Home Articles List Article Information
International Journal of Biomedicine and Public Health
Journal Archive
Volume Volume 1 (2018)
Abdi, A., Karimi, S. (2018). Implementation of the integrated educational model on the cognitive and psychological competence in nursing students. International Journal of Biomedicine and Public Health, 1(2), 82-88. doi: 10.22631/ijbmph.2018.125516.1044
Alireza Abdi; Saba Karimi. "Implementation of the integrated educational model on the cognitive and psychological competence in nursing students". International Journal of Biomedicine and Public Health, 1, 2, 2018, 82-88. doi: 10.22631/ijbmph.2018.125516.1044
Abdi, A., Karimi, S. (2018). 'Implementation of the integrated educational model on the cognitive and psychological competence in nursing students', International Journal of Biomedicine and Public Health, 1(2), pp. 82-88. doi: 10.22631/ijbmph.2018.125516.1044
Abdi, A., Karimi, S. Implementation of the integrated educational model on the cognitive and psychological competence in nursing students. International Journal of Biomedicine and Public Health, 2018; 1(2): 82-88. doi: 10.22631/ijbmph.2018.125516.1044

Implementation of the integrated educational model on the cognitive and psychological competence in nursing students

Article 7, Volume 1, Issue 2, Spring 2018, Page 82-88  XML PDF (650 K)
Document Type: Original Article
DOI: 10.22631/ijbmph.2018.125516.1044
Authors
Alireza Abdi orcid 1; Saba Karimiorcid 2
1Assistant Professor, Nursing Department, School of Nursing and midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran
2School of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Receive Date: 20 March 2018,  Revise Date: 05 April 2018,  Accept Date: 06 April 2018 
Abstract
Introduction: Since the nurse is the most important member of the medical staff, their cognitive and psychological ability to improve the quality of patient care is essential, so, this study was conducted to determine the effect of integrated educational model on cognitive and psychological competence of nursing students.
Methods: In this quasi-experimental research, the designed educational model is a combination of three methods of group discussion, problem solving, and the use of conceptual maps. In this process, the sampling was done at Imam Khomeini Hospital in Kermanshah in the first half of 2017-2018, and 60 nursing students entered the study. The students' information about nursing care was in burn patients and data were analyzed by IBM SPSS 22.
Results: In this study, the mean age of students was 20.54±14.16 years and most of them (55%) were female students. Pretest and posttest scores in cognitive areas were significantly different (Based on frequency and frequency percent). The other results showed that the level of knowledge and cognitive ability of students after intervention was improved (p≤0.05).
Conclusion: The present study demonstrates the effect of integrated training on knowledge and skills of nursing students in burn ward, it is suggested this method can be used in these sections as well as conducting other researches on this approach in various nursing settings.
Keywords
Problem solving; Nursing; Students; Education; Burn units
References
 

  1. Vahabi S, Ebadi A, Rahmani R, Tavallaei A, Khatouni A, Tadrisi S, et al. Comparison of the status of clinical education in the views of nursing educators and students. Educ Strategies Med Sci. 2011;3(4):179-82.
  2. Mirzabeigi G, Sanjari M, Shirazi F, Haidari S, Salemi S. Nursing students' and educators' views about nursing education in Iran. Iranian J Nurs Res. 2011;6(20):64-74.
  3. OshvandiKh, Pouryousef S, Bikmoradi A. The Effects of Inquiry Based Clinical nstruction of Nursing Students on Applying Nursing Process Skill. Sci J Hamadan Nurs Midwifery Fac. 2013; 21(1): 5 -15.
  4. Tavakoli M, Khazaei T, Tolyat M, Ghorbani S. The Quality of clinical education from the viewpoints of students and instructors of paramedical and nursing-obstetrics schools of Birjand University of Medical Sciences. Sci Res J Shahed Univ. 2014; 21(110):41-8.
  5. Ramezani Fir M, Kermanshahi S. A survey of the quality of clinical education in nursing. J Jahrom Univ Med Sci. 2011; 9(1):14-21.
  6. Ghafourifard M, Bayandor A, Zirak M. Clinical education status in educational centers affiliated to Zanjan University of medical sciences from viewpoints of nursing and midwifery students. J Educ Dev Janjan Med Sci. 2016; 20(8):8-19.
  7. Fotoukian Z, Hosseini SJ, Beheshti Z, Zabihi A, Aziznejad P, Ghaffari F. [Clinical education status according to the nursing students' point of view, Babol Medical Sciences University]. Bian J Med Educ Dev Cent. 2013; 1(1):26-33.
  8. Orujlu S, HemmatiMaslak Pak M, KHalkhali H. The Effect of Problem Solving Education in Fourth-year nursing Student’ Views of success. J Urmia Nurs Midwifery Fac. 2013; 11 (3):212-7.
  9. Asgari F, Khoshnazar T, Sedighi A. Comparison of efficiency management training using lecturing and small group teaching on learning rate of Nursing and Midwifery student’s. J Holist Nurs Midwifery. 2015; 25 (1):26-34.
  10. Aein F, Frouzandeh N. Investigating efficacy of concept mapping in student’s learning of nursing process of pediatric patients. J Shahrekord Univ Med Sci. 2012; 14 (2):55-63.
  11. Mansoori S, Abedini-baltork M, Lashkari H, Bagheri S. Effectiveness of Problem-Based Learning on Student's Academic Performance: A quasi-experimental study. Res in Med Edu. 2017; 9 (1) :8-1
  12. Lake D. Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion. Phys Ther. 2001;81(3):896-902. doi: 10.1093/ptj/81.3.896
  13. Materna L. Impact of Concept-mapping Upon Meaningful Learning and Metacognition Among Foundation Level Associate-degree Nursing Students. [dissertation]. USA: Capella University; 2000.
  14. . Sarhangi F, Masumi M, Ebadi A, Mazhari M, Rahmani A. Comparing the effect of lecture- and concept mapping based learning on cognitive learning levels. Iranian J Critical Care Nurs. 2010; 3(1): 1-5.
  15. Ghanbari A, Paryad E, Ehsani M. The Effectiveness of Conceptual Map Teaching Method on Short and Long Term Learning in Nursing Students. Strides Dev Med Educ. 2011; 7 (2) :112-118.
  16. August-Brady MM. The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students. J Nurs Educ. 2005; 44(7): 297-304.
  17. Rasouli M, Rasouli A, Kalhor N. Comparing Lecture and Problem-based Learning Methods in Teaching Gastrointestinal Part of Patients' Health Assessment on Nursing Students’ Knowledge and Their Performance. J Nurs Educ. 2017; 6 (5):25-31.
  18. Jabbari H, Bakhshian F, Alizadeh M, AlikhahH, Naghavi Behzad M. Lecture-based versus problem-based learning methods in public health course for medical students. Res Dev Med Educ. 2012; 1(2):31-5.  doi: 10.5681/rdme.2012.008
  19. ChakravarthiS, Haleagrahara N. Implementation of PBL curriculum involving multiple disciplines in undergraduate medical education programme. Int Educ Stud. 2010; 3(1):165-9.
  20. Meo SA. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula. Adv Physiol Educ. 2013; 37(3):249-53. doi: 10.1152/advan.00031.2013.
Statistics
Article View: 40
PDF Download: 9