Mahtab Salimi, Dr Hamid Reza Arasteh, Dr Ali Reza Kia Manesh , Dr Parivash Jafari,
Volume 11, Issue 2 (11-2014)
Abstract
Background and Objective: Successful transformation needs successful equipment and university should maintain it’s authority, credit, competency and necessity of it’s entity by planning organizational culture is an independent variable in organizational studies and Planning Process. The organizational culture in nursing colleges on job satisfaction of faculty members and effectiveness leadership can be effective factor to give more ability to nursing students. In the base of this fact, This study peid attention to assessment of organizational culture components and job satisfaction of faculty members and leadership effectiveness in nursing colleges.
Material and Methods: This description study is accomplished on 230 members of full time nursing faculty in Islamic Azalea University, with the use of group sampling method. Cameron and Quinn (2006) organizational culture assessment questionnaire is used for culture assessment and specter Jss criteria (1997) of job satisfaction are used for job satisfaction assessment and realized leadership questionnaire is used for leadership effectiveness assessment. In processing of discovering factor, with the use of main parameters study method, the factor structure of questionnaire was reviewed.
Results: The results of discovering and confirming process show that reviewed parameters in organizational culture questionnaire, job satisfaction, and leadership effectiveness have a high explainatory power and with consider of emphatic agent process and resulted Barazandegy Criteria, This questionnaire have a high potential to assess organizational culture, and job Satisfaction of faculty members and leadership effectiveness.
Conclusion: We can used the results of this research in order to plan the effective leadership development of nursing collage management.
Hamdoni Pangandaman, Nursidar Mukattil, Joy Hope Lambayong, Marwida Abdulhan, Raniza Hayudini, Mardalyne Salve, Iman Matumadi, Samiel Macalaba, Ronald Kadil, Abolbashar Mangontawar,
Volume 21, Issue 1 (4-2024)
Abstract
Background: Acquiring clinical skills is vital in nursing education as it directly impacts students' competency and preparedness to provide safe and effective patient care. Flipped classroom approaches have gained attention, restructuring the teaching model to promote active learning and student engagement.
The effectiveness of flipped classroom approaches in developing clinical skills among nursing students was evaluated through a systematic review.
Methods: A systematic review methodology was employed to identify relevant studies. From the period 2013 to 2023, seven databases, namely ScienceDirect, Scopus, ProQuest, EBSCOhost, Sage Journal, Taylor and Francis, and PubMed, were searched through search strategy and the use of Boolean operators. Articles were assessed based on criterion and appraised using standardized tools: Joanna Briggs Institute (JBI) for quasi-experimental research & ROBVIS RCT checklist for assessing the risk of bias in randomized controlled trials. The authors employed the synthesis without meta-analysis (SWiM) guidelines for data analysis PRISMA checklist in finally appraising articles included for review.
Results: Eight articles (quasi-experimental and RCTs) out of 17,374 reviewed were conducted in Egypt, the United States, Turkey, Spain, and Taiwan. The studies involved 733 nursing students, and the duration of the interventions ranged from 10 to 16 weeks. Studies showed an overall low risk of bias and flipped classrooms significantly improved nursing students' clinical skills. The specific clinical skills that were improved included cardiopulmonary resuscitation, urinary catheterization, and safe medication administration.
Conclusion: Flipped classroom approaches are a promising pedagogical method for enhancing the clinical skills of nursing students. However, more research is needed to confirm these findings and to identify the best practices for implementing flipped classroom approaches in nursing education.
