مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد
سال پانزدهم شماره 2 (تابستان 1399)

Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students.

The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software.

The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52.84 ± 4.41 and the control group was 49.10 ± 4.75 and in the post-test of the experimental group was 83.36 ± 4.35 and the control group 50.75. ± 4.42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65.74 ± 8.24and control of 65.32 ± 7.11and in the post-test of the experimental group of 31.02 ± 4.54 and control of 64.11 ± 6.87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0.01.

Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among students.

Peer instructor teaching is an educational model in which senior students teach to their classmates or junior students. Clinical supervision is a formal, systematic, and continuous that the inexperienced person reviews and improves their performance by receiving advice from a supervisor or expert. Clinical education is a vital component of the medical science curriculum and the quality and control of its stressors are important. The purpose of this study was to combine peer instructor training model with clinical supervision on the status and stressors of clinical nursing education.

This is a quasi-experimental study in which a combined Peer instructor teaching and clinical supervision program was implemented. The research samples were 60 nursing students of Yazd nursing and Midwifery College who were studying in third and sixth semesters. They were selected by purposive sampling method. Data gathering tools included a four-part questionnaire including demographic characteristics, a questionnaire for assessing instructor performance in clinical education, a standard questionnaire for clinical stressors, a course satisfaction questionnaire and a clinical supervisor completed by self-report. Data analysis was done using SPSS 16 software.

on the finding the mean score of peer instructor evaluation was 56.42 ± 9.38 and mean score of clinical stressors was 38.72 ± 5.6. Peer instructor in most cases agreed with the peer instructor program and clinical supervision program.

From the learnerschr('39') point of view, peer instructor performance is at a good level, as well as clinical stressors at the boundary level between moderate and weak, although both results are satisfactory but there is a need for more careful planning and more training by peer educators and more accurate clinical supervision.

Given the importance of academic resilience in studentschr('39') academic life, the aim of this study was the validity and reliability of the academic resilience scale in undergraduate students of Ahvaz universities.

In this descriptive psychometric study, the number of 306 undergraduate students from Ahvaz universities (Jundishapur University of Medical Sciences, Shahid Chamran University, Islamic azad University) were selected using Voluntary sampling method and responded to the Cassidy Academic resilience Scale and Fredericks et al. Academic Engagement Scale. Reliability using Cronbachchr('39')s alpha coefficient, Convergent validity using Pearson correlation coefficient, and construct validity using confirmatory factor analysis were calculated.The collected data were analyzed using SPSS-23 and AMOS-21 software.

Confirmatory factor analysis demonstrated that the ratio χ2/df is 1.89 for three factor structure and fit indexes of model were satisfactory and reasonable. Reliability according to Cronbachchr('39')s alpha coefficient for Academic resilience Scale was reported 0.85 (perseverance = 0.75, reflecting and adaptive help-seeking= 0.76, negative affect and emotional response= 0.78). There is also a positive and significant correlation between academic resilience and Academic Engagement and Convergent validity is confirmed (r= 0.35).

According to the results of current research, the Academic resilience Scale is a reliable instrument with valid psychometric properties to measure Academic Adjustment in Iranian students and students with lower academic resilience can be identified And take appropriate psychological measures for them.

Despite the fact that virtual education has been launched for a short time in medical sciences universities, especially Shahid Sadoughi University of Yazd, it is on initial steps. There is still no information available on the possible effects of this course so that we cannot identify the potential obstacles or problems or use its benefits in efficient way. In the present study, the researchers sought to explain the experiences and perspectives of teachers and students by using qualitative approach.

This study was conducted using a qualitative approach and semi-structured interview. The target population for the interview was teachers and students who had experienced such courses at Shahid Sadoughi University of Medical Sciences in 2019.

In examining weaknesses in virtual education, four main categories include facilities, equipment, classroom control, inadequate teacher preparation, and student and emotional and cultural issues and eleven subcategories were extracted.

With respect to some obstacles in current education and due to the ever-increasing advances in technology, the use of virtual education methods is needed. If the weaknesses in the implementation of this approach, including upgrading of training and skills levels, technical infrastructure and equipment and cultural context, are fulfilled, it would be more successful.

Nowadays “change” in all aspects of humanchr('39')s life and organizations is rapidly increasing. By knowing the characteristics of change managers as the main pillars of change in healthcare organizations we can implement effective changes in healthcare systems. Therefore, the aim of this study was to determine the characteristics and competencies of change managers in healthcare system.

This descriptive cross-sectional study was conducted on nurses in educational hospitals of Kerman University of Medical Sciences in 2016. In this study 280 nurses entered the study based on stratified random sampling. To collect data, a valid and reliable questionnaire was used. Data were analyzed using cluster analysis by SPSS software version 16.  

The highest mean score regarding the characteristics of a change manager was related to "evaluation system and feedback" (9.22 ± 1.17), and "counselor and guider" in the process of change (9.31 ± 1.10). Conversely, "creating an amicable atmosphere in the workplace" (7.35 ± 2.45) and "thinking to reduce resistance" (8.04 ± 1.07) achieved the lowest scores. Totally, 4 roles as futurist and planner; coordinator and information provider; facilitator; and strategist were identified for a change manager in healthcare system.

Characteristics such as futurist, information provider, facilitator and strategist are the main traits of a change manager. Emphasizing these characteristics and making managers ready in this regard can enhance their performance in the process of change and makes the change easier.

Patients’ right charter has been implemented for equal accessibility to all healthcare services. knowledge and regard of Patientschr('39') Rights is important to improve quality and strengthen the health system and patient satisfaction. The current study has been done with aim of evaluating the survey awareness of students in Hamedan school rehabilitation about patients’ charter.

This cross-sectional, descriptive, and analytical study was performed. The study population included 143 students (all of them) in rehabilitation facility. The data-gathering tool was a valid and reliable questionnaire based on the elements of Iran patientschr('39') rights developed by the Ministry of Health and Medical Education (MOHME).The collected data were analyzed by descriptive and analytical statistics using SPSS 23 software.

Findings showed that 64.3% of students were female and 35.7% were male. 49% of study participants had a low level of knowledge, 44.8% had a medium level of knowledge and 6.3% had a good level of knowledge. The highest percentage of knowledge in the field of patient rights regarding the optimal receipt of health services (/ 50.3%) and the lowest level of knowledge was related to the field of patientchr('39')s right to freely choose and decide (4.2%). Also, there was no significant relationship between students chr('39')gender and level of knowledge (P = 0.162) and between studentschr('39') field of study and level of knowledge (P = 0.937).

Approximately half of the participated students had low level of awareness about patients’ charter right .Therefore, it is suggested that greater emphasis should be placed on inclusion and support of patientschr('39') rights in course and curriculum planning is necessary.