Clinical Education Adoption of Socio-Cultural Based Teaching Strateies in Medical Sciences Universities of Tabriz & Urmia, 2010

The slightest neglect of nursing profession may cause loss of life in an individual due to dealing with human life. Education programs focus on clinical training and should be coordinated with development and transformation of the health care system. It is acknowledged that traditional clinical education methods are not sufficient to meet the needs of the developments and using strategies based on socio-cultural teaching methods can be more useful. This study aims to assess the present statues of nursing care in Iran because of discontentment with the current state of clinical education and poor quality and quantity of it. This descriptive study has been conducted on 38 clinical nurse instructors, working in nursing and midwifery schools of Tabriz and Urmia (the sample size is equal to the population size). Data gathering Tool was a standard questionnaire that was prepared by Bonk and Kim (1998) and then used by Phillip in 2009. After determining content and translation validity by ten masters of Tabriz University of Medical Sciences the reliability was determined by Pearson Correlation coefficient (0.90). Results showed that the majority of sociocultral based teaching strategies were moderately accepted (2.72 ± 0.44 of 4). Clinical educators gave higest priority to Scaffolding, Questioning, Educational managment, Mentoring, Direct instruction, Flexibility and the lowest priority to Explanation strategy. Socioculturally based teaching strategies are used together; instructors may use more than one clinical education strategies simultaneously. Scaffolding strategy is the as main strategy and clinical educators have accepted it more than other methods. And this is our clinical education’s strong point.