Showing 15 results for Instructor
Seifollah Kayghobadi,
Volume 2, Issue 1 (6-2002)
Abstract
Introduction. Nursing instructors, in addition to having faculty members' responsibilities such as teaching and doing research, offer community services as well. These responsibilities often cause great amount of job stresses for them. The purpose of this study was to determine the stressors in clinical and theoretical nursing education on nursing instructors.
Methods. This descriptive-analytical study was performed using a questionnaire as data collecting tool. The research sample included 96 faculty members from nursing and midwifery faculties in Tehran who were selected by simple stratified sampling method.
Results. The results of this study showed lack of preparation and educational experience in theoretical teaching, and heavy workload caused by teaching theoretical and clinical courses, administrative responsibilities and inequality feeling, in clinical teaching were the most stressful factors. Also, in theoretical teaching, large class size, working with faculties having different habits and values and keeping professional knowledge according to new sciences and professional development caused a high degree of stress. Moreover, providing sufficient individual supervision for each student, unclear policy regarding substitute instructor in time of sick leave or vacation and lack of preparation and experience, in clinical teaching were other stressful factors..
Conclusion. Many factors in clinical and theoretical courses have been identified as stressors. It is recommended, theoretical nursing courses be taught as team teaching, and experienced instructors work with instructors with less experience. Also, educational programs should be planned in a way that nursing instructors with administrative responsibilities teach less theoretical and clinical courses.
Batool Mohammadi, Susan Valizadeh, Sima Lak Dizeji,
Volume 3, Issue 1 (6-2003)
Abstract
Introduction. Learning clinical skills at the bedside is one of the best educational methods which mainly depends on clinical instructors’ characteristics. It seems that teaching by qualified and competent instructors can enable students to reach their maximum capability. This research was designed to study the effect of teaching on knowledge, attitude and practice of nursing and midwifery instructors concerning effective behaviors at clinical teaching.
Methods. This was a quasi-experimental research which studied all nursing and midwifery instructors (N=25) at Tabriz University. The research was designed as one group and two stages which assessed knowledge, attitude and practice of instructors before and two months after running the educational program (two days workshop). The data collecting tool was a questionnaire including four sections. The scientific validity of the questionnaire was confirmed by content validity and its reliability was evaluation by split-half method. In addition to instructors, the forth section of the questionnaire concerning performance, was also completed by the students who were under the supervision of trained instructors before and two months after the workshop. The results were analyzed by SPSS 9 software and using paired t-test, relative frequency, mean and standard deviation.
Results. According to the results, participation of instructors in educational workshops had a positive effect on increasing knowledge and improving their attitude toward clinical teaching behaviors. Moreover, according to the viewpoints of instructors and students, their performance scores increased after education. But, no significant difference between the mean of performance score of instructors before and after workshop was observed. Based on students' viewpoints, instructors' performance in assessing students showed a significant difference.
Conclusion. Considering the positive effects of education on knowledge and attitude of the instructors, providing education and an appropriate background in clinical environment for employing effective behaviors seems necessary. The results of this research can be used in designing a valid evaluation tool for assessing the effectiveness of clinical education and the educational performance of clinical instructors
Hamideh Dehghani, Khadijeh Dehghani, Hossein Fallahzadeh,
Volume 5, Issue 1 (6-2005)
Abstract
Introduction. Different problems could lead to reducing the efficiency of field training for nursing students. Identifying and solving these problems is necessary to reinforce some effective educational methods. The aim of this study was to determine the problems in clinical field training for nursing students from the viewpoints of nursing teachers and nursing students in Shahid Sadoughi University of Medical Sciences.
Methods. In this descriptive study 22 nursing instructors and 36 last year nursing students were selected by census method. The data gathering tool was a valid and reliable researcher made questionnaire. The data was analyzed by SPSS software using frequency distribution, mean and standard deviation and t-test.
Results. The majority of nursing students and teachers (over 50%), evaluated this programme as relatively weak to weak, in attaining "holistic view and community-oriented nursing", and acquiring "skills in nursing process and patient education". They stated some problems in clinical training such as "inadequate access to educational and welfare facilities", "lack of health care team cooperation", and "scattered training in clinical wards". They believed that some changes are necessary in field training. There was no significant difference between the mean scores of nursing students' and instructors' view points.
Conclusion. Although field training is appropriate for promoting skills and students' independency for providing community-oriented services in different fields of nursing and the total view towards this program is positive, there are numerous problems in the process of field training that have to be addressed by nursing educational leaders.
Fatemeh Hadizadeh, Mahboubeh Firoozi, Nazanin Shamaeyan Razavi,
Volume 5, Issue 1 (6-2005)
Abstract
Introduction. Continuous evaluation is necessary for improving and promoting the quality of clinical education. The purpose of this study was to determine the views of nursing and midwifery students of Gonabad University of Medical Science about the condition of clinical education.
Methods. This was a cross-sectional survey in which 140 nursing and midwifery students registered as day or night students were selected by census sampling method. They were studied using a questionnaire consisted of 4 sections about instructor’s performance, cooperation of staff, patients and students, facilities and equipments of clinical environment and clinical evaluation system. Data was analyzed by SPSS software using descriptive statistics, t-test, Mann Whitney and Pearson correlation coefficient.
Results. Most of the students evaluated the instructor’s performance, good with the mean and standard deviation of 62.3±15.7, cooperation of staff, patients and students, at a borderline level(between good and intermediate) with the mean and standard deviation of 51.4±22.4, facilities and equipments, at an intermediate level with the mean and standard deviation of 30.64±19.2 and clinical evaluation system at an intermediate level with the mean and standard deviation of 37.6±27.7. There was no significant difference between nursing and midwifery students' viewpoints about different aspects of clinical education.
Conclusion. In order to improve the situation of clinical education in nursing, it is recommended to provide facilities and equipments for clinical environments and revise the tools and process of clinical evaluation. These points have been confirmed by other studies as well. Improving instructors' performance and encouraging professional cooperation could lead to the improvement of clinical education.
Sedigheh Ansaripour, Bahram Soleimani, Gholam Hossein Sadri, Ahmad Bahonar,
Volume 5, Issue 2 (12-2005)
Abstract
Introduction: The possibility to use rural health technicians as instructors for on going education of Behvarzes, is an issue that should be considered. The effect of training by rural health technicians and Behvarzes’ instructors on knowledge and practice of Behvarzes in Isfahan district were compared in this study.
Methods: In an interventional study performed as field trial, 84 Behvarzes were selected and divided to two groups randomly. The knowledge and practice of Behvarzes were measured using a questionnaire and a checklist, respectively. Before starting the education, an educational course related to Acute Respiratory Infection including 12 hours lecture and group discussion was conducted for the health technicians. Then, the first group of Behvarzes was trained by instructors of Behvarz training center and the second group by health technicians using lecture, group discussion and practical education for 24 hours. The knowledge and practice of Behvarzes were measured after the education. The data was analyzed by SPSS software, using mean, standard deviation, paired t-test, independent t-test, covariance analyses and Pearson Correlation Coefficient.
Results: Behvarzes’ score in knowledge and practice increased significantly after education in both groups. The increased mean scores of knowledge were 3.9±2.59 and 2.73±2.67 in the groups trained by instructors and technicians, respectively. Also, the increased mean score of practice were 12.13±4.13 and 5.9±3.88 in the groups trained by instructors and technicians, respectively. There was no significant relationship between the score of Behvarzes’ knowledge and practice with their experience. The increase in knowledge and practice scores of the group trained by instructors was significantly more than the group trained by technicians.
Conclusion: The difference between the increased knowledge scores in the two groups is at an extent that shows we can use technicians instead of instructors for increasing Behvarzes’ knowledge. But, as far as Behvarzes’ practice is concerned we should better not use technicians for improving their practice.
Abolfazl Rahimi, Fazloallah Ahmadi,
Volume 5, Issue 2 (12-2005)
Abstract
Introduction: The situation of clinical education should be always evaluated in order to improve its quality. This study was performed to determine the viewpoints of clinical instructors about obstacles of clinical teaching and strategies for improving its quality in Tehran Nursing Schools in 2005.
Methods: In this cross-sectional survey 60 instructors of Tehran’s nursing and midwifery schools were selected by census sampling method. The data collection tool was a valid and reliable questionnaire consisted of 5 domains including the performance of clinical instructors, curriculum design, clinical environment, students’ characteristics, and educational and welfare facilities. Data was analyzed by SPSS software (13.0), using descriptive statistics, t-test and one-way ANOVA.
Results: The instructors reported the quality of clinical education average in the domains of clinical environment and educational facilities, and weak in other domains. Lack of interest and motivation in students was the main obstacle for clinical education. Paying more attention to appropriate planning for clinical education was mentioned as the best strategy for quality improvement.
Conclusion: The quality of clinical teaching was unsuitable. In order to overcome these challenges, the collaboration of instructors, staff, educational supervisors, head nurses, nursing managers and other managerial levels is recommended.
Marzie Moattari, Mahin Moghaddasi, Masoud Mousavi Nasab, Asghar Razavieh,
Volume 6, Issue 2 (12-2006)
Abstract
Introduction: The instructors’ clinical teaching behaviors need to be monitored and improved during educational process. The purpose of this study was to determine the effect of a three day educational workshop about clinical teaching and evaluation on effective clinical teaching behaviors of clinical instruc-tors at faculty of Nursing and Midwifery in Shiraz. Methods: All clinical nursing instructor who had been involved in clinical teaching at least for four months (n=39), participated In this quasi-experimental research with two group post-test only design. They were divided randomly into two experiment (n=19) and control (n=20) groups. The experiment group participated in a pre-planned three day educational workshop about clinical teaching and evaluation.Two months later, all of the students who were involved in clinical experiences (n=588) were asked to evaluate their clinical teachers using a questionnaire consisting of 21 items about effective clinical teaching behaviors. The mean scores for teaching behaviors were compared by independent t-test using SPSS software. Results: The mean scores of the experiment group were significantly higher than the control group. Furthermore, the experiment group significantly differed from the control group in six educational behaviors including conducting effective clinical conferences, providing positive feedback and reinforcement, encouraging students to think, analyzing and rational criticizing, being flexible, facilitating students’ self-evaluation, and asking stimulating questions.But no significant difference was observed in other 15 educa-tional behaviors. Conclusion: Participation in clinical education workshop had a positive effect on instructors’ efffective clinical teaching behaviors, and made them to apply some educational principles. To improve other effective clinical teaching behaviors, program organizers and directors should provide appropriate situations in order to facilitate the application of instructors’ knowledge and skills in clinical teaching.
Reza Gholi Vahidi, Nasrin Danesh Khah, Madlin Araks, Hossein Koshavar, Asghar Mohammadpour,
Volume 6, Issue 2 (12-2006)
Abstract
Introduction: Most of previous studies have focused on factors affecting learning during nursing educational program, and a few researches have been conducted on students’ achievements. The present research aimed to determine nursing students’ and instructors’ viewpoints regarding the level of skills gained by students during internship in Tabriz University of Medical Sciences. Methods: In this descriptive study conducted in 2003, 74 bachelor nursing students attending internship program and 33 instructors were selected using census method of sampling. A researcher made questionn-aire with five point Likert scale and including 96 questions was distributed as self-administered. The questionnaire covered a variety of dimensions such as providing services for patients, patient care, patient safety, management skills, quality improvement, and patient education. The data was analyzed by SPSS software using frequency distribution, and Chi2. Results: The achieved professional abilities in all dimensions were not satisfactory. There was a significant difference between students’ and instructors’ viewpoints, on the level of professional skills in patients’ services, patient care, management skills, quality improvement, and patient education. Conclusion: Students’ professional abilities during internship program were not optimum. The gap is probably due to the absence of good, supportive and incentive environment, or due to the lack of appropriate stewardship and management mechanisms.
Musa Alavi, Heydarali Abedi,
Volume 7, Issue 2 (3-2008)
Abstract
Introduction: Clinical education program was designed to promote nursing education which its processes are mainly aimed at students. Despite all of this, less attention has been paid to students' feedback in this process. This study focused on nursing students' personal experiences about instructors' roles in clinical education program and intended to clarify the concept of "effective instructor" in clinical education.
Methods: Using purposeful sampling method, 12 nursing students of Isfahan University of Medical Sciences, who had passed at least one clinical education course, were selected and studied through phenomenological approach. Data was gathered through in-depth interview. Raw data was analyzed using Colaizzi method. The validity and reliability of the study was acquired through considering four elements of factual value, applicability, consistency and neutrality.
Results: The interview texts were analyzed and the codes were extracted. Then, the codes were categorized into eight major concepts of presence, instructor as evaluator, instructor as communicator, instructor as experience provider, instructor as motivator, instructor as supervisor, instructor as moderator, and instructor as supporter.
Conclusion: Participants in this study emphasized the instructor's key role in forming an appropriate or safe working environment. They revealed that the instructor can play an effective and useful role in clinical learning by providing new information, supporting the students thoroughly, and supervising their performance. In addition to experiencing some levels of dependence, participants accentuated the necessity for establishing a safe environment in order to provide learning opportunities for students. They also confirmed effective role playing by the teacher as an appropriate input for nursing students' needs.
Gholamhossein Mahmoudirad, Fatemeh Alhani, Monireh Anoosheh,
Volume 8, Issue 2 (3-2009)
Abstract
Introduction: The situations affecting teaching and learning nursing fundamental course may influence acquiring competencies in primary clinical skills. Several reasons have been mentioned for this problem. The aim of this study was to describe the experiences and viewpoints of nursing students and instructors on nursing fundamental course.
Methods: This was a qualitative study using thematic analysis method. Fifteen nursing students, 4 nursing instructors, the head nurse of operating ward, and two nurses graduated from the university in which the study was performed, were selected through purposive sampling and interviewed. All interviews were transcribed, analyzed.
Results: Using thematic analysis, a significant number of preliminary themes and 7 main themes each having few other sub-themes, were extracted. The main themes included educational factors, not respecting the standards in performing the techniques, the gap between theory and practice, motivation, human resources, communications, management staff, equipments, and physical environment. These main themes and other sub themes have been explained in the main article using direct statements of study samples.
Conclusion: The results of this study revealed problems in communication in educational environment and interaction between instructor and students as well as lack of motivation among nursing instructors and students. These are the main principles of the appropriate teaching and learning. It is recommended that nursing education administrators pay more attention to these aspects of educational process and remove the causing factors.
Massoumeh Delaram, Mina Tootoonchi,
Volume 9, Issue 3 (1-2010)
Abstract
Introduction: Although experts put emphasis on student assessment by the teacher, an established method is self-assessment. The aim of this study was to compare students' self-assessment to evaluation by teachers in obstetrics clerkship course for midwifery students of Shahrekord University of Medical Sciences. Methods: This descriptive study was performed on 71 students of 3rd semester of midwifery in Shahrekord University of Medical Sciences who passed obstetrics clerkship course in years of 2006 to 2008, and 7 midwifery instructors trained these students during the course. The data was gathered using a form for obstetrics clerkship. The form was developed by midwifery department members based on headings of the course being used for student assessment at the end of each semester. The evaluation form was completed by instructors and the students themselves at the end of the semester. Data was analyzed by SPSS software using descriptive statistics and paired T test. Results: Mean and standard deviation of the total score of instructors' assessment and students self-assessment was 55.90±5.8 and 57.40±6.2 respectively out of total score of seventy. It was 16.50±1.72 and 16.12±1.55 out of total score of twenty. No significant difference was observed between the mean score of assessment by instructors and the mean score of students' self-assessment. Conclusion: The results of instructors' assessment and that of students were similar. This may indicate that students can judge their own performance, to some extent, similar to their instructors. Students' opinions on their own performance and using it by instructors in student assessment may help in correction of contemporary evaluation scores.
Fatemeh Heshmati Nabavi, Zohreh Vanaki, Eesa Mohammadi,
Volume 12, Issue 5 (8-2012)
Abstract
Introduction: Clinical education is the duty of academic and clinical organizations and its effectiveness is influenced by the interaction of both organizations. Since the commencement of nursing profession, this interaction has experienced different paradigms. This paper is an endeavor for identification and critical analysis of these paradigms as well as the current trends of the interactions between educational and clinical institutions. Exploration of these patterns and their advantages and disadvantages could help the administrators of educational and clinical institutions in designation and choice of appropriate relationship paradigms.
Methods: For this narrative review, an electronic search within three phases was performed in January 2008 to retrieve studies published from 1990 to 2008 through these databases: ISI Web of Science, Medline, CINAHL, ERIC, and BNI. The key terms were clinical education, clinical practice models, clinical education model, models of shared learning in clinical practice, and partnership between university and clinical institutions. These articles were studied several times to identify and derive the type of communicational paradigm, significant characteristics, manners of communication, advantages, and disadvantages.
Results: Four paradigms of communication between educational and clinical institutions in nursing profession were identified. These included service-orientation, organizational independence, shared models of clinical education, and intra-organizational partnership paradigm.
Conclusion: A developing trend can be identified which is influenced by factors such as professional progress in nursing and changes in community expectations. The need for professionalism and expanding the body of knowledge in nursing makes it necessary to maintain nursing schools. The trend of communication paradigms is toward the establishment of partnership between these two independent organizations.
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.
Ahmad Entezari, Mohammad Torkashvand, Zahra Torkashvand,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: Preceptors are one of the important factors affecting the quality of clinical education. This study sought to investigate the role of preceptor in surgical technologist students' satisfaction with clinical education course in Shahid Sadoughi University of Medical Science.
Methods: This descriptive cross-sectional study was conducted as a census among undergraduate students of surgical technology at Yazd University of Medical Sciences in the academic year 2018 (80 samples). A standard questionnaire including items about the satisfaction with instructor and the demographic characteristics of the students and the instructor was completed by the students. The collected data were analyzed using descriptive and inferential statistics.
Results: In general, 31 students (43%) had high satisfaction, 22 students (31%) had moderate satisfaction and 19 students (26%) had low satisfaction with their instructor role. Satisfaction with the female instructor was lower than the male instructor in all areas (mean score of satisfaction with the male instructor was 33 and female instructor was 29). The highest score of satisfaction was related to the social etiquette and behavior of the instructor and mutual respect (with an average of 3.7). The main dissatisfaction of students was inappropriate evaluation (with an average of 2.7).
Conclusion: The clinical instructor should be more sensitive to the type of communication with the student and keeping in mind that motivating of students is an indispensable part of their learning. A comprehensive framework for evaluating students and monitoring its implementation by the instructor should be set throughout university. Clinical preceptors who have enough time to train students should be selected.
Amirmalek Nakhaeizadeh, Hengameh Karimi, Zahra Fotokian, Mahshad Hasansoroori, Mikaeil Babayani,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: Instructors and students have many challenges in completing and presenting logbooks. This study endeavored to investigate the views of nursing students and instructors of Ramsar School of Nursing on logbook-based evaluation.
Methods: This cross-sectional descriptive study was performed in the second semester of the academic year 2020-2021. The study population was all nursing students studying and clinical instructors working in Ramsar School of Nursing. Seventy-five individuals (65 nursing students and 10 nursing instructors of the internal medicine-surgery internship unit) were included in the study by census method. The researcher-made questionnaire on the perspective of nursing students of logbook-based and traditional method evaluation were used for data gathering. Data analysis was performed using paired and independent t-test and Chi-square.
Results: The perspective of nursing students and clinical instructors about the use of logbooks showed a significant difference concerning order, evaluation, satisfaction, and clinical skills. The mean scores of the perspective of instructors in the dimensions of order and evaluation were higher than students (t=-4/38, p=0.001; t=-5/36, p=0/001). The instructors’ mean score of satisfaction and clinical performance with logbook evaluation was more than students (t=-4/06, P=0.001 vs. t=-3/27, P=0.002). Students believed that the use of logbooks led to more supervision of instructors over their work (t=4/17, P =0.001), but it did not affect their clinical performance (t=-1/8, P= 0.077).
Conclusion: The clinical Instructors evaluated the priority of the logbook over the traditional method to achieve the expected outcomes more positively towards the students. Because the logbook should meet the learning needs of students, using students' opinions in compiling the logbook can be effective in improving student satisfaction and performance.
