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Showing 2 results for Effectiveness
Effective clinical instructors from the perspective of students and clinical teachers in Kermanshah University of Medical Sciences in 2015
Mohammad Mahdi Mohammadi, Shima Parandin,
Volume 2, Issue 1 (4-2015)
Abstract

Introduction: Clinical training is an important aspect of nursing education which transfers students from theoretical training to clinical settings. This study aimed to identify the characteristics of effective clinical Instructors from the viewpoint of nursing students and clinical faculties.

Methods: This descriptive-analytic study was conducted on 305 nursing students and 26 clinical Instructors. The data was collected using a 49-item questionnaire with five subscales of professional, personal, communicative, teaching methods and evaluation characteristics. Pearson correlation and t-test were employed to analyze the data using SPSS 22.

Results: The overall mean of the characteristics of effective clinical instructors from the viewpoint of students was 6.54±0.13 and 6.36±0.26 from the viewpoint of instructors. The highest score of students’ perspective was related to the domain of teaching with a mean of 6.68±0.52, and the subscale of evaluation with a mean of 6.67±0.43 for the instructors.

Conclusion: Considering the importance of evaluation from the viewpoint of clinical faculty, the context of proper evaluation is necessary to be considered in clinical training. For the subscale of teaching and the ability to connect theoretical and practical information, emphasized by the students, experienced teachers are needed in clinical practice.


The Effectiveness of Blended In-Service Training Courses for School Principals in the Rezvanshahr City based on the BELZ Blended Evaluation Framework
Mohammad Yari, Gholamreza Shams, Hamed Abasi Kasani,
Volume 11, Issue 1 (3-2024)
Abstract
Introduction: With the rapid technological advancements and changes in work environments, organizations have also focused on evaluating the effectiveness of blended in-service training courses. In this regard, the aim of the present research was to evaluate the effectiveness of blended learning courses for school principals in the city of Rezvanshahr.
Methods: The research method was a descriptive cross-sectional survey. The statistical population of the research included all school principals in the city of Rezvanshahr during the academic year 2023-2024, totaling 142 individuals, of which 102 were selected using simple random sampling. Data collection was done using a researcher-made questionnaire. Data analysis was done using SPSS version 26 and descriptive statistics and inferential statistical tests (one-group T-test) at a significance level of 0.99.
Results: The findings indicate differences among the sample members regarding gender status, type of schools, average age, educational status, years of service, and managerial experience. The results show that blended in-service training courses have significant effectiveness with a significance level of P<0.05 in all six aspects of exploration and clarification (9.439), selection and content production (6.785), evaluation and feedback (5.608), organization and management (3.924), analysis and synthesis (4.921), and collaboration and communication (5.507).
Conclusion: The evaluation of the effectiveness of blended in-service training courses for school principals has shown that these courses are effective in advancing the professional development of managers. As technological advances continue to shape educational environments, evaluation of blended learning approaches are likely to remain essential components of in-service education programs for school managers.
 

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