Showing 6 results for Clinical Setting
Hosein Karimi Moonaghi, Akbar Derakhshan, Mohammad Khajedalouei, Marzieh Dashti Rahmat Abadi, Tahereh Binaghi,
Volume 11, Issue 6 (1-2012)
Abstract
Introduction: many studies have been conducted regarding the settings of clinical medical education and its problems, but clinical learning experiences of medical students are less studied as a whole.The aim of this study was to explore, describe and interpret medical students' perception about clinical learning in order to obtain a deep insight about their clinical learning experience. Methods: This study was conducted on phenomenological approach. Two focus groups of 20 students were hold. Data gathering continued until saturation. Transcriptions were analyzed using the Van Manen procedures. Results: Data were categorized into 11 themes: nature of clinical learning, not belonging to medical team, program-induced anxiety, communication between learner and teacher, variety of contexts and resources for clinical learning, putting potential abilities into action, discovery of self in clinical setting, conflict between work and learning, dependency, and lack of prospectus in clinical learning. Conclusion: Although, clinical learning is a complex phenomenon, this study discovered its main aspects and elements. Findings implied that clinical learning directs students toward medical professionalism. Application of results and conducting more research about discovered themes in order to assess problems are recommended.
Shirin Hasanvand, Tahereh Ashktorab, Naemeh Seyedfatemi,
Volume 14, Issue 3 (6-2014)
Abstract
Introduction: Belongingness is one of the most important needs among students in order to have proper performance in clinical setting. If basic needs of students to security and belonging are not met, higher level needs will be of less importance and there will not be an opportunity to consider them. The purpose of this study is to present a set of findings by studies exploring nursing students’ experiences of belongingness in clinical settings. We present the findings related to the theme of conformity to clinical settings in this paper.
Methods: In this phenomenological study, 10 undergraduate students from Schools of Nursing and Midwifery affiliated to Lorestan University of Medical Sciences were selected using purposive sampling and semi-structured interviews were done. All interviews were recorded and then transcribed verbatim. Data was analyzed by Giogi’s method.
Results: In relation to the theme of "conformity with the clinical setting" as one of the main themes of the study, a total of 3 categories and 11 subcategories were deriviated. Compliance with clinical environments (subcategories included observing the rules, familiarity with clinical environment, and trying to adapt with environment), establishing a safe atmosphere (subcategories consisted of safe physical environment, psychologically safe environment, socially safe environment, and improvement of interpersonal interactions) and the impact of community networks of nursing (subcategories consisted of peers and nursing staff, nurses as role models, the key role of head nurses and clinical instructors).
Conclusion: In order to achieve belongingness in clinical setting, there is an urgent need for reinforcement of compliance and adaptation of nursing students with clinical environments and information about the settings and it’s policies, relevant agency personnel, clinical atmosphere with trust, security and improvement, interpersonal interaction considering the impact of social networks, including peers, clinical instructors, and nursing staff.
Somayeh Mohammadi, Maryam Tolyat, Mostafa Roshanzadeh,
Volume 15, Issue 0 (4-2015)
Abstract
Introduction: In order to ensure the achievement of goals in clinical training, having the right tool with good reliability and validity is essential. Given the fact that no proper tool has ever been developed for evaluation of operating room students, this study aimed to develop and measure the validity and reliability of the evaluation tool for these students. Methods: This descriptive study was conducted in 2014 in Birjand University of Medical Sciences. After defining the concepts and behaviors to be measured using interviews and review of relevant literatures, the primary tool was developed and its face validity and content validity were verified both qualitatively and quantitatively (using experts’ opinions, CVR, and CVI). The reliability was calculated through interclass reliability and Cronbach’s alpha. Results: The final tool consisted of 62 items in 7 different subscales (professional characteristics, communication, examining the patient, training patients and families, submitting reports, clients’ safety, and clinical competence). The content validity index of the whole questionnaire was 0.84 and content validity ratio for each item was reported 0.62 and higher. With a sample size of 28 students, Cronbach's alpha of the whole questionnaire was 0.82. Also, interclass reliability was 0.45. Conclusion: The results indicated that the developed tool has adequate reliability and validity and that it can be used as a tool for clinical evaluation of operating room students.
Parvaneh Abazari, Mahboobeh Namnabati,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Challenges of clinical education have been described and explored from the viewpoints of nursing students in numerous studies, but few studies have deeply explained these factors from the perspective of nursing faculty members and nursing managers of teaching hospitals. The aim of this study was to describe and explain the experiences of nursing faculty members and nursing managers about the factors that affect clinical education effectiveness.
Methods: The study employed a conventional qualitative content analysis approach. Participants included 18 faculty members, clinical instructors and nursing managers of Isfahan University of Medical Sciences. Purposive sampling was conducted until data saturation. Data were collected through individual semi-structured interviews and field notes. All the interviews were recorded, transcribed and analyzed line by line. The data were analyzed using conventional content analysis.
Results: Qualitative analysis of the data yielded two main categories of restrictive and facilitating factors of clinical education effectiveness. Restrictive factors included four subcategories: physical and psychological atmosphere of training units, student density, lack of teamwork approach in caring and training, and inappropriate role models. Facilitating factors consisted of two subcategories: experienced and tactful instructors and competent clinical nurses.
Conclusion: The challenges of nursing clinical education effectiveness are the common concern of students, nurses, and nursing faculty members. Thus, considering the nature of the problems, cooperation of faculties of nursing and vice chancellors for treatment and education of medical universities is necessary to overcome these challenges.
Mehdi Bagheri, Fariba Haghani, ُُseyde Ahmad Mohamadi Kia,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Effective teaching requires methods that can develop appropriate knowledge and skills in students. This study aimed to assess the effect of inquiry-based teaching method in medical education through reviewing the related literature.
Methods: In this Narrative review study, using the keywords clinical education, inquiry-based teaching method and medical education, all articles published between 2010 and 2018 were searched in Magiran, Google Scholar, PubMed, and Medical Teacher. The articles were assessed according to the fields of medical education and after reviewing the articles and removing the duplicates, inquiry-based teaching methods and their fields were classified and ultimately 15 articles were extracted.
Results: The review of 15 articles on the application of inquiry-based teaching method in medical education showed that this method is responsible for favorable educational and training impacts on students.
Conclusion: According to the results of the study, it is recommended that faculty members of theoretical and clinical courses should use inquiry-based teaching method for their classes. Faculty deans also should lay the groundwork for application of this teaching method.
Zahra Abdollahi, Maasoumeh Barkhordari-Sharifabad, Khadijeh Nasiriani, Hossein Fallahzadeh,
Volume 20, Issue 0 (4-2020)
Abstract
Introduction: Bullying is a form of interpersonal aggressive behavior that may lead to alarming growth . Nursing students entering clinical practice are at risk of injury and bullying, which can have unpleasant consequences. This study endeavored to identify the frequency, type, source of bullying, method of report, and the undesirable effect of bullying on students.
Methods: This descriptive study was performed on 193 of third and fourth year nursing students of Medical Sciences Universities of Yazd, Iran, who experienced the clinical setting. Sampling was done through stratified random sampling. Data collection instruments were questionnaires of demographic characteristics and Clark et al.'s bullying behaviors. Data were analyzed both descriptively and inferentially.
Results: According to the findings, 61.85% (n=118) of the participants experienced bullying, of which 32% (n=769) were bullied by the clinical instructor and 24.8% (n=597) by the nurse and 16.72% (n = 402) by the patient and family. The most bullying behaviors (15.93%, n = 383) were frozen out, ignored and excluded. 10.9% (n=21) decided to leave the field due to bullying. 67.9% (n=131) did not report bullying behavior, of which 36.8% (n=55) expressed that the reason was fear of poor evaluation.
Conclusion: The results indicated that more than half of nursing students are exposed to a variety of bullying behaviors that are often performed by a clinical instructor and are not reported for fear of poor evaluation which can be a factor of intentions to leave the nursing program. Therefore, clinical educational authorities should teach nursing students some ways to prevent bullying and how to react to such behaviors and appropriate measures should be taken into account to improve clinical learning contexts.
