Volume 2, Issue 3 (winter 2017)                   SJNMP 2017, 2(3): 10-20 | Back to browse issues page

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Rokhzadi M Z, Zehni K. Perceptions of Nursing Students from the Clinical Education Environment. SJNMP. 2017; 2 (3) :10-20
URL: http://sjnmp.muk.ac.ir/article-1-91-en.html
Abstract:   (2835 Views)
Introcuction and Aim: Clinical education is an essential part of nursing education. Using new methods of training and evaluation has recently been considered. The purpose of this study was to compare the effects of education and assessment on the perceptions of nursing students from the clinical education environment using portfolio method and conventional method.
Materials and Methods: This is a semi-experimental study. The study population consisted of 7th semester students of Nursing School of Kurdistan University of Medical Sciences in the academic year of 2016-17. Based on the planning of the faculty, 41 students were randomly selected in six groups and all three groups were randomly assigned to two groups of portfolio and conventional among six groups. Before and at the end of the course, students' perceptions of the two educational methods were assessed from the clinical education environment using the standard Dream Model questionnaire. Data analysis was performed by SPSS software version 20 using independent t-test.
Results: The results of the study showed that in the two areas of learning and the atmosphere governing the educational environment, the mean scores in the portfolio group were significantly higher than the conventional group and their difference was significant (P<0.05). But the difference between the two groups in other areas was not significant. The mean score of student perceptions in the portfolio group was more than the conventional group and had a significant statistical difference (P <0.05).
Conclusion: The results of the study show that the portfolio method is more effective than the conventional method in the clinical teaching environment as an educational tool.

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Type of Study: Research | Subject: Special
Received: 2017/11/29 | Revised: 2019/07/7 | Accepted: 2017/11/29 | Published: 2017/11/29 | ePublished: 2017/11/29

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