فصلنامه توسعه ی آموزش جندی شاپور
سال دهم شماره 1 (پیاپی 29، بهار 1398)

Despite considerable progresses in medical and nursing education in the last decade, there are many problems in nursing education especially in clinical settings. To prevent the harmful effects, finding and solving those problems seems to be crucial. Hence, the aim of this study was to determine the nursing educators’ problems. This study was done on 40 nursing educators who had more than 5-year educational experience in Tehran universities in 2015. A descriptive problem-solving oriented method was used. Moreover, tools included a demographic questionnaire and educators’ problems in 5 domains were comprised individual, role playing, structural, interactional, and facility related problems. The results of study showed that paying no attention to the educator experience and not decreasing their workload, insufficient knowledge of ward managers about educators roles and authorities, inequality of the course units with clinical training hours, inappropriate professional communication between physicians, nursing educators and students, and insufficient welfare facilities in hospitals were respectively the most important problems in each of the above-mentioned domains. According to the results, paying attention to this domain may improve the quality of education.

The current study was conducted to determine the relationship between learning style and EBP. In a cross sectional- correlational study, 65 individuals of clinical assistance were recruited to the study as stratified random and proportional assignment. The tools were learning style of Vark scale and evaluation of knowledge and attitude towards evidence-based performance. Data were collected by referring of the researcher to the hospitals and offering the questioners to subjects and completing by them, thereafter data were analyzed by SPSS software. The dominant learning style was one-mode (75%) of auditory style with frequency percent of (49.2%). The attitudes (67.7%) of the clinical assistance regarding EBP were positive and 43.1% of them had an appropriate level of EBP. The chi square test showed a significant relationship between awareness and EBP (P=0.01), as well as between attitude and EBP (P<0.001). There was no relationship among EBP and learning style (P=0.639). With increasing the awareness level, and positive attitude, EBP level was raised in clinical assistances, so, it is essential to provide some systematic and disciplined educational programs about EBP.

As respects, organic chemistry course topics in highschool books and preuniversity chemistry have been deleted or briefly discussed, in spite of hard and muchtopics, students get into trouble of passing organic chemistry courses in second and third terms.
This problem is caused that students can not be passed the basic sciences exams and also it causes educational backwardness and psychological effects.
According to importance of organic chemistry courses for basic different pharmacy courses such as medicinal chemistry, pharmaceutical analysis, organic chemistry and so on, we decided to add preliminary organic chemistry as a new course in first term (2 course) for new beginner students. It can be solved their related problems.
For this purpose, the scores of organic chemistry 1 and 2 courses in second and third terms with median, average and T-Test is evaluated and investigated

Using a teaching model is not affective enough to advance learning alone. A compilation of the educational and teaching models should be used to create active learning courses and thinking in learners. In addition, blended learning is a new approach to the instructional designthat is defined as applying more than one method, strategy, technique, or media in education. Hence, the purpose of this review was to present topics related to the subject of blended learning with an emphasis on nursing education. This study was a review that required content for writing it was obtained from searching databases PubMed, Science Direct, SID, IranMedex, and Magiran. The applied keywords included blended, integrated, teaching, learning, and nursing separately and in combination. 80 documentary content were published  in 2000 to 2017 related to blended learning were selected and evaluated, then only 20 related papers were used. After reviewing the relevant literature about blended learning, issues such as objectives, benefits, and challenges of blended learning have been discussed in medicine, especially nursing education. Using the strategy of blended educational programs was supported by plenty of these studies. The evidence indicated that these methods increase students' knowledge and skills. Blended learning has been preferred over traditional training methods, therefore, it will provide the possibility of realizing deep and active learning by considering the benefits of traditional training methods along with other new methods.

To achieve the objectives of any educational system, different methods are used. The conventional method of evaluation is mid-term exams and quizzes. Another method of evaluation is formative assessment by taking pre/posttests at the beginning and the end of each learning session. Hence, the aim of this study was to assess the effect of pre/posttest evaluations on pharmacotherapy learning among pharmacy students and studying its side effects (stress, altered concentration, so on) on students. We also compared the results with the conventional methods of evaluation. For this purpose, all pharmacy students taking pharmacotherapy (40 students) were enrolled in this study. We compared their grades of pharmacotherapy in two consecutive semesters. At the first semester they took pre/posttests at each session, and at the next semester they had three quizzes and a mid-term instead. We analyzed the mean of final exam grades of these semesters and asked the students’ view on this subject via a questionnaire. The mean of final scores of students in pre- and post-test semester and next semester were 13.80 ± 1.87 and 12.55 ± 2.25, respectively. The scores in the first group was significantly higher. 85.75% of students thought pre/post-tests increased their concentration in class. The results showed that pre and post-tests were a good way to assess knowledge of pharmacotherapy; moreover, in comparison to the conventional methods, it had a positive effect on learning. Therefore, it is claimed this method had a high satisfaction rate among students and neither show stress among the students nor interferes with their concentration in class.

The aim of the current research was to Identification of an optimal Organizational Culture Components in Medical Sciences Universities. The methods of this study was mixed method research. At first, a qualitative content analysis method was used to identify the components of an optimal organizational culture and based on that, a quantitative study was carried out. The statistical population in the quantitative part were all faculty members of Fars University of medical sciences, the sample consist of 152 faculty members who were selected through stratified sampling. In the qualitative part, 25 members were selected using purposive sampling. Researcher made questionnaire was used to collect the data quantitative. The reliability of the questionnaire was estimated through Cronbach's alpha coefficient .83, its content validity was also confirmed by expert comments. Findings of research showed that thinking and innovation, customer orientation, structure and teamwork spirit, accountability, knowledge-based acquisition, interaction and partnership are the components of optimal organizational culture in universities, the average of respondents' opinion about using these six components in medical universities is moderate. Universities of medical science have to adapt their organizational culture to these components.

High costs in the health sector have led policy-makers to implement referral systems for more cost-effective management. Considering the importance of general practitioners in the referral system, it is possible to determine the factors affecting demand for general practitioners’ visits, regulation of the role of family physicians and achievement of an effective referral system can be possible. This study is an applied, quantitative, and cross-sectional study. The statistical population of consisted of the individuals referring to general practitioners in Isfahan in 2015-2016. A sample of 425 participants were selected for this study and copies of a questionnaire was used to collect data. Considering that the response variable is quantitative discrete, a count data model was employed for the analysis. Data were analyzed using SPSS-22 software.          The average rate of women referring to general practitioners was 15% higher than that of men. The average number of visits of single individuals was 17% lower than that of the married ones. Household income significantly affected the demand for GPs. Health levels and the number of previous illnesses were both significant with the probability value (P-Value), 0.0001. Considering that individuals who have worse health conditions with previous illnesses, women and married individuals have referred to general practitioners higher than other groups, it can be suggested that family physicians should provide adequate training for individuals with a high rate of referring to general practitioners to reduce their rate of referral.

Academic engagement can be affected by many factors, including identity styles and achievement motivation. Hence, this study aimed to investigate the relationship between identity styles and academic achievement motivation with academic engagement at the University of Medical sciences that itwas descriptive-correlation research. The study included statistical community of male and female students at the University of Medical Sciences Tabriz in the academic year 2016-2017; then with the use of cluster random sampling method, 210 students of this community were chosen and investigated. To collect the data, identity styles Berzonsky, Herman's academic achievement motivation and academic engagement Zerang were utulized. Data correlation and multiple regressions were analyzed by statistical software SPSS.22. Afterwads, the result showed that academic engagement had a significant positive relationship with informational identity styles, normative identity style and academic achievement motivation and the academic engagement. Although, there was a significant negative relationship with diffuse / avoidant identity. In addition, regression analysis showed that informational and normative identity styles and academic achievement motivation on students' academic engagement had a positive effect; however, it was observed no effects of the style diffuse / avoidant identity on students' academic engagement. Based on conclusive evidences, academic engagement and academic achievement motivation were increased by the use of informational and normative identity styles and reduced by identity styles confused / avoidance, respectively.