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

Considering the importance of a community health nursing master's program in providing effective health services and promoting community health, it is necessary to compare educational programs to examine and identify the strengths and weaknesses of educational programs in nursing. Therefore, the present study was conducted to compare the educational program of the master's degree program in community health nursing at the nursing school of Iran and the University of California, San Francisco (UCSF).

This comparative descriptive study was conducted at Shahid Beheshti University of Medical Sciences in 2023. The educational program for the master's degree in community health nursing approved by the Iranian Ministry of Health, Treatment, and Medical Education and UCSF University were extracted from the relevant sites and described, interpreted, compared, and analyzed using the Bereday four-stage model.

The community health nursing degree at UCSF was offered in two sub-fields (health policy and advanced community health nursing). The strategies, educational techniques, and students' roles were similar in Iran and UCSF. The definition of the major, the way of admission, philosophy, vision, mission, objectives, and titles of the courses were different.

The master's degree in community health nursing has been presented more fully and follows society's needs according to the university's mission and goal in the U.S.A. One of the most important strengths of the program at USCF was the training of leaders through the roles of the graduates to make policies and lead programs to promote and maintain health, equality, justice, and part-time educational conditions. Therefore, we should strengthen the strengths and correct the weaknesses based on the experiences of developed countries and the context of our country's society.

The main mission of Nursing Colleges and Centers is to improve the learning and learning of learners during training. Regarding the performance of other countries, this study also aimed to compare the postgraduate program of Master of community Health Nursing in Iran with Chiang Mai University in Thailand.This study aimed to compare the Master's degree program of community health nursing in Iran with Chiang Mai University in Thailand.

A descriptive-comparative study conducted in Semnan University of Medical Sciences in 2019. Required data for the latest Master of Community Health Nursing Postgraduate Education program were obtained by searching the Internet and reviewing Iran and Chiang Mai curriculum details. The data were analyzed using Bereday pattern in four stages of description, interpretation, neighborliness and comparison.

Attention to new teaching methods and learning based on problem solving, mission and job position, professional attention to the field was common in Iran and Chiang Mai. Conditions of admission, goals, philosophy, vision and mission, content of courses, role of graduates, having a specialized nurse, varied in Iran and Chiang Mai University. International credentials, a seminar on nursing, pharmacology and pathophysiology, and a free study based on a community-based interest in health are strengths at Chiang Mai University. Epidemiology, home visits, and observation of clients in the real environment are some of the strengths of the curriculum in Iran.

 Planning and Facilitating the Process of Teaching, Modifying and Revising Early Learning Programs and Designing New Programs in the Community Health Nursing Education Process, Coherence, and Targeted Curriculum Curriculum with Emphasis on Concepts such as Client-Based Health Care (Individuals, Family, Community) That requires gathering evidence, comparing and reviewing nursing education programs in Iran and around the world. Designing and presenting a model appropriate to the socio-economic, cultural, and Islamic conditions of the Islamic-Iranian community is suggested for reform and revision of future community health nursing curricula

Educational programs are the main part of any educational system and the Community Health Nursing Period is a period of training for the most important and influential health professionals. To identify the strengths and weaknesses of the existing curriculum, this study was conducted to compare Community health Nursing Master's Education Program in Iran and John Hopkins School of Nursing. This descriptive-comparative study was carried out in 2018, data were collected by searching the internet with the keywords of nursing, community health nursing, curriculum, Iran, America, and with a review of the history and details of the community health nursing master's education program in Iran and the Johns Hopkins nursing school. Comparison was made using Bereday’s four-stage model: description, interpretation, Juxtaposition and comparison. The Public health nursing master's education program in the United States was presented in three separate branches and only Learning Strategies were common between Iranian universities and Johns Hopkins School of Nursing. However the definition of the field, the conditions and the manner of admission in the course, the job status of the graduates, philosophy, vision, mission, general purpose, roles of graduates and the subjects of the master's degree in nursing education were different. The Public health nursing education program in the United States is comprehensive and it is tailored to the needs of the community. It is recommended to revise the main components of this course in Iran according to the existing needs of the community.

Portfolio is one of the most important tools to inclusive education as well as its evaluation. It is a useful tool in the promotion and development of skills such as critical thinking, and can reduce the gap between theory and practice.
Object: The aim of this study was to revision on portfolio of community health nursing.
This is a qualitative study conducted in educational management paradigm in order to revision in portfolio which was used in Qazvin University of Medical Sciences in 2015. After the literature review various methods of data collection were used. All themes and items of the portfolio were structured in five point Likert scale checklist (completely necessary, necessary, neutral, unnecessary, completely unnecessary). Content validity of the checklist was evaluated qualitatively. Then, the lesson curriculum was evaluated by the researchers based on the late curriculum.
Regarded to the main curriculum and the point views of experts 77 items were added in to the portfolio. Health education, home care, and communications did not exist in the original portfolio. The final portfolio set in 10 sections and 142 items.
Discussion and Items such as health education and communication have been emphasized in new portfolio. Developing and improving these skills may lead to community health improvement.