نشریه راهبردهای آموزش در علوم پزشکی
سال سیزدهم شماره 6 (پیاپی 64، بهمن و اسفند 1399)

Now, with the spread of knowledge, the prevalence of some emerging diseases, and the removal of knowledge boundaries and changes in the level of knowledge and culture of people in society, changes to health education programs are required based on community needs. One of the important missions of healthcare institutes is to respond to community expectations and provide educational services based on the needs of learners. In this regard, changes in community-based education programs are essential. The community education approach emphasizes the increasing of education in society as a learning environment in the curriculum of health sciences students, especially nursing students. So that students experience real learning experiences related to educational goals and community-based services based on educational programs and practical application of their learning in real-world environments. So, the aim of this study is report of an experience of revising a maternity and child internship nursing students program according on a service-based education approach.

The purpose of the present study was to investigate the causal effect of psychological stress on academic procrastination through mediating academic motivation and Internet addiction.

This study is a correlational study of path analysis. The statistical population of the study consisted of 3995 second grade female high school students in Ahvaz, 350 of whom were selected by multistage cluster sampling method. The research tools were Lovebond and Lovebound Psychological Stress Questionnaire (1995), Riding Academic Delay Questionnaire (2011), Harter Academic Motivation Questionnaire (1981), and Internet Riding Addiction Questionnaire (2012). Pearson correlation coefficient and structural equation modeling method were used to analyze the hypotheses and investigate the relationships between variables.

The results of Pearson correlation coefficient showed that there is a significant relationship between stress with academic procrastination and internet addiction, academic motivation and academic procrastination and between stress, anxiety and depression with academic motivation, anxiety and depression with addiction. The Internet has no meaningful relationship.

The results of the path coefficient showed that academic motivation did not mediate the relationship between stress anxiety and depression on academic procrastination. Internet addiction also mediates the relationship between stress and depression on academic procrastination, but Internet addiction does not mediate the relationship between anxiety and academic procrastination

The purpose of this study was to study student-teacher experiences on implementing a new internship program at Tabriz Farhangian University.

The population of this study is students-teachers of Farhangian University of Tabriz campus during the academic year of 2017-2018. They were 1641 Students-teachers.
Sampling method is purposeful and the number of interviewees were 17. A semi-organized interview was used. It continued until data saturation. The text was extracted from the interviews using MAXQDA10 software, the main themes and sub-themes were extracted. Smithchr('39')s proposed method is used to analyze the data.

The findings include the five main themes of employability, the necessity of internship, the weaknesses of the new internship plan, the merits of recording the internship, the role of the student at the end of the effectiveness of the project. The findings showed that, through the combination of theory and practice, active participation of the school and university, the use of teachers and professors, a well-trained guide, the continuing presence of the professor of guidance at internship sessions, the assessment of internship after each session, an accurate assessment of student reports - The teacher justifies the student-teacher about internship. One of the factors that will make them more focused during internship programs can be to improve internship and increase student-teacher skills at a desirable level.

Improvement of the new practicum program depends on the degree of cooperation between the factors associated with the program during the implementation of the internship program.

Critical thinking leads to motivation for learning, problem-solving skills, decision making and creativity. This study aims to Comparison of critical thinking and learning styles of researcher and non-researcher students of Gonabad University of Medical Sciences in 2017.

In This analytical-cross sectional study, The statistical population were all students of Gonabad University of Medical Sciences is studying in the first semester of the academic year 2016-2017. Sampling in this research were for non-researcher students was stratified and for researcher students by census method. The data collection tool was California Critical Thinking Questionnaire and VARKchr('39')s Learning Style Questionnaire. Data were analyzed by SPSS software version 21 using independent t-test, one way ANOVA, Pearson correlation coefficient and significance level less than 0.05.

The results of this study showed that there was a statistically significant difference between the mean of critical thinking in both researcher and non-researcher students (P <0.05). Also, there was a significant relationship between the mean of learning styles in the two groups (P <0.05) except for the visual style (P >0.05).

This study showed that researcher students had higher critical thinking than non- researcher students, Also, learning styles were more active in the group of researcher students and perhaps the tendency to research activities was a factor in this. The attention of educational and research officials to encouraging students to research activities and providing ground for this, can greatly help to improving critical thinking and improving learning styles.

Good mental health while studying in university makes students able to deal effectively with numerous stressors that they experience. The purpose of this study was to determine and compare the self-esteem and social anxiety of nursing students in grades one to four of medical universities in Tehran.

In this analytical cross-sectional study, 400 students of the medical universities in Tehran were selected, using stratified sampling with proportional allocation. They filled a demographic information form and Coopersmith Self-esteem Inventory and Liebowitz social anxiety questionnaire. Data for this study were collected during a semester.

The results showed that the overall mean score of self-esteem, and personal , social, parental self-esteem in the first and fourth year students did not differ statistically. There was no statistically significant difference in the total scores of social anxiety of first- to fourth-year students. The mean score of the avoidance of social interaction dimension in fourth-year students was significantly lower than in first year students (p<0.05).

Mental health of nursing students is an important issue needs to receive special attention from the educational systems responsibles. With early interventions such as screening and identifying individuals at risk and providing effective strategies in the form of counseling services and holding workshops in order to increase awareness and updating students information in the fields of mental health an effective step has been taken towards mental health maintenance of students as members of an important social groups.

The role of organizational values ​​as a strategic element in evaluating the performance of successful organizations has long been considered by researchers. The aim of this study was to identify the components of organizational value management in the educational system using qualitative approaches.

In the present study, organizational values ​​were considered from a multidimensional and holistic perspective. Through semi-structured interviews with educational experts of Alborz province, the dimensions, components and indicators of organizational values ​​in the educational system were identified. In order to collect data, non-probabilistic judgment and snowball sampling methods were used and the interview process with experts continued until theoretical saturation. The data obtained from the interviews were analyzed using the qualitative method of content analysis and Nvivo software and the reliability coefficient of the interviews was confirmed using the Kappa intra-subject coefficient.

The results of data analysis representing 6 main themes, 3 sub-themes and 51 concepts related to organizational values ​​were studied and identified.

Belief in the importance of values ​​and their role in organizational success is one of the main infrastructures for the implementation of values. In other words, one cannot expect their crystallization in behavior until one can create belief in values. so; The necessity and importance of values ​​and their role in individual and organizational success must be expressed in a way that becomes a belief in the minds of employees.

Faculty development programs include all types of systematic support to improve faculty members as teachers, researchers, and citizens of universities, professions, and larger societies. Developing systematic and innovative faculty development programs is among the ways of improving the academic system. Due to the significance of such programs and their effective role in the quality of academic systems, it is essential for university managers to enhance the quality of such programs. Identifying and assessing the strengths of such programs can serve as an accelerator in setting guidelines for holding higher quality programs. For this reason, the present study was an attempt to identify the strengths of faculty development programs from the perspective of faculty members themselves, as the immediate stakeholders of the programs.

Using semi-structured interviews in a qualitative and phenomenological design, 29 lecturers at Shahid Beheshti University were asked about their attitudes on the strengths of the faculty development programs. The transcribed interviews were coded using the Strauss and Corbin framework.

Three strengths were identified for the programs: “prominent Lecturers”, “suitable topics and content” and “effective teaching-learning methods”.

Identification of only three strengths for faculty development programs  indicates that the mentioned programs lack the necessary quality and that fundamental revisions in policy-making, planning, and implementation are called for.

Every person spends eighteen years of his or her life studying in schools and universities in order to be educated in the community. This is not a short time so we need to plan carefully for this important activity. Our research shows the impact of rich programs and optimal educational and curriculum planning on different age groups of children. If we are to produce healthy people, we must meet the basic needs and needs of the child, including beauty.

The purpose of this study was to evaluate the aesthetic knowledge education and its place in the sixth grade elementary school book reading curriculum in 1396-97. The present study is applied and has been done through content analysis. The volume of the population in the present study is book reading in the sixth grade of elementary school. The whole book is chosen as an example. The data collection tool is a checklist.

Descriptive statistics was used for data analysis and Chi-square and Friedman tests were used for inferential statistics. The results showed that aesthetic knowledge instruction in sixth grade elementary school book reading curriculum was above average and there was a significant difference between the total numbers of aesthetic components observed in sixth grade elementary school curriculum. (k<0.05). There was also a significant difference between the observed frequencies of the concepts of knowledge component, skill and aesthetic attitude.

According to the results of the aesthetics, due to the profound and profound impact it has on human life, it should be considered in the textbooks of the sixth grade reading books, because it helps to accept and accept education from Make the translator more pleasant, more believable, and more acceptable.

This research was conducted to identify and rank the effective factors in providing effective electronic education in Payame Noor University in Ardebil.

The research method was descriptive and analytical. The statistical population consisted of all the managers of the Payame Noor University of Ardebil. Of these, a total of 85 people were selected using a sampling method. Data were gathered through researcher-made questionnaires. Data was analyzed using one-sample t-test and path analysis.

Based on the results, the status of effective factors on effective e-learning and the only perceived self-efficacy factor was lower than the averageAlso, interest variables for the continuity of e-learning, applicability, user satisfaction, perceived quality of information and perceived self-efficacy have a significant effect on effective e-learning. The impact of information quality on effective e-learning is decreasing. Also, the internal motive variable, through influence on the applicable variables and perceived merit function variables, through influence on the perceived self-control variable, indirectly affected the effective electronic learning variable. In addition, interest-dependent variables on e-learning continuity and information quality, in addition to direct impact, have been indirectly impacted by effective variables and user satisfaction on effective e-learning.

The results of this study indicate that the effective condition of effective factors on effective e-learning and direct effect of interest variables on the continuity of e-learning, applicability, user satisfaction, perceived quality of information and perceived autonomy on effective e-learning. In other words, it can be concluded that paying attention to the e-learning infrastructure is the most important factor in determining the effectiveness of training courses.

Research shows that anxiety can rarely be diagnosed alone, and that anxiety disorders and depression are highly comorbid. This study was conducted to investigate the effectiveness of problem solving training and metacognitive skills on anxiety and rumination of gifted students.

The hypotheses of this research within the framework of experimental single case using a step by step multiple based design during 8 sessions in 6 maragheh brilliant talent students by targeted sampling was studied (Shahid Beheshti High School).  Pennsylvaniachrs worries questionnaires (Mir et al., 1990) and rumination (Nolen-Huxima and Morrow, 1991were used for research. Metacognitive treatment and problem solving were performed individually. The questionnaires were completed on the baseline, end of treatment and one-month follow-up. The questionnaires were completed on the baseline, end of treatment and one-month follow-up. For analyzing data, graphing and drawing analysis were used as well as the percent of recovery was also used. 

Metacognitive treatment and problem-solving training significantly reduced the severity of anxiety and rumination in the post-treatment and follow-up stages, so that in the metacognition and problem-solving group, the percentage of improvement for 6 subjects in the anxiety variable was 57.2% and / 6, respectively. 51% and 59.6% and 66% in the rumination variable were obtained.

as a conclusion it can be said that mindfulness training and challenging metacognitive positive and negative beliefs can reduce anxiety. The rumination of gifted students will have a longer lasting effect

The issue of graduateschr perceptions of the University of Tehran from the goal of studying at the university. This study tried to show what the is the understanding and evaluation of the participants about this phenomenon and what are the economic factors associated with their academic failure.

For this purpose, a criterion type was used for purposeful sampling. Data were collected using semi-structured interview technique and collected in three ways: face-to-face, by phone and in written. The data was analysed based on thematic analysis strategy, using MAXQDA18 software.

The results of the research showed that the goal of university education in the majority of students is to have a job prospect and job satisfaction and the lack of prospects for a decent future career plays a crucial role in their academic failure. Also the economic structure of society and the lack of job opportunities and capital have also become a reason of their loss of attraction.

Education of entrepreneurship is a practical solution to the current situation, it can reduce unemployment rates, and it could prevent students from becoming frustrated, disappointed and having academic failure.

Students are the main pillars of universities. Therefore, attention to their stress and academic satisfaction is considered important. Therefore, the present study was conducted to investigate the relationship between academic stress and academic satisfaction among students of nursing and midwifery faculty of Rafsanjan University of Medical Sciences in 1395.

The present study was a cross-sectional and descriptive-analytic study in which 260 nursing, midwifery and medical students of Rafsanjan University of Medical Sciences participated. Research instruments included academic stressfulness and academic satisfaction questionnaires. Data were analyzed by t-test and Pearson correlation coefficient using SPSS software version 20.

The average academic satisfaction of the students was 41.73 ± 9.09 and the mean of academic stress was 85.66 ± 24.88. Also, there was a reverse correlation between academic stress and academic satisfaction (r = -0.329).

Regarding the fact that reducing academic stress leads to academic satisfaction, educational centers should pay attention to this issue in order to improve the quality of their education system.

Due to the important role of responsibility at career commitment and success, the aim of this study was to Explaining the model of responsibility of the Faculty members of Farhangian University.

The present study was a combination of exploratory sequencing. The statistical population of the research in the qualitative section was Academic community experts with executive backgrounds at decision-making levels that among them 23 individuals using purposeful sampling method and Based on saturation principle were selected.Also, the quantitative part of the study included all faculty members Northwestern Farhangian University that were 460 people which among them 210 individuals were selected by proportional stratified sampling method. The research tool in the qualitative section was interview and content analysis. In the quantitative section, a researcher-made questionnaire was used. The data analysis was done through coding in the qualitative part of the research, and in the quantitative section, descriptive and inferential (Factor analysis, regression and path analysis) statistics was done using SPSS-V22 and Lisrel-V8/8 software.

The results showed that affecting factors on the responsibility of Faculty members of Farhangian University, including; Organizational Culture (0.80), Emotional Intelligence(0.78), Moral Intelligence (0.73), Leadership (0.71), Organizational Commitment (0.60), Work engagement (0.60) and Evaluation (0.50) which together make three dimensions of job performance, citizenship behavior Professional.

The results showed that all the identified components were desirable among the Faculty members of Farhangian University and the proposed model had good fit.

The necessity of entrepreneurship in universities and its participation in the economic development of societies is a topic that has attracted many universities and researchers. Therefore, the purpose of this study was to designing a Human Resource Development Model for Students with Entrepreneurship Focus.

The present study is a qualitative and applied research. The statistical population was comprised of experts and human resources policy makers and policy makers in Farhangian University. 19 people were selected through purposeful sampling through in-depth interviews. Semi-structured were selected. Data were analyzed through three stages of open, axial and selective coding using MAXQDA version 12 software.

Findings of the research after linking between categories and axial category finally led to drawing theoretical model. The five main themes and fourteen sub-themes of socio-cultural factors, economic factors, institutional factors, strategies, management, material and non-material resources, development, motivation, academic development, social entrepreneurship ecosystem, university level and education system, and 476 concept codes. After refining the conceptual codes were extracted.

Based on the findings of the research, entrepreneurship-based human resources development at Farhangian University with the development of entrepreneurial thinking in the education system has implications for educational, psychological and economic growth that require the attention of education managers and stakeholders

Technology and innovation universities of third generation are universities whose main concern is teaching, learning and entrepreneurship. Regarded to the role of third generation universities in the commercialization of knowledge and entrepreneurship, present research aimed to explaining challenges of applying the technology and innovation university in higher education system.

The method of this study was qualitative from type of contractual content analysis. The research population was faculty members of University of Social Welfare and Rehabilitation Sciences of Tehran city in 2018 year. Based on the theory of theoretical saturation, 8 members of the community were selected by purposeful sampling as a sample. Data were collected by semi-structured interview method and analyzed by Graneheim content analysis.

The results of data analysis included extraction of three main categories and eight subcategories. The main categories and subcategories extracted were including: 1. Cultivation (developing entrepreneurial spirit among faculty and students, attention to community values and beliefs and managerschr('39') beliefs to entrepreneurship), 2. Transformation in education (training of vocational, managerial and educational skills, changing policies and changing educational styles) and 3. Direct contact with industry (relationship of universities with businesses and using creative ideas in the industry).

The findings showed that the main and effective factors in the creation and development of technology and innovation universities include cultivation, transformation in education and direct contact with industry. Therefore, it is recommended planning for troubleshooting and improving the current status based on these classes for the infrastructure technology and innovation university.