Showing 7 results for Fathi Azar
Marzieh Moattari, Heidar Ali Abedi, Abolqassem Amini, Eskandar Fathi Azar,
Volume 1, Issue 4 (Autumn 2001)
Abstract
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. 40 senior 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 10 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.
Vahid Zamanzadeh, Zohreh Parsa Yekta, Eskandar Fathi Azar, Leila Valizadeh,
Volume 2, Issue 2 (Autumn 2002)
Abstract
Introduction: Clinical Education is the essential part of nursing education. Because the nursing teachers' clinical role is not clearly defined, this study was designed to understand the clinical role and its process in nursing teachers.
Methods: This was a qualitative research (Grounded Theory) in which 15 nursing teachers of five nursing schools participated based on theoretical sampling. The data were collected using a semi-structured interview. The data constant comparison was used for analysis.
Results: Categories including role clarity, professional identity, professional autonomy and fitting in were proposed as the means of describing how the respondents approached their clinical role.
Conclusion: Due to perceived role ambiguity and professional dependence, the nursing teachers have problems in achieving their role of mastery. They try to avoid these problems by making a new professional identity and fitting in strategies. Unfortunately, these strategies banish them from educational real goals.
Key words: Nursing Teachers, Clinical Role, Role Clarity, Nursing Education
Address: Zamanzadeh V, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
Source: Iranian Journal of Medical Education 2002 6: 27-32.
Leila Valizadeh, Eskandar Fathi Azar, Vahid Zamanzadeh,
Volume 6, Issue 2 (Autumn 2006)
Abstract
Introduction: Identifying effective factors in learning is one of the important issues considered by researchers. The aim of this study was to determine nursing and midwifery students’ learning styles in Tabriz University of Medical Sciences. Methods: In a descriptive study performed in 2005, 250 nursing and midwifery students were selected by census sampling method. The research tool was David A. Kolb's Learning Style Inventory including 12 questions which was distributed and collected as group administered. The analysis of data based on LSI guide was done by SPSS. Results: The majority of nursing and midwifery students were converger (54.2%). Also, 32.1, 7.5 and 6.2 percent of them were assimilator, accommodator, and diverger, respectively. Conclusion: Considering the use of converger and assimilator learning styles among students, it is recommended that faculty members use visual methods, diagrams, teacher’s handouts, lecture and self-learning methods.
Azad Rahmani, Alireza Mohajjel Aghdam, Eskandar Fathi Azar, Farahnaz Abdullahzadeh,
Volume 7, Issue 1 (spring 2007)
Abstract
Introduction: To analyze patients' problems and make an appropriate care plan, nursing students need a deep and meaningful learning. Therefore, it is better to choose educational methods which are capable of educating nursing students in such learning level. The aim of this study was to compare the effect of concept mapping and integration model on nursing students' learning in nursing process course.
Methods: In a quasi-experimental study with two groups, pre-test post-test design, 45 second semester nursing students were selected through convenient sampling method and randomly divided into two experiment and control groups. After pretest, control and experiment groups received education using integration method and concept mapping, respectively, for 10 sessions during 2 months. Then, they took the post-test. For gathering data, an achievement test consisted of two parts was used which evaluated students’ knowledge and meaningful learning in nursing process course. The results were analyzed using chi-square test, independent and paired t-tests by SPSS software.
Results: Both educational strategies were useful in enhancing students' knowledge and meaningful learning. But, the mean difference of pre and post tests in meaningful learning had a significant difference between the two groups.
Conclusion: Considering the effect of concept mapping method on students’ meaningful learning, it is recommended to employ this method in teaching courses which require a deep learning and high level of understanding the content.
Leila Valizadeh, Eskandar Fathi Azar, Vahid Zamanzadeh,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: One of the reasons causing academic failure among students is disregarding factors affecting learning. The aim of this study was to determine the relationship between academic achievement of nursing and midwifery students and their learning characteristics including study style, control locus, and self-organized learning factors which are modifiable issues in learning. Methods: In this correlational study, all nursing and midwifery students with average grade of 17 and above (high academic achievement) or average grade of 14 and lower (low academic achievement) in Tabriz School of Nursing and Midwifery were investigated through census sampling method in the year 2005-2006. Data was gathered using questionnaires of "Kolb's Learning Styles Inventory," "Karami Study Methods," "Julian Rotter Locus of Control," and "Motivational Strategies for Learning" and then, was analyzed through descriptive statistics and logistic regression test by SPSS software. Results: Logistic regression analysis showed that control locus (P=0.008) and motivational strategies for learning (P= 0.032) had a significant relationship with academic achievement of students. Conclusion: Control locus and motivational strategies for learning, were recognized as determining factors in academic achievement. Taking the results of this study into consideration, running workshops or seminars on the issue of "Locus of control related to learning" and "motivational strategies for learning" are recommended for learning improvement in first year students.
Azad Rahmani, Alireza Mohajjelaghdam, Eskandar Fathi Azar, Fariborz Roshangar,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: Effective clinical teaching requires educational methods capable of developing an appropriate level of knowledge and practice in students. The aim of this study was to investigate the effect of adapted model of mastery learning on cognitive and practical learning of nursing students. Methods: In a quasi-experimental study using pre-test and post-test with two group design, 52 nursing students were selected through census sampling method and placed randomly in 6 experiment and 6 control groups, each group containing 4 to 5 people. After taking the cognitive and practical pre-tests, control group received traditional education and experiment group went under clinical education using adapted model of mastery learning for 12 days. At final step, the post-tests were held. An achievement test and 4 checklists were designed for data gathering. The results were analyzed by SPSS software using Wilcoxon and Mann Whitney tests. Results: Both methods of clinical education were effective in promoting cognitive and practical learning of students. Comparing the difference between the means of pre-test and post-test of cognitive and practical learning in the two groups, showed a higher difference in the experiment group in all items. Conclusion: The effect of adapted model of mastery learning on cognitive and practical learning of nursing students was more than the traditional method of clinical education. Therefore, it is recommended to use this model in clinical education.
Mahboobeh Namnabati, Eskandar Fathi Azar, Susan Valizadeh, Zahra Tazakori,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: Using the appropriate teaching methods, nursing educators are trying to improve students` both effective learning and knowledge retention. The survey reveals the impact of lecturing and problem-based learning in academic achievement and knowledge retention in the pediatrics course.
Methods: A quasi-experimental design was used to compare the effects of the two teaching methods. 56 nursing students who had taken the pediatric course were selected through census in two semesters in school of nursing and midwifery of Tabriz University of Medical Sciences. Pediatrics was taught in lecturing and problem based learning methods. Then, the academic achievement and knowledge retention were evaluated by tests. Data analysis was carried out in descriptive statistical and paired T test.
Results: Findings revealed that the average of the scores in pre and post tests as well as knowledge retention tests were increased in both teaching methods. The mean difference of scores in the two methods was not a significant difference between the pre test and post test. But, in the post test - Knowledge retention test, the lecturing method scored significantly higher than the other one.
Conclusion: It can be concluded that the lecturing method keeps its standing point and value in educational system. ProblemBased Learning method can be of great help along with the lecturing to improve students' achievement and knowledge retention.. Also, PBL is feasible enough in teaching pediatric nursing to ensure the achievement of educational objectives.
