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Showing 3 results for Clinical Skills
Madineh Jasemi, Soheila I Ahangarzadeh Rezae, Masoomeh Hemmati, Nasim Madadipoor, Rozita Cheraghi,
Volume 25, Issue 10 (1-2019)
Volume 25, Issue 10 (1-2019)
Abstract
Background: Nursing student's skills evaluation plays a vital role in their professional education, but unfortunately; the quality of many evaluation methods is less than optimal. Therefore, this study was conducted to determine the effect of evaluation by using Direct Observation of Clinical Skills (DOPS) and traditional methods on nursing students' clinical skills in 2016.
Methods: In a quasi-experimental study, 108 senior nursing students were selected and then randomly assigned into two groups of case and control. In the case group was evaluated the skills related to dressing, intra-vein catheterization and suction by DOPS method and in the control group these skills was evaluated by traditional method. Finally, the skills in the two groups were checked by checklist and data were analyzed by using SPSS16 software, descriptive and inferential statistics, Chi-square, independent t-test, Pearson correlation and ANOVA.
Results: Independent T-test showed a significant difference in the mean score of dressing, intra-vein catheterization and suction skills between case and control groups (p<0.001). Also the results showed a significant increase in those skills in the third stage of assessment in the case group, which showed a statistically significant in ANOVA (p<0.001).
Conclusion: Regarding the improvement of clinical skills in case group's students, it is suggested that the DOPS evaluation method as a high-performance, objective, validated method is used for assessing clinical skills and evaluating the learning of nursing students as well as accepting responsibility professionals in medical sciences.
Seyed Reza Saadat Mostafavi, Mohammadreza Hosseini,
Volume 25, Issue 11 (2-2019)
Volume 25, Issue 11 (2-2019)
Abstract
Background: The study of shoulder pathologies as one of the most common orthopedic injuries due to the lack of sensitivity of clinical findings is one of the topics discussed in radiology papers. Traditionally, MRI is a selective diagnostic modality of choice. However, due to its limitations, such as high cost and unavailability, simple and cheaper methods seems to be valuable. Sonography can be a good alternative in this field that examines soft tissue pathologies. This study evaluated the magnitude of ultrasound and MRI matching in cases of partial and complete tear of cuff muscles and accompanying findings such as subacromial bursal effusion and degenerative changes of shoulder joint.
Methods: In this study 85 patients who referred to the radiology department of Hazrat-e-Rasool Akram Hospital were asked for simultaneous sonographic examination of the shoulder. The degree of ultrasound and MRI correlation in localizing the tear as well as the severity of tear based on complete or partial was evaluated for each rotator cuff muscle individually. Also the degree of subacromial bursa effusion and acromioclavicular join hypertrophy were also compared.
Results: A total of 85 patients (30 males and 55 females) with different injuries in supraspinatus, infraspinatus, subscapularis and long head of biceps tendon, sonography was in acceptable agreement with the findings of MRI in the diagnosis of complete and partial tear and in determining their location. However, the tendency of tendon retraction is less than predicted by MRI.
Conclusion: Shoulder ultrasound can be used as an alternative modality to MRI, especially in cases where it is not available, to examine the rupture of cuff tendons, as well as the extent and severity of subacromial bursa effusion and acromioclavicular joint hypertrophy.
Seyed Ismail Sadati, Fatemeh Hashemnejad Abresi, Mohammad Salehi,
Volume 30, Issue 6 (9-2023)
Volume 30, Issue 6 (9-2023)
Abstract
Background & Aims: Clinical education is one of the critical stages of medical education, which plays a major role in shaping the professional capabilities of learners. Due to the importance of this, practical medical education has undergone significant changes in the last two decades and has gone towards the expansion of clinical skills training centers. The main goal of clinical skills training centers is to simulate a clinical environment so that clinical skills training can be controlled and practiced. Obviously, these centers only complement the real clinical environment and do not replace it in any way. Planning for teaching, training during the clinical encounter, and reflection on the clinical experience. Skills training in the skills center leads to learning the standard "procedure". It becomes "skill performance". Learning clinical skills in the clinical skills training section provides an opportunity for students to practice their clinical skills in a simulated educational situation that is designed and equipped to learn a number of basic skills. Develop through training on mannequins and their attached equipment as part of an organized program. In response to the changes made in the way of education, the clinical skills section provides an opportunity for students of medical sciences to practice their clinical and communication skills in a calm and controlled environment by using a variety of teaching aids, models, and mannequins. to increase The clinical skills learning center provides an opportunity for medical students to practice their clinical and communication skills in a calm and controlled environment by using a variety of teaching aids, models, and mannequins, before entering the increase scientific environment. Based on a survey about the satisfaction of the students with the clinical skills center, 90% believed that the clinical skills center actually creates a link between theoretical content and practical skills. Self-efficacy is defined as a motivational factor that activates, empowers, maintains, and guides behavior towards the goal. Self-efficacy is one of the key variables in Bandura's cognitive-social theory. Self-efficacy beliefs refer to the feeling of self-esteem and self-worth, the feeling of sufficiency and efficiency in dealing with life. Self-efficacy plays a vital role in improving clinical issues such as fearlessness, depression, social skills, and self-expression. Self-efficacy is one of the most important components of achieving success and reconciliation and it is placed in the field of positive psychology. People with high self-efficacy can be more involved in challenging situations. With their curiosity, they can use appropriate solutions to solve their problems and show more perseverance to solve academic problems. From the researcher's point of view, our current universities have not yet been able to effectively introduce their scientific findings, especially in medical sciences, into the field of simulation in educational affairs. Therefore, in order for students to benefit as much as possible from the scientific potentials of the clinical skills training center of the country, it is necessary to follow up the equipment of the clinical skills training centers in a more serious manner, which requires the identification of the factors It is effective on teaching clinical skills in research projects of universities of medical sciences. On the other hand, due to the fact that many ideas of researchers in various fields are left unused on the shelves of libraries and that the energy of these people is wasted on creating knowledge that cannot be properly used in practice, this shortcoming causes students and researchers to be disappointed. The creation of knowledge and in some cases the spread of science is beyond the borders of the country; According to the above, the aim was to study the effect of clinical skills training on academic self-efficacy in students and assistants of Mazandaran University of Medical Sciences.
Methods: This study was conducted with a mixed approach (qualitative and quantitative). A semi-structured interview was used in the qualitative approach. The statistical population in the qualitative section was 29 professors of medical sciences universities in the first region with a doctorate degree and the academic rank of associate professor or higher, and based on the saturation law, 14 people were determined and selected as a statistical sample. In the quantitative part, 312 people were selected as a statistical sample among the 1665 graduate students and assistants of Mazandaran University of Medical Sciences based on Cochran's formula. The research tool included a researcher-made clinical skill training questionnaire and Farman's (2015) self-efficacy questionnaire. Data analysis was done using SPSS21 and PLS software.
Results: The results showed that clinical skill training has become significant in self-efficacy at the level of 0.95.
Conclusion: In general, it can be concluded that by focusing on clinical skills training, the self-efficacy level of graduate students and assistants can be improved, therefore it is important to pay attention to clinical skills training. One of the limitations of the present study is the problem of communicating with some professors of the university and determining the time required to conduct the interview, as well as the low interest of some samples to participate in the research process and complete the questionnaires of the quantitative stage of the research, as well as due to the current conditions. The ruler of the society pointed out that due to the epidemic of Covid-19, the process of distributing and collecting questionnaires was accompanied by many time and place restrictions, although the distribution and collection of some questionnaires were in virtual space and online. According to the results, it is suggested that the members of the academic staff and the program coordinators of the higher education system should familiarize themselves with the basics of educational strategies and techniques and how to teach and strengthen them in students in educational courses. Therefore, professors can use methods based on educational technology and cognitive and metacognitive learning strategies to improve the academic progress and self-efficacy of students. Also, the training of practical clinical skills should be given serious attention by the officials of the universities of medical sciences, and sufficient intellectual, human, and material investment should be made in this field.
Methods: This study was conducted with a mixed approach (qualitative and quantitative). A semi-structured interview was used in the qualitative approach. The statistical population in the qualitative section was 29 professors of medical sciences universities in the first region with a doctorate degree and the academic rank of associate professor or higher, and based on the saturation law, 14 people were determined and selected as a statistical sample. In the quantitative part, 312 people were selected as a statistical sample among the 1665 graduate students and assistants of Mazandaran University of Medical Sciences based on Cochran's formula. The research tool included a researcher-made clinical skill training questionnaire and Farman's (2015) self-efficacy questionnaire. Data analysis was done using SPSS21 and PLS software.
Results: The results showed that clinical skill training has become significant in self-efficacy at the level of 0.95.
Conclusion: In general, it can be concluded that by focusing on clinical skills training, the self-efficacy level of graduate students and assistants can be improved, therefore it is important to pay attention to clinical skills training. One of the limitations of the present study is the problem of communicating with some professors of the university and determining the time required to conduct the interview, as well as the low interest of some samples to participate in the research process and complete the questionnaires of the quantitative stage of the research, as well as due to the current conditions. The ruler of the society pointed out that due to the epidemic of Covid-19, the process of distributing and collecting questionnaires was accompanied by many time and place restrictions, although the distribution and collection of some questionnaires were in virtual space and online. According to the results, it is suggested that the members of the academic staff and the program coordinators of the higher education system should familiarize themselves with the basics of educational strategies and techniques and how to teach and strengthen them in students in educational courses. Therefore, professors can use methods based on educational technology and cognitive and metacognitive learning strategies to improve the academic progress and self-efficacy of students. Also, the training of practical clinical skills should be given serious attention by the officials of the universities of medical sciences, and sufficient intellectual, human, and material investment should be made in this field.
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