Volume 6, Issue 1 ( Summer 2020)                   SJNMP 2020, 6(1): 29-46 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ebadi N, Azimi M, Ranjdost S. Explain the Experience of Nursing Education Specialists’ from the Current and Optimal Station of the Task-based Curriculum. SJNMP. 2020; 6 (1) :29-46
URL: http://sjnmp.muk.ac.ir/article-1-314-en.html
1- Marand Branch, Islamic Azad University
2- Farhangian University , mohamadazimi86@yahoo.com
Abstract:   (1253 Views)
Background & Aim: A curriculum is one of the most important factors and elements affecting the level of success and failure of enhance education systems. Therefore, the purpose of this research is to investigate the current and optimal status of the task-based curriculum in the field of nursing education. 
Materials & Methods: This research was performed qualitatively as a phenomenology. Data were collected using semi-structured interviews with 12 nurses and analyzed using the Colaizzi method.
Results: Data analysis and integration led to the extraction of 2 main components of “existing and desirable status of the homework-based curriculum” and 12 sub-components of “unpredictability of the clinical environment, the conflict between integrating the role of professors and nursing, teachers' inability to intervene, the possibility of poor patient intervention due to legal issues, limited educational time, financial problems, mismatches with expectations, engaging students with practical assignments, holding workshops, closing the gap between learning and clinical environments, situational and decentralized implementation of nursing programs, and change in nurses' knowledge and attitude”.
Conclusion: The results  show that among the sub components obtained from the analysis of the responses on Nursing Education Specialists, the most important main components in examining the currents situation of the Task-oriented Curriculum (unpredictability of the clinical environment) and  in the components  the main is the desired situation(Eliminate the distance between the learning environment and the clinical environment).
Full-Text [PDF 899 kb]   (607 Downloads)    
Type of Study: Qualitative study | Subject: Special
Received: 2020/03/21 | Revised: 2020/06/16 | Accepted: 2020/03/22 | Published: 2020/06/30 | ePublished: 2020/06/30

1. Mahmoudi, F. Designing a Problem-Based Curriculum Model in Postgraduate Education Management and Accreditation and Its Feasibility in Iranian Higher Education. Doctoral dissertation Curriculum, Tarbiat Modares University.2012.
2. Yamani, E, Shater Jalali, M. Integration into the curriculum with emphasis on integration in medical education. Iranian Journal of Medical Education / Health Education Development Specialty, 2011,9 (11): 25-45.
3. Barnett R, Coate K. Engaging the curriculum in higher education. Reprint ed. Maidenhead: Open University Press; 2005.
4. Jafari Sani H, Karami M, Pak Mehr H. Identifying the pattern of integration of the human sciences curriculum and its distance from the expected situation of students, based on the viewpoints of Fogarty. Interdisciplinary Studies in Humanities 2012; 4 (20): 119-34. (Persian)
5. Vaziri M. Curriculum system in higher education Iran, features and orientations. [PhD dissertation].Tehran: Faculty of Humanities, Tarbiat Modares University; 2009.
6. Peimani M, Aalaa M. Pajouhi M.Faculty support for curriculum development in nursing education. Horizons of Medical Education Development 2012; 4 (3): 45-50. (Persian)
7. Lameie A. Foundations of quality management. Tehran: Quality Improvement Country Committee, Ministry of Health and Medical Education 2009.
8. Burgess A, Roberts C, Ayton T, Mellis C. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Medical Education2018; 18(74): 1-7. doi: 10.1186/s12909-018-1172-8. [DOI:10.1186/s12909-018-1172-8]
9. King P M, Kitchener K S. Developing reflective judgment.1st ed. United States: Jossey-Bass; 1994.
10. Koh YH, Wong ML, Lee JJ. Medical students' reflective writing about a task-based learning experience on public health communication. Med Teach. 2014; 36 (2): 121-9. doi: 10.3109/0142159X.2013.849329. [DOI:10.3109/0142159X.2013.849329]
11. Musal B. Problem-based learning &task based learning curriculum revision experience of a Turkish Medical Faculty. Creative Educ 2013; 4 (12): 116-9. doi: 10.4236/ce.2013.412A2017. [DOI:10.4236/ce.2013.412A2017]
12. Takahashi Y, Problem-based learning and task-based learning: a practical synthesis, Kaohsiung J Med Sci. 2008; 24 (3 Suppl): S31-3. PMID: 18364284. [DOI:10.1016/S1607-551X(08)70091-3]
13. Vakani, F., Jafri, W., Ahmad, A., Sonawalla, A., Sheerani, M. Task-based learning versus problem-oriented lecture in neurology‌continuing medical education. J Coll Physicians Surg Pak. 2014,24(1):23-6.
14. Musal, B. Problem-based learning &taskbased learning curriculum revision experience of a Turkish Medical Faculty. Creative Educ.2017, 4(12):116-9. [DOI:10.4236/ce.2013.412A2017]
15. Musal, B. Problem-Based Learning & Task-Based Learning Curriculum. Creative Education. (2013), 4(12): 116-119. [DOI:10.4236/ce.2013.412A2017]
16. Mulinnette, D'Sa, J. Effect of Problem-Based Learning on Motivation of Nursing-Students, International ‌Journal‌ of ‌‌Current pharmaceutical, 2017, 7(8):34-3.
17. Loyens, S. M. M., Kirschner, P. A., Paas, F. Problem-based learning. In S. Graham, Editor-in-Chief), A. Bus, S. Major, & L. Swanson, Associate Editors), APA educational psychology handbook: Vol. 3. Application to learning and teaching. Washington, DC:2011. [DOI:10.1037/13275-016]
18. Krishman, Siva B.E. Student Experiences of Problem-Based Learning in Engineering: Learning Cultures of PBL Teams: A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy. School of Education, Victoria University. 2009.
19. Hampton, MD. Constructivism applied to psychiatric-mental health nursing: An alternative to supplement traditional clinical education. International Journal of Mental Health Nursing.2012, 21 (1): 60-68. [DOI:10.1111/j.1447-0349.2011.00755.x]
20. de Wet C. The reasons for and the impact of principal-on-teacher bullying on the victims GÇÖ private and professional lives. Teaching and Teacher Education. 2010; 26(7): 9-1450. [DOI:10.1016/j.tate.2010.05.005]
21. Back C, Gustafsson PA, Larsson I, Bertero C. Managing the legal proceedings: An interpretative phenomenological analysis of sexually abused children's experience with the legal process. Child Abuse Negl. 2011; 35(1): 7-50. [DOI:10.1016/j.chiabu.2010.08.004]
22. Speziale HS, Carpenter DR. Qualitative research in nursing: advancing the humanistic imperative. Philadelphia, PA: Lippincott Williams & Wilkins; 2007.
23. Streubert Speziale H, Rinaldi Carpenter D. Qualitative Research in Nursing: Advancing the Humanistic Imperative. 5th edition, Lippincott Williams and Wilkins, Co, 2011.
24. Stommel M, Wills CE. Clinical research: Concepts and Principles for Advanced Practice Nurses. Philadelphia. Lippincott Williams and Wilkins, 2004.
25. Alavimajd H, Khorrami Markani, A, Khodayarifard M, Yaghmai F. The Experience of Spiritual Well-being from the Perspective of Oncology Nurses: a Qualitative Content Analysis, 2011;18(3):206-216.
26. Noahi, E, Qorani Garani, L, Abbaszadeh, A . A Comparative Study of the Undergraduate Curriculum Structure in Iran with Several Nursing Faculties from Selected World Countries. Strides in Development of Medical Education, 2015, (30). (Persian)
27. Al-Dabbagh, SA, Al-Taee, W.G. (2005). Evaluation of a task-based community oriented teaching model in family medicine for undergraduate medical students in Iraq. BMC Med Educ. 5(1):31-43 [DOI:10.1186/1472-6920-5-31]
28. Ozan, S., Karademir, S., Gursel, Y., Taskiran, H.C., Musal, B. (2005). First graduates' perceptions on a problem-based and task-based learning curriculum. Educ Health (Abingdon). 18(2):256. [DOI:10.1080/13576280500148007]
29. Koh, Y.H., Wong, M.L., Lee, J.J. (2014). Medical students' reflective writing about a task-based learning experience on public health communication. Med Teach. 36(2):121 [DOI:10.3109/0142159X.2013.849329]
30. Vakani, F., Jafri, W., Ahmad, A., Sonawalla, A., Sheerani, M. Task-based learning versus problem-oriented lecture:2014.
31. Dadgari, A, Davar, L, Yousefi, M. Transforming problem-based learning and examining students' views. Journal of Knowledge and Health, Volume,2008, 3 (2): 19-19.
32. Ildirabadi E. Community Health Nursing Lesson. Tehran: Salemi Publication; 2012. (Persian)
33. Kermanshahi S, Memarian R, Heseni A, Zamzam S, Nezamli F. A comparison postgraduate MS curriculum of nursing education in Iran and Canada. Journal of Medical Education Development, 2011, 4 (6): 48-54. (Persian)
34. Nasiriani KH, Farnia F, Salimi T, Shahbazi L, Motavasselian M. Nursing graduates' self-assessment of their clinical skills acquired in medical-surgical wards. Iranian Journal of Medical Education 2006; 6 (1): 93-9.(Persian)

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2021 CC BY-NC 4.0 | Scientific Journal of Nursing, Midwifery and Paramedical Faculty

Designed & Developed by : Yektaweb