جستجوی مقالات مرتبط با کلیدواژه "educational need assessment" در نشریات گروه "پزشکی"

Curriculum revision based on stakeholderschr('39') needs assessment is one of the essential and continuous functions of educational systems. The aim of this study was to assess the educational needs of bachelor degree of healthcare management from the perspective of students.

This cross-sectional study was conducted in 2019 at Shiraz University of Medical Sciences. 40 undergraduate students of healthcare management were selected by stratified-random sampling. The data were collected using a researcher-made questionnaire. The validity and reliability of the questionnaire were confirmed in a pilot study. Data analysis was done using descriptive statistics and SPSS 21 software.

64.1 % of the participants had chosen their field of study without or with little prior familiarity. More than 60 % of them had chosen the field solely to take advantages of their degree. Only 22.5 % of the participants had high and very high satisfaction with this field of study. However, 65 % of them assessed the entrepreneurial ability of the graduates of this field as moderate and above. The majority of respondents considered field training useful in meeting job needs but believed that the current field training courses need to be improved. The educational content required for bachelorchr('39')s degree of healthcare management was identified and classified into 18 categories.

The findings showed that the current curriculum of the bachelorchr('39')s degree of healthcare management needs to be revised and improved.

The aim of this study was to assess the educational needs for psychiatric ward nurses in Educational Hospitals of Ahwaz University of Medical Sciences. Study Research method was a need assessment and the research instrument was Nurses’ Educational Need Assessment Questionnaire. The statistical population consisted all psychiatric ward nurses were employed in Ahwaz Medical Sciences Hospitals. Based on census sampling, 53 nurses (42 female and 11 male) were selected. Data were analyzed by SPSS software, then the results showed that nurses’ educational needs in domains of nursing care, pharmaceutical and non-pharmaceutical care, and   identifying disorders were low. In domain of nursing care, high and low priority of educational needs were aggressive patients management and precise control of vital signs, respectively. Also, in domain of pharmaceutical and non- pharmaceutical care, high priority of educational needs was belonged to recognition the side effects of medications and the lowest priority was  the answers to patient questions regarding ECT. Finally, in domains arrengment , the highest and lowest priority of educational needs were genetic and predisposing factors for mental disorders, and mood disorders, respectively. Based on domains prioritizing in terms of nurses’ perspective, identifying disorders was first, pharmaceutical and non- pharmaceutical care were second, and nursing care was third priority, too.

Diabetes is one of the most common non-communicable diseases with significant complications throughout the world. One of the strategies for controlling the complications of diabetes is to improve the patient's self-care and involvement in the treatment process. Regarding this, the present study aimed to determine the educational need assessment for the prioritization of the interventions targeted toward the improvement of patient's involvement and self-care using the PRECEDE Model in Ardabil, Iran, in 2016.
This cross-sectional study was conducted on 129 patients with type II diabetes mellitus referring to the Ardabil Diabetes Clinic. The study population was selected using simple random sampling technique. Data collection tools included the demographic form, the Summary of Diabetes Self-Care Activities (SDSCA), and a researcher-made checklist based on the PRECEDE model components. The data were analyzed in SPSS, version 16.
According to the results, the patients had an undesirable level of awareness regarding the disease side-effects, symptoms, adherence to diet, and physical activity. The patient's demands included the increased access to educational classes, sports venues, and free nutrition consultant. Furthermore, there was a significant relationship between the self-care behaviors and education level. Self-efficacy was identified to be the most important predictor of self-car behavior.
As the findings indicated, the implementation of need assessment before the execution of any self-care educational interventions could help the planners to identify the effective priorities in the process of designing and administering the educational interventions and act purposefully in this regard.

Continuing education of human resources is an integral part of medical universities’ tasks to offer desirable services and meet the society’s needs which is achieved through various ways including workshops. Therefore, the purpose of this study was to examine the extent of compliance with principles of designing and implementing educational workshops by the vice chancellor for health of Arak University of Medical Sciences.
This descriptive, cross-sectional study was performed in 2014. The population and sample consisted of in-service all of educational workshops for the staff of the vice chancellor for health of Arak University of Medical Sciences which were calculated at 28 workshops Data collection tool was a researcher-made checklist whose validity and reliability had been confirmed. Also, a survey questionnaire was randomly distributed among 20 learners in each workshop leading to a total number of 560 learners. Data were analyzed by central tendency and dispersion indices.
The mean score of design was at a desirable level (78.18±9.07 out of 100), while that of implementation was average (60.47±7.72). The highest score of design was related to content-goal compatibility (4.71±0.76 out of 5), while the lowest scores were related to the appropriate number of participants (2.67±0.72), learners’ knowledge of prerequisites (2.95±1.57) and proportion of the time of theoretical subjects and group work (3±0.94). As to implementation, the highest scores were related to the behavior and impact of teachers in learning (4.23±0.72) and clarity of goals (4.18±0.74), while the lowest scores were related to the content’s scientific accuracy (1.95±0.99), the lack of complete relevance of contents to learners’ needs (2.02±1.24) and improper implementation of group work (3.23±1.48).
The results indicate the desirability of workshops’ design but most of the learners had an average evaluation of the implementation. Therefore, it is suggested that besides holding training courses for directors about the implementation of workshops, special attention should be given to overcoming the weaknesses of workshops’ design.

This research was planned to obtain the most effective educational options required by the staff who deliver services in the outpatient Dept. of Shiraz University of Medical Sciences. The survey was a cross-sectional and applied study that was performed descriptively and analytically in 2014. For data collection، all clients’ complaints in 2014 were collected from the university center for attending to complaints ……. Unit and were analyzed using EXCEL software. The staff and managers’ views were collected through a researcher-made questionnaire whose validity was verified by experts and whose reliability was found to be 0. 79. The data were analyzed through classic & statistical ANOVA، and T-test using SPSS software. the results showed that the most clients’ complaints of Motahri and Imam Reza clinics were related to the inappropriate manner of the staff (55 cases، %35. 5). Interestingly، most employees felt the need for a workshop on “communication skills at work”. Moreover، there was a statistically significant difference between the mean score of the two educational courses of stress management (p<0. 0001) and time management (p=0. 004) for the females & the males. Besides، regarding the organizational position of the participants، a statistically significant difference was found among the mean scores of stress management (p=0. 002)، time management (p=0. 0111)، problem solving skills and decision making (p=0. 0004) courses. Regarding the low experience of the present staff and the many more years they have to work at the university، there is a need for proper in-service training package to empower the personnel to reduce the clients’ complaints and achieve their satisfaction.

clinical governance is a framework that all health organization moves to quality of care development to getting highest care standards with that. Main key to achieve clinical governance and objective of that is making educational and research equipment. This equipment should change organization to information system and decision making framework for personnel development and implement of clinicalgovernance. This research was a quality and implementation research that implemented in first six month of 1391 years in Shahid Saddoughi Yazd medical science university. Search society was university manager and experts. Sampling methods was none randomize and objective. Data gathered with library study, internet study and interview with search sample. Educational needs of educational hospital personnel classified in 8 categories and in any category indicated number of 2,5,2,4,7,1,2,8 needs. these categories are including: preference is patient and society partnership (4.69), basic education of clinical governance and basic education of human resource management (4.39), Risk management (4.38), elementary education (4.3), Clinical effectiveness and using information (4.28) and Clinical audit (4.16). Hospitals can achieve higher quality of care with implement of clinical governance if they diagnostic high preference educational needs and implementation of them.

Today، the extent of nursing roles increases the need to continuing education and review of nursing functions and competencies. DACUM approach is a method that all of duties and tasks of a specific job assessed and then all of activities in those duties for educational needs focused. The aim of this study was to identify the main and sub-main tasks of nursing job to determine necessary nurses'' competencies to perform these tasks and their educational needs in those competencies'' in Tehran central hospital affiliated Oil Company. This study was carried out in two stages using by DACUM method. In the first stage، 12 qualified and experienced nurses in the hospital were selected purposefully and participated in the DACUM initial workshop. After describing and explaining the aims of workshop and the DACUM process، the participants with agreement of all members identified the main and sub-main tasks and assignments of nursing job. Then، based on extracted task and activities; a questionnaire containing with (59) questions based on the three components of knowledge، attitude and skill was designed in two dimensions of current situation and the desirable situation that (127) nurses completed it. This sample size had been determined using Cochran''s sampling formula and they were randomly selected answered the questionnaire، in the second stage. The content validity and Cronbach''s alpha was computed for its reliability. Data analysis was done using dependent two-sample T2 test.. The results showed that all of the nurses at hospital require training in all their job task and duties. Based on these results and considering the mean difference between the status quo and the desirable situation، in knowledge competencies; «the knowledge about planning and organizing principles for achieving greater productivity» with a mean of (2. 02)، at skill competencies; «management of cost - benefit، assessment and choosing the best solution with different timing horizon» as well as «monitoring and measuring the performance of oneself، others or the organization for improvement or corrective action» with a mean difference of (1. 25)، and in attitude competencies، «high motivation in order to provide better services» with a mean difference of (0. 67) are considered as the most important educational needs of the nurses. From these findings can be used to develop training courses for nurses in this hospital and other hospital that similar with it. Also، the educational need assessment method (DACUM) that presented in this study can be used for educational need assessment of other organizational levels in the hospital and other health care organization

Educational needs assessment is the first step in planning faculty development programs which، in turn، promotes the quality of education. The current study aimed at determining and prioritizing educational needs of faculty members in Ilam University of Medical Sciences. In a descriptive study، deputy for education، Education affairs، Research، CME، and EDC managers along with 20 concerned faculty members and 28 students were interviewed first. Second، all the faculty members were given a researcher-made questionnaire (r=0. 85) containing 47 questions in six main domains. Based on Kaufman''s 3D need assessment model، all domains were developed and by Strauss and Corbin 3-stage method details were extracted. Data analysis was conducted by descriptive methods; namely the frequencies، the mean، the standard deviation، and the T test. In teaching-learning domain، the most important educational need was recent teaching methods، while the least important went for journal club. In assessment domain، the most important one was student assessment method، while OSCE was the least. In research domain، the most important priority belonged to paper writing in English، while the least was ethics in research. From ITC domain view points، ITC Skills and applying computer in education were the most and the least priorities respectively. Similarly، in general skills domain teacher-student communication skills were the most important topic; however، professionalism was the least one. Finally، from the English language point of view، English writing/communication was the most important topic، while special scientific texts translation was the least important. All studied topics were considered as educational needs by participants; however، out of all six domains، English language and educational assessment were the first and the last priorities respectively.

Need Assessment is an inseparable element of educational planning and optimization of human resources. Identifying educational needs can increase the efficacy of educational plans. The goal of this research was to investigate the characteristics of an appropriate need assessment model and also determine the most applicable need assessment models according to the viewpoints of health directors and experts in Isfahan University of Medical Sciences and Health services. In this descriptive-qualitative research 32 health directors and their assistants and 31 staff experts of Health Networks in Isfahan were studied. The data were collected through a questionnaire whose validity was confirmed by content validity and its reliability by test-re-test. Then the data were analyzed by SPSS software using frequency distribution and Ch2 test. The proper patterns for need assessment of the understudy population have the following characteristics: They define need as the distance between existing and desired situation, consider society, goals and its values as need assessment sources, use direct observation and questionnaire as need assessment tools, recognize need in municipality, consider the participation rate of the population as the criterion for determination of the model, apply need assessment timing in several steps, gather people representatives at special places as the most suitable location, use Delphi method as the most suitable executive method, apply purpose axis patterns and compositional patterns as the most applicable models. Educational need assessment is the first and most essential step in educational planning for medical education, and health and therapeutic system. Determining the needs based on precise patterns and techniques can increase the effectiveness and quality of planning in this system. It is recommended to train health directors and experts regarding suitable need assessment models.