Archives of Bone and Joint Surgery
- نوع مقاله: Journal Article
- کلمات کلیدی: Multiple Sclerosis,Pain measurement,musculoskeletal pain
- چکیده:
- چکیده انگلیسی:
Background:
Pain, a common phenomenon in multiple sclerosis (MS) patients, is associated with many symptoms and problems. To investigation severity and distribution of musculoskeletal pain in MS patients.
Methods:
In this cross-sectional study, 115 members of the Mazandaran MS Association with confirmed MS were randomly selected to participate in the study. The patients were asked to fill out Numerical Rating Score and Nodric questionnaires, respectively. The data was analyzed by SPSS ver. 16 software.
Results:
The mean age of the participants was 30.43±5.86 years and 88 cases (76.5%) were female. The mean disease duration was 26.34±24.32 months and 87.8% of the cases were experiencing pain at the time of study. The mean pain severity was 3.75±2.25 and worst pain experienced was 5.73±2.12. The most common pain sites were: the knees (55.7%), wrist (43.5%), and neck (41.7%). Women experience higher prevalence of shoulder, upper back, and ankle pain (P- انتشار مقاله: 20-08-1393
- نویسندگان: Masoud ShayestehAzar,Mohammad Hossein Kariminasab,Majid Sajjadi Saravi,Mahmoud Abedini,Mehran Fazli,Seyyed Abbas Hashemi,Pedram Abdizadeh
- مشاهده