|
|
|
 |
Search published articles |
 |
|
Showing 2 results for Khaze
Sz Saeidinejad, S Afrogi, H Rezaei, M Abasi, Sm Khaze, Y Khoshnoud Motlagh, M Amiri, A Haghgoo,
Volume 28, Issue 4 (7-2023)
Abstract
Background & aim: Concept map is one of the effective methods in the evolution of medical education, which leads to the development of problem-solving learning, group skills and creativity, and is one of the important components of creativity in people with divergent thinking. Therefore, the purpose of the present study was to determine and investigate the effect of drawing and implementing a map. It was a concept of group method with computer on divergent thinking of nursing students.
Methods: The present study was experimental in the form of pre-intervention and post-intervention with a control group conducted in 2017. One hundred and two participants from third to sixth semester nursing students participated in the present study. Using the random allocation method, 51 participants were assigned to the intervention group and 51 people to the comparison group. The intervention plan of drawing and presenting a concept map for adult/elderly nursing lessons 1, 2 and 3 based on the announced content of the approved title of the Ministry of Health and Medical Education was carried out in a group method using Mind Mapper software during 7 sessions of 90 minutes. Peter Hani's questionnaire was used to measure students' divergent thinking.
Results: The mean and standard deviation of divergent thinking scores of students in the intervention group were before (5.68±1.22), after (8.23±1.35) and one month (8.70±1.18) after the intervention. The mean and standard deviation of students' divergent thinking scores in the control group were before (3.41±0.66), after (3.41±0.66) and one month (3.33±0.62) after the intervention. There was a significance between the intervention and control groups in terms of divergent thinking (p<0.001).
Conclusion: The average of divergent thinking score of the students in the intervention group was significantly higher than the control group, which shows the positive effect of drawing and implementing a concept map in a group method with the computer, so it is suggested to use this student-centered method in the teaching and learning process in higher education program.
Key words: concept map, computer, convergent thinking, nursing
Simin Kokabiasl, Zeynab Zekavat, Mahsa Ghaemizadeh, Milad Amiri, Kosar Mozafari, Seyed Majid Khaze,
Volume 30, Issue 2 (2-2025)
Abstract
ABSTRACT
Background and Aim: Clinical belongingness and professional values of nurses can affect the attitude towards the nursing profession and consequently the quality of nursing care and patients' health. This study aimed to determine the relationship between clinical belongingness and professional values in nurses working in the adult ICU in Yasuj in 2023.
Materials and Methods: The present study is a cross-sectional, descriptive-analytical type conducted on 126 nurses working in the adult ICU of Yasuj hospitals in 2023. The participants were census. To collect information from questionnaires Clinical belongingness and professional values were used. Independent Samples Test, Oneway ANOVA and Pearson Correlation were used to investigate the relationship between professional values and clinical belongingness. Data analysis was done using SPSS 26 software.
Results: results showed, the mean and standard deviation of the total score of clinical belongingness and professional values of nurses were 109.68 ± 13.75 and 106.22 ± 11.07, respectively. A statistically significant relationship was observed between the type of ICU and clinical belongingness(P=0.02). Also, a statistically significant relationship was observed between clinical belongingness and professional values of nurses (p=0.003 and r=0.38).
Conclusion: The results of the present study showed that the clinical belongingness and professional values of nurses are related. It is recommended that nursing officials and managers use the results of this study to improve the sense of belonging to the clinical environment and the professional values of nurses.
Keywords: Clinical belongingness, professional values, nurse, ICU
|
|
