Strides in Development of Medical Education
Volume:12 Issue: 3, 2015

Learning environment should be opportunities for positive change in student's attitude to encourage them and create more interest، leading to sustainable learning. To make constructive changes، having information on the current status and about student's attitudes toward their discipline is essential. This study was designed to assess the medical and dental student's attitude toward their study field (learning environment، practicability، attraction، social rank، and future employment) before and after experiencing clinical practice in Kerman University of Medical Sciences، Iran. This cross-sectional analytic study was conducted in 2012. The study population were 95 medical and dental students of Kerman University of Medical Sciences، as census of students. A researcher-made questionnaire was designed consisting 31 questions in five areas of the components of medical education and health care (education environment، applicability of the course، the attractiveness of the field، career and social status). Data were analyzed using paired t، ANOVA، and Mann-Whitney U tests via SPSS software. There were significant differences between the medical student's attitude toward educational environment and practicability of the field before and after experiencing clinical practice; but there was no significant difference between their attitude toward attraction، future employment، and social rank of the field. On the other hand، there were significant differences between dental student's attitudes toward educational environment and future employment before and after experiencing clinical practice; but there was no significant difference between their attitudes toward practicability، attraction and social rank of the field. In addition، there was no significant difference between the two groups based on gender and age. The results showed significant differences only in three educational components between two groups of students. According to obtained data، short- and long-time plans could be designed for increasing the efficiency of education، improving educational structure، and obtaining welfare and economical possibilities for students.

In order to achieve more success in the Bachelor of Science in the discipline of nursing education in Iran and identify its weaknesses and strengths, comparative studies and utilization of successful universities’ strategies and experiences are necessary. The present research compares the curricula of undergraduate nursing education in Iran and 8 selected universities from America, Europe, Australia, and Asia. The universities were compared in terms of student selection methods, mission and objective, general structure, program length, educational content, teaching and learning methods, educational strategies, role of graduates, and evaluation methodologies. This was a descriptive-comparative study. In the present study, 8 renowned and innovative nursing schools were selected through purposeful sampling method. The important components and indices of nursing curricula of the 8 nursing schools in America, Europe, Australia, and Asia were analyzed. Then, each studied item was compared between the selected nursing schools and nursing schools of Iran. Practical suggestions were made to improve the quality of the nursing curriculum in Iran in terms of improvement of each studied item. The research model used in this study was the Beredy model that identified the 4 stages of description, interpretation, proximity, and comparison in comparative studies. The general objectives and educational contents in all curricula of the examined nursing schools were to some extent similar. However, the establishment and development of the contents and the method, extent, and type of addressing them were different. These differences created different contents. Moreover, despite the many similarities in training and evaluation techniques, many differences depending on the level and purpose of the program were observed. It seems that although the nursing curriculum in Iran does not hold a dissatisfactory position in comparison with the other studied curricula, in order to resolve the flaws, items like goals selection, student selection methods, research, teaching and evaluation (theory and performance) methodologies need to be reviewed and revised.

The phenomenon of occupational stress is an inevitable part of professional life that has negative effects on different areas of life. The purpose of this research was to identify the effects of PRECEDE model-based training on reduction of nurses’ occupational stress. The present study was a quasi-experimental study on nurses. First, subjects with a medium to high stress level were chosen. Then, the nurses of Iran and Khatam-Ol-Anbia hospitals, Tehran, Iran, were randomly assigned as intervention (n = 40) and control (n = 41) groups. Data gathering tools included the Nursing Stress Scale (NSS) to determine nurses’ occupational stress and PRECEDE Model Structures Questionnaire to provide educational intervention. Training was carried out in two 4-hour sessions in two consecutive days. Subjects were monitored for 3 months. Statistical analysis was performed before, and 1 month and 3 months after training using SPSS software. Descriptive statistical tests, independent t-test, repeated measures one-way ANOVA, and Pearson correlation were used. Mean NSS score of the intervention group reduced from 112.80 ± 17.46 to 93.15 ± 28.79 after the training. Moreover, after training, the variables of reinforcement, enabler, and manner showed a significant increase in the intervention group compared to the control group (P < 0.05). Results showed that the PRECEDE model for stress management education was effective in the reduction of nurses’ stress level.