فصلنامه آموزش و اخلاق در پرستاری
سال هفتم شماره 1 (بهار و تابستان 1397)

In the process of I.V.F and other similar methods, fertilized eggs are destroyed in various ways, while there is a possibility of their survival and of their transformation into humans such as us. The basic question is that whether this action is justifiable from the point of view of "bio medicine ethics", which is one of the subcategories of applied ethics?

Methods and Materials:
This study has been compiled using library studies and scientific articles in this field.


There are two perspectives on this question: one that considers the embryo at this stage as having moral validity; therefore, the elimination of additional embryos in normal conditions is contrary to the accepted moral principles, and the other is the point of view opposite to it. The writers believe that the former is right and they have expressed various reasons for proving their claims. Furthermore, they assessed and criticized the reasons for the opposing view. Consequently, in order to get rid of this moral challenge of embryo, a number of suggestions have been proposed to prevent this discussion from being considered an obstacle to research and modern methods of treatment for infertility.

Optional courses are a set of curriculum that is considered for all students in a discipline and the student is required to choose and pass through certain optional courses in accordance with the announced rules. Neutral units are also units that are not effective in educating students, thus conveying the message to learners that these lessons are not important in individual and community education experiences. This study was conducted to evaluate the viewpoints of students and faculty members of Jahrom University of Medical Sciences about the priority of optional units and the correlation of absent units and then to assess clinical educational needs. In this descriptive-cross-sectional study, 25 faculty members of clinical and basic sciences and 288 clinical students were enrolled in a census and students of different disciplines were selected by stratified sampling. The data collection tool was an optional unit questionnaire and an explanation of the absurd units and educational needs. Data analysis was performed using descriptive and inferential statistics at a significant level of p <0.05. Students participating in the survey, the priority of each of the optional units of skill in clinical reasoning (87.6%), evidence-based practice (84.36%), essay writing (77.7%), communication skills (76.38%), and Computer and related skills (72.91%) are considered important (much to very high). The students of Islamic moral education courses (66.66%), analytic history (74.64%) considered the Islamic revolution and its roots (34.4%) and psychiatry (46.52%) as absurd. It is suggested that in order to obtain the most appropriate professional skills, medical education needs to provide more comprehensive clinical facilities. Improving the performance of professors and attracting professional co-operation can also help improve clinical education and obtain more professional skills.

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, Turkey and Jordan.
This was a descriptive-comparative study. The important components and indices of nursing curricula of the three nursing schools were analyzed. Then, each studied item was compared between the selected nursing schools and nursing schools of Iran. The research model used in this study was the Beredy model that identified the 4 stages of description, interpretation, proximity, and comparison.
The general objectives and educational contents in all curricula of the examined nursing schools were to some extent similar. However, these ara differences in educational contents and strategies.
It seems that although the nursing curriculum in Iran has much strength. In order to improve the quality of the course, it is recommended 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.

Background and Educational games are active and fun ways for teaching and learning that in various fields has been compared with traditional teaching methods, but it has not been evaluated for teaching psychology concepts. Therefore, this study aimed to assess the impact of game-based learning on satisfaction and learning in midwifery students in social psychology lesson.

This semi-experimental study executed on Bachelor of Midwifery Students at Isfahan University of Medical Sciences. In 2 sessions of the class, the game-based learning and in the other two sessions of the class, the lecture method was used. To assess the students' learning, post-test was used and to evaluate the students' satisfaction, the satisfaction related to teaching method questionnaire was used. Validity and reliability of the questionnaire were confirmed in this study. Therefore, data were analyzed using SPSS version 17 software and paired t-test.

The results showed that 16% of students believed that game teaching was excellent and the rest said that it was average and fine. 87% of students evaluated their learning using game better than the other methods. The mean (SD) in game teaching was 14.82(3.66) and in routine method was 13(3.34) that comparison the two using the paired t-test, showed significant difference between the two methods (p=0.000).

According to more satisfaction and learning of students in game teaching, it is recommended to apply this method more than times ago and along with traditional methods.

In addition to universities, Learning Environment Medical Education also includes hospitals. Criteria and ethical values in the educational environment of students have an undeniable role. In best situation, In addition to performing academic activities in learning environment, it is a coherent environment for the growth and prosperity of individuals' ethical behaviors. This study aimed to explore medical students' viewpoints and experiences at Golestan University of Medical Science about ethics in clinical and academic environment in 2018. This study is a qualitative study (2018). The data collection process included 26 semi-structured interviews with nursing and midwifery students. The sampling was started purposefully and continued until saturation (repeatability) of data was achieved. The sampling was started purposefully and continued until the saturation (repeatability) of the data was achieved. Data collection tools were semi-structured interviews and open-ended responses. At least an open question, "When I say ethics in clinical or education environment, what comes to your mind?" was repeated in all interviews. Interviews recorded, transcribed line by line and then analyzed according to "conventional content analysis" method. Obtained codes were divided into three main categories. "Educational Environment Ethical Challenges", "Distance Learning Theory-Clinical Practice", "Ethical Challenges of the Clinical Environment". Each core contains several sub-elements. The students' view of ethics is very broad and it's not limited to professional ethics but dimensions of social behavior are more important. Abnormal behavior that students described as immoral, also could be harmful to the calmness of educational atmosphere. These challenges can be minimized or eliminated by better management of human resources and financial resources.