[Nursing students' perceptions of teaching by teachers in theoretical courses: a qualitative study]

Introduction: teaching practices in classroom, Teach theory classes, and students are beginning to prepare for entry into nursing, so be aware of the problems that contributed to the promotion of quality education. Therefore, this study aimed to explore the experiences of nursing students were taught by teachers in theoretical courses, in 2013

Method: this qualitative, phenomenological interpretation and to understand the experiences of nursing students were taught master classes in theory. Purposive sampling to collect data and semi-structured interviews were used. Data analysis was performed using a 7-step Dikelman

Results: in this study, 20 nursing students participated in individual and group interviews. The results of the analysis of data gathered from interviews with students, seven themes emerged that including teacher experience, lack of proper use of tools, training, preparation and presentation to faculty for teaching, communication,classroom management, creativity and discrimination

Conclusion: given that the main goal of educating nursing students to gain knowledge on the theory classes, so you can experience using Masters And providing an effective learning environment for students' learning and their readiness to provide the knowledge to take care of patient

[Element of learning in 21[st] century from the students' view points, in summer school of Shiraz university of medical sciences]

The aim of education process is learning and change in behavior which has been revolutionized in the 21[st] century due to the rapid changens in technology and sciences. The traditional approach to education does no longer meet the learners' needs, entailing new changes in educational curricula. This study was designed to determine the factors influencing learning in the 21[st] century and find out the students' views on this issue. This is a descriptive study aiming at determining the students' views on new approaches to learning in the 21[st] century. To do so a researcher made questionnaire was designed. It contained 30 questions in 3 sections including demographic data, background questions and two open questions about their suggestions and criticism. 150 summer school students in Shiraz participated in the study. The questionnaire was sent to the students in person and through electronic mail; they were asked to retain the completed questionnaire to the given email address. The data were analyzed through SPSS 19. T-test and analysis of variance were used for analysis. The results dedicated, 6 factors including the use of computer in teaching, increase in virtual learning, and the use of mobile in relations, engagements of electronic learning contexts, the learning focus on attitudes and the facilitating role of the lectures were the most influential factors on learning. It seems that the student philosophical tend to approve constructivism and cooperative learning which is learner-centered as compounded to conventional education which is teacher-contended. According to experts, this type of view point is in the same line with new approaches to teaching and education in the present. Moreover, it effects the reforms, complementation and expansion of methodology

[Simulation, a strategy for improving clinical education]

Advances in medical and nursing education has led to the transformation of traditional teaching methods to advanced teaching methods for clinical care in a secure environment. Simulation is a unique modality for experiential learning and evaluation. Limited facilities or short-stay patients impact learning in the field of medicine and paramedical sciences. Thus, few learning opportunities are present in the areas of patient care for students. Preparation of a simulated environment helps with the improvement of education, in a controlled environment and prevents of medical errors and any harm to the patient. The aim of this article was to review teaching of simulation in clinical education. Electronic databases and publishers such as proQuest and Elsevier from 2000 to 2011were reviewed. All articles on simulation were collected and related studies to clinical education according to inclusion criteria were picked up. Six qualitative studies, 11 quantitative studies and 4 studies with mixed qualitative - quantitative methods were selected for analysis. Although simulating has different levels, but evidence suggests that in comparison to traditional training and lecture-based methods, it has more efficiency and effectiveness. Simulation is an important tool in clinical education with positive effects for faculty, students and patients. In the past decade, simulation has been a key strategy for the development of clinical skills in students. Policymakers, professors and founders focus on the need to develop clinical skills before entrance to the bedside in order to improve patient safety

Physical environment status of educational clinics in Isfahan University of Medical Sciences: an inseparable part of teaching- learning process in clinic

The trend of medical education is going toward ambulatory medicine and clinics and the effect of physical environment on teaching-learning process is undeniable. This study was performed to determine the frequency distribution of physical environment indices in educational clinics of hospitals affiliated to Isfahan University of Medical Sciences. In a descriptive study, all educational clinics affiliated to Isfahan University of Medical Sciences [33 clinics] were investigated through census sampling method. The data gathering tool was a researcher-made checklist including features of a clinic and its qualitative and quantitative characteristics. Clinics were directly observed by the researcher. The data was analyzed by SPSS software and reported through descriptive indices. The highest frequencies in the clinics under investigation belonged to the domains of light [100%], facilities [78.8%], and arrangement of seats [84.8%]. The lowest frequency percentages belonged to the existence of anti-acoustic walls [0%], access to educational resources such as internet and computers [3%], and access to reference books [6.1%]. The physical environment of the investigated clinics was evaluated as weak regarding access to educational resources, as average regarding the existence of internal room, conditioning and access to facilities, and as very good in regard to the amount of light. Due to the lack of study in the field of physical environment, especially in clinical education, it is recommended to conduct further studies

effect of a learning and study skills workshop on talented students' learning and study strategies in Isfahan university of medical sciences

The significance of learning strategies used by students in their academic achievement has been argued. In this study, the effect of a study skills educational workshop on employing learning and study strategies by talented students of Isfahan University of Medical Sciences has been investigated. This quasi-experimental study was performed on 40 talented students of Isfahan University of Medical Sciences in 2008. All students completed a learning and study strategies questionnaire and then, the students of intervention group participated in a 20 hours educational workshop on learning and study strategies. The questionnaire for learning and study strategies was again completed by all students. Information about students' experiences in applying the learned strategies during the educational workshop was gathered through interview, a month after that. Data was analyzed by SPSS software using student t-test, paired t-test, and Chi[2]. The results were also compared with the norm scores of United States' students. Students' scores in 5 domains of selecting the main idea [p=0.019], study guide [p=0.000], information processing [p=0.021], self-evaluation [p=0.006], and use of test strategies enhanced after participating in the workshop, compared to the control group. Moreover, the scores of the experiment group in these 5 domains showed a significant increase compared to their pre-test scores. In comparing with the norm scores of United States' students, our students' scores were low in motivation scale which was equal to 25[th] percentile and increased to 45[th] percentile after participation in the workshop. Investigating students' experiences demonstrated that their skills in study, time management, employing memorizing techniques, speed and amount of learning, improved significantly after participation in the workshop. This study showed that reflective skills and intellectual strategies can be taught and learned. This prepared educational program might be used for promoting students' learning and study strategies in 5 domains of choosing the main idea, study guide, information processing, self-evaluation, and test strategies. Using the results of this study, an optional course for study skills which can promote students' learning has been designed in Isfahan University of Medical Sciences

Faculty members' skills and educational needs concerning clinical teaching methods in Isfahan University of medical sciences

Identifying faculty members' skills and their educational needs in teaching is necessary for planning faculty development programs. This study was designed to determine faculty members' educational needs and their skills concerning teaching methods during teaching medical clerkship and internship courses in order to coordinate the content of educational workshop according to their needs. In a descriptive study, 108 faculty members teaching clerkship and internship courses in Isfahan University of Medical Sciences were selected by random stratified sampling and completed a 16 item questionnaire as self-administered. The questionnaire was about their skills and educational needs in teaching methods of clinical internship and clerkship courses. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, and linear regression. Faculty members had educational needs in all 16 areas under investigation. They considered their skills at proficiency level in implementation but low level in using evaluation feed-back for improving performance, video recording and making educational films. Their most important priorities for education were information resources and full-text journals, clinical skills evaluation, and using evaluation results for identifying their weaknesses in teaching. The results showed no significant relationship between the subjects' skills and educational needs, and their demographic characteristics. Although faculty members evaluated their skills almost at proficiency level in most areas, they needed more education. It seems that teaching methods and student assessment workshops have to be revised and the content of the workshops should be designed according to the needs of the faculty members. It is also recommended to use different educational methods such as workshops, books and pamphlets, self-learning materials, and educational films to respond to faculty members' educational needs

Teaching methods used by general practitioners' continuing education programs in Isfahan University of Medical Sciences

Considering the fundamental role of teaching methods in promoting the quality of education, the emphasis on the necessity of a revise in teaching methods used by continuing education programs, and insufficient observantional studies about teaching process, this research was designed to study the teaching methods of continuing medical education [CME] programs in Isfahan University of Medical Sciences based on establishment, continuing, effectiveness, and concluding the communication. This study was performed as field research. The data gathering method was observation. The vali- dity and reliability of the observation form was confirmed by content validity and test/re-test. The researcher observed 89 CME programs including seminars, conferences, congresses and composed programs. The data was analyzed by SPSS software. Frequency distribution of all factors was calculated. The results concerning the teaching factors revealed that, in establishment of communication more than half of the teaching methods and in continuing the communication more than two third were weak and very weak. Forty percent of teachings in continuing the communication and more than 50% in concluding the communication were good and very good. Also, in most cases, "lecture" was used as the main teaching method in CME programs, but in some programs, question/answer, case presentation and demonstration methods of teaching were also used. The teaching methods of CME programs need a serious revise. In order to improve the quality of continuing education, it is recommended to train faculty members regarding the process of education, teaching, adult learning theory and new models of teaching