نشریه راهبردهای توسعه در آموزش پزشکی
سال دوم شماره 1 (پیاپی 3، بهار و تابستان 1394)

The aim of education to nursing student is to help them to acquire knowledge, skill and attitudes which they need to overcome on clinical decision making. The purpose of this study was to examine effects of decision making skill training on perception of clinical decision making.
The study was done with two groups pretest-posttest design. A randomly sample of 51 nursing students (5th semester) was obtained that divided into 2 groups as experimental and control group. The data were collected using a demographic questionnaire and and the Clinical Decision Making in Nursing Scale (CDMNS). Experimental group (n=24) was given the decision making skills training in an 8 session. CDM determined and compared in 3 times, pre interventional stage, immediately and 2 month after the intervention.
The finding of this study by statistical test based on repeated measurement test, there is significant statistical difference in the mean grade of experimental group’s student's decision making skills, where in control group there isn’t any significant difference. Therefore, the group who obtained the decision making skills training demonstrated better perception of clinical decision-making.
The decision making training would be a structured training program for the nursing students in order to improve their clinical decision making.

The universal Changes in medical education have paid more attention to the importance of student's perception of their educational environment. The aim of this research was to measure the midwifery students’ awareness of their learning environment at Islamic Azad University Kazerun branch.
This was a cross-sectional study in which 104 midwifery students from Islamic Azad University Kazerun branch participated. Data collection instrument was DREEM (Dundee Ready Educational Environment Measure). This standard questionnaire includes 50 items in five domains: student's perception of learning, teachers, learning environment along with academic and social self-perception. The obtained data was analyzed using SPSS 20.
The findings showed that the total mean of DREEM score was 127.7 out of 200 which represents an average awareness of educational environment. The highest DREEM mean score was 22.8 out of 32 (69.6%) for student's academic self-perception and the lowest mean score was 17.11 out of 28 (61.1%) for student's social self-perception.Intern students were more satisfied with their learning environments than the students of theory courses (P=0.001).
The school’s educational environment was generally perceived positively by the students, yet specific areas were also identified which needed to be improved. It is essential for managers to make a greater effort to create an appropriate educational environment in order to provide and maintain high quality learning environments for students.

Iron deficiency is the most common nutritional deficiency worldwide and is one of the most important causes of anemia especially among girls. The aim of this study was to determine the effect of education on knowledge of high school female’s students of Sirik about iron deficiency anemia.
An interventional study was performed on 190 high school females’ students (grade1 to 3) in Sirik, which were selected by simple random sampling method. Subjects divided into intervention and control groups. Then the required data including demographic and knowledge were gathered by a questionnaire. Validity and reliability of questionnaire was approved. Two months after educational programs, the post test was done. Analysis was performed by SPSS software and T test and Chi- square tests. A p-value less than 0.05 were considered as significant.
Mean age of subjects was 16.25±1.2. The difference between knowledge about anemia before intervention was not statistically significant but after intervention, knowledge of intervention group and control group was significantly deferent (P This study finding showed that education can effect on student's knowledge toward anemia. Therefore we suggest implementing an educational plan for girl's students in large scale.

The current study aimed to determine the relationship between perceived social support and Academic self-efficacy with social adjustment. The research plan was correlational and predictive.
The participants of the research were all of students of Jondishapour Medical University of Ahvaz among whom 200 students were selected randomly. The data was collected using Perceived Social Support Scale (MSPSS), Patrick, Hicks and Ryan Academic Self-Efficacy Scale, Bell Social Adjustment Questionnaire and was analyzed using correlation coefficient, regression and statistical software program SPSS 19.
The results indicated that there was a positive significant relationship between perceived social support and self-efficacy with social adjustment. Furthermore, the results of simultaneous entry regression analysis showed that the predictive variables could explain 34% of social adjustment.
According to the findings, perceived social support leads to increased mental health and social adjustment among students.

Clinical training is an important aspect of nursing education which transfers students from theoretical training to clinical settings. This study aimed to identify the characteristics of effective clinical Instructors from the viewpoint of nursing students and clinical faculties.
This descriptive-analytic study was conducted on 305 nursing students and 26 clinical Instructors. The data was collected using a 49-item questionnaire with five subscales of professional, personal, communicative, teaching methods and evaluation characteristics. Pearson correlation and t-test were employed to analyze the data using SPSS 22.
The overall mean of the characteristics of effective clinical instructors from the viewpoint of students was 6.54±0.13 and 6.36±0.26 from the viewpoint of instructors. The highest score of students’ perspective was related to the domain of teaching with a mean of 6.68±0.52, and the subscale of evaluation with a mean of 6.67±0.43 for the instructors.
Considering the importance of evaluation from the viewpoint of clinical faculty, the context of proper evaluation is necessary to be considered in clinical training. For the subscale of teaching and the ability to connect theoretical and practical information, emphasized by the students, experienced teachers are needed in clinical practice.

One of the important requirements of nursing profession is to have critical thinking skills for the success in clinical settings. Emotional intelligence is an important factor for improving critical thinking. This study examined the relationship between emotional intelligence and critical thinking among nursing students of Tabriz University of Medical Sciences.
This was a descriptive–correlational research. The data was collected by standard Emotional Intelligence and Critical Thinking questionnaires. A sample of 200 participants was selected randomly from nursing students of Tabriz University of Medical Sciences. To analyze the data, Pearson Coefficient inferential statistics, regression analysis, multivariate analysis of variance and t-test were used.
The results detected that there is a significant relationship between emotional intelligence and critical thinking skills among male and female students. Female students had higher levels of emotional intelligence and critical thinking than male students.
Fostering critical thinking and emotional intelligence among nursing students would help them improve social relationships and their ability to resolve conflicts this could also enhance nursing student's problem-solving skills and judgment abilities which in turn leads to providing more qualified clinical services.

This was a correlational prospective study which aimed to determine the relationship between perceived Affective support, Academic pleasure and Academic Achievement.
The participants of this study (180) were selected randomly from students of Jondishapour University of Medical of Sciences. The data was collected using Perceived Affective Support Scale, subscale of Academic pleasure of Pekrun's Achievement Emotions Questionnaire, and was analyzed through correlation coefficient and regression using SPSS 18.
The results indicated that there is a significant positive relationship between both perceived Affective support and Academic Achievement, and also Academic pleasure and Academic Achievement (P The results presented that the students’ Academic Achievement can be enhanced by improving perceived Affective support and Academic pleasure.