مجله پژوهش در آموزش علوم پزشکی
سال یکم شماره 1 (پاییز و زمستان 1386)

The essential goal of nursing education programs is preparing of the skilled nurses to provide comprehensive care. The investigation of critical thinking skills can be used as a basic critera for evaluating of these programs. The goal of the study was to determine levels of critical thinking skills of students enrolled in a 4 years program at nursing college in Yasouj. We used a descriptive and cross- sectional method for this study. A simple and non probability sample of 72 students from all 4 years of the under graduate program completed a background/demographic questionnaire and the California Critical Thinking Skills Test (form B) in 2005. The CCTST (form B) produces five cognitive subscales scores، which are: analysis، evaluation، inference، deductive reasoning، and inductive reasoning. The reliability and validity of the test were established in the several previous studies. The data were analyzed by SPSS. Both descriptive statistics and inferential statistical tests were used. Descriptive statistics include the calculations of means، standard deviations، modes، minimum and maximum scores. We used the inferential statistical tests include kruskal-wallis، t-test and regression analysis. The mean score achieved by all participants for The CCTST was 29. 82% ± 9. 2. The participants scores were the highest in the inductive reasoning and the analysis subscales. Linear regression analysis revealed an inverse relationship between the average of scores of passed units and total test scores of each student (= -. 246). Also this analysis showed a positive relationship between age and total test scores (=. 32). There was no statistically significant difference level of critical thinking skills between males and females. Our findings indicate an inadequate level of critical thinking skills among students examined in the present study. This study showed that there was no significant difference in the critical thinking scores of the students between males and females. In this study، it was characterized that age had a significant effect on scores of the CCTST as with increasing of age scores of the CCTST. With considering the result of this study، researchers emphasis on developing techniques and designing learning experiences. The development of students’ critical-thinking abilities in the clinical field are essential in nursing educational programs.

we considered the quality improvement of university as an institue that train، transfer and approve the espisialized manpower. Internal evaluation planning was done in order to appropirate objects، opreational policies. This study was aimed to assess the internal evaluation specialized educational groups in Qazvin university of medical sciences. We desiged a check list with 44 questions to determine quality internal evaluation، and used descriptive-cross sectional study for data collection and analysis. We distributed these among the faculty members، finally we analyzed the date that gathered from 20 faculty members. 70% of participants had appropirate knowledge and attitude، 65% of them anounced to appropirate lead the plan، 45% of them approved condition of education، 75% of them anonnced unappropirate for having educational expert in groups. more than 60% of them anounced that the compartment of the faculty members، students، employees، team manager)were unsuitable، In this field less than 40% of them attended، comply in educational objects، more than 55% of them anounced satisfactory in determine of evaluation fields and acceptable status of the fields. More than 70% of them anounced unsuitable community with educational development. 75% of them anounced unsatisfactory for communicating with graduats. According to findings of this research، General difficulities were performing internal evaluation consisist of: 1) There were not sufficient participation of stakeholders such as determining and rivising objectives and idexeses of evaluation areas. 2) There was not education expert in groups. 3) There was not suitable communication within groups، EDC and them with their graduates. Therefore، we can solve the problems and perform this study in other educational groups that have residency programs for improving the quality of educational programs.

Clinical education is a complicated process and its aim is to make measurable behavioral changes in nursing students’ clinical skills. It depends on suitable learning environment. Clinical educations take more than 50% of nursing curriculum and perform in clinical settings. It plays major role in nursing students’ values، habits and occupational concepts. Some of the experts consider the clinical teaching as one of the most important aspects of nursing education. There are important factors in clinical education which make it more difficult and different from theoretical teaching. One of the major factors in clinical education is the role of nursing staff in teaching hospitals. According to Bandore’s social learning principles، which emphasize on observation and role modeling، clinical nursing staff، are agents for learning the clinical skills. Nursing students always observe clinical nursing staff as role model and learn their occupational role from them. This kind of learning، not only affect clinical skills، but also influence on the occupational ethics، nurses'' interaction in team work and valuing. This study was a descriptive survey. Its aim was to identify the role of nursing clinical staff in nursing student’s clinical learning، with using social learning. Sampling method was census and 150 students of third and fourth year nursing students of Shahid Beheshti school of Nursing and Midwifery participated. Data collection instrument was consisted of demographic questionnaire and questions about role of clinical nursing staff in clinical education of nursing students. This research includes 4 aspects valuing the students، encouraging the team work، establishing occupational ethics and staff nurses as source of learning. The questionnaires completed by nursing students. This research takes place in the teaching hospitals of Guilan University of medical sciences، where nursing students spent their clinical training in them. Findings indicated that majority of nursing students were agree with the role of nursing staff roles in valuing student (65. 2 %)، encouraging team work (61. 7 %) establishing occupational ethics (47. 8 %) and being source of learning (54 %). Nursing staffs play an important role in clinical education of nursing students، particularly in 4 aspects of، valuing the students، encouraging team work، induction of occupational ethics and source of learning. The clinical learning of nursing students will be improved by educating of staff nurses in subjects of knowledge، skills and ethics.

Recognition of faculty members'' educational needs is the major factor to lead the educational system for determining goals and appropriate setting and organization other important factors. Scientifically، the first step for designing and educational planning is to determine individual educational needs that lead to optimize using of available sources. The goal of study was to determine educational needs of Guilan University of medical sciences'' faculty members in 2007. This study was a cross-sectional descriptive in which 74 faculty members in Guilan university of medical sciences were involved. Sampling method was random by standard questionnaire from Michigan University. The results were analyzed by SPSS software. Results indicated that faculty members'' first preferences include: % 38. 5 writing standard lesson plans; %26. 3 student- centered Education; %42. 4 OSCE; %27 providing computerized slides and %24. 3 recognition of using portfolio. They believed that the best time for presenting workshops were end of courses، in spring and on Thursday، also current facilities (%67/6)، and educational spaces (%87/8) for applying new teaching methods was inappropriates. Faculty members believed that participating in workshop and educational courses had important role in promoting educational abilities and quality of education in university. Fields of educational course include teaching planning، methodologies، standard evaluation methods، educational technology and general skills. It is advised that EDC consider faculty members'' educational needs in designing workshops and courses.

Clicnical learning is one the most importan sections of nursing education. The nursing student spent more than 50% of their times on patients. This clinical learning is very important for professional attitudes and member. Because of clinical learning is very important for the attitude of nursing students.، this research performed on effective factors in clinical learning، nursing student of Azad Islamic University، Astara Branch. We used descriptive cross-sectional method on fourth year nursing students of Azad Islamic University، Astara Branch for this study. The data gathering tools included a questionnaire consisted of demografic characteristics، include 4 sections: students attitude about role of clinical faculty، nursing staff، facility and equipments، ward regulations and how performed in clinical learning. Its content validity has been approved and reliability had been performed by chronbakh alfa (0. 81). We used SPSS software and descriptive (mean، and inferential) and Exact Fisher test) statistical methods for data collection and analysis. 80. 5% of cases had positive attitude about effective factors on clinical learning. There were meaningful statistical differences between age and mean، with students attitude about role of facility and equipments factors in ward respectively. (P< 0. 02، P<0. 04) The clinical learning is a key factor on promoting the quality of clinical education of nursing students. Therefore، education planners and supervisors could use the result of this research for promoting the quality of clinical education of nursing students.

With advance in medical science، needs assessment of the continous educational of midwives are important in order to have the assessment of educational needs. Nurses and midwives are often not notice to their educational needs alone to aquair the score of participants in these programs. We asses educational needs for avoid of this problem. A descriptive cross-sectional study was designed، a convenience sampling on 387 nurses and midwives view in 5 hospital at Rasht of Guilan province in 1387. The questionnaire include the nurses and midwives view points in order to education needs that required in fields. The data were analyzed by appropriate statistical tests. The findings included the necessary of daily care (74. 4%)، burn care (78. 9%)، educational need was related to nursing management (82. 4%)، educational need about cardiovascular disease (67. 3%). Finally، educational needs about OB & GYN disease is related to complication of cesarean (76. 4%) and pregnant health (68. 3%). Results of this research showed that the most of educational needs are about nursing management، control of infection in hospital، burn care، transfusion، cardiovascular system disease، complication of casarean and comfortable of normal birth. Therefore، the continous educational of nurses and midwives is very important to have training programs for nurses and midwives that are working in hospital of East Guilan.

The goal of evaluation is to promote and correct the teaching methods and activities of academic members. Evaluation is also a criteria for managers and supervisors in related decision making. Assessing the effects of evaluation on the performance of teachers are for understanding the present situation، promoting the quality of practice and direct decision making. The goal of the study was determined students، academic members and educational manager of Guilan Medical University view about the effect of evaluation on the quality of teaching. This is a discriptive، cross-sectional study. We used opinions of 180 students، faculty members and educational for this research.. Data collection instrument consisted of a questionnaire with demographic questions and 30 phrases based on the goals of study. Grading is based on Likert scale. The data were analyzed by descriptive statistics and SPSS. Majority of samples (70. 8%) were students، academic members (22%) and educational managers (7. 2%). Majority of academic members (60%) had 15-20 years record of practical and theoretical teaching. (60%) of students and academic members disagree on evaluation effect on teaching methods، and (82%) of educational managers were agree. (70%) of academic members، (55%) of students were disagree on evaluation effect on educational content. The results related to the views of students and academic members showed that (50%) of student and faculty members agree and (50%) disagree and (47%) of educational managers agree on evaluation effect on student and teacher relationship. Also (55%) of students and (60%) of academic members were disagree on academic members evaluation effect on giving exam. According to this study، the faculty members students and educational administration agree for promoting teaching methods، need evaluation of teacher by students.

The standardized patient is a trained person that acts as a real–patient so that it is not recognizable by a professional expert. In this assimilation، standardized patient must act like a real patient not only in presenting biography، but also body movement، physical finding، feelings and personal characteristic Using of SP has some advantages than real-patient، accessibility in this way، medical students and residents can access to the standardized patient every where and every time and determined the problems on standardized criteria equally، also provide proper opportunity especially for beginner students in learning different clinical skills، at different time، beyond of any stress، as well as it eliminates major testing problem in residents and medical student’s clinical skill. In some cases SP has more educational value than real patient for learners in educational process. However SP prepare students very well to visit patients more effectively and evaluate student’s clinical skill but it doesn’t mean that we can eliminate real patient. SP is very important in medical education as well as lecture، book، video tape and real –patient.