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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Mentorship,Mentor,Personality Support,Career Support
- چکیده:
- چکیده انگلیسی: Background: Mentorship develops a personal relationship in which a more experienced and knowledgeable person helps a less experienced person. In this study we aimed to investigate mentorship status and its impact from viewpoint of clinical professors of Shiraz medical school.
Methods: In this cross-sectional study 99 clinical professors of medicine at Shiraz medical school were investigated using simple random sampling. A valid and reliable questionnaire was used to collect the data .The clinical teacher were asked to tell their viewpoint about mentorship in ideal and real situation. A 5 point Likert scale was used for scoring of the questionnaire. Statistical analysis was performed using SPSS 16 software, using t-test, paired t-test, and correlation.
Results: Among the various features, from clinical teachers’ viewpoint "being provocative" was the most important feature of an ideal clinical Mentor (mean score: 4.67, SD: 0.55). Among the effects of mentorship on personality support of the students, in the ideal case, the effect of "accountability incrassation" had the highest mean score (4.91),However teachers believed that in real situation, "stress reduction" of students were the most effective role of mentorship in supporting the students (mean score: 2.76). At career supporting of the students, teachers believed in the ideal state “make motivation towards career" in students had the highest impact (mean score: 4.58). In the real status, "scientific development" and “professional promoting and career success," in student had the highest mean score (2.46).
Conclusions: Mentoring is as an important process for the professional development of learners .In today’s situation the most time of mentors are spend of stress reduction of the students, However in ideal situation, positive mentors not only help to shape the professional development of our future physicians by improving the accountability incrassation, they also influence their career choices. To train teachers as a Mentor, we can use short-term courses and workshops and prepare some outlined such as learning and teaching process, adult learning principles, role clarity, setting educational goals, assessment and evaluation of learner and provide feedback
- انتشار مقاله: 30-02-1393
- نویسندگان: Elahe Mohammadi,Mitra Amini,Marzieh Moattari,Neda Moaddab,Arezoo Farajpoor,Mohammad Morad Jafari,Zahra Karimian,Somaye Delavari,Fatemeh Shahidi,Shekoofeh Nikseresht
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Reflection,competency,Clinical education
- چکیده:
- چکیده انگلیسی: Introduction: With the evergrowing increase of knowledge in today's global society, teachers now feel it is necessity to train students to become reflective thinkers. This issue is particularly important for nursing students who are responsible for taking care of patients. The purpose of this study is to investigate nursing students’ views on reflection in practice. Materials & methods: Forty two nursing students voluntarily participated in this study. After explaining the aims of the study to the participants, they took part in the clinical skills test. They were divided into two equal case and control groups. The control group took part in routine clinical programs and the case group participated routine clinical programs as well as this study's interventional program. They were asked to reflect on their clinical experiences for the last 12 weeks of their clinical course and take part in the clinical skills test again. Results: The results obtained in this study are based on statistical data and t-test results. The results confirm the role of reflection on clinical competency, and the two groups were different with respect to learning clinical skills. Conclusion: Since the clinical skills test is a specific test for evaluating clinical skills, the notable change is considerablly valuable and reflection is suggested to be implemented in the nursing curriculum in Iran as one of the necessary criteria for competency.
- انتشار مقاله: 11-10-1398
- نویسندگان: Zahra Dehghany,Abas Abaszadeh,Marzieh Moattari,Masoud Bahreini
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Reflection,Nursing students,critical thinking skills
- چکیده:
- چکیده انگلیسی: Introduction: The significance of fostering critical thinking in students has been explicated by the increasing rate of knowledge and information. To assimilate knowledge and to assess the considerable amount of information, students need to develop their thinking skills. Considering reflection as a teaching strategy and one of the most effective ways for fostering thinking, this study was designed to determine the effect of reflection on thinking skills of nursing students at Tabriz faculty of nursing and midwifery. Methods: 42 nursing students participated in this study voluntarily. After receiving the necessary information regarding their participation they took California Critical Thinking Skill Test. Then they were divided into 2 equal case and control groups. Both groups had their routine clinical programs, but the interventional program was offered only to the case group. This interventional program consisted of 3 main parts: A 4 day workshop on reflection and 12 weeks reflection on their clinical experiences, concluding dialog journals and writing up logs. At the end of their clinical program, both groups took the same test as pretest. Data were analyzed by paired T-test and T-test. Results: Results of the study revealed that reflection has been effective on improving inductive reasoning and total scores of critical thinking skills of students. Conclusion: Improving general critical thinking skills due to a disciplinary specific strategy was a valuable outcome. Regarding this results, reflection is recommended to be infused in our educational program.
- انتشار مقاله: 11-10-1398
- نویسندگان: Zahra Dehghani,Marzieh Moattari,Abas Abaszadeh,Masoud Bahreini
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Neonatology
- نوع مقاله: Journal Article
- کلمات کلیدی: Acupressure,BASNEF model,Keywords: GB21 acupoint,Physical growth indicator
- چکیده:
- چکیده انگلیسی: objective: Educational models are used to study the behavior and plan for changing and determining the factors that affect the individuals’ decision making for conducting a behavior. This study aimed to compare the effects of the educational program based on BASNEF model and acupressure at GB21 point on the infants’ physical growth indicators.
Methods: This clinical trial was conducted on 150 (50 per group) pregnant women in 2011-2012. The interventions included educational program based on the BASNEF model and application of acupressure at GB21 point. The infants’ physical indicators were compared to the control group one and three months after birth. The study data were analyzed using repeated measurement test, paired sample T-Test, one-way ANOVA, and Tukey’s test.
finding: The results showed a significant difference between the intervention and the control group regarding the infants’ weight and height one and three months after birth (p<0.05). However, no significant difference was found between the training and the acupressure group in this regard (P>0.05). Also, no significant difference was observed among the three groups concerning the infants’ head and arm circumference (P>0.05).
Conclusion: BASNEF model improved the infants’ height and weight. Application of acupressure also improved the infants’ height, weight, and head and arm circumference compared to the control group. Hence, learning and application of techniques and models by the medical team are highly essential.- انتشار مقاله: 07-09-1392
- نویسندگان: Marzieh Akbarzadeh,Nasrin Bahmani,Marzieh Moattari,Saeede PourAhmad
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Iran,Medical students,qualitative research,responsibility
- چکیده:
- چکیده انگلیسی: Background: It seems we are now experiencing “responsibility problems” among medical trainees (MTs) and some of those recently graduated from medical schools in Iran. Training responsible professionals have always been one of the main concerns of medical educators. Nevertheless, there is a dearth of research in the literature on “responsibility” especially from the medical education point of view. Therefore, the present study was carried out with the aim of presenting a theoretical based framework for understanding how MTs approach their responsibilities in educational settings.Method: This qualitative study was conducted at Shiraz University of Medical Sciences (SUMS) using the grounded theory methodology. 15 MTs and 10 clinical experts and professional nurses were purposefully chosen as participants. Data was analyzed using the methodology suggested by Corbin and Strauss, 1998.Results: “Try to find acceptance toward expectations”, “try to be committed to meet the expectations” and “try to cope with unacceptable expectations” were three main categories extracted based on the research data. Abstractly, the main objective for using these processes was “to preserve the integrity of student identity” which was the core category of this research too. Moreover, it was also found that practically, “responsibility” is considerably influenced by lots of positive and negative contextual and intervening conditions.Conclusion: “Acceptance” was the most decisive variable highly effective in MTs’ responsibility. Therefore, investigating the “process of acceptance” regarding the involved contextual and intervening conditions might help medical educators correctly identify and effectively control negative factors and reinforce the constructive ones that affect the concept of responsibility in MTs.
- انتشار مقاله: 09-12-1392
- نویسندگان: Omid Asemani,Mohammad Taghi Iman,Marzieh Moattari,Mohammad Khayyer,Farkhondeh Sharif,Seyed Ziaaddin Tabei
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Community Based Nursing and Midwifery
- نوع مقاله: Journal Article
- کلمات کلیدی: Quality of Life,cognitive dysfunction,Diabetes Mellitus,Self-management,Problem solving
- چکیده:
- چکیده انگلیسی: Background: Diabetes mellitus is a common metabolic disorder, one of the lesser known of whose consequences is cognitive disorder. This study aimed to evaluate the effects of problem-solving technique in type 2 diabetic patients with cognitive impairment.Methods: This randomized clinical trial was conducted in the south of Iran between December 2014 and April 2015. 96 type 2 diabetic patients with cognitive impairment were randomly divided into two groups. The patients in the intervention group attended classes on problem-solving skills, while the patients in the control group attended the usual classes in the clinic. The quality of life, self-management profile, metabolic indexes of the patients in both groups were measured before and three months after the experiment. Data were analyzed using SPSS version 16.0. Paired t-test, independent t-test, Wilcoxon, Mann-Whitney and Chi-Square tests were used.Results: The differences between the groups’ levels of HbA1c (P=0.02) and HDL (P=0.02) were significant, but the differences between their FBS, cholesterol, triglycerides and LDL were not significant (P>0.05). The mean difference of the changes in the quality of life (P<0.001) between the intervention and control groups was significant. The differences between the two groups in the area of self-management were as follows: patient’s anxiety management (P<0.001), patient’s capability in using medicine (P<0.001), healthy eating (P<0.001), weight management (P=0.02), and confidence in one’s ability to manage his/her diabetes (P<0.001).Conclusion: Applying problem-solving technique significantly enhanced self-management, quality of life and metabolic indexes in type 2 diabetic patients with cognitive impairment.Trial Registration Number: IRCT2014041517283N1
- انتشار مقاله: 17-07-1396
- نویسندگان: Camellia Torabizadeh,Katayoun Jalali,Marzieh Moattari,Hossein Moravej
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Community Based Nursing and Midwifery
- نوع مقاله: Journal Article
- کلمات کلیدی: Family Centered Nursing,Neonatal intensive care units,Rodgers’s Concept Analysis
- چکیده:
- چکیده انگلیسی: Background: The concept of family- centered care in neonatal intensive care unit has changed drastically in protracted years and has been used in various contexts differently. Since we require clarity in our understanding, we aimed to analyze this concept.Methods: This study was done on the basis of developmental approach of Rodgers’s concept analysis. We reviewed the existing literature in Science direct, PubMed, Google Scholar, Scopus, and Iran Medex databases from 1980 to 2012. The keywords were family-centered care, family-oriented care, and neonatal intensive care unit. After all, 59 out of 244 English and Persian articles and books (more than 20%) were selected.Results: The attributes of family-centered care in neonatal intensive care unit were recognized as care taking of family (assessment of family and its needs, providing family needs), equal family participation (participation in care planning, decision making, and providing care from routine to special ones), collaboration (inter-professional collaboration with family, family involvement in regulating and implementing care plans), regarding family’s respect and dignity (importance of families’ differences, recognizing families’ tendencies), and knowledge transformation (information sharing between healthcare workers and family, complete information sharing according to family learning style). Besides, the recognized antecedents were professional and management-organizational factors. Finally, the consequences included benefits related to neonate, family, and organization.Conclusion: The findings revealed that family centered-care was a comprehensive and holistic caring approach in neonatal intensive care. Therefore, it is highly recommended to change the current care approach and philosophy and provide facilities for conducting family-centered care in neonatal intensive care unit.
- انتشار مقاله: 08-02-1393
- نویسندگان: Tahereh Ramezani,Zahra Hadian Shirazi,Raheleh Sabet Sarvestani,Marzieh Moattari
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Community Based Nursing and Midwifery
- نوع مقاله: Journal Article
- کلمات کلیدی: Osteoporosis,Knowledge,peers,beliefs,Nephrotic syndrome
- چکیده:
- چکیده انگلیسی: BackgroundOsteoporosis is one of the consequences of chronic diseases such as nephrotic syndrome in adolescents, especially in those undergoing glucocorticoid therapies. The present study aimed to determine and compare the effect of education by peers and health personnel on the prevention of osteoporosis in the adolescents with nephrotic syndrome.MethodsThe present quasi-experimental study was conducted on 54 adolescents with nephrotic syndrome who were randomly divided into two groups of peers and health personnel. The osteoporosis education program was based on the health belief model. Two questionnaires were completed by the patients to assess their knowledge and health beliefs regarding osteoporosis before, immediately after, and 1 month after the educational intervention. The data were analyzed by SPSS-15 using independent and paired t-test and RMANOVA.ResultsThe mean score of knowledge and health beliefs was significantly increased in both groups immediately after the intervention (P<0.05). However, the scores declined in both groups with a significant decrease in some parts one month after the intervention. No significant difference was found between the peers and health personnel regarding osteoporosis knowledge and health beliefs (P>0.05). ConclusionThe results of the present study revealed the significant effect of education, carried out by both peers and health personnel, on the osteoporosis knowledge and health beliefs. Also, peer education was a cost-effective and feasible method for increasing the adolescents’ osteoporosis knowledge and health beliefs.
- انتشار مقاله: 14-05-1392
- نویسندگان: Marzieh Kargar,Neda Jamali Moghadam,Marzieh Moattari,Mohammad-Hossein Fallah Zadeh,Saeedeh Pourahmad
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Community Based Nursing and Midwifery
- نوع مقاله: Journal Article
- کلمات کلیدی: Behavior,Student,Exercise,Self Efficacy
- چکیده:
- چکیده انگلیسی: BackgroundRegular physical activity contributes positively to physiological and psychological health. This study aimed to identify exercise behavior changes, self efficacy and decisional balance in nursing and midwifery students.MethodsThis is a cross-sectional study carried out in Iran. All undergraduate nursing and midwifery students (n=300) participated in this study. Data were collected using a standard questionnaire developed by Wakui including demographic information, exercise stages of change (using a 5-item, dichotomous (Yes/No) scale), exercise self efficacy (5 item using Likert scale) and exercise decisional balance (12 item using Likert scale). Validity and reliability was checked by the panel of experts and test retest correlation, respectively. Descriptive statistics (frequency and percentage) and analytical tests (Correlation, independent t-test, one way ANOVA) were used for analysis.ResultsIn total, 41 subjects were males (13.6%) and 259 females (86.3%). According to the results, 23.3% of the students were in pre-contemplation, 29% in contemplation, 32.6% in preparation, 7.3% in action and 7.3% in maintenance stages of changes in exercise behaviors. Significant differences were found in the individual efficacy scores, pros and cons of decisional balance in different stages of changes of exercise behavior. Significant differences were found between the pre-contemplation and other groups by post–hoc follow up test (P<0.05). No significant differences were found between nursing and midwifery students in SECQ scores and also between academic year, and self efficacy and pros and cons of decisional balance scores (P>0.05). ConclusionThis study showed that a large number of nursing and midwifery students were in the inactive stage. So, exploring effective strategies for directing students from inactive to active stage and motivating them to follow the appropriate exercise behavior seem to be necessary.
- انتشار مقاله: 15-05-1392
- نویسندگان: Marzieh Moattari,Mahnaz Shafakhah,Raheleh Sabet Sarvestani
- مشاهده
- جایگاه : پژوهشی
- مجله: Future of Medical Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Mentorship,Mentor,Personality Support,Career Support
- چکیده:
- چکیده انگلیسی: Background: Mentorship develops a personal relationship in which a more experienced and knowledgeable person helps a less experienced person. In this study we aimed to investigate mentorship status and its impact from viewpoint of clinical professors of Shiraz medical school.
Methods: In this cross-sectional study 99 clinical professors of medicine at Shiraz medical school were investigated using simple random sampling. A valid and reliable questionnaire was used to collect the data .The clinical teacher were asked to tell their viewpoint about mentorship in ideal and real situation. A 5 point Likert scale was used for scoring of the questionnaire. Statistical analysis was performed using SPSS 16 software, using t-test, paired t-test, and correlation.
Results: Among the various features, from clinical teachers’ viewpoint "being provocative" was the most important feature of an ideal clinical Mentor (mean score: 4.67, SD: 0.55). Among the effects of mentorship on personality support of the students, in the ideal case, the effect of "accountability incrassation" had the highest mean score (4.91),However teachers believed that in real situation, "stress reduction" of students were the most effective role of mentorship in supporting the students (mean score: 2.76). At career supporting of the students, teachers believed in the ideal state “make motivation towards career" in students had the highest impact (mean score: 4.58). In the real status, "scientific development" and “professional promoting and career success," in student had the highest mean score (2.46).
Conclusions: Mentoring is as an important process for the professional development of learners .In today’s situation the most time of mentors are spend of stress reduction of the students, However in ideal situation, positive mentors not only help to shape the professional development of our future physicians by improving the accountability incrassation, they also influence their career choices. To train teachers as a Mentor, we can use short-term courses and workshops and prepare some outlined such as learning and teaching process, adult learning principles, role clarity, setting educational goals, assessment and evaluation of learner and provide feedback
- انتشار مقاله: 30-02-1393
- نویسندگان: Elahe Mohammadi,Mitra Amini,Marzieh Moattari,Neda Moaddab,Arezoo Farajpoor,Mohammad Morad Jafari,Zahra Karimian,Somaye Delavari,Fatemeh Shahidi,Shekoofeh Nikseresht
- مشاهده