Browsing by Author "Nasrin Khajeali"

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    Evaluating the Effectiveness of Existing In-service Training Courses on Infection Prevention and Control in Nurses: An Evaluation Using the Kirkpatrick Model
    (Brieflands, 2024-12-31) Razieh Faraz; Nasrin Khajeali; Masomeh Kalantarion; Bahar Kheiri
    Background: Evaluating the effectiveness of educational courses is essential for ensuring high-quality healthcare. Objectives: This study assessed the effectiveness of current in-service training courses on infection prevention and control for nurses, using the Kirkpatrick evaluation model. Methods: This evaluative study was conducted at Shiraz Army Hospital in 2024, involving 40 nurses and 10 supervisors. The educational program consisted of interactive workshops held over two days, covering topics such as standard precautions, isolation procedures, and hand hygiene. The evaluation followed Kirkpatrick’s four levels: Reaction, learning, behavior, and impact. Nurses' reactions and knowledge were measured using validated questionnaires, while supervisors assessed behavioral changes. Data were analyzed with SPSS 26, using descriptive statistics and a one-sample t-test. Results: All four levels of the Kirkpatrick model were evaluated. Nurses reported a mean reaction score of 3.73 (SD = 0.80), reflecting positive feedback on the training. Knowledge scores significantly increased from a pre-test mean of 2.39 (SD = 0.74) to a post-test mean of 3.72 (SD = 0.74) (P < 0.001). Supervisors observed a behavioral improvement, with scores increasing from 2.34 (SD = 0.94) to 3.72 (SD = 0.74) (P = 0.004). Furthermore, the nosocomial infection index decreased from 0.7 to 0.5 (P = 0.002) following the training. Conclusions: The findings demonstrate the effectiveness of current in-service training courses on infection prevention and control for nurses. The Kirkpatrick model proved to be a valuable evaluation tool, underscoring the importance of ongoing assessment of nurses’ competencies to enhance infection prevention practices.
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    Explaining Midwifery Students’ Experience of Their First Attendance in Clinical Skill Centers: A Content Analysis Study
    (Brieflands, 2023-12-31) Soleiman Ahmady; Nasrin Khajeali; Poorandokht Afshari
    Background: Learning clinical skills on “real patients” not only endangers patient safety but also raises many ethical concerns. Methods: This is a qualitative study designed and implemented using the content analysis method. The studied population included all midwifery students of Ahvaz Jundishapur University of Medical Sciences who had recently passed the course: “Introduction to the Principles and Techniques of Patient Care at Clinical Skill Centers (CSC)”. Data were analyzed by conventional content analysis method. Results: Overall, 156 codes were extracted from the research data, which were organized into 9 categories and 28 subcategories after removing or merging similar codes. The midwifery students’ experience of attending CSC was reflected in the form of three main themes (i.e., self-regulation, mentoring, and support management) and nine sub-themes (reinforcing intrinsic motivation in students, building self-confidence in students, mentor as a model, proper formulation and implementation of rules in CSC, training communication skills, the need to apply modern training methods, revising the structure, practice, and schedule of student groups). Conclusions: According to the findings of the present study, it could be concluded that primary education in CSC plays a very important role in reducing the stress of working with patients, professionalism, increasing self-confidence, and teaching clinical skills to students. Of course, achievement of this goal heavily relies on the crucial role of teachers of this course, who act as mentors responsible for planning, organizing, and modeling in addition to teaching.
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    Investigating the Role of e-Learning Skills in the Satisfaction and Academic Success of Medical Students During the COVID-19 Pandemic
    (Brieflands, 2023-12-31) Abdolreza Gilavand; Fatemeh Shirali; Nasrin Khajeali
    Background: E-learning was considered an appropriate alternative to face-to-face education during the COVID-19 pandemic. It ensured the continuity of learning and protected students against the risk of virus transmission in the university environment. Objectives: The present study investigates the role of e-learning skills in the academic success and satisfaction of medical students during the COVID-19 pandemic. Methods: The statistical population of the present study included all medical students at Ahvaz Jundishapur University of Medical Sciences in southwest Iran in 2021. Ultimately, 260 people participated in the study. To collect data, two researcher-made questionnaires were used: One for assessing e-learning skills and another for measuring students' academic satisfaction. Additionally, the GPA from their previous three semesters was used to measure the level of academic success. Results: The results revealed that e-learning skills (mean ± SD = 3.79 ± 0.68), academic satisfaction (mean ± SD = 3.88 ± 0.65), and student's academic success (mean ± SD = 15.8 ± 1.62) were above the average. Also, a positive and significant correlation was found between the e-learning skills of students and their level of academic success and satisfaction. Conclusions: According to the results, there was relative satisfaction with e-learning compared to traditional teaching techniques. Having e-learning skills also increased satisfaction and, thus, improved the academic success of students. In other words, this learning method helped students improve their academic performance as well as their clinical and communication skills.
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    Mobile Learning in Medical Education: It’s Time to Consider Solutions for Ethical Challenges During Post-COVID
    (Brieflands, 2023-12-16) Nasrin Khajeali; Masomeh Kalantarion; Mitra Amini
    This article does not have an abstract.
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    Using Gallery Walk Method to Enhance Learning Outcomes and Retention of Nurse Anesthesia Students in Iran: A Quasi-Experimental Study
    (Brieflands, 2023-05-31) Ali Khalafi; Fateme Javaheri; Nasrin Khajeali; Mohammad Hosein Haghighizadeh
    Background: Gallery Walk (GW) is a student-centered educational method emphasizing team-based learning. In this approach, students actively participate in the learning process while the instructor is a facilitator. Objectives: This study was conducted to compare the effectiveness of the GW method to the lecture method in teaching the topic of general anesthesia care during the induction phase. Methods: This study employed a quasi-experimental design with a pre-test-post-test approach involving 60 nurse anesthesia students at Jundishapur University of Medical Sciences in Ahvaz, Iran, in 2022. The data were collected through 30 four-choice questions assessing the knowledge of nurse anesthetists in the main stages of general anesthesia induction. After randomly assigning students into two homogeneous groups, an intervention group (GW) and a control group (lecture), the study investigated the effects of the two educational methods on learning outcomes and retention of general anesthesia care during the induction phase. This was done by comparing the mean scores of the students on three tests. Results: There was a significant difference between the two groups in terms of the mean scores of the immediate posttest (GW: 22.3 ± 0.47, lecture: 20.8 ± 1.01) compared to the pretest (GW: 15.13 ± 0.87, lecture: 14.73 ± 1) (P < 0.001). Additionally, there was a significant difference in the mean scores of the one-month posttest (GW: 23.37 ± 0.61, lecture: 17.33 ± 1.12) (P < 0.001) between the two groups. No significant difference was observed between the two groups regarding the mean scores on the immediate posttest (P = 0.186). Unlike the lecture group, there was no significant difference between the mean scores of immediate and delayed (one-month) posttests in the GW group (P = 0.16). Conclusions: The GW method not only enhances knowledge but also proves to be significantly more effective than the lecture method in retaining knowledge of general anesthesia care during the induction phase. Therefore, GW is recommended as an effective educational method for topics that require long-term retention.