نشریه راهبردهای آموزش در علوم پزشکی
سال نهم شماره 5 (پیاپی 39، آذر و دی 1395)

Natural and man-made disasters was considered as permanent threat for all communities, especially Iran. In disasters, health centers need trained and specialized staff which provide health services and treatment with knowledge and skills. Nurses have been in the forefront of medical care throughout the wellness and illness continuum, which should be involved in all aspects of disaster care. This research aimed to develop the curriculum of the care in disasters for baccalaureate degree of nursing.
This is a descriptive and survey study which was done with overview of the documents, articles and surveys of experts by using delphi technique in 2015. 17 professors were selected purposeful. Topics related to curriculum of Care in disaster were extracted and adjusted, then nurses learning priorities in the field of disaster by using a questionnaire survey in three stages were available to experts and the experts group of educational topics were final selected.
According to a survey conducted, Curriculum of disaster Care in Bachelor of Nursing in 17 subjects, which have 75% of consensus was selected as required learning content in the form of 3 course included 5/1 theoretical unit, 5/0 practical course and 1 training unit.
Education and empowerment of nurses for optimally responsiveness to the needs of disaster victims is emphasized with the current revision of the curriculum and the needed content of 3 courses.

The purpose of this research was to design and produce electronic content based on Sharable Content Object Reference Model (SCORM) in order to improve learning.
Descriptive survey was used to collect data and a quasi-experimental design was used for evaluation. The population consisted of all the graduate students of educational planning in Payame Noor University (PNU)in educational semester 2016-17, of who 30 were randomly selected and assigned to experimental and control groups. The experimental group received SCORM-compliant LMS content, while the control group received traditional content. Grade point average (GPA) was used for comparison. T-test and analysis of covariance (ANCOVA) were used for initialed final analysis.
for design and production e-content based on SCORM was six steps: authoring, introduction, SCOs, summary, test, and answers. The results showed that the GPA of the experimental group (18.43921 ± 0.0231) was significantly higher than GPA of the control group (16.1 ± 7211.3408). Moreover, the results of ANCOVA (FT = 4.21; FC = 6.89; DF = 27; p = 0.03) showed that there is a significant difference between the effects of SCORM-conformant e-content and traditional content on academic performance.
Effective design, production, and delivery of SCORM-compliant e-content can improve learning compared to traditional methods.

simulation training is a modern and dynamic methods to improve teaching quality in medical science clinical. This study was done, aimed to evaluate the effectiveness of simulation method to test student's knowledge and clinical skills associated with vaginal delivery of breech presentation.
This semi-experimental study was performed in 39 midwifery students in Gonabad School of Nursing and Midwifery, 2016. In the firstly, experiment were taken of students and determinate a standardized simulation scenario of management of a vaginal breech delivery. Required data were obtained using a self-made questionnaires. Data analysis was conducted using software Spss and the Mann-Whitney test at a significance level of P less than 0.05.
Clinical Competence had significantly higher scores after stimulation training (P=0.001). Overall educational test score of the breech delivery do not improved after training significantly (P Simulation training increased Clinical Competence in the management of a simulated vaginal breech delivery.

The aim of this study was to identifying effective factors on acceptance of information and communication technology among students of Tabriz University in the academic year 2015-2016.
The research method was descriptive. The 360 students of University of Tabriz were selected by Random Stratified Sampling. For collecting data, Technology acceptance model questionnaire (Venkatesh& Bala, 2008) were used. the reliability of questionnaire based on Cronbach's alpha coefficient was .89. For data analysis, structural equation modeling (SEM) via Spss23 and Amos 23 is used.
The indexes of The confirmatory factor analysis and structural equation showed that CMIN/df= 1.712; CFI =.943 and is RMSEA =0.045. the results of confirmatory factor analysis confirm both the validity and reliability" of the questionnaire and the goodness of the latent variables. The variables: Perceived usefulness (β=.07), perceived ease of use (β=.11), imagine (β=.24), Relevance to academic disciplines (β=.55) Computer Playfulness (β=.58) are positively correlated with technology acceptance; and computer anxiety (β= -.20) is negatively correlated with technology acceptance.
The results showed that perceived usefulness and ease of use, imagine, Relevance to academic disciplines, Computer Playfulness are positively and computer anxiety are negatively correlated with technology acceptance. In this study, subjective norm, computer self-efficacy and Perceived Enjoyment have no significant directly relationship with technology acceptance.

Alienation, procrastination and bullying a problem is on the rise in many schools. The purpose of this study was the effectiveness training of self-management skills with academic alienation, academic persecution and bullying high school students.
Quasi experimental research design and pretest-posttest control group design. The study population Tabriz city high school female students in the academic year 2015-2016 sample of 60 students who were selected by multi-stage cluster sampling in two groups (n = 30 ) and control (n = 30) were replaced. To collect the data, Bullying Questionnaire, Perfectionism Inventory, Academic Alienation questionnaire and training Self-management skills was used. Data obtained using analysis of covariance was analyzed using SPSS software.
The results showed that training self-management skills affects on the academic alienation, procrastination and bullying students. In fact, training self-management skills to reduce academic alienation, procrastination and bullying.
The findings need serious attention from policy makers and officials to the issue of alienation, procrastination and bullying of students is shown.

The aim of this study was to investigate the Effectiveness of emotional working memory Training on Execution Functions of children with Attention deficit/hyperactivity disorder.
The research method was Quasi-experimental with pretest - posttest and control group. The Statistical population included all children with attention deficit / hyperactivity in Karaj city during the school year 2015-2016 that 21 of them were selected as eligible for the study and randomly assigned to two experimental and control groups. The Emotional working memory training was treated individually during 15 sessions of 30-40 minutes for experimental group, while the control group did not receive such training. Both groups were tested in pre-test and post-test By Go/No-go and Digit Span forward and reverse Wechsler Intelligence of children.
The results of multivariate analysis of covariance showed a significant difference between the two groups in response error in the test Go / No-go and Digit Span forward and reverse components of the Wechsler Intelligence of children. This means that emotional working memory training could reduce response rate of error in subjects and increase Digit Span forward and reverse memory in these subjects.
Thus, it can be concluded that in the treatment and education of children with attention deficit / hyperactivity, emotional working memory training can be used as a main core for specialists and trainers.

The test anxiety is one of the wide spreading phenomenon and main worries in educational systems worldwide that influence on students’ performance. This study examined the relationship between test anxiety and academic performance in nursing and EMT students of Nursing and Midwifery College.
This study was a cross-sectional descriptive study carried out on a sample of 98 nursing and EMT students on first semester of 2012- 2013 educational years. Data collecting tool was Sarason Test Anxiety Scale (25 items), Distributed and collected in one day (before exam). Data analysis was carried out using independent t-test, chi-square, ANOVA and Pearson correlation coefficient with Spss
In this study, the mean score of student's test anxiety was 10.10±4.99 and the average GPA of their end semester was 15.56±1.58, respectively. Test anxiety in 37 students (37.8%) was mild, in 26 students (26.5%) was moderate and in 35 students (35.7%) was severe. Severe anxiety test scores and academic performance had no significant correlation (p=0.385, r=-0.152), respectively. The anxiety level in female students was significantly more than male students (p=0.012, t=-2.563).
Exam anxiety is moderate to severe in most students. Based on the high percentage of students with severe test anxiety in nursing and EMT courses, it seems to be necessary to take an effective action for management of anxiety in this group of students.

Effective sharing of knowledge requires a suitable cultural context. It is necessary for all persons, as individualistic organizations, after verifying and creating the information, exchange their information and Institutionalization for practical application of knowledge. If this culture don’t be institutionalized in people, they cannot succeed in the era of globalization and the explosion of knowledge.
This research is survey, and the results are presented in a descriptive, analytic manner. The sample of 100 teachers are University of Medical Sciences were selected randomly .The tool included a researcher-made questionnaire with 20 items on Likert scale with a reliability coefficient of 0.89 (CVI=0.93). The questionnaire was distributed among faculty members, and the collected data were analyzed in SPSS software (version 16).
Results & The findings showed that the average score of knowledge sharing was 67 ± 15.17 and that 80% of them were in a desirable state In terms of knowledge sharing. To foster the learning culture of the faculties, consideration should be made of all influencing factors such as knowledge management infrastructure, identification of obstacles to knowledge sharing and their removal, the development of management policies with an aim to strengthen teamwork, and encouragement of faculties to share knowledge strengthened by the development of evaluation incentives based on group work.