1 2383-2185 Hormozgan University of Medical Sciences 102 Special Study of test anxiety among nursing students Pourghane Parand 1 4 2016 3 1 1 9 04 06 2016 10 08 2016 Introduction: Exam anxiety is a specific form of anxiety which may be accompanied with physical, cognitive and behavioral signs. Mild anxiety may cause the increase of learning ability, but sever one learning decline. With the recognition of the examanxiety in students, some solution can be found to resolve that problem. The aim of this study was of the placement of examin anxiety before and during final examin in nursing students and its relationship with some demographic factors, and if necessary, holding appropriate educational classes, to reduce the anxiety. Methods: This research is a cross-sectional descriptive study. Sampling conducted by was census method. The Samples included nursing students of term 2, 4 and 6 (N: 73) at the college of Nursing, Midwifery and para medicine eastern Gilan. Research Tool was Sarason standarded questionnaire. Questionnaire handed to students in two time span (first: two weeks before final exam, second: during final exam). Range of anxiety scored through 'Sarason anxiety exam anxiety score and then compared with each other. Descriptive and inferenced test utilized to determining relationship of anxiety and variables. Results: With respect to the findings, no significant differences were found between exam anxiety before and during exam. A significant difference found between exam anxiety in students and their parent educations and no significant difference found between student anxiety and other variables. Conclusion: Results haveindicated little and mild anxiety in majority of students. This anxiety is useful and necessary for a better learning. Further studies are suggested to be carried out in other universities and on students of different fields.
67 Special The effect of teaching metacognitive strategies on students’ metacognitive awareness and academic performance of students Noori Abed Sanagoo Akram Amini Mitra Adib Mahin Jouybari Leila 1 4 2016 3 1 11 19 20 06 2015 20 08 2016 Introduction: Studies show that metacognitive awareness is necessary for students’ academic achievement. Some factors affect the development of this awareness. The aim of this study is to assess the effect of teaching metacognitive strategies on metacognitive awareness and academic performance of students of Al Boye Gorgan Nursing School. Methods: These quasi-experimental and populations were nursing students of the University of Medical Sciences. Forty students were selected randomly, the experimental group was taught strategies to study and learn. The standard questionnaire of metacognitive awareness (MAI) was used to measure students' familiarity with strategies. To determine the academic performance of the the last two term final average was used. Data were analyzed by software SPSS 21 software and t-test and descriptive statistics. Results: The mean score of metacognitive awareness in the test group was significantly higher than the control group (P=0.001). Teaching and learning strategies and study group had a significantly positive impact on students' performance As well (P<0.05). Conclusion: Due to the positive effect of education on knowledge and learning metacognitive reading strategies and metacognitive knowledge is necessary for academic achievement, teaching students these strategies are proposed. 103 Special Reviewing knowledge management and its significance in nursing practice Atashzadeh Shorideh Foroozan Imani Elham Zagheri Tafreshi Mansooreh 1 4 2016 3 1 20 34 12 06 2016 07 09 2016 Introduction: Health care systems, especially nurses are identified as professional organization services and require the use of efficient ways to deliver services because of relationship with health community. It is possible only using new information management techniques and allocation of appropriate time for knowledge management. The aim of this study was to review the concept of knowledge management and its significance in nursing practice. Methods: This study was conducted in 2015 with reviewing available literature and articles related to knowledge management in nursing and searching in databases such as Pubmed, Scopus, Proquest, Elsevier, Google Scholar, Iranmedex and SID. English and Persian articles published in 1995 to 2015 were selected. Results: The nurses, who benefit knowledge management especially in their performance, use a combination of the knowledge of health care with their experiences for implementation nursing process. This can be achieved by technologies such as knowledge management systems, and selection of appropriate strategies, such as internalization and externalization. Conclusion: How nurses use knowledge and information and how effective applicant manages it in the nursing process, has critical impact on the quality of patient care. Knowledge management systems should benefit knowledge management processes using information technology for the effective delivery of the nursing process and related activities. 110 General The Quantity and Quality of Feedback in Clinical Education from the Viewpoint of Midwifery Students Ziaee Soheila 1 4 2016 3 1 35 47 11 07 2016 14 09 2016 Introduction: Although feedback is recognized as an integral part of the educational process; it has challenged the educational network complexity from one learning community to another,. Providing training programs to empower teachers and learners in this respect requires identifying educational gaps in the provision of effective feedback. Accordingly, this study is designed and implemented to evaluate quantitative and qualitative feedback in clinical education of students of Islamic Azad University of Kazerun. Methods: This is a descriptive - analytical study that population and sample of which consists of all midwifery students experienced at least one training course of delivery (130). Data were collected by a four-part questionnaire (1- demographic information, 2- closed questions in relation to the time, method, conditions and structure of the received feedback, 3- 16 statements on a four point Likert scale in the study of received qualitative feedback from three aspects of presentation (5 sentences), compliance with educational objectives (5 sentences) and constructive feedback (6 sentences) and 4- an open question: "What factors hinder the use of feedback or has been made ineffective clinical environment feedback in your learning"). One hundred thirty questionnaires were administered to students and 120 completed questionnaires were collected. Data were analyzed using SPSS 19. Descriptive analysis and comparisons of means were used to describe data. Results: In terms of quantity, the results showed that 72.5% of students regularly received feedback and their received feedback during the procedure in the majority of cases (75.83%) included individual (60%), oral (66.81%) and with detailed explanations (7.61%), respectively. In terms of quality, the mean score of students by providing their received feedback and their effectiveness were 2.6±0.5 and 2.7±0.75, respectively, on four point Likert scale. With the exception of six items, most students selected the option of “sometimes “to respond to quality items. In all three areas of study, students in the third year had a better assessment of their received feedback compared to fourth year students. Conclusion: Feedback is not neglected factor in the process of midwifery education, and even desirable in quantitative terms, but qualitative terms, especially in terms of students in higher education levels, is not offered at optimal level. Although empowerment of teachers can be effective in changing students' opinion about the adequacy of feedback; it is not sufficient. This is because efforts of teachers will be futile as long as students are not capable of receiving and using feedback and do not tend towards it even if trainers to be competent in providing feedback. To achieve effective feedback in the health professions, growing of the receiver of feedback is essential. 116 Special The causal relationship between teacher affective support with performance in English using the mediation of sense of belonging, enjoyment, Hopelessness, self-efficacy, and academic effort Allipour Birgani Siroos Shehni Yailagh Manijeh sahaghi Hakim 1 4 2016 3 1 49 59 09 08 2016 01 10 2016 Introduction: The purpose of the present research was the study of the causal relationship between teacher affective supports with performance in English using the mediation of sense of belonging, academic enjoy, academic Hopelessness, academic self-efficacy, and academic effort among first grade of high school students in Ahwaz. Methods: The participants were 180 male students of first grade high school in Ahvaz who were selected using multistage random sampling method. The instruments used in the research was teacher affective support, sense of belonging to school, academic effort scale Sakiz's, subscales of academic hopelessness and academic enjoyment of Pekrun's achievement emotions questionnaire, and Patrick, Hix, and Ryan's academic self-efficacy questionnaire. The evaluation of the proposed model was carried out using path analysis method. Bootstrap (Amos-18) was used to examine direct and indirect relationships. Results: The results showed that the exogenous variable of teacher affective support was not directly significant with the endogenous variable performance in English but it was significant with the mediation of academic enjoyment, and academic hopelessness. Also, an indirect significant relationship found between sense of belonging to school and academic effort with the mediation of academic self-efficacy and academic hopelessness. Better evaluation obtained by elimination of insignificant paths of teacher affective support to performance in English, of sense of belonging to academic enjoyment, perceived teacher affective support for academic hopelessness, academic Hopelessness to English performance, and perceived teacher affective support for academic self-efficacy. Conclusion: The findings of this study, emotional structures, motivation and learning are effective in improving academic achievement in English. 111 General Correlation between scores obtained by medical students in various educational courses and Basic Sciences and Pre-internship Comprehensive Exams Pirzadeh Akbar Ahangar Davoodi Shabnam Shahbazzadegan Bita Amani Firooz Akharbin Kazem 1 4 2016 3 1 61 66 12 07 2016 24 09 2016 Introduction: Predictive validity is one of important characteristics of a test; it means that what extent a test predicts scores of criterion test. This type of validity can be obtained through determining correlation between scores of two tests. This study was performed to determine correlation between the scores obtained by medical students in various educational courses, basic sciences and pre-internship comprehensive exams. Methods: In this study, 55 students of Ardabil University of Medical Sciences, accepted within 2004-5 and completed all stages of their training were studied. Information included scores averages in basic sciences, physiopathology, externship, and internship courses and scourges of basic sciences and pre-internship comprehensive exams. Data were analyzed with SPSS software using descriptive statistics (number and percentage) and inferential statistics (Pearson correlation coefficient). Results: The correlations between the averages of each semester from basic science to clinical sciences gradually declined. The highest correlation was between the average of basic sciences and physiopathology courses (r=0.814) and the lowest correlation was between the average of physiopathology and internship courses (r=0.334). On the other hand comprehensive test of basic sciences had the highest correlation with the average of basic sciences course (r=0.746) and gradually, this correlation declined in the next periods. Pre-internship comprehensive exams had the lowest correlation with the average of pre-internship courses (r=0.463). Conclusion: The low correlations between averages ofeach semester from basic science to clinical sciences may cause by different types of training in this courses and the lack of accurate assessment of student performance in the clinical course. The low correlations between scores of comprehensive exams and averages of next courses may cause by using one method of evaluation (multiple choice questions) in these tests and not using new and different methods of evaluations. 112 General The effectiveness of in-service training on cardiopulmonary resuscitation: report of first and second levels of Kirkpatrick's model Akbari Malakeh Dorri Safoora Mahvar Tayebeh 1 4 2016 3 1 67 72 02 08 2016 02 10 2016 Introduction: Today, organizations have special attention on effective in-service training for their growth and development. The aim of this study is to present a report on the first and second levels of Kirkpatrick's model for the effectiveness of in-service training of cardiopulmonary resuscitation (CPR) for nurses. Methods: This is a cross-sectional evaluation study based on Kirkpatrick's model. For this purpose, in-service training workshop of CPR was held and then evaluated. With   eighty nurses participated in the study with informed consent where simple sampling method was used. The in-service training course was evaluated based on reaction and learning levels of Kirkpatrick model. Results: The effectiveness score obtained in the first level of model was 4.2±0.32. The effectiveness score in the second level of model, which is evaluated with research made questionnaire using pretest-posttest design, was 4.7±0.09 that is statistically significant. Conclusion: Although the next level of evaluation is in progress and the results are still unmet, the results of this study showed that CPR in-service training has good efficacy and Kirkpatrick evaluation model can be used as an appropriate model for evaluating the effectiveness of nursing in-service training. 52 Special Using a 360 degree feedback system for Performance Appraisal of Midwifery Students in Shahid Akbar Abadi Maternity Hospital Baradaran Hamid Reza Kheirkhah Masoomeh Keykhosravi Fariba 1 4 2016 3 1 73 80 07 12 2014 02 10 2016 Introduction: Assessment of clinical competence is one of the fundamental aspects of medical education.  Three hundred sixty degree feedback system for performance appraisal is a common practice that appraisee is evaluated by the people around and then he receives feedback. With   respect to important role of midwives and importance of training midwifery students in improving health of more than half of society, the present study has been conducted using a 360 degree feedback system for performance appraisal of midwifery students at Shahid Akbar Abadi maternity hospital. Methods: The present research is a cross- sectional comparative study. The appraisal questionnaire for the quality of care and performance of nurses at midwifery office the ministry of health and medical education is the research instrument used in this study. Students' performance was examined at four different stages using Likert scale by hospital-delivered mothers, midwifery personnel, educators, practitioners in delivery room, and students' self-assessment. Results: Mean and standard deviation of sum of appraisal scores at different stages of delivery  from the view point of clinical educators, students, midwives in charge of the labor, midwives in delivery room, practitioners in delivery room, and hospital-delivered mothers are equal to 223.63±18.70, 216.80±17.28, 192.00±21.34, 186.90±31.17, 163.20±46.04, 16.2±13.52. Mann - Whitney test indicated that appraisal scores of students' performance from the view point  of clinical educators have been greater than  thoe of other groups except for students' self-assessment (P<0.001) and minimum appraisal score relates to hospital-delivered mothers who evaluated performance lower than other groups (P=0.0001). Conclusion: three hundred sixty degree feedback system for performance appraisal is a common practice for performance appraisal, and the results of it can be used in education planning.