Journal of Medical Education Development
Volume:10 Issue: 26, 2017

Failure in acquiring necessary skills is one of the main issues of nursing graduates in clinical education and employing supervision in clinical education can improve the clinical skills. Accordingly, this study was designed to investigate the effect of clinical supervision on nursing students’ clinical skills.
The present study was a quasi-experimental design with pre and post design, in which 32 nursing students of Urmia University of Medical Sciences in 1394 who were enrolled in the study were randomly assigned to two groups of test and control. The 6-week training course for the experimental group was performed based on the clinical monitoring process and for the control group according to the conventional method. The clinical skills assessment checklist was used to collect the data.
Clinical skills of students in the test group was significantly higher than students in the control group in terms of: (1) recognition and administration of medication; (2) education to patients and their companions; (3) team working; (4) considering the safety issues; (5) prevention of infection; and (6) use of the nursing process (p Applying supervision in clinical education compared to conventional methods leads to further enhancement in clinical skills of nursing students. Therefore, educational officials of nursing would benefit from taking this method in nursing education, particularly in “clinical courses”.

Classroom management is key factor in achieving to effective teaching-learning process. There are several factors involved in the management of the classroom by faculty members. The purpose of this study was to investigate the structural model of competence, self-efficacy related to classroom management, and classroom management attitudes in the faculty members of Isfahan University of Medical Science at 2013- 2014 academic years.
This research was descriptive-correlational and the subjects consisted of 92 faculty members. Instruments were Perceived Self-Efficacy in Classroom Management scale (Emmer and Hickman ,1991), Teacher Competency Scale (Seker et al, 2004), and the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998) that distributed among faculty members through proportional stratified sampling. Data were analyzed by correlation, regression analysis and structural equation modeling using SPSS 22 and Amos 22 software.
Results showed a significant correlation between competence, self-efficacy of classroom management, the attitudes and beliefs on classroom control, and demographic factors (teaching experience and degree) with together (p Faculty members of the university can improve and strengthen the management and administration of their classroom by developing their competence in teaching and improving their managerial self-efficacy.

Spiritual intelligence and psychological capital are an approach that help ones to adapt with environment, health, performance and creativity. Therefore, the purpose of this research was analysis of relationship between spiritual intelligence and psychological capital academic performance among students in Kashan University of Medical Sciences.
Martials and The type of research was correlative descriptive. The statistical population consisted of students of Kashan University of Medical Sciences that 294 students were selected by stratified random sampling. The data collection tool was a spiritual intelligence questionnaire in 40 items and a psychological capital inventory questionnaire in 24 items with five degrees Likert scale. The validity of the contents of tools was verified. Reliability was estimated by Cronbach's alpha coefficient for spiritual intelligence 0.82 and psychological capital of 0.91. Data analysis was done at descriptive and inferential level using SPSS software version 22.
The findings showed that means of spiritual intelligence components (3.20±0.50) and psychological capital (3.51±0.41) were higher than average (3). Also there are significant and positive relation between spiritual intelligence with academic performance (r=0.25) and psychological capital with academic performance (r=0.19).
According to the findings, spiritual intelligence and higher psychological capital were associated with better academic performance. By improving the dimensions of spiritual intelligence and psychological capital, it is possible to improve the academic performance of students.

E-learning has become an increasingly popular learning approach in higher educational institutions due to the rapid growth of technologies. We need valid and reliable tools to assess the acceptance of this type of training. This study aimed to validate the e-learning acceptance scale.
This psychometric study was conducted on 223 samples of virtual education students from the Medical Universities in Tehran. Initial instrument was 49 questions from previous studies that were translated into Persian after obtaining permission from the original author. Instrument validation procedures included impact item method, content validity index (CVI) and content validity ratio (CVR) of the judgment of 10 experts and exploratory factor analysis and internal reliability of the scale was determined by Cronbach's alpha and with the test-retest method the external consistency of a test was assessed.
Of the original 49 items, all of them based on the impact item index, CVR, and CVI were considered as valid; based on exploratory factors analysis, 41 items were retained. And considering a minimum Eigen value of 1 for each factor, the five factors were extracted. This instrument was able to predict 52% of the properties as an acceptance e-learning variance.
The results of this study indicated the strength of the factor structure and reliability of an instrument for measuring student acceptance e-learning scale.

Considering the general health and self-efficacy of the students and the factors that increase or decrease these variables are important goals of the university system. Therefore, this study aimed to determine the relationship between external religious orientation and general health and self-efficacy in students of Zanjan University of Medical Sciences.
This study was a descriptive-correlational study. The statistical population of the study was all students of undergraduate and postgraduate students in Zanjan University of Medical Sciences in the academic year of 2015-2016. Using Cochran method, 350 people were selected by stratified random sampling. Data were collected using George's external religious orientation questionnaire, General Scherer Self-efficacy and Goldberg General Health Questionnaire (GHQ-28). Data analysis was done using descriptive statistics, Pearson correlation and multivariate regression.
The results of Pearson correlation test showed that there is not a significant relationship between the external religious orientation variable and general health (P External religious orientation affects student's depression, self-efficacy and social function.

Depression, anxiety and stress prevalence is one the most important problems among dental students. Due to psychiatric side effects among students, this study was conducted to determine the rate of depression, anxiety and stress in dental students of Zanjan University of Medical Science in academic year of 2015-2016.
Material and This study with designing of cross sectional-description was done on 149 dental students. Sampling was done randomly and data were completed by questionnaires. In this research questionnaire DASS21 was used for investigating rate of depression, anxiety and stress and questionnaires DESQ was used for investigating stress source factors. Results were analyzed statistically by independent t-test and ANOVA.
The present study showed that dental students had depression, anxiety and stress rates of 31.5%, 40.3% and 41.6%, respectively. There was no significant difference between depression, anxiety and stress in terms of gender and place of residence (p> 0.05). There was a significant difference between depression and stress level in terms of educational level (p ≤ 0.05). The most important stress source factors from students’ point of view were as follows: In educational field was fear of failing (57%), in clinical field was responsibilities for comprehensive patient care (36.2%), and in outside of university was living far from family (37.5%)
Regarding the prevalence of depression, anxiety and stress mentioned and the stressors present, it is recommended that authorities endeavor to decrease these factors and prepare a better educational atmosphere for students.

Today, the prevalence of academic procrastination among students is increasing and various factors are correlated with it. Therefore, this study was conducted to determine the relationship between cognitive emotion regulation and educational skills with academic procrastination in students of the Faculty of Health and Paramedical of Zanjan University of Medical Sciences.
The research method was descriptive-correlational and the statistical population was all undergraduate students of Zanjan School of Public Health that 168 subjects (103 females, 65 males) were selected by stratified random sampling. Data were collected using standard questionnaires of Gravinsky Cognitive Censorship Management, Pulse Study and Criticism, and Solomon and Rhistlebum academic procrastination. Data were analyzed by using Pearson correlation and multiple regression tests.
Normal distribution of variables was confirmed regarding to the significance level above 0.05 of Smirnov's Kolmogorov test. The results showed that there was a significant positive correlation between rumination (components of emotion regulation) and academic procrastination (P Designing interventions to reduce rumination, improve time division, physical status, reading ability, recording, learning motivation and memory will be effective in reducing academic procrastination.

Morning report is a common and valuable method (Gold Standard) in clinical education. It has some characteristics and standards that, when properly applied, will play an effective role in students’ clinical learning.
A total of 196 apprentices, interns and residents participated in this descriptive-analytical study. The data were gathered by a researcher-made questionnaire which its validity and reliability were confirmed by experts’ views and Cronbach’s alpha, respectively. Data analysis was performed by SPSS (version 20) using descriptive and inferential statistics.P≤0.05 was considered significant.
The majority of participants believed the order of meetings, duration of meetings, and venues were at an average level. They also rated the seating of the teachers in the meeting and the type of diseases introduced to be at a good level. Presence of experts from other disciplines was found to be at the poorest level. 88% of students reported the overall usefulness of the morning reports to be average, and only 2% believed the morning reports’ usefulness to be appropriate, while 10 % evaluated the usefulness range as inappropriate for them. The maximum level of satisfaction was reported for infectious diseases morning report sessions.
In general, the quality of morning reports from the perspective of the students was average. Considering the importance of morning reports in medical education, more attention is recommended to be paid to promotion of its quality.

The literature supports the inclusion of professional education in undergraduate education. We assessed the attitudes of undergraduate medical students toward medical professionalism in Qazvin University of Medical Sciences during the educational year of 2014-2015.
All undergraduate medical students, in clerkship and internship levels, enrolled in a descriptive study in Qazvin University of Medical Sciences. Data were gathered based on a questionnaire adjusted by the culture considerations of the country. Analyses were performed by SPSS software.
A total of 131 medical students and interns (62.6% female) with the mean age of 24.6±1.12 years old participated. Forty two percent of the participants were studying in the fifth (last) year of medical school and 57% were in internship level. Most trainees believed that learning about ethics and professionalism is necessary and should be taught and learned. Medical ethics course should be formally taught in the medical school in opinion of half of the trainees while the others preferred to consider it as an elective. The majority of participants (94.5%) believed that learning medical professionalism needs more than only a theoretical course. A longitudinal approach for teaching medical ethics and professionalism was the most agreed format rather than a time-limited course. There was a significant difference between attitude of the students and interns in terms of necessity of lifelong learning and having updated knowledge (p=0.044), Interprofessional collaboration and team-work (p=0.032) and the importance of continuous education (p=0.030). Also, frequency of professional behaviors [e.g. number of weekly studied articles (p=0.025), use of previous notation (p=0.015) and participation in social services in the past few years (p=0.047)] were statistically different based on the level of education.
The undergraduate medical students have positive attitudes toward the specific elements of professionalism (empathy, teamwork, and lifelong learning) but didn’t use them in their behavior.