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Showing 3 results for Hassan Zahrai

Shayesteh Salehi, Zahra Tavakkol, Roshanak Hassan Zahraie, Nasrollah Bashardoust, Siamak Reza Mahjour,
Volume 1, Issue 4 (Autumn 2001)
Abstract

Introduction. One way to measure the impact of educational programs is the evaluation of graduates' performance in their workplace. The present study was conducted to evaluate B.S. nursing graduates' performance from the perspectives of their own and their head nurses in hospitals affiliated to Isfahan University of Medical Sciences in 2001. Methods. This research was based on triangulation study and was carried out in two phases using two methods: In the first phase, in order to gather necessary data to design the questionnaire, Delphi method was used and in the second one, in order to carry out the very evaluation, Survey method with Parallel design was utilized. Sampling method was based on census and the study population consisted of two groups: 97 B.S. nursing graduates and 49 head nurses. A questionnaire composed of 6 performance dimensions was used to collect the data. The validity of the questionnaire was confirmed by content validity and the reliability was determined by Alpha-Kronbach. Results. Study findings were as follows: average performance evaluation score given by graduates was significantly higher than their head nurses', except for the education and research dimensions. Further, concerning the levels of good and excellent, the highest and lowest frequencies were respectively attributed to the nursing care (91.7%) and the education and research (42.3%) dimensions by graduates and to the professional development (67.3%) and the education and research (30.6%) dimensions by head nurses. Conclusion. Nursing graduates' low performance in educational and research areas can be improved by proper programming and cooperation between educational groups. Also, presenting continuing education concerning research and nurses' educational activities can fortify these performances.
Maryam Allahdadian, Shayesteh Salehi, Roshanak Hassan Zahraie, Hassan Farahmand,
Volume 8, Issue 1 (9-2008)
Abstract

Introduction: Applying foreign standards for accreditation of Master of Science in nursing and midwifery in Iran seems anomalous. Taking advantage of these foreign standards as well as the views of experts in nursing and midwifery, the researcher in this study tried to develop the accreditation standards according to educational circumstances in Iran. Methods: This study was performed in the years of 2005-2006 during multiple stages. In the first stage, international standards were gathered through the internet, and in the second stage, using these standards and the views of expert faculty members, proper standards for the context of Iran were set. During the third stage, Delphi technique was employed for taking votes. Whereas 50 persons having the criteria for entering the study were selected through purposeful sampling method and their viewpoints toward appropriateness of suggested standards for the educational circumstances of the country was obtained using the questionnaire designed in the second stage. The results were analyzed using descriptive statistics. Results: After applying experts’ views about applicability of these standards to circumstances in the country, 28 standards and 224 indices for nursing and midwifery education were proposed as final standards. Conclusion: Most standards had almost 90% desirability. Issues such as presenting evidences indicating the ability of speaking in English or qualification for education in Master of Science courses had less desirability. It seems that the main cause of their undesirability is the educational status in Iran.
Alireza Yousefy, Tahereh Changiz, Nikoo Yamani, Soheila Ehsanpour, Roshanak Hassan Zahrai,
Volume 11, Issue 9 (3-2012)
Abstract

Introduction: Accreditation is a quality assurance system in higher education in order to make sure universities meet the minimum accepted standards. In this study, the institutional accreditation system for Iran’s Medical Universities was designed as was ordered by Ministry of Health and Medical Education and with the goal of continuous improvement of quality of education, research and service provision. Methods: The accreditation system was developed through a three stage project, each stage consisting of several steps. In the first stage, several groups investigated the history, methods and standards of accreditation systems in different countries. In the second stage, the accreditation standards and criteria were written using the viewpoints of experts and stakeholders in each area and through consensus in each expert group. In the third stage, in order to achieve national consensus, the standards were sent for 1171 experts and faculty members in 40 medical universities throughout the country. Results: Achieving the consensus of experts from different medical universities and respecting the accepted socio-cultural values as well as the rules and regulation of Islamic republic of Iran, the institutional accreditation standards were developed in 10 areas with 95 standards and 504 criteria. The standards with more than 70% agreement, were considered as “must” standards and the rest as “should” standards. Conclusion: Through compliance with national accreditation standards, the medical universities will play an important role in promoting the health system in the country. Also, the medical universities could have a better position among international societies by establishing the national accreditation system based on the results of this project.

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