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Showing 4 results for ghahremani

Mozhganosadat Aghvami, Zenab ghahremani, Mahnaz Afshin Joo, Mohamad Reza Hamzehpoor, Morteza Torabi Ahmadi,
Volume 5, Issue 8 (Spring and Summer 2012)
Abstract

Background and Objective: Students are risk groups in society .They may be stressed and worried. Religious beliefs may help them overcome their stress and worry and enhance their academic achievement. Material and Methods: This research is a correlational study. Study population consisted of emergency, midwifery and operating room sophomores. Sample size was 82 students that were selected by purposive randomize sampling. Demographic scale and 21-question Alport scale were used to gather data. Results: No significant relationship between external religious mark and other factors was found. But, religious feelings had a positive relationship with age (p=0.022, r=0.253), employment (p=0.13, r=0.274), and education (p=0.022,r=0.253). On the other hand, religious feelings had a negative relationship with marital status (p=0.003, r=0.323) and religious code conduct. There was no significant correlation between academic achievement and religious beliefs. Conclusions: Knowing effective factors is important in academic achievement therefore, more research is recommended.
Zeinab ghahremani, Korosh Amini, Mahin Roohani, Mozghan Asadat Aghvamy,
Volume 6, Issue 12 (12-2013)
Abstract

  Background and Objective : Learning Style is one of the most effective factors in academic achievement. Hence, attention to learning style is essential to success in any educational system . This study was conducted to investigate relationship between learning styles, and academic achievement among students of Zanjan School of Nursing and Midwifery in 2013.

  Materials and Methods: In this cross-sectional study 208 students who enrolled at least one semester in the School of Nursing and Midwifery were randomly selected. The instruments of collecting data were Kolb Learning Style Inventory (3.1-2005) and a demographic form. These questionnaires were given to subjects in accordance with established ethical codes. The collected data were entered SPSS ( 18 ) and analyzed using descriptive and analytical statistics .

  Results: The results indicate d that the highest mean belonged to abstract conceptualization learning styles (76.5 ± 35.33) and the lowest to actual experience (22.6 ± 16.26) respectively. In other words, most of the students in this study could benefit from the assimilating and diverging learning styles in their learning. There is a significant relationship between active experimentation learning style and students' academic achievement (r= 0.136, p= 0.05).

  Conclusion: Since the majority of the student learning styles were assimilating and diverging, and there existed a significant relationship between the students’ learning styles and their academic achievement, teachers are advised to take practical steps to involve them in analytical and explanatory teaching.

 


Zeinab ghahremani, Korosh Kamali, Parvin Bageri,
Volume 8, Issue 18 (Summer 2015)
Abstract

Background and Objectives: Self-directed learning readiness and learning styles are two important characteristics of learners and individual learning must be considered in order to design and implement effective training. Therefore, this study was performed in order to determine the relationship learning styles with Self-directed Learning Readiness of nursing students. Materials and Methods: All nursing students of Zanjan University of Medical Sciences were enrolled in a cross-sectional study in the second semester of the academic year in 2014. Data gathering instruments included 3 questionnaires of demographic features, Fisher`s self-directed learning readiness scale, and the Kolb's learning styles inventory. Data was analyzed by SPSS software 16 using descriptive and interferential statistical methods. Results: The mean scores of overall SDLR were 157/39±15/59 and learning styles maximum of students was Assimilator (9/54%). Total average readiness of SDL (P=0/039) and self-management scope (P=0/031) and the scope of self-control (P= 0/021) had statistically significant differences for students with different learning styles. Conclusion: Attention to these components is effective in nursing education, in promoting profession and training of nurses and effective lifelong learners with regard to the lack of interest in the nursing field and withdrew from the course and out of the profession. Keywords: Self-directed readiness, Learning, Learning Styles, Nursing Students, zanjan.
Kourosh Amini, Zeinab ghahremani, Mahdi Moosaeifard, Gholam Ali Tagiloo,
Volume 9, Issue 21 (Spring 2016)
Abstract

Background and Objective: Establishing and implementing high quality of nursing care for patients is the main objective of any nursing education system. However, the lack of proficient nurses all over the world led to a competition and collaboration among countries to train as much nurses with high skills and knowledge as possible. This paper aims at studying and comparing two nursing education systems in Iran and China.

Materials and Methods: Integrative literature review of published literature on the nursing education systems in the Iran and China from 1990 to 2015.

Results: The results show that in spite of many common aspects, the most significant similarity between these two systems is their educational paradigm that is concentrated on treatment of internal diseases and surgery with modeling the western bio-medical model, and the major difference is validating the quality of nursing education graduates in these two countries; In China, a national test is hold to receive a certificate after graduation and before starting to work as a nurse, but in Iran, there is no such program at the present.

Conclusions: We may use the two countries’ capabilities and educational experiences in order to improve the quality of nursing education in the other country, and hence, we may achieve the ultimate goal of nursing, i.e. providing nursing care with high quality for patients.



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