Showing 9 results for Challenge
Fatemeh Aliakbari, Fariba Haghani,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction:Nursing education includes both theoretical and clinical areas, therefore it has special features and problems of its own. One is establishing integration between theoretical and clinical training . Patient's bedside teaching is considered to be an important component of clinical education. Time spent with the patient is full of visual, auditory and tactile experiences and therefore this type of training needs to be promoted. In this study, considering the current clinical training problems , we make a thorough overview of patient's bedside teaching as an important clinical training issue. Methods: This article is the result of reviewing more than 40 articles and books related to the topic. It covers issues such as different kinds of clinical training and their significance, their advantages and disadvantages, current problems and evaluation process. It also summarizes the literature and provides some solutions. Results: The overview of patient's bedside teaching shows that this method is fading away and being substituted by teaching in auditoriums, classes, and corridors. Thus it is necessary to train faculty members to apply this teaching method. To do so ,coordination between wards is needed to be made and regular evaluation must be done. Discussion: Worldwide a number of studies have been done on patient's bedside teaching, but in our country ,though problems of clinical training have been studied extensively, little has been done on patient's bedside teaching. It is hoped this could be a beginning for further studies.
Nazila Khatib Zanjani, Bahman Zandi, Mehran Farajollahi, Mohammad Reza Sarmadi, Issa Ebrahim Zadeh,
Volume 11, Issue 8 (3-2012)
Abstract
Introduction: The rapid expansion of e-learning elucidates the necessity of paying attention to this phenomenon by all educational centres especially medicals. Considering the importance of this subject and regarding the commencement of new courses in our country as well as the establishment of higher education disciplines, this paper aimed to review the structured analysis of requirements, challenges, problems, and barriers in the application of e-learning in education and thus provide a model and guide for choosing, designing, and implementing an electronic course.
Methods: Theoretically viewing, this is a review study. Researcher selected and studied total 100 articles (literature review and original research articles published from 2003 and afterwards) out of 4700 Articles found from databases of ERIC, ACM, GUIDE Association, Digital Learning, OECDT, and Becta, using search engines of Google and Yahoo. The keywords used in this search were “requirements, challenges and e-learning”. Then the findings were combined with results of an experimental study by the researcher extracted from a satisfaction questionnaire, and finally analyzed.
Results: After discussion and summing up the reports and opinions of experts regarding the requirements and challenges of setting up an e-learning system, main factors and infrastructures were summarized in the following domains: 1) IT, 2) human resources, 3) pedagogical, 4) cultural, social and values, 5) economic, 6) management, and 7) administrative and supportive. Then a fundamental approach for the stages of analysis, design, implementation, and evaluation of an electronic course was proposed.
Conclusion: The spectrum of requirements and challenges of e-learning in our country is so extensive, as it includes: changes in traditional perspectives to creation of cultural, communicative, and hardware infrastructures, formal and public policymaking, legislation and creating legal platforms in education systems, creation of an e-learning management system, development of the fields for content production based on international standards, and privatization for the production of local e-content. Presentiation of an executive model considering the above-mentioned findings could help the managers and decision makers for a successful implementation and further efficacy of this approach.
Leila Valizadeh, Shahrzad Ghiasvandian, Heidar Ali Abedi, Vahid Zamanzadeh,
Volume 11, Issue 8 (3-2012)
Abstract
Introduction: Alteration and adjustment of nursing care system in 21st century depends on its success in designing the nursing pedagogical models. This study was conducted in order to identify and explain the challenges in postgraduate (MSc) levels in nursing and to represent appropriate solutions.
Methods: This qualitative study was conducted in Tabriz University of Medical Sciences in two phases. The existing challaenges were identified through "Focus Group Discussion" method in phase one and for the second, "Delphi Technique" was utilized to prove the challenges and represent the solutions. Sixteen MSc students participated in phase one and thirty panel members including nursing managers of teaching hospitals, faculty members and executive staff of nursing school, and eight MSc students and PhD candidates attended in phase two. FGD data analysis was done through content analysis by conventional approach. For phase two through Delphi Technique, consensus has been gained on final options after three rounds.
Results: This study identified post graduate (MSc level) challenges including 1)Cultural and professional identity, 2)Work atmosphere and 3)Imbalance between theory, research and clinical practice. The most important solutions to these challenges were respectively as follows: “to adopt strategies to improve the nursing image”, “to specify determined positions for postgraduates of MSc and to define their duties”, and “to specialize nursing education in MSc degree and upper levels as well as representing new disciplines such as intensive nursing and cardiovascular nursing”.
Conclusion: Challenges identified through FGD, were proved via Delphi Technique. The offered solutions were also supported by review of literature. The information derived from this study could be used as a base for further investigations in the application of these solutions.
Zohreh Vafadar, Zohreh Vanaki, Abbas Ebadi,
Volume 14, Issue 2 (5-2014)
Abstract
Introduction: Extensive changes in the health field have compelled many organizations of health sciences education to seek for the most effective educational approaches. Meanwhile, interprofessional education as a novel and efficient approach has recieved attention internationally. We conducted this study for introducing interprofessional education with a focus on its backgrounds and formation in health sciences.
Methods: This integrative review study was performed during years 2012-2013 using an integrated search in PubMed, CINHAL, Ovid, and Science Direct databases. Moreover, google search engine was also used for searching in various information sources such as validated journals and conference proceedings and reports of educational organizations and assemblies, using main key words such as interprofessional education and interprofessional learning, limiting the results from 1995 to 2013 and mainly in English. We obtained more than 2000 titles including original articles, reports, web pages, letters to editor, and books. Having titles and abstracts assessed, 120 documents that were more appropriate and directly related to the study question were selected and analyzed through qualitative content analysis. Then the text contents were retrieved and final results were categorized and managed by MAXQDA software.
Results: Two themes were obtained indicating the formation of interprofessional education in the health system. The challenges theme containing 4 categories: dynamic changes in all aspects of human society, poor quality of care services, staffing crisis, and failures of uniproffessional education. The second theme named constructive strategies containing 4 categories: improvement of interprofessional interactions, promotion of interprofessional collaborations, patient centered team care, and changing in professional socialization process of health sciences students.
Conclusion: Interprofessional education with focus on interprofessional interactions and promotion in professional socialization process of health sciences students provides necessary competency and ability for developing interprofessional collaborations and comprehensive patient-centered team care among graduates for addressing challenges in health systems.
Sepideh Mohammadi, Ahmad Reza Yazdan Nik, Alireza Yousefy, Taj Mohammad Arazi,
Volume 14, Issue 4 (7-2014)
Abstract
Introduction: Nursing concepts has been developed and made in academic education. Nursing education in Iran has experienced many ups and downs by far. Once viewed as a technical discipline, nursing has changed to the paradigm of nursing as a science and as an art. It has become a university discipline in Iran also but the quality of nursing care and clinical knowledge transfer faced serious challenges. In this study we explore the challenges in four areas of teacher, student, lesson plans, and teaching environment.
Methods: This review article was developed through searching scientific databases and literature published during 1995-2013 on academic education of nursing discipline in Iran. Search engines and databases used in this study were Elsevier, Wiley Blackwell, PubMed, Iran Medex, SID, and Medlib. Totally 60 articles in this field were retrieved and according to their appropriateness with challenges in academic nursing education, 19 articles were used in the study.
Results: The most important challenges in nursing education were as follows: there are no fundamental concepts of nursing in lesson plans in bachelors’ level and the dominant biomedical paradigm in lessons, moves students toward becoming a physician assistant. Professional attitude of nursing teachers are far different from ideal conditions expected in nursing and the academic image provided by teachers is not identical to a clinical nursing image. Nursing students also do not have an appropriate attitude toward their own profession to the extent that they know nursing as a job, and not as an evolutionary specific profession. Academic environment also, not only doesn’t develop critical thinking but also suppresses this ability.
Conclusion: The consequences of ineffective academic education in Iran are: lack of applicable knowledge for dealing with real clinical situation, students confusion about university education inconsistency of the academic staff with clinical staff, and failure to view the proper image of nursing by clients and community. With regard to the before mentioned challenges, it seems necessary to invest on academic nursing education in order to solve these problems.
Hassan Edalatkhah, Zahra Tazakori, Assieh Movahedpour, Abdollah Mahdavi, Mansoureh Karimollahi,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: The presence of motivated faculty members in universitiesof medical plays a vital role in education and community health education. So far, many studies have been done to identify the factors affecting employees' motivation in different ways, but considering the lack of reasonable basis for studying the motivational factors amongfaculty members, this study aimed to investigate the factors affecting the job motivation of faculty members of Ardabil University of Medical Sciences.
Methods: This qualitative study was conducted using semi-structured interviews with 21 qualified faculty members of Ardabil University of Medical Sciences who were selected through purposeful sampling. To analyze the collected data, the Content Analysis method was used through MAXQDA software version 10.
Results: After analyzing the data, 26 sub-themes were obtained and after categorizing, 8 main themeswere reached, that is, evaluation classes, development and success, encouragement and creativity, evaluation, justice, management, financial and welfare problems, and interactions.
Conclusion: This study showed that universities of Iran, especially the universities of medical sciences faced serious challenges in motivation of faculty members; thus, challenges need to be tackled in order to improve faculty members' motivation.
Soleiman Ahmady, Sara Shahbazi, Setareh Eghbal,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: The preceptorship model is one of the well-known clinical nursing education strategies that transfer experiences from experienced nurses to nursing students and novice nurses. This study endeavored to identify the challenges of implementing this model in clinical nursing education from the perspective of faculty members, instructors, and nursing students of Shahid Beheshti University of Medical Sciences.
Methods: The study was conducted with a qualitative approach by the content analysis method. Semi-structured interviews were employed to collect data. Interviewees were selected through purposive sampling from faculty members, instructors, and nursing students of Shahid Beheshti University of Medical Sciences. Parallel with the interviews, content analysis was performed according to Landman and Grenham's methods.
Results: A total of 15 interviews were conducted and analyzed. According to the findings, possible barriers during the effective implementation of this model were: lack of nursing staff, lack of skilled nurses as preceptors, lack of sufficient interaction between educational and clinical system, lack of necessary support from hospital executives, and poor relationship between physicians and nurses. In this study, 18 major strategies for the successful implementation of the preceptorship model were presented. The importance of them were allocating material and spiritual incentives to motivate the preceptors; interaction between the nursing school and hospitals in training nursing students, involving hospital managers and officials in implementing the model; the collaboration of nursing instructors and faculty members with preceptors in the process of education and clinical evaluation of students; participatory selection of preceptors and their continuous training during the process.
Conclusion: The findings revealed that the preceptorship model could be an interactive process between the nursing schools and hospitals. The nursing students, preceptors, nursing instructors, clinical faculty members, hospital managers, and other health workers took part in this process.
Mohammad Hesam Sharifipour, Seyed Mostafa Mohsenizadeh, Samad Karkhah, Mohammad Javad Ghazanfari, Shaqayeq Esmaeili, Amir Emami Zeydi,
Volume 22, Issue 0 (4-2022)
Abstract
Introduction: The development of postgraduate nursing education and its transformation needs to know the educational process, awareness of modern methods of its implementation, recognition of material resources and facilities, and awareness of the role and duties of human resources. This integrative review has been conducted with the aim to identify the challenges and strategies of Master of Science in nursing education in Iran.
Methods: In this integrative review, an extensive search of databases such as Iranian Nursing Journals Index (nindex.ir), Iranian Journals Database (magiran), Scientific Information Database (SID), Iranian Research Institute for Information Science and Technology (IranDoc), the Islamic World Science Citation Database (ISC) and the Regional Information Center For Science and Technology (RICeST) was conducted from 1988 (the beginning of the first master's degree in nursing in Iran) to December 4, 2021, using Persian and English keywords related to the aim of the study.
Results: Altogether, 10 articles from 291 studies were selected. There are several challenges in postgraduate nursing education that nursing educators are looking for solutions to address them. Master nursing education in Iran is not based on goals and mission and graduates do not have a good quality of work. In Iranian universities, the role of the master of nursing in society is not clear and so far, no special review has been made in this regard. Finally, it seems that the master's degree program in nursing in Iran is being implemented without direction and considering the needs of society.
Conclusion: Developing a coherent theoretical and practical training program in accordance with the needs of the community can be considered as the first step in reforming the program of master of science in nursing education in Iran.
Nasrin Abdi, Farzaneh Gharibikanipan, Yadolah Zarezadeh, Reza Ghaneie Gheshlagh, Obaidolah Faraji,
Volume 23, Issue 0 (3-2023)
Abstract
Introduction: Universities have also used online courses as a tool to establish lifelong learning among students. Lifelong learning has become part of the way of life due to the dynamic nature of modern society. The community's demand for lifelong learning will be supported by the growth of online learning courses. Universities can reduce the cost of education providers by developing distance learning and e-learning programs.
Methods: This qualitative study is the conventional content analysis. Medical and nursing students formed the population. Sampling was purposeful and with maximum variability. Data were collected using semi-structured individual interviews. The interview begins with general questions, and deeper questions were gradually posed in line with the research objectives.
Results: After conducting interviews, 324 initial codes were retrieved. The themes and sub-themes are as follows:1) Perceived benefits (strengths and advantages of e-learning, and opportunities of virtual learning program), 2) Perceived weaknesses, (problems and shortcomings of the program in various dimensions, and fundamental threats of the program), and 3) Strategies to overcome obstacles and threats (infrastructure solutions and management solutions).
Conclusion: Considering that virtual education received serious attention with the onset of the COVID-19 epidemic, there are some shortcomings in this regard. Utilizing the results of the benefits and opportunities of virtual education can provide a good platform to improve the quality of this type of education. Besides, by looking at the obstacles and threats extracted in this study, plans can be made to solve the problems and challenges of virtual education.
