Showing 2 results for Golmakani
Farideh Farokhi, Nahid Golmakani, Mahin Tafazoli,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: Final comprehensive exam is the most important examination for midwifery students to evaluate their professional ability. Since this is the main concern of the students in their educational period, this study was designed to investigate the attitude of undergraduate midwifery students about this exam in Mashhad Nursing and Midwifery school in 2008.
Methods: In this descriptive study, 33 midwifery students who had passed their final exam in 2007 were selected by cross sectional sampling method. The data were collected by researcher made questionnaire, and were analyzed by descriptive statistics and Pearson correlation-test and ANOVA by SPSS software.
Results: Based on the results, students’ attitude about final-exam was desirable (80.15%±12.10%). Obedience of ethical and professional principles was in the highest level (84.66%±18.68%) but adequate time for patients’ management was in the lowest level (71.02%±10.51). Students scored final exam in maternity unit, in gynecology clinic, prenatal care clinic and maternal care so that mean and standard deviations were 15.80±51.10, 81.38±11.78, 80.82±13.91, 74.54±16.92 out of 100 respectively. There was a significant relationship between students’ information about evaluation forms of final-exam and their attitude to that (p=0.001).
Conclusion: Midwifery students’ attitude to final exam was in appropriate level. It is essential to promote exam condition and students preparation through making them more familiar with evaluation forms in addition to continuation of the present programs.
Nahid Jahani Shoorab, Nahid Golmakani, Seyed Reza Mazluom, Kobra Mirzakhani, Sedighe Azhari, Afsaneh Navaiyan,
Volume 11, Issue 5 (12-2011)
Abstract
Introduction: Inappropriate performance of delivery care team is one of the most important causes of maternal mortality. Lack of objective tools, reduces the opportunity for a systematic valid evaluation in clinical examinations. Therefore, this study investigated the reliability and validity of assessment tools in comprehensive final examination of midwifery students at the end of their education (at the time of graduation). Methods: In this correlational study, founded on existing evaluation tools for final comprehensive exam in Mashhad School of Nursing and Midwifery, students’ skills in 4 areas of examination (delivery room, gynecological unit, pregnancy care, and maternal and child’s health) were assessed (July 2010). Thirty one students (22 students of 8th and 9 students of 6th semester of midwifery BSc program) were evaluated within 5 consecutive days by 2 examiners. Content validity was determined by field experts. Mean scores achieved in each area of examination were compared in order to appraise construct validity as well as total mean score of students of senior and junior semesters (8 and 6). Alpha Cronbach coefficient was used for reliability analysis. Results: A significant difference of 26 percent between total mean score of students studying at 8th semester with that of students studying at 6th semester in comprehensive final examination, proved the construct validity in evaluation forms of midwifery students based on Royal College of Gynecology and Midwifery Definition in this examination (p=0.01). There was an average to high Cronbach’s Alpha coefficient (0.83 - 0.51) in each area of examination which reveals an internal consistency within the evaluation tools. Content validity was also high (0.8). The lowest and highest reliability of evaluators determined to be 0.82% and 73.5% respectively, according to definitions characterized by Cincinnati University. Conclusion: The tools used for evaluating midwifery students at the final examination in Mashhad School of Nursing and Midwifery met reliability and construct validity criteria and are recommended to be used for evaluationg midwifery students for graduation.
