جستجوی مقالات مرتبط با کلیدواژه « دانشجوی پرستاری » در نشریات گروه « پزشکی »

Experts believe that motivation plays an important role in the academic performance of students and according to the current conditions, various factors can improve it. Among these factors, psychological and social well-being is considered as effective variables. Therefore, this study was conducted with the purpose of determining the role of psychological and social well-being on the academic motivation of nursing students through the mediation of academic civic behaviors.

This is a correlational descriptive study. The statistical population consisted of nursing students of Tabriz University of Medical Sciences during the academic year of 1400-1401 (2021-2022). The number of 250 people was selected out of available 700 nursing students based on Morgan's table using stratified random sampling method. Harter's academic motivation questionnaire (1981), Rief's psychological well-being (1989), Keyes' social well-being scale (2004) and Gol Parvar's academic civic behavior questionnaire (2019) were used to collect data. Data analysis was performed using Pearson's correlation coefficient and structural equation analysis using SPSS-21 and Amos-22.

The results of showed that there is a positive and significant relationship between social well-being and its components (including prosperity, correlation, cohesion, acceptance and social participation) and psychological well-being and its components (including self-acceptance, positive relationships with others, autonomy, control over the environment, purposeful life, and personal growth) and academic motivation (p<0.05). Furthermore, academic civic behaviors have a mediating role in the relationship between psychological well-being and its components and social well-being and its components and academic motivation (p<0.01).

Based on the study findings, due to the influencing role of psychological and social well-being on variables such as academic motivation and civic academic behaviors in nursing students, universities should make efforts to hold consultation centers inorder to increase psychological well-being and academic motivation of their students

The transition from the family environment to the university and relative or complete independence are among the most important stressors for young people. This study reports on the feeling of homelessness and homesickness of a nursing student, from an educational perspective.

The case pertains to a 19-year-old male student in his first semester of nursing, with no history of mental disorders. He is the third son and the third child in a family of six members. He hails from a distant city and attends university there. Psychological and psychiatric findings indicate a sense of alienation in the student, manifested by his lack of response to psychological counseling and his suicidal ideation, for which he received pharmacological treatment and psychotherapy sessions. The student experienced social anxiety due to seeking psychological and psychiatric help and taking nerve and psychiatric medications. Academic decline in classroom grades and mid-term assessments was evident due to lack of focus on academic subjects. Following coordination with course instructors, theoretical courses were studied virtually, while practical courses were taken after the end-of-semester examinations and face-to-face training. Coordination was also made with the destination university for the student's transfer as a guest student.

The findings indicate that in order to prevent negative consequences of the sense of alienation in students, there is a need for teamwork and professional communication among professors, faculty officials, academic advisors, and psychologists within the college. Therefore, it is recommended to have counseling and psychotherapy centers available on a daily basis in dormitories and universities.

Improving learning effectiveness in nursing education is of particular importance. Various methods are used to improve learning effectiveness. The purpose of this study was to compare the effects of two methods, a slide-based lecture videocast and a handout, on learning and satisfaction of nursing students.

A quasi-experimental design without pretest was used to conduct this study during the second semester of the 2016–2017 academic year at Ardabil University of Medical Sciences. The study sample consisted of 54 nursing students studying in their third semester. The health assessment course which consisted of 10 sessions, were randomly divided into two groups. After the first 5 sessions (Group 1) of lectures and PowerPoint presentations in the class, a handout was given to students. At the end of the next 5 sessions (Group 2) of lectures and PowerPoint presentations in the class, video files of lectures screen recordings were made available to the students. Multiple-choice questions were used to evaluate learning outcome at the end of the semester. The student satisfaction form was used to evaluate students’ satisfaction with the teaching-learning process. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent T, Wilcoxon and Mann-Whitney U) using SPSS v15.

Data analysis showed that the average learning outcome score in handout offered sessions was significantly higher than in videocast ones (p<0.001). In addition, the mean score of students’ satisfaction for handout and videocast were 39.18±5.86 and 39.81±6.32, respectively, and there was no statistically significant difference between them (p=0.39).

Although slide-based lecture videos did not improve student learning as much as handouts, it is recommended to provide and offer the video lectures to the students during each class session in addition to the traditional learning methods such as handouts and books.

It is very important to choose the appropriate teaching method that can cause meaningful, effective and usable learning for learners. The present study was conducted with the aim of investigating the effect of conceptual map on the study approaches of nursing students in intensive care unit internship.

This is a semi-experimental study, 36 nursing students of Bandar Gaz Azad University, who were doing ICU internship at Hakim Jurjani Hospital in Gorgan in 2023, participated. The students were included in the study by census method and were assigned to two groups of intervention (18 people) and control (18 people) by random number table. The students of the test groups were trained in the ICU department for 40 hours using a concept map. Questionnaires, including demographic information and revised two-factor study approach questionnaire, were completed before the start of the internship and on the last day of the internship by the students of the experimental and control groups. Data were analyzed using Descriptive and analytical statistics (Shapiro-Wilk, U-Man-Whitney and T. Welch tests through SPSS.

The results showed that the average score of the study approach process before the intervention was 65.05 ± 8.18 in the test group and 60.55 ± 2.91 in the control group. Also, the average score of the study approach process in the test group after the intervention (68.83 ± 6.38) was significantly higher than the control group (60.05 ± 2.99) (p=0.02 , t=2.43). 

The score of the study approach process increased in the people who received training with concept map, so the concept map method promotes the meaningful learning of students and can be used in basic lessons that require high-level learning.

The theory-practice gap is one of the critical problems of nursing. This gap can affect the quality of patient care. This study aimed to investigate the theory-practice gap and its associated factors in the view of nursing students.

A cross-sectional survey with census sampling was done on 179, 3rd to 8th semester, undergraduate nursing students of Kurdistan University of Medical Sciences. A self-designed three-part questionnaire including "demographic characteristics", " theory-practice gap" and "factors associated with the theory-practice gap" was used. The data were analyzed by STATA version 12 using Mann-Whitney, Kruskal-Wallis, Spearman's correlation coefficient, and multiple regression analysis tests considering a statistically significant level of 0.05.

There was a significant relationship between factors related to instructors and semester (P=0.0019). Spearman's rank correlation coefficient showed that there was a positive and significant relationship between the gap and the total score of the factors (P=0.0092, r=0.1943). Multiple Regression analysis showed that there was a significant relationship between the theory-practice gap and factors related to hospital and clinical practice (P=0.005), as well as factors related to educational planning (P=0.000). Factors related to educational planning were the most important factor affecting the theory-practice gap.

Considering the theory-practice gap from the viewpoint of students and the relationship between this gap and total score, it is necessary to apply appropriate strategies to reduce the theory-practice gap and revision of educational planning in order to avoid the gap generation and its complications.

The nature of the nursing profession is such that the ability to be sensitive to ethical issues is very important. Whereas being in a clinical setting as a nurse and in an educational setting as a nursing student can each affect professional ethics in some way; Therefore, this study was conducted to compare the moral sensitivity of nurses and nursing students of Shahid Sadoughi University of Medical Sciences in Yazd in 1399.This study is a descriptive cross-sectional study. 130 final year nursing students and 140 nurses working in hospitals affiliated to Shahid Sadoughi University of Medical Sciences in Yazd were selected by using available sampling method. Data were collected using demographic and ethical sensitivity questionnaires of Lutzen by self-reporting method. Data were analyzed by SPSS software version 18 and descriptive statistics, t-test and ANOVA. Mean score and standard deviation of moral sensitivity score in nurses (50/01±11/64)  and nursing students (57/42±13/60)  were obtained from 100 which was statistically significant difference (P = 0.01). Among students and nurses, the mean score of moral sensitivity in the field of "honesty and benevolence" had the highest score and the field of "use of professional knowledge" had the lowest score.The level of moral sensitivity was moderate in both groups of nursing students and nurses. Due to the importance of moral sensitivity and its effect on increasing the quality of care, it is necessary to provide the necessary training in this field among students and nurses to improve the level of moral sensitivity.

The COVID-19 epidemic is a serious challenge for clinical education that has made nursing students and their tutors face problems in the learning and teaching process. The mean score of quality of clinical education in nursing students was obtained at 36.99±9.14 during the COVID-19 pandemic. The highest mean quality score of clinical education belonged to the “I willingly and voluntarily come to the bedside to perform educational procedures” (4.38±1.4), while the lowest mean score was related to the item “In general, due to the restrictions created by the COVID-19 conditions, I feel that the quality of clinical education has decreased” (2.15±1.18). It is highly recommended to carry out educational interventions to improve the educational goals in the clinical environment, boost the clinical performance of instructors, enhance communication between medical staff and nursing students, revise the evaluation process of nursing students, and increase the quality of welfare facilities in medical centers.

Suicide is of the most important indices of mental health in society and specifically among youth that related to different components. Thus, this study was designed to explore the relationship of suicidality with self-criticism and depression among Bachelors’ nursing students in Hamadan University of medical Sciences.

in this correlational-cross sectional study, 371 students from Nursery school, Hamadan University of Medical Sciences randomly assigned. Gathering data instruments were demographic characteristics questionnaire, Beck’ Suicidal Thoughts Scale, Self-critiquing levels scale, and Beck Depression scale that filled them out by the participants.  We gathered the data by SPSS 22 and analyzed the descriptive statistics (Mean and Standard Deviation) and inferential (Pearson Correlation Coefficient and multi variate regression).

The Findings of the study showed that there was strong and significant relationship between suicidality and depression (p<0.001). Furthermore, in multivariate regression analysis, depression significantly was predictive of suicidality (p<0.001), but between suicidality with self- critiquing, there was no significant relationship (p>0.05) and in multi variate regression, self- critiquing variable significantly was predictive of suicidality (p<0.05).

the results of the study show that suicidality among Bachelor’s Nursery students is high significant that related to depression and self-critiquing. The evaluation of student mental health and administering mental health interventions for those students are most significant.

Clinical education is the basis of nursing education. In addition to the educational environment, a supportive environment may also help achieve the goals of internships and student's satisfaction with the acquisition of clinical skills. The present study was designed to determine the impact of a supportive clinical environment on nursing students' satisfaction.

This quasi-experimental study with post-test and control group was performed in Mashhad teaching hospitals in the academic year 2018-2019 with the participation of 60 nursing students who were randomly assigned to two equal intervention and control groups. For the students of the intervention group, the supportive clinical environment program, which included three components of knowledge, skills and learning context, was held for two weeks (50 hours). After the intervention, their satisfaction was measured with a clinical education satisfaction questionnaire. Data were analyzed using SPSS 16 software and independent t-test and chi-square. The significance level was considered 0.05 in all tests.

The mean and standard deviation of the students age was in the intervention group (20.9 ± 0.8 years) and control (20.3 ± 1.1 years) (p=0.232). The result of independent t-test showed that after the intervention, the mean of the total satisfaction score of the students in the intervention group [85.4 ± 11.4] was 26.9% higher than the control group (67.3 ± 15.8) (p < 0.001). Also, the highest satisfaction score was related to the performance of the instructor in the intervention group and the lowest satisfaction score was related to the scope of dealing with the student in the control group (P <0.05).

Creating a supportive clinical environment enhances students' satisfaction, especially in the area of ​​instructor performance and dealing with students, and it is recommended to pay more attention to it in planning nursing clinical education.

Clinical errors are an important issue in the care and health fields. Nursing students may also make more mistakes than nurses due to their low experience and skills.

The aim of this descriptive study was to determine the frequency and causes associated with medication errors in internship nursing in Sistan and Baluchistan Provinces.

This research was a descriptive cross-sectional study. In total, 102 nursing intern students in the field in the seventh and eighth semesters of Sistan and Baluchistan province participated in the study by census method. The data collection instrument was a three-part researcher-made questionnaire including demographic characteristics, details related to medication error, and causes of medication errors. Data was analyzed by SPSS statistical software version 19 and with descriptive statistics including mean, and standard deviation and inferential statistics like Mann-Whitney U test, Chi-square and Kruskall-Wallis test.

79 (77.2%) ofstudents reported medication error. Error due to unfamiliarity with the brand name of drugs (44.1%), incorrect time of administration of the drug (37.3%) and giving the drug drawn in the syringe without checking the patients’ record or doctor’s prescription (33.3%) were the most common types of medication errors. Doctor’s handwriting (58.8%) was the most common cause of medication errors by students.

Most students reported the medication error, which is an alarm. It is necessary to hold pre-internship courses to review drug categories, brands and calculate the dose of drugs and reading the physician’s orders to prevent medication errors.

Academic engagement, which is also referred to as student engagement, academic learning time, or academic engagement, is known as an important indicator of high-quality education. The purpose of this study is to investigate academic engagement in nursing students and its relationship to some other factors.

This descriptive and cross-sectional study was conducted on 183 nursing students at Golestan University of Medical Sciences in 2018. Nursing students were enrolled in the study using convenience sampling. The data were collected using the Academic Engagement Questionnaire in three cognitive, emotional, and behavioral domains. The data were analyzed using SPSS 18 and descriptive and inferential statistics, including Mann-Whitney, Kruskal-Wallis and correlation tests, with significance level of p<0.05.

The mean age of the participants was 21 years. According to the study results, the mean academic engagement of nursing students was 366.81 ± 70.96, which was at an average level. There was no significant correlation between academic engagement and age (p= 0.183) or academic performance (p= 0.196), but a significant correlation was found between ethnicity (p= 0.031) and being native with academic engagement (p= 0.001).

The academic engagement of nursing students was at an average level, and an increase in academic engagement was associated with an increase in academic performance. It is essential for nursing students to engage in student-centered activities in the cognitive, emotional, and behavioral domains of learning, and for nursing educators to use coherent and learner-centered teaching strategies.

With the advent of the COVID-19 pandemic, challenges were created in educating nursing and midwifery students. However, the clinical education of these students is still ongoing. Predicting students' behavior in providing care during crises, including the COVID-19 pandemic, is an influential factor in continuing clinical education for nursing and midwifery students. The aim of this study was to determine the predictors of the willingness to care for COVID-19 patients in nursing and midwifery students of Tehran University of Medical Sciences.

This cross-sectional study was performed with the participation of 210 nursing and midwifery students of Tehran University of Medical Sciences in autumn 2021. The sampling method in this study was convenient method. In this study, data were collected using demographic information and planed behavioral theory tools. After completing the data collection process, data analysis was performed using SPSS16 software in two sections: descriptive and inferential analysis. A significance level of 0. 05 was considered.

Nursing and midwifery students of Tehran University of Medical Sciences have a high desire to provide care for patients with Covid-19 during their clinical training. The average score of the desire to care for the patients with covid-19 was 57.98±15.08. The constructs of attitude towards behavior, subjective norms and perceived behavioral control respectively had the highest mean score of willingness to care for patients with Covid-19. Among these variables, attitude variable 51%, mental norm 68% and control beliefs explain 55% of the changes in willingness to take care of a patient with covid-19 by students.

Based on the findings of the present study, mental norms play the most important role in the occurrence of students' behavior, so it is necessary to focus more on the mental norms of students in providing services in special and acute conditions such as the Covid-19 pandemic. Beliefs of control and attitude are also among the other factors affecting the desire to care for patients with covid-19 among nursing and midwifery students, which should be considered in order to train these students to provide care to covid-19 patients.

The COVID-19 pandemic has impacted the studies and lifestyles of students around the world. Since nursing students were also affected by this pandemic while working directly in the medical environment during this time, the aim of the present study was to determine the extent of academic procrastination and its relationship to lifestyle in relation to COVID-19 among Ramsar nursing faculty students.

This descriptive-analytical study was conducted on second and senior semester nursing students (N=131) of Ramsar faculty. Data were collected electronically through demographic questionnaires, lifestyle related to COVID-19 and academic procrastination using census method. The data were analyzed using SPSS 21.

The mean academic procrastination was 84.65±12.16. The highest academic procrastination was observed in eighth semester (88.25±9.14) and male students (85.73±8.87). The lowest academic procrastination was observed in second semester students (79.87 ± 14.74). The total score of lifestyle related to covid-19 was 69.54 ± 8.55. Second semester students scored the highest in lifestyle related to covid-19 (73.95 ± 8.74) and eighth semester students (88.25 ± 9.14) scored the lowest in this area. There was a negative and significant relationship between the variables of academic procrastination and lifestyle related to COVID-19(p<0.000).

Students' academic procrastination was significant and students' lifestyle was also affected during the COVID-19 pandemic. It is suggested that Ramsar faculty leaders adopt strategies to reduce academic procrastination and improve students' lifestyle.

The COVID-19 outbreak is a main challenge for clinical education which has faced nursing students and their tutors with problems in clinical settings. The purpose of this study was to determine the quality of clinical education from perspective of nursing students during the outbreak of COVID-19 in Ardabil University of Medical Sciences

The present study was a descriptive and cross-sectional design in which 234 nursing students from Ardabil University of Medical Sciences participated by convenience sampling method. Data collection tools were demographic questionnaire and a questionnaire for assessing effective factors on the quality of clinical education. Data were analyzed by SPSS version 22 using descriptive (mean and standard deviation) and analytical statistical tests (Independent-sample t test, One-Way ANOVA and Pearson correlation coefficient).

The mean score of quality of clinical education in nursing students was 41.91 ± 13.56. The highest mean quality score of clinical education belonged to the domain of dealing with students (1.41±0.67) and the lowest mean score possessed by the domain of monitoring and evaluation (1.09±0.77). There was a significant relationship between students’ academic years and the level of quality of clinical education (p<0.001).

The quality of clinical education from the perspective of nursing students was moderate. From the students’ perspective, the dimension of dealing with students was reported as the most effective domain and the domain of assessment or evaluation was graded as minimum importance. Educational interventions are recommended to be carried out during the COVID-19 outbreaks including improvement of the educational goals in the clinical environment, improving clinical performance of the instructors, improving communication between medical staff and nursing students, revision of evaluation process of nursing students, and the enhancing the qualities of welfare facilities in medical centers

Nurses must be sufficiently skilled in performing cardiopulmonary resuscitation in hospitalized patients. The aim of this study was to compare the effect of case scenario teaching methods and concept map on learning cardiopulmonary resuscitation skills among nursing students.

In this quasi-experimental study consisting two-groups, before-after intervention, 103 nursing students chosen by simple random sampling were put in two groups: case scenario group (October entrance, 53 students) and concept map group (February entrance, 50 students). The data collection tool was a cardiopulmonary resuscitation skills checklist that was completed before and after the intervention. Training sessions were held for each group for 3 days and 4 hours every day. The collected data were analyzed using Independent t-test, Paired t-test, and Chi-square.

The mean learning score before the educational intervention was 19.57 in the case scenario group and 18.80 in the concept map group (P = 0.258). After the intervention, the mean was 33.55 in the case scenario group and 39.46 in the concept map group (P = 0.0001). The learning score after the intervention compared to before the intervention was increased in the concept map group by an average of 20.66 and in the case scenario group by 13.98 points, the difference between groups was statistically significant (P = 0.0001).

Both educational methods are effective in raising the learning efficacy of students. However, training by concept map method compared to case scenario method caused better learning of cardiopulmonary resuscitation skills among nursing students.

Nurses face many ethical challenges in providing care to patients. Scenario-based  learning along  with the use of  reflection can be an interactive, dynamic, and expansive learning strategy in ethics education that enhances students' decision-making skills and self-learning abilities. The aim of this study was to investigate the effect of reflective learning based on clinical scenarios on students' moral sensitivity in the course of professional communication and nursing ethics.

This study was a semi-experimental pre-test-post-test single group study that was performed on nursing students of Fasa University of Medical Sciences during the academic year of 2018-2019 in three stages of design, implementation and evaluation to assess students' moral sensitivity. In this study, all second semester nursing students including 48 people participated in the study. To collect data, the Persian version of the Lutzen Ethical Sensitivity Questionnaire (2006) was used. Data were analyzed in SPSS software version 21 at the level of descriptive and analytical statistics (paired t).

In this study, there was no significant difference between the mean of the total score of moral sensitivity before and after the intervention (p value> 0.05). Also, the results of paired t-test did not show a significant difference before and after the educational intervention in the subscales of moral sensitivity (Sense Of Moral Burden,  Moral Strength, Moral Responsibility) (p value> 0.05).

The present study, considering the non-significant difference between students 'moral sensitivity scores before and after the intervention, suggests that despite the place of reflective activities in the development of students' learning, especially in Western studies, and also applying such new approaches, especially by considering different cultural pedagogies, can take on more complex dimensions in order to be effective. Therefore, further studies on the effectiveness and dimensions of using reflection activities in ethics education are recommended to undergraduate nursing students in Iran.

Holistic care is provided by the ability to communicate effectively with patients from different cultures. In this respect, multicultural sensitivity helps communicate effectively with the patient. Therefore, the present study was conducted to investigate the multicultural sensitivity of nursing students and the factors affecting it during the COVID-19 pandemic.

This cross-sectional correlation study was conducted on 245 nursing students of the Zanjan University of Medical Sciences in 2021. Data were collected using two questionnaires of demographic information and multicultural sensitivity. The multicultural questionnaire scored multicultural sensitivity on a Likert scale in the range of 1 to 5. Scores ≤ 3 were unfavorable multicultural sensitivities > 3 were desirable cultural sensitivities. Data analysis was performed using an independent t-test, analysis of variance, and logistic regression in the SPSS statistical software.

The mean total score of multicultural sensitivity was 3.64 ± 0.48. Also, the mean of multicultural sensitivity based on gender, residence, religion, bilingualism, semester, and field of study did not show a statistically significant difference (P < 0.05). The logistic regression model showed that gender and field of study could predict 3 to 6% of changes in multicultural sensitivity.

The findings of this study showed that the multicultural sensitivity of students is favorable, despite their distance from the university environment. However, it is recommended to conduct training to make them more familiar with the cultural habits and health of Iranian ethnic groups.

Nosocomial infections occur as a result of the patient staying in the hospital and it is one of the most important social, economic and medical problems in different countries. The health care team especially nurses have an important role in the control of HAI. The purpose of this study was to compare the knowledge, attitude and function of nurses and nursing students about HAI control in Sarab`s Imam Khomeini medical education center.

This descriptive cross-sectional study was performed on 135 nurses and 135 nursing students in Sarab`s Imam Khomeini medical education center at 2020 who were selected with available sampling. The data collection tool was a researcher-made questionnaire for assessing awareness, attitude and function of the target community regarding the control of hospital infections. The collected data were analyzed using SPSS 19 software and descriptive statistical methods such as mean and standard deviation and inferential methods including t-test, Spearman correlation coefficient and Analysis of variance.

The mean scores of knowledges of nurses (9.6±3.51) were higher than students (9.1±4.10) and both were at a weak level. Also, the average scores of attitudes (41.32±6.52) and function (46.53±2.99) of nurses were higher than the mean scores of students' attitude (39.70±5.79) and function (43.83±2.57), indicating the average attitude and function of students and nurses.

Due to the importance of controlling nosocomial infections, in addition to educating nurses in the form of in-service training programs during the study period, more focus should be placed on teaching topics related to compliance with nosocomial infection standards.

With the emergence of the Covid-19 disease and its effects, education shifted to distance and virtual education. Discovering students' satisfaction toward virtual education helps educational planners achieve more effective virtual education. On the other hand, students' academic performance is one of the criteria for the efficiency of the educational system, and poor academic performance results in wasting time, cost, and resources of educational centers. Therefore, this study aimed to determine Satisfaction rate with Virtual Education Programs during COVID-19 Pandemic and Its Relationship with Their Academic Performance among nursing students

This descriptive Correlational study was conducted in Urmia nursing and midwifery school in 2020-2021. Two hundred twenty-three nursing students in the 2nd -7th semesters were enrolled in the study through a census sampling. The data were collected by using of demographic characteristics form; the students' satisfaction and the students' Academic Performance Questionnaire. The collected data were analyzed using SPSS software (version22). Descriptive (absolute frequency, mean, standard deviation, and frequency distribution percentage) and analytical (Kolmogorov-Smirnov, Spearman correlation coefficient, Pearson correlation coefficient, Phi and Cramer's V correlation coefficient, linear regression, and Mann-Whitney) statistics were used to analyze the data.

The mean scores of students' satisfaction and academic performance were 149.65±16.21 and 74.35±22.94, respectively. Therefore, the students' satisfaction and academic performance were moderate (73.1%) and good (64.6%), respectively. The result showed that, there was a significant positive relationship between the students' satisfaction level and their academic performance (p<0.05, r=0.19), so that students' satisfaction level was a predictor of their academic performance (p=0.001).

Undergraduate nursing students had moderate satisfaction levels and high academic performance in online educational courses. The students' satisfaction level was positive, and it is a significant predictor of their academic performance. Thus, university officials were recommended to increase students' academic performance by gaining their satisfaction through improving conditions and eliminating the students existing problems in order to benefit from virtual education and face-to-face training in combination.

Higher education has a valuable role to play in the development of societies, and students are the most important audience in higher education. The aim of this study was to determine the level of satisfaction of nursing students with the inverted class teaching method in internships.

This cross-sectional study was conducted in 2017 with the participation of 40 nursing students with available sampling and census in Hamedan Midwifery Nursing School. The instrument of study was the demographic information form and the researcher-made questionnaire of satisfaction with the internship teaching method. The implementation of the Flipped class in the internship included the preparation of educational materials by the teacher and the creation of an opportunity to study at home and questions and answers in class. Data were analyzed using SPSS software version 16 and descriptive statistical tests.

The means student satisfaction with the Flipped class teaching method (35.1 ± 5.61 Min. SD) was with a minimum score of 30 and a maximum score of 38. 100% of students reported experiencing less anxiety in the Flipped class than the usual internship teaching method.100% of students preferred the Flipped class teaching method to the usual teaching method.

Student participation in learning increases satisfaction with the teaching method. It is suggested that the inverted class method be used more in internship.