جستجوی مقالات مرتبط با کلیدواژه "learn" در نشریات گروه "پزشکی"

The purpose of this study was to determine the effects of teaching cognitive, behavioral and affective skills on self-determination components in primary male students with learning disabilities in Ahwaz. The present study was a field experimental study with pre- post-test and follow-up. The variables were measured by Self-Determination Student Scale (SDSS). The sample consisted of 27 primary male students with learning disabilities who were enrolled in the school year of 2013-14, and were selected through simple random sampling method, and were randomly assigned to two groups (experimental and control). Before teaching cognitive, behavioral and affective skills to experimental group, the pre-tests of self-determination components )know yourself, value yourself, plan, act and experience outcomes and learn( were administrated to both groups. Then, the teaching package of cognitive, behavioral and affective skills was adminstred to the experimental group and no training was provided to the control group. After the completion of the course, self-determination components post-tests were administrated to both groups and seven weeks later were administrated again. Results of analysis of covariance indicated that teaching s cognitive, behavioral and affective skills causes a significant increase in know yourself (p<0.004), value yourself (p<0.001), plan (p<0.003), act (p<0.001) and experience outcomes and learn (p<0.002), in these students. Also, the results indicated that teaching cognitive, behavioral and affective skills has a persistent effect on know yourself (p<0.004), value yourself (p<0.006), plan (p<0.002), act (p<0.007) and experience outcomes and learn (p<0.005), over time. according to the results of this study teaching cognitive, behavioral and affective skills increased self-determination components in primary male students with learning disabilities.

Natural and man-made disasters was considered as permanent threat for all communities, especially Iran. In disasters, health centers need trained and specialized staff which provide health services and treatment with knowledge and skills. Nurses have been in the forefront of medical care throughout the wellness and illness continuum, which should be involved in all aspects of disaster care. This research aimed to develop the curriculum of the care in disasters for baccalaureate degree of nursing.
This is a descriptive and survey study which was done with overview of the documents, articles and surveys of experts by using delphi technique in 2015. 17 professors were selected purposeful. Topics related to curriculum of Care in disaster were extracted and adjusted, then nurses learning priorities in the field of disaster by using a questionnaire survey in three stages were available to experts and the experts group of educational topics were final selected.
According to a survey conducted, Curriculum of disaster Care in Bachelor of Nursing in 17 subjects, which have 75% of consensus was selected as required learning content in the form of 3 course included 5/1 theoretical unit, 5/0 practical course and 1 training unit.
Education and empowerment of nurses for optimally responsiveness to the needs of disaster victims is emphasized with the current revision of the curriculum and the needed content of 3 courses.