Journal of Advances in Medical Education & Professionalism

Validity of transactional analysis and emotional intelligence in training nursing students

BRANDI L WHITLEY-HUNTER

Volume 2, Issue 4 , October 2014, Pages 138-145

Abstract

Introduction: Emotional intelligence (EI) is considered a critical componentof a nurse’s characteristic trait which is known as a significant predictor of aperson’s job performance ... Read More Introduction: Emotional intelligence (EI) is considered a critical componentof a nurse’s characteristic trait which is known as a significant predictor of aperson’s job performance and life success. Transactional Analysis (TA) plays a fundamental role in nurse-patient communication and managing emotionsduring difficult dialect with patients. The aim of this review is to discuss theframework of EI and TA, and how the combined theories can be utilized tofurther educate nurses and enhance the patient’s experience. Exploring the idea of combining EI, TA, and other theories and adding these addendums to the nursing curriculum may advance the empathy and communication skills of nursing students.Methods: The method used in this review is a literature search using databases, such as Medline, EBSCO, and Google Scholar, etc. to form a critical discussion of this area. Key words such as emotional intelligence, transactional analysis, nursing curriculum, and relating theoretical models were used to identify applicable documents. Four studies involving EI and TA were sampled. A combination of data collection tools, such as lecture series and intervention programs, were used to authenticate the results. Other instruments used were ego state questionnaires, empathy, and five point Likert scales. No study design or type of literature was excluded in healthcare to substantiate the application of EI and TA into the nursing curriculum.Results: Sixteen nurses attended a six-week psycho-education program using communication and empathy scales, and patient satisfaction surveys to improve their empathetic and communication skills. The result of the mean communication score (177.8±20) increased to (198.8±15) after training (p=0.001). The empathy score increased from 25.7±7 to 32.6±6 (p=0.001). The overall result reflects that training can improve emergency nurse’s communication and empathy skills.Conclusion: The data suggests there are under-researched theories withfuturistic topics that have value to the nursing community. Suitable evaluation of these theories is vital to nursing education. Implementation and training for nursing students and existing nurses may help shift the culture of medical education ahead by creating a more educated and empathetic work environment.Keywords: Emotional intelligence, Transactional analysis, Patient, Communication, Nursing, Students, Curriculum

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

ROYA SADEGHI; MOHAMMAD MEHDI SEDAGHAT; FARAMARZ SHA AHMADI

Volume 2, Issue 4 , October 2014, Pages 146-150

Abstract

Introduction: Blended learning, a new approach in educational planning, isdefined as an applying more than one method, strategy, technique or media in education. Todays, due to the ... Read More Introduction: Blended learning, a new approach in educational planning, isdefined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods.Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students'email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, pairedt-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference.Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students’ satisfaction in blended learning method was higher than lecture method.Conclusion: The results revealed that the blended method is effective inincreasing the students' learning rate. E-learning can be used to teach somecourses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students’ knowledge, satisfaction and attention.Keywords: Learning, Lecture, Tuberculosis

Health students’ expectations of the ideal educational environment: a qualitative research

TEAMUR AGHAMOLAEI; MANDANA SHIRAZI; IDEH DADGARAN; HOOMAN SHAHSAVARI; AMIN GHANBARNEJAD

Volume 2, Issue 4 , October 2014, Pages 151-157

Abstract

Introduction: Educational environment is an important determinant ofstudents’ behavior and its elements are associated with academic achievement and course satisfaction. The aim of ... Read More

Effects of an osteoporosis prevention training program on physical activity-related stages of change and self-efficacy among university students, Shiraz, Iran: a randomized clinical trial

MOHAMMAD HOSSIEN KAVEH; MONIRE GOLIJ; MAHIN NAZARI; ZOHREH MAZLOOM; ABBAS REZAEIAN ZADEH

Volume 2, Issue 4 , October 2014, Pages 158-164

Abstract

Introduction: Osteoporosis is a major problem in today's world, beingcharacterized by decreased bone mass and bone change. Due to deficiencyof theory-based studies in young population, ... Read More Introduction: Osteoporosis is a major problem in today's world, beingcharacterized by decreased bone mass and bone change. Due to deficiencyof theory-based studies in young population, especially in students, thereare significant knowledge gaps of effective planning. The present study wasperformed in response to this need. The present study investigated the effect of an empowerment program on physical activity related stages of change and self-efficacy in preventing osteoporosis among university students.Methods: In this randomized controlled trial (IRCT: IRCT201212016261N2),152 female students of Shiraz University of Medical Sciences were selectedthrough multi-stages cluster sampling and were randomly assigned to anexperimental (n=76) and a control (n=76) group. The pre-and post-intervention data were collected using the Stages of Exercise Change Questionnaire (SECQ) of Marcos with Cronbach's alpha reliability of 0.89 and also the self-efficacy scale with a Cronbach's alpha reliability of 0.88 and Test-Retest Correlation Coefficient of 0.80. The educational intervention for the experimental group took place through problem-based learning method, small group discussion, and training manuals. In addition, training CDs and brochures were given to the subjects and short SMSs were sent to them. The data were analyzed through SPSS, version 14, using Mann-Whitney test, Chi-square test, Wilcoxon and regression tests.Results: Pre-intervention findings showed that participants had behavioralconstructs below the expected levels. The results showed that the experimental group received significant statistical increase after the intervention in stage of change. Before the intervention, the mean scores of stages of changes in the experimental groups was 2.28±0.86 but this rose to 3±0.84 in the first post-test and 3.22±0.84 in the second post-test. The control group showed a significant increase in stage of change without intervention (pre-test 2.04±0.82, first post-test 2.18±0.87 and second post-test 2.3±0.89). However, this increase was more significant in the experimental group (p<0.001). The mean score of selfefficacyin physical activity in the intervention group upon completion of thecourse showed a significant increase (p<0.001). A significant correlation wasfound between the construct stage of change and self-efficacy.Conclusion: Theory-based curriculum is effective in empowering individualsin stage of change and developing self-efficacy in physical activity of university students.Keywors: Empowerment, Osteoporosis, Behavior, Exercise, Self efficacy

The effect of written material and verbal method education on anxiety and depression in patients with myocardial infarction in selected hospitals in iran

NADER AGHAKHANI; KAMAL KHADEMVATAN; MOHAMMAD REZA DEHGHANI

Volume 2, Issue 4 , October 2014, Pages 165-169

Abstract

Introduction: Myocardial infarction (MI) is the damage to the heart muscle,or myocardium, resulting from the lack of blood flow to the heart. MI patients experience mental and emotional ... Read More Introduction: Myocardial infarction (MI) is the damage to the heart muscle,or myocardium, resulting from the lack of blood flow to the heart. MI patients experience mental and emotional problems such as depression and anxiety. These complications could cause delay in resuming work, decreased quality of life and increased risk of death. The role of education in facilitating adaptation is very important in these patients. The purpose of this study was to determine the effect of written material and verbal method education on anxiety and depression in patients with myocardial infarction in Urmia hospital in 2009.Methods: This study was a quasi-experimental study, comparing the effect of education on anxiety and depression in patients with myocardial infarctionin hospitals affiliated to Urmia University of Medical Science. 124 patientswere selected randomly and divided into two groups. The experimentalgroup was educated through face to face training and an educational booklet (Written Material and Verbal Method). The control group did not receive any intervention. The level of anxiety and depression was evaluated, using HADS questionnaire at 3 intervals: after 48 hours of admission, the discharge day and 2 months after discharge.Results: The findings suggested that MI patients were worried about their social role, interpersonal relations and personal health. Such problems can aggravate symptoms and complicate the future care. There was no significant difference between the control and experimental groups before the intervention, but after the intervention, anxiety and depression in the experimental group was significantly less than that in the control group (p<0.05).Conclusion: Considering the beneficial results obtained from written materials and verbal method education on reducing anxiety and depression in cases with myocardial infarction, this may be one of the health care goals. More research on more patients is required to achieve more conclusive results.

Comparison of residents’ approaches to clinical decisions before and after the implementation of Evidence Based Medicine course

ZAHRA KARIMIAN; JAVAD KOJOURI; MOHAMMAD MAHDI SAGHEB; ALI MAHBOUDI; MAHBOOBEH SABER; MITRA AMINI; MOHAMMAD REZA DEHGHANI

Volume 2, Issue 4 , October 2014, Pages 170-175

Abstract

Introduction: It has been found that the decision-making process in medicine is affected, to a large extent, by one’s experience, individual mentality, previous models, and common ... Read More Introduction: It has been found that the decision-making process in medicine is affected, to a large extent, by one’s experience, individual mentality, previous models, and common habitual approaches, in addition to scientific principles. Evidence-based medicine is an approach attempting to reinforce scientific, systematic and critical thinking in physicians and provide the ground for optimal decision making. In this connection, the purpose of the present study is to find out to what extent the education of evidence based medicine affects clinical decision making.Methods: The present quasi-experimental study was carried out on 110clinical residents, who started their education in September, 2012 and finally 62 residents filled out the questionnaires. The instrument used was a researchermade questionnaire containing items on four decision-making approaches. The questionnaire was used both as a pre-test and a post-test to assess the residents’ viewpoints on decision making approaches. The validity of the questionnaire was determined using medical education and clinical professionals’ viewpoints, and the reliability was calculated through Chronbach alpha; it was found to be 0.93. The results were analyzed by paired t-test using SPSS, version 14.Results: The results demonstrated that evidence-based medicine workshopsignificantly affected the residents’ decision-making approaches (p<0.001).The pre-test showed that principles-based, reference-based and routinemodel-based approaches were more preferred before the program (p<0.001). However, after the implementation of the program, the dominant approaches used by the residents in their decision making were evidence-based ones.Conclusion: To develop the evidence-based approach, it is necessary foreducational programs to continue steadily and goal-orientedly. In addition, the equipment infrastructure such as the Internet, access to data bases, scientific data, and clinical guides should develop more in the medical departments.Keywords: Clinical, Evidence-based medicine, Decision making, Resident

The students' intentions and satisfaction with the field of study and university

ALI NOORAFSHAN; SAEEDEH POURAHMAD; MOHAMMAD MAHDI SAGHEB; ALI DEHGHANINAZHVANI; ALI DEHSHAHRI; MANIJEH ABDOLLAHI; ZEYNAB MOHEBBI; ZAHRA KESHTKARAN; AFSANEH AHMADI; SOMAYEH KAVOUSIPOUR; FARIBA FARAHMAND; HAMIDREZA KHORRAMI; ROBABEH SOLTANI; SAIED KARBALAY DOUST

Volume 2, Issue 4 , October 2014, Pages 176-182

Abstract

Introduction: The present study aimed to find an appropriate method toinform senior high school students to correctly select their academic field ofstudy and their intentions.Methods: ... Read More Introduction: The present study aimed to find an appropriate method toinform senior high school students to correctly select their academic field ofstudy and their intentions.Methods: This is a descriptive-analytic and cross-sectional study. A verifiedquestionnaire was given to a total of 2600 students selected by stratified random sampling method (ten different colleges and entrance year from the 1st to 4th are considered as the strata). The position of the present field of study (major) among the list of the fields in the entrance exam was asked. The students’ methods of familiarity with different fields of study in Shiraz University of Medical Sciences (SUMS), the reasons for their selection, the students’ motivation and insistence on studying in the same field and university were asked in the questionnaire. Data were analyzed using independent two samples t-test, Analysis of Variance (ANOVA) and Chi-Square test.Results: The most significant references for university field selection were high school teachers, the students' parents and the adjacency of university to one's living place. Also, the results revealed the good reputation of SUMS in the first year and its downward trend during the following years. 59.4% of the 1st year students were satisfied with their field of study and SUMS. 31.8% were satisfied with the university but not with their fields of study. 6.4% were dissatisfied with the university but not with their fields of study. 2% of the students were dissatisfied with both their fields of study and university. Dissatisfaction with SUMS and field of study increased little by little so that the results obtained among the students who had entered the university earlier (in the 4th year of their study) showed nearly 16.3% dissatisfaction with both the university and the study fields .Conclusion: The methods for introducing the university are recommended tobe revised.Keywords: Medical student, Intention, Satisfaction

Letter to Editor

The role of educational technology in medical education

ZAHRA SAFFARI; FARNAZ TAKMIL; RAHMATALAH ARABZADEH

Volume 2, Issue 4 , October 2014, Pages 183-183

Abstract

Being one of the most effective tools for educationalsystem improvement, educational Technologyplays an important role in learning facilitation. Inorder to have a deeper, more effective ... Read More Being one of the most effective tools for educationalsystem improvement, educational Technologyplays an important role in learning facilitation. Inorder to have a deeper, more effective and long lastinglearning impact, this systematic approach designs,implements and evaluates the teaching- learningprocess, using specific purposes, new methods ofpsychology and communication sciences and alsohuman and non-human resources (1).A fruitful and effective educational system whichresults in actual learning improvement cannotbe achieved unless its faculty members becomecompetent. To achieve this goal, not only they mustattain and/or maintain academic qualifications,especially in their teaching area, but also be familiarwith the newest communication and teachingmethods and equipped with educational andprofessional skills.Considering the growing movement of educationtowards the new technologies and the Ministryof Health and Medical Education tendencyfor upgrading the educational technology andvirtual learning, the need for experts in educationtechnology was clear. Therefore, given its missionwhich focuses on scientific promotion and academictraining improvement, in an cooperation with shirazeducational development center along with Centerof Excellence for electronic learning`s staff andfaculty members, Shiraz Educational Technologyunit, established the Master of education technologycourses (2).Education’s technology and E-Learning, havearises a condition in which many educational goals,such as independent learning, self-directed learning,learning regardless of time or place, collaborativelearning and providing immediate feedbacks andassessment of learning, appears more achievable.Electronic medical education has become verypopular in developed countries and is rapidlydeveloping, since it has educational value andthe tremendous broadening audience througheducational programs.Considering the fact that currently, while the facultymembers have to learn most of the new means ofteaching, for most of their students, these new meansof education such as computers and other associatedapplications are not really consider technology sincethey are not only completely familiar with but alsovery capable of utilizing them. Therefore, whilefaculties are trying to learn these new methods oftransferring information, students’ expectationsare getting higher each day, Hence it seems thateducational technology mastery is an importantneglected competency in faculties which mandatesan especial training program for the universities’upgrading and improvement.

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Volume & Issue: Volume 2, Issue 4, October 2014 (13)

Validity of transactional analysis and emotional intelligence in training nursing students

Abstract

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

Abstract

Health students’ expectations of the ideal educational environment: a qualitative research

Abstract

Effects of an osteoporosis prevention training program on physical activity-related stages of change and self-efficacy among university students, Shiraz, Iran: a randomized clinical trial

Abstract

The effect of written material and verbal method education on anxiety and depression in patients with myocardial infarction in selected hospitals in iran

Abstract

Comparison of residents’ approaches to clinical decisions before and after the implementation of Evidence Based Medicine course

Abstract

The students' intentions and satisfaction with the field of study and university

Abstract

The role of educational technology in medical education

Abstract