Showing 3 results for Roshangar
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.
Fariborz Roshangar, Mojgan Lotfi, Vahid Zamanzadeh, Farahnaz Abdollahzadeh, Arefeh Davoodi,
Volume 10, Issue 1 (4-2010)
Abstract
Introduction: Proper educational programs should have an active and dynamic nature and be revised and modified following the received feedbacks. Clinical learning guide if integrated with interactive logbooks is considered an appropriate tool for clinical learning enhancement by providing opportunity for more interaction among student, clinical environment, and instructor. Therefore, this study was performed with the aim of investigating the effect of using logbooks on students' learning. Methods: This quasi-experimental study was performed on 25 internship nursing students. Based on a Delphi study, a clinical learning guide integrated to logbook was designed and developed for ICU and CCU wards. Then, students were randomly assigned into two groups of control and experiment. The control group was trained through usual method and the experiment group was taught using logbook in selected wards. Students' clinical learning was assessed considering cognitive and psychomotor domains in both groups. Results: The mean score of the experiment group in ICU ward in both cognitive and psychomotor domains was significantly higher than that of the control group. Although the experiment group's mean score in both domains in CCU ward increased compared to the control group but the difference was not significant. Conclusion: The increase in students' scores in both cognitive and psychomotor domains in ICU and CCU wards can be a motivation for applying this method in clinical education. Further studies on other educational wards are recommended in order to demonstrate the effectiveness of logbook on nursing students' clinical learning.
Javad Dehghannezhad, Zhilla Heydarpoor Damanabad , , Leila Valizadeh, Fariborz Roshangar, Abbas Dadashzadeh,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Conducting comparative studies is one of the research methods for revising and modernizing educational programs. The aim of this study was to compare the emergency nursing MSc curriculum in Iran and the USA.
Methods: This descriptive-comparative study was conducted in 2018 at Tabriz University of Medical Sciences. Vanderbilt University was selected through internet searches due to the relative similarity between the fields of study offered by the given universities and then two curricula were compared using Bereday’s four-stage model: description, interpretation, juxtaposition and comparison.
Results: The program offered by both universities had certain mission, vision and goals. The goal of Vanderbilt University was to train professional clinical nurses while the goal of Iran's program was to provide the graduates with the proficiency in the clinical, educational, research and managerial fields. The admission requirements in both universities included holding a bachelor`s degree in nursing and having at least two years of clinical nursing experience. In Iran, the graduate students in Emergency Medicine can also take the examination. Some of the requirements for the admission to Vanderbilt University were a confirmation letter of clinical competence, a confirmation letter of at least three faculty members and a good GPA and students can study at a university whether full-time or part-time.
Conclusion: The Emergency Nursing MSc curriculum in Iran was designed as a general program, whereas Vanderbilt University curriculum was more specialized and operational with an emphasis on clinical practice. Differences in course credits offered by Emergency Medicine and Nursing bachelor's programs and their different fields of service make it necessary to revise the relevant curricula or develop separate educational paths for these two fields.
