ارزيابي عرصه‌هاي آموزش باليني از ديدگاه مربيان پرستاري و مامايي دانشگاه علوم‌پزشكي تبريز در سال 1385

Assessing Clinical Education Fields from the Viewpoints of Nursing and Midwifery Instructors in Tabriz University of Medical Sciences,

Promoting clinical education quality, requires continuous assessment of the current situations in clinical education fields, identifying the strengths, and improving the weaknesses. The aim of this study was to assess clinical education fields of School of Nursing and Midwifery from the viewpoints of iis faculty members. Methods: This study which is a description of current situation in clinical education fields, was carried out during the second semester of 2004-2005 academic year. The study population included clinical e.lucation teachers ofschool ofnursing who were selected by census sampling method through 4 sessions held with the members ofdifferent departments ofmedical surgical, midwifery, pediatrics, health and psychiatric nursing. The data gathering tool was a questionnaire consisted oftwo parts: Clinical teachersʹ demographic data and the characteristics of clinical education field including 5 parts of the [eAutres of compiled education program in the field, appropriate learning fields, method of education, method of evaluation, and other indices. Results: Clinical teachers assessed educational departments ofpediatrics (54.2 percent), medical-surgical (43.8 percent), midwifery (61.6 percent), and health and psychiatric nursing (57.5 percent) as good and excellent. Considering compiled program, clinical education fields were described as good and excellent hy 74.9 percent of the participants. Some strength 0.( this aspect included introducing the course obje. ʹtives at the first day ofclinical education as well as presenting references according to the references introduced hy the related ministry. Appropriate position ofʹ nursing students and instructors in the field and also the unimportant role of the educational department in the management 0.( the educational field vvere otnongst weaknesses ofthis aspect. Conclusion: Although some aspects 0.( clinical education field were good and excellent, improving nositivc aspects and modifying the weaknesses may be an effective step in clinical education quality promotion. Continuous assessment ofclinicalfields and comparing the current situation with the previous situation call reveal the strengths and weaknesses ofclinical education.