مجله ایرانی آموزش در علوم پزشکی
سال چهاردهم شماره 5 (پیاپی 67، امرداد 1393)

One of the most important and basic goals of nursing education is the development of critical thinking. Critical thinking is known as an integral component of nursing. This study investigated the effect of an active educational method on nursing students’ critical thinking capability.

This is a quasi-experimental interventional study performed on 60 nursing students (30 in each group). First, California Critical Thinking test questionnaire were filled by the participants. The intervention group was trained using an active method based on critical thinking questions at a period of 9 clinical sessions. In the last session, California Critical Thinking test questionnaire was again refilled by the participants. Data was analyzed using descriptive statistics, independent t, and paired t tests.

There were no significant differences between two groups in terms of background variables before the study. In test of critical thinking, no significant differences were observed in the control group before and after intervention. But there was statistically significant difference in the intervention group (p<0.001) and this active educational method could elevate critical thinking ability in intervention group. The normal clinical education program in control group was not successful in improving students’ critical thinking skills.

The increase in students’ total score of critical thinking, analytical skills, and deductive reasoning reflects the valuable effect of this active educational method on students.

E-learning is an individualized education and due to its low costs, Iranian universities have suggested the use of this method. In this context, recognizing the factors affecting the adoption and use of e-learning is important. The study was performed to determine the usefulness, ease of use and perceived barriers to E-learning considering the viewpoints of faculty members of Kermanshah University of Medical Sciences.

This descriptive cross-sectional study was conducted in year 2013 among faculty members of Kermanshah University of Medical Sciences. Participants were selected through simple random sampling with probability proportional to size. Data were collected using questionnaire through self-report. Data were analyzed using independent t-test and one-way ANOVA statistical tests at 95% significant level.

The highest scores were respectively related to the domains of barriers (70.5 %) ease of use (68.4 %) and perceived usefulness (67.2 %). Highest scores in the three domains of usefulness, ease of use and barriers related to the items, were respectively related to the items of “more access to other experienced teachers in distance”, “ease of using computer software related to E-learning” and “low speed internet service” that achieved the mean scores 3.82±0.76, 3.6±0.95, 4.14±0.83 respectively out of 5 as a total score.

Considering the fact that perceived barriers had a greater proportion in E-learning among faculty members, therefore, it seems emphasis on perceived barriers can lead to beneficial results in E-learning.

Having trained and experienced personnel is an essential in an emergency ward. Nowadays, nursing knowledge is constantly developing and four year undergraduate nursing course cannot meet these growing needs, therefore, it is necessary that nurses receive professional education according the ward they are working in. The first step in any curriculum planning is to assess educational needs. The purpose of this study is to determine the emergency nurses’ educational needs in educational hospitals of Tehran, Iran and Shahid Beheshti universities of medical sciences.

This need assessment study was conducted using Delphi technique. Study population included faculty members of three schools of nursing and midwifery of 3 medical universities, educational supervisors, head nurses, and emergency ward managers. 40 volunteer experts were selected through purposeful sampling, and participated in three Delphi rounds.

109 educational needs in four domains of care, education and counseling, research, and management had been determined during three Delphi rounds. The highest educational needs were related to care domain (78 items). Other needs were in domains of education (10 items), research (11 items), and management (10 items).

Applying the results of needs assessment performed locally and considering basic needs of our country in future planning for training professionals, can lead to the training of nurses who will be successful in long term and this will be associated with health, economic, cultural and social benefits.