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Showing 3 results for Ethical Codes

Zeinab Ghahremani, Korosh Amini, Mahin Roohani, Mozghan Asadat Aghvamy,
Volume 6, Issue 12 (12-2013)

  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.


Zahra Mahdavi Lenji, Fatemeh Ghaedi Heidari,
Volume 7, Issue 13 (4-2014)

Background and Objective: Ethical codes are developed as practical guidance for nursing care and are references of decisions-making by nurses in care process. With regard to the importance of morality issue in nursing, observance of ethical codes among nursing students and nursing practitioners in Al-Zahra hospital in Isfahan was studied. Materials and Methods: This research is a descriptive- analytic study. Data gathering tool was 31-item questionnaire adopted from ethical codes for nurses developed by ministry of health medical education. In addition to individual information, this questionnaire includes two parts of ethical codes related to provision of clinical services (23 item) and those related to relationship of treatment team (8 item).The validity and reliability of the questionnaire was estimated(α=90%). Simple sampling was utilized to select 32 nursing students and 40 nursing practitioners in Al-Zahra hospital. Data were analyzed with SPSS version 18 and t test. Results: The average age was 22.29(1.37) and 29.47(7.34). Most of the students (93.8%) and nurses (87.5%) were women. There was no significant difference between the two groups in ethical codes related to provision of clinical services, but thenurses gained significantly more score in ethical codes compared to the treatment group (p=0.04). Conclusion: It is recommend that managers and nursing educators pay more attention to the observance of ethical codes related to provision of clinical services by nursing students and nurses.
Hassan Najafi, Hassan Maleki, Mohsen Farmahini Farahani, Reza Jafari Harandi,
Volume 9, Issue 21 (4-2016)

Background and Objective: Any jobs contain ethical codes that are proportional to their special structure and are called professional ethics. University professors, who are responsible for education and training of students, should be aware of their professional ethics and by making commitment to them, guarantee safety of teaching-learning process. This study was conducted to assess faculty members' professional ethics from students' viewpoint of medical school of Shahed University.

Materials and Methods: This descriptive-sectional study involved 90 students who were selected by stratified random sampling. Research tool was a researcher made questionnaire containing 6 components and 48 items and its content and face validity were approved by experts and its reliability was determined 0.92 by Cronbach's alpha coefficient. Data analysis was carried out using SPSS 20 statistical software and through descriptive statistics and one-sample-T test.

Results: professors' characteristics (3/40±0/71), mastery of subject (3/39±0/79), mastery of teaching methods (3/33±0/86), recognition of different aspects of learners (3/04±0/82), standard evaluation (3/42±0/86) and commitment to university regulations (3/63±0/83) which are different dimensions of faculty members' professional ethics, were evaluated higher than the average level.

Conclusions: Endeavoring to prepare and codify professional ethics charter in universities with collaboration of authorities and experts on the one hand and putting them in curriculum content of in-service teachers on the other hand can help much to improve faculty members' teaching method.

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