Showing 7 results for Learning
Dr Akram Sanagoo, Dr Leila Jouybari, Mis Monireh Kazemi,
Volume 7, Issue 2 (11-2010)
Abstract
Background and Objective: Effective and non-effective communication is the main part of our daily life activities.The purpose of this study was to investigate the male and female students of having opposite gender classmate and its educational impact, based on their perception and experiences.
Material and Methods: In this qualitative study, the nursing students of Golestan University of Medical Sciences were invited to participate in interview.Considering purposeful sampling method and concept saturation, we interviewed with 20 students. The data were collected through individual interactive semi-structured interviews.The interviews were transcribed line by line, coded and categorized through analyzing "content analysis".
Results: Both male and female participants state that having classmates with opposite- sex, due to preparation for future work-life and knowing opposite gender, is essential. Interaction between a male and female classmate is forming gradually during clinical training.Clinical learning environments are effective in better understanding of opposite gender.The experiences and perceptions of the participants in terms of having classmates with opposite gender in educational environment are explained with two main themes "learning facilitator and "learning inhibitor".
Conclusion: Since the academic period is short, it seems that preparation for future work-life is stressful and also being classmate with opposite gender is a major challenge for the students too. Although the students know that having opposite-sex classmate is a necessary issue, due to lack of experiences in their previous school years, this sudden exposure may cause emotional conflict and as a result learning process is inhibited. Having knowledgeable and trustworthy consultants in university may be helpful for the students to deal with their social condition and cultural environment and conduct hidden curriculum
Peyman Akharbin, Dr Adel Zahed Babolan , Dr Abbas Naghizadeh Baghi ,
Volume 11, Issue 1 (5-2014)
Abstract
Background and Objective: One of the most important motivating factors of nurses is the improvement of their work engagement. Since the job engagement can be affected by various factors including the leadership style of nurse managers and organizational learning, this study aimed to investigate the relationship between servant leadership and organizational learning and work engagement of nurses in Ardabil University of Medical Sciences.
Material and Methods: This cross-sectional study was conducted on 273 of 914 nurses working in the hospitals affiliated to Ardabil University of Medical Sciences. The sample size (N= 273) determined via Krejcie and Morgan table were asked to fill out the three questionnaires of Servant leadership style (by Gholipour et al), organizational learning (by Chiva et al) and job engagement (by Salanova and Schaufeli). The data was analyzed by SPSS-21, using descriptive statistics (data frequency tables, mean, and standard deviation) and inferential statistics (stepwise multiple regression method and Pearson correlation).
Results: The results showd that there was a positive and significant relationship between servant leadership, organizational learning, and job engagement (p≤0.01). Furthermore, servant leadership and organizational learning can predict job engagement.
Conclusion: The improvement of organizational learning and servant leadership can enhance the nurses’ job engagement.
Hamideh Mancheri , Shohreh Kolagari , Mahnaz Modanloo, Habib Abdollahi, Mohammad Aryaie ,
Volume 15, Issue 1 (2-2018)
Abstract
Background: The effect of new teaching method on study skill of students results in a significant improvement in learning performances. The aim of study was to determine the effect of Team-Based Learning on study habits of nursing students.
Methods: The quasi-experimental study with a before-and-after design was conducted on nursing students of Golestan University of Medical Sciences in 2015. 101 students participated in this study through census sampling considering the inclusion criteria. The data was collected using Palsane and Sharma Study Habits Inventory (PSSHI) before and after intervention. The intervention was 16 sessions (a two-hour session per week) Team-based learning. The data was analyzed in SPSS-20 software using paired t-test.
Results: Finding showed that most of the students were female (60.3%), and single (95%) with mean age of 21.47±1.5 years. When students were stratified into four groups based on the quartiles of the distribution of study habit, the number of students who had poor study habit decrease after intervention (%5.6) and the number of students with excellent study habit increase after intervention (%3.8). In addition, the mean and standard deviation scores of students' study habits of before and after the intervention were 42.53±7.46 and 48.75±8.94, respectively, which was significantly different (P<.005).
Conclusion: The results showed that Team-Based learning improved their study habits, but the majority of students had poor study habits. In order to improve the study habits of students, student-centered learning is recommended
Zeinab Ghorbani, Elham Imani, Saeed Hoseini Teshnizi,
Volume 19, Issue 1 (1-2022)
Abstract
Background: Hypertension has been a global public health crisis. Complications of hypertension can be reduced by educating patients. Consideration of the learning styles of patients is important for effective education. The aim of this study was to determine effects of self-care training based on visual, aural, reading/writing, and kinesthetic (VARK) learning style preference on blood pressure of hypertensive patients.
Methods: This semi-experimental study was conducted in Bandar Abbas, South of Iran in 2019. Forty-four eligible patients who were referred to six comprehensive health centers in Bandar Abbas were selected by convenience sampling and then allocated into four visual, aural, reading/writing, and kinesthetic groups based on the results of the VARK learning style questionnaire.
Educational interventions were performed according to patients' learning style preference in four sessions. To evaluate effectiveness of the training, patients' blood pressure was measured before the intervention and two months after the intervention. Data were analyzed with SPSS 16 software using paired t-test, Wilcoxon test, and one-way analysis.
Results: After the educational intervention, a statistically significant difference was observed in the mean systolic and diastolic blood pressures of all patients (P<0.001). After the intervention, the mean systolic blood pressure did not change significantly in the kinesthetic group (P>0.05) but decreased significantly in other groups (P<0.05). In addition, the mean diastolic blood pressure decreased significantly after the intervention in all study groups (P<0.05).
Conclusion: Providing education based on the preferred learning style can be an effective way to educate patients with hypertension in comprehensive health care centers across the country.
Soheila Nooriani, Sonia Oveisi, Ahad Alizadeh, Forouzan Olfati,
Volume 19, Issue 2 (9-2022)
Abstract
Background: Improving patient safety is a common international priority because errors and other forms of unnecessary damage to the process of patient care and treatment are global problems. Training programs such as web-based programs enhance the patient safety culture in staff. This study was carried out to evaluate the impact of virtual collaborative learning with mobile devices on patient safety culture among the staff of a maternity center.
Methods: This study was conducted on staff working in Kowsar Hospital of Qazvin in 2019 with a pretest-posttest design. Sixty-three eligible participants were recruited using convenience sampling. The educational contents were shared on a website. Data were collected online using the hospital Survey on Patient Safety Culture questionnaire. Educational intervention sessions were held once a week, for 8 weeks. The paired t-test and chi-square test were used for statistical analysis. The significance level was set at 0.05.
Results: The mean score of safety culture increased significantly from 141.19±16 to 147.93±14.05 after the intervention (P<0.001). Error reporting at the center also increased significantly after the intervention (P<0.001).
Conclusion: This research showed that the collaborative method using mobile learning can be effective for the promotion of patient safety culture among the maternity center staff.
Zahra Soltaninejad, Zahra Amouzeshi, Seyed Mostafa Mohsenizadeh, Fateme Biabani,
Volume 21, Issue 2 (6-2024)
Abstract
Background: Proficiency in physical examination is a crucial aspect of the nursing process. Enhancing this skill in nursing students will improve the quality of future nursing care. However, as technology evolves, new educational methods are required to keep pace. Therefore, the present study aimed to assess the effect of the flipped classroom method on nursing students’ physical examination skills.
Methods: This quasi-experimental, non-randomized study used a control group and a posttest-only design. The study was conducted at the Birjand University of Medical Sciences, Eastern Iran, in 2023. A total of 77 nursing students were selected using a census method. The intervention group received training using the flipped classroom method, while the control group followed the routine method (lectures and practice on simulators). After the intervention, the physical examination skills of both groups were evaluated using the Objective Structured Clinical Examination. Data were analyzed in SPSS 16 using the Mann-Whitney test, Chi-square test, two-way analysis of variance, Spearman’s correlation coefficient, and the Point-Biserial correlation coefficient test.
Results: The mean score of physical examination skills was 14.0±1.56 in the control group and 18.6±1.29 in the intervention group. The Mann-Whitney test showed a statistically significant difference in the mean scores of physical examination skills between the two groups (p=0.0001).
Conclusion: The higher mean score of physical examination skills in the intervention group compared to the control group suggests that the flipped classroom method is effective in modern nursing education.
Hadis Ashrafizadeh , Salem Said Al Touby , Maryam Rassouli ,
Volume 23, Issue 1 (5-2026)
Abstract
Palliative care is a critical component of Universal Health Coverage and a key approach for reducing serious health-related suffering; however, major educational gaps persist among nurses across the Eastern Mediterranean Region. Although nurses deliver palliative care in hospitals, communities, and homes, many report insufficient knowledge, skills, and confidence, especially in end-of-life communication, complex symptom management, and psychosocial–spiritual support. These gaps are driven by limited curricular integration, shortages of trained faculty, resource constraints, and scarce post-graduation training. Digital and virtual education models (e.g., Project ECHO, web-based modules, and virtual simulation/VR) offer scalable solutions by improving access, reducing time and cost barriers, and strengthening competence and self-efficacy. These models need to fit local health‑system capacities and the cultural and religious norms of Middle Eastern communities, especially around family‑centered decisions and sensitive conversations. Continued investment in faculty training, technology, and mentorship is essential for bringing culturally responsive virtual palliative care education into nursing programs.
