Showing 2 results for Yazdannik
Parvaneh Abazari, Masoud Amini, Parvaneh Amini, Fakhri Sabouhi, Ahmadreza Yazdannik,
Volume 10, Issue 5 (Special Issue on Educational Development 2011)
Abstract
Introduction:The first short term special course was held named as “diabetes educator nurse”. This article brifely reavealed the process of designing, performing and executive challenges of the course. Methods: Due to lack of previous history of courses for training diabetes nurse educator in Iran, wide literature review was done on credible sources. Mission, goals, course content, and training methods was determined based on obtained information from literature review, several meetings with endocrinology and metabolism specialists and faculty members of school of nursing and midwifery and considering the job description specified for the diabetes nurse in the Ministry of Health and Medical Education. Course was designed as a six-month course (280 hours including 100 hours theoretical issues, 180 hours practical issues). Accepting 30 volunteers were estimated in each course. A registration criterion was at least holding BSc in nursing. Passing criteria was gaining at least 16 score in theoretical and practical exam. Prepared core curriculum was send to department of continuing education in the Ministry of Health and Medical Education. Results: Department of continuing education assessed prepared core curriculum, and then experts’ recommendations was done. Finally, curriculum was approved and allowed to be implemented. Considering challenges that First specialized course would be faced, course was hold by eight participants. The best teachers of endocrinology and metabolism specialists and best teachers of school of nursing and midwifery (Isfahan University of Medical Sciences) were used in teaching theoretical and practical topics. All learners could successfully finish the course. Conclusion: The successful holding of specialized training course in diabetes nurse educator increased motivation to hold this course again. However, holding this course again requires more support of health authorities in the province and country. In addition, there is need to revise executive principle of course in order to facilitate and attract more learner.
Alireza Yousefy, Ahmadreza Yazdannik, Sepideh Mohammadi, Tajmohammad ََarazi َarazi,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: The dominant discourse of nursing education is vague and critical assessment can pave the way for such discourse and provide a solution to discover represented patterns of the dominant culture. The aim of this study was to explore the dominant discourse of BSc nursing theory courses.
Methods: The study was a qualitative research conducted through Fairclough’s discourse analysis approach. Participants included faculty members and students from five faculties of nursing and midwifery in Tehran, Isfahan, Mazandaran (Amol), Babol and Yasouj Universities of Medical Sciences. Data were collected from 25 individual interviews, 12 focus groups, 22 direct class observations and review of 32 booklets, 48 PowerPoint files and 25 exam questions from those faculties.
Results: Findings showed that key signifiers of nursing theory education included elements such as patient-centeredness, pathophysiology, diagnosis and treatment while nursing care and nursing process were floating signifiers. Accordingly, although authorities of nursing education discourse realized the power of nursing jargon words such as care-centeredness and nursing process in the field of nursing theory education, and tried to define and establish the floating signifiers in nursing discourse, this did not happen and the dominance of biomedical discourse was obvious in every part of nursing discourse.
Conclusion: Given the dominance of biomedical discourse, re-articulation based on signifiers resulted from nursing profession is essential and reformulation of dominant paradigmatic components requires a new discourse; a discourse that along with the elements extracted from the truth and nature of the field and the floating signifiers accepted in the discourse order of nursing theory education such as care-centeredness, could move away from the periphery and enter the center of academic education discourse.
