[Approaches to learning among nursing and midwifery students' of Bushehr university of medical science in 2012-2013]

Introduction: Learning Approaches are among effective factors in students' learning that play an important role in educational performance and achievement. Understanding how students' learning approaches change over time is important since one of the main purposes of higher education is to enable students to develop advanced learning as they progress through their studies. The aim of this study was to determine learning approaches of nursing and midwifery students of Bushehr University of Medical Sciences in 2012-13

Method: This was a descriptive-analytic study conducted in a cross-sectional method in 2012-13. Learning approaches of nursing and midwifery students of Bushehr University of Medical Sciences were evaluated by means of revised two factor version of the Study Process Questionnaire. We used census for data collection, then the data entered into SPSS ver. 18 and analyzed using descriptive and analytic statistics

Results: Students use deep learning approach more than surface learning approach; however, Kruskal-Wallis test didn't show a significant differences in surface and deep learning approaches of students in different courses [P=0.165, P=0.449] and years of study [P=0.357, P=0.768]. Mann-Whitney test showed a significant difference in surface learning of deferent genders [P<0.001]

Conclusion: Majority of students uses deep approach; however in higher years of education, there was no change in the students' approaches. In higher education there was a great emphasize on developing deep learning. Therefore a deep assessment is required to be conducted on educational programmers and faculty members

[ stressing factors in clinical education: the viewpoints of students]

Clinical education is a complicated process which is affected by several factors and variables. Thus the aim of this study was to determine the stressing factors in clinical education from the viewpoints of students of Boushehr University of Medical Sciences. In this descriptive cross-sectional study, 334 students of Boushehr University of Medical Sciences were selected thorough census. The data gathering tool was a researcher-made questionnaire. This question-naire consisted of two parts of demographic data and 60 questions about stressing factors in clinical education in five areas. Data was analyzed by SPSS software using frequency distribution, mean, standard deviation, and Chi[2], variance analysis test. The humiliating experiences, educational environment, clinical experiences, unpleasant emotions, and interpersonal relationships areas were high stressing factors respectively. The most stressing factors were as teachers' notification in front of personnel and physicians, lack of facilities in ward, watching patients suffering from pain, solicitude about contagious disease transmission, and lack of teacher support respectively. Medical students are exposed to a variety of stressor factors. Thus establishing a supportive system during the first academic year and improving it throughout clinical education is necessary to equip medical students with effective coping skills