Papers by Nahid zarifsanaiey
Introduction: Writing and publishing scholarly articles in international peer-reviewed journals c... more Introduction: Writing and publishing scholarly articles in international peer-reviewed journals can be a challenging undertaking for medical and healthcare professionals in universities, especially in non-English speaking countries. Surprisingly, very few faculty members report receiving guidance on scientific writing. To encourage more faculty engagement in professional development courses aimed at enhancing their writing abilities, we have revamped scientific writing courses to incorporate bichronous (a combination of asynchronous and synchronous) teaching methods. Methods: After forming a team, we performed a SWOT (strengths, weaknesses, opportunities, and threats) study of the medical faculty's present programs and proposed alternatives to prior course issues. In this interventional study, fiftynine eligible medical educators selected by purposeful sampling underwent a two-and-a-half-month bichronous scientific writing course from March to August 2021. The perspectives of the participants were evaluated through a SWOT analysis. The data were collected through online semi-structured interviews, and data collection continued until data saturation was achieved (40 participants). Data were then coded and analyzed based on conventional qualitative content analysis principles. Results: Our planned blending sequence and e-feedback increased the medical faculty's drive to learn, self-confidence, and autonomy while improving their writing skills. Poor ICT and network infrastructure hindered course adoption. Due to the course's time and the faculty's own online teaching, many battled with computer vision syndrome, self-discipline, and distractions. Our participants struggled with selfdiscipline and distractions, so setting a daily time limit may help them concentrate. Discussion: Given the faculty's demanding professional lives, this designed course provided a learning opportunity for many that would not have been feasible otherwise.
Health Science Reports, 2024
Background and Aims: Nurses are highly susceptible to developing low back pain (LBP), which is co... more Background and Aims: Nurses are highly susceptible to developing low back pain (LBP), which is considered a common occupational hazard. The present study investigated the efficacy of flexible learning methods on the nurses' awareness, perspectives, and practice regarding the prevention of LBP. Methods: In pre-test posttest quasi-experimental study conducted from June to December 2019, 153 eligible nurses working in three hospitals were participated. Researchers divided the hospitals into three groups with similar numbers of participants (around 55 each) using a random process. One group received an educational intervention using an audiovisual animation, another group got a visual pamphlet, and the last group served as a control with no intervention. All nurses completed a validated questionnaire designed by the researchers to assess their awareness, perspectives, and practices related to preventing lower back pain. The questionnaire was given three times: before the intervention, 1 week after, and 4 weeks after. Results: The study found that participants in the audiovisual and visual pamphlet groups scored significantly higher on awareness, perspective, and practice measures compared to the control group. Interestingly, the visual pamphlet group showed even greater awareness and practice scores compared to the audiovisual group (p < 0.001). However, the audiovisual group achieved a higher perspective score compared to the visual pamphlet group (p < 0.001). Conclusion: Nurses' perspective, awareness, and practice towards LBP prevention can be improved by blending the visual pamphlet and audiovisual animation.
BMC Medical Education, Oct 2, 2023
Background Even though a lot of scholars have been looking at outpatient education lately because... more Background Even though a lot of scholars have been looking at outpatient education lately because it has become more popular and they want to know about its successes, failures, and problems, we have not been able to find a complete study. Therefore, our study aims to gain a deeper understanding of the various aspects of outpatient education based on the actual experiences of medical students, faculty, and residents. Methods Face-to-face and semi-structured interviews were used to collect data for this qualitative study. Until data saturation was reached, the interviews continued. A total of 21 participants from Shiraz University of Medical Sciences, including medical students, residents, and teachers, were enrolled. The Guba and Lincoln-first written standards for scientific accuracy in qualitative research were used to figure out how reliable the data were. Results Fourteen categories were extracted from four main themes. The results show that four categories: "physical space and equipment, " "prerequisites related to the curriculum, " "teaching skills development, " and "near-peer teachers" should be considered for outpatient education preparation. Theme 2, "implementation requirements, " included "student dimension, " "faculty's commitment to planning, " and "program supervision. " Theme 3, "challenges of outpatient education, " was described by five related categories, including "curriculum implementation challenges, " "student challenges, " "faculty challenges, " "system-related challenges, " and "patient-related challenges. " Finally, two categories emerged about facilitators of outpatient education: internal and external facilitators. Conclusion Outpatient clinics represent a crucial aspect of medical practice. To effectively leverage this resource, preliminary planning, considering all the prerequisites, paying attention to the implementation requirements, getting to know the challenges, and trying to solve them, especially with incentives, are essential.
BMC Public Health, Jan 9, 2024
Introduction Individuals vary in their selection of health messengers. This research aimed to con... more Introduction Individuals vary in their selection of health messengers. This research aimed to construct an instrument to measure the preferences of medical students in selecting health messengers and in the next step to validate the aforementioned questionnaire. Method This research is a descriptive survey with an approach to construct a questionnaire. The statistical population included all students studying at Shiraz University of Medical Sciences in March to June 2022 in the academic year 2021-2022. 500 participants were involved in the study. To determine the types of health messengers and review the texts, a group of 15 primary items consisting of the 6 components of academic sources (2-items), formal news sources (2-items), mass media (3-items), internet search (2-items), social networks and messenger applications (4-items), and informal conversation (2-items) were compiled. A 4-point scale was developed the content validity of which was confirmed using CVI and CVR method and the reliability index was calculated to be 0.818. Factor analysis was also used to determine the construct validity and factor loading of each item. Results The research covers university students in different medical fields. Using factor analysis, together with KMO = 0.810 and Bartlett's sphericity index P < 0.0001, saturation and the suitability of the test were confirmed. Students' preferences based on factor load were social media (28.92%), official and unofficial health sources(10.76%), academic sources (9.08%), internet search (8.18%), and mass media (7.13%), respectively. Among social media, Telegram (0.85) had the highest factor load followed by Instagram (0.79), and WhatsApp (0.71). Conclusion Medical students are always on the move and naturally prioritize mobile-based methods. They prefer messengers that are free from time and space restrictions. The widespread availability of mobile devices and the ability to search for and access information make it easier to test health information. Therefore, in health policy, attention should be paid to the virtual capabilities, especially mobile-based approaches.
DOAJ (DOAJ: Directory of Open Access Journals), Mar 1, 2022
Research Square (Research Square), Jun 14, 2023
Background Learning clinical skills is one of the most important responsibilities of medical stud... more Background Learning clinical skills is one of the most important responsibilities of medical students, especially midwives and nurses. The outbreak of COVID-19 pandemic has created a challenge in teaching clinical skills and at the same time movement towards online training such as using immersive educational technologies (IET). The primary objective of this study is to determine whether IET compared to non-IET are effective in clinical skills among nursing and midwifery students during COVID-19. Methods Health professions including nursing & midwifery students are populations of this study. We will include randomized clinical trials or controlled trials that investigate the effectiveness of immersive educational technologies on clinical skills among nursing and midwifery students during COVID-19. Traditional clinical education learning methods, face to face (didactic) learning, classroom learning, in-person clinical instruction, in-person clinical attachments, multimedia, games, e-books and so on are comparators. The primary outcome of this study is measuring clinical skill performance among Nursing & midwifery students and comparing the e cacy of immersive educational technologies (IET) and non-immersive ones during covid-19. Clinical skills should have been measured objectively with clinical examination, or a reliable and valid checklist for measuring clinical skills or clinical competence. Randomized clinical trials or controlled trials will be eligible to include in the review. Discussion Given the increasing growth of immersive educational technologies, the information gathered from this study can be used by health decision makers to pay attention to educational methods based on their effectiveness and e ciency, especially in the time of crisis.
Iranian Journal of Medical Education, Apr 10, 2021
BMC Research Notes, Apr 3, 2023
and homework are replaced [2]. Research has shown that this approach significantly affects studen... more and homework are replaced [2]. Research has shown that this approach significantly affects students' learning outcomes and motivation [3]. Learning motivation is the most crucial factor in student performance because it leads them to make the effort required to complete courses and achieve defined objectives. [4]. The COVID-19 pandemic dramatically impacted teaching practices in the last months of 2019 [5]. Nurses have a special role in providing nursing care to critically ill COVID-19 patients. In this regard, one of the major concerns of the healthcare system is providing effective educational programs for managing critically ill COVID-19 patients [6]. Unpredictable future situations are a key idea and require planning and technology. Given that Shahid Beheshti Hospital is the centre for treating COVID-19, practical training can increase service quality. In addition, no research has been done in educating nurses in the critical respiratory care in COVID-19 BMC Research Notes
Women's health bulletin, Mar 7, 2017
Background: Education is a process beginning with informing, followed by attitude-making and fina... more Background: Education is a process beginning with informing, followed by attitude-making and finally leading to appropriate behavior and performance in trainees. Breastfeeding self-efficacy, as a term, is originated from the social cognitive theory structures of Bandura. This theory refers to one's beliefs and confidence in her/his ability to perform health behaviors like exclusive and successful breastfeeding. Methods: In this study, 270 pregnant women with gestational age over 30 weeks were selected among those referring to health centers by cluster sampling method. The subjects were randomly divided into 3 groups. One group was considered as the control group and the two other groups were educated through either face to face or small-group methods. Data were collected using a demographic questionnaire, performance assessment check list, and breastfeeding self-efficacy questionnaire. The collected data were analyzed using appropriate statistical tests in SPSS. Results: Data analysis on breastfeeding self-efficacy showed that there was no significant difference between 3 groups before training. The mean scores of women attending face to face and small-group education were 2.89 and 2.88, which increased to 4.73 and 4.18, respectively. There was a significant difference between the intervention groups after education (P < 0.001). Self-efficacy mean scores after delivery showed that face to face education is more efficient. The results showed that there was a significant association between self-efficacy and performance in mothers (P < 0.001). Conclusions: Face to face education method has positive effects on infant feeding pattern, mother performance, breastfeeding satisfaction and beliefs as well as self-efficacy.
Interdisciplinary journal of virtual learning in medical sciences, Mar 26, 2017
Background: Management knowledge in the new centuryis, which is more important than anything when... more Background: Management knowledge in the new centuryis, which is more important than anything when it comes to continuous change and development. Any organization that is not adapted with these waves is unsuccessful. The present study tries using the meta-synthesis method to design a comprehensive organizational e-learning model. Methods: This study is a qualitative study, its method is heuristic, in terms of time it is sectional and in terms of purpose it is developmental and applied. This research method is a kind of meta-synthesis method that in order to implement the method, the 7 stage model of Sandelowski and Barroso (2007) was used. In this study, after designing research questions, a systematic search of databases of Persian and English papers, based on keywords related to organizational e-learning and all related and available papers, were collected and reviewed from 1992 to the end of 2015. In other words, to design the research model, no sampling was done; also in order to assess the content validity of the model, professors and experts' opinions, in the field of e-learning, were used and to assess its reliability, Kappa indicator was used. Results: After performing 7 stages of the meta-synthesis method and reviewing 324 articles in asystematic way, a model was designed with 12 groups (intellectual capital management, e-learning practices, learning facilitating factors, technical infrastructure, educational infrastructure, the people involved, individual factors, information, technical features, training, strategic management, and communication), 49 concepts, and 531 codes. Conclusions: According to the desired reliability and validity of the model designed based on professors and experts' opinions, this model is recommended to recognize and plan e-learning system in organizations.
Introduction: Those media messages that directly or indirectly tackle individual and social healt... more Introduction: Those media messages that directly or indirectly tackle individual and social health issues are known as health messages. Individuals vary in their selection of health messengers. This research aimed to construct an instrument to measure the preferences of medical students in selecting health messengers and in the next step to validate the aforementioned questionnaire. Method This research is a descriptive survey with an approach to construct a questionnaire. The statistical population included all students studying at Shiraz University of Medical Sciences in 2022. 500 participants were involved in the study. To determine the types of health messengers and review the texts, a group of 15 primary items consisting of the 6 components of academic sources (2 items), official news sources (2 items), mass media (3 items), internet search (2 items), messenger applications (4 items), and unofficial media (2 items) were compiled. A 4-point scale was developed the content validi...
Nursing open, Nov 23, 2022
Investigating the Effectiveness of Case-Based Technology-Enhanced Workshops (e-flipped vs. online) among Nurses during the COVID-19 Pandemic
Aim
This study aimed to compare the efficacy of e-flipped and online case-based workshops on the ... more Aim
This study aimed to compare the efficacy of e-flipped and online case-based workshops on the nurses' knowledge, attitude, and behaviour regarding thalassemia during the COVID-19 pandemic. Design
A pretest-posttest interventional study was conducted with two intervention groups and a control group.
Methods
One hundred and fifty nurses were recruited from comprehensive urban health centres in June-December 2020. The nurses were randomly allocated to one of three groups: case-based e-flipped workshop (n=50), case-based online workshop (n=50), and control (n=50). A researcher-made questionnaire was completed by eligible subjects at baseline, after the end of the training sessions, and four weeks after interventions to assess their knowledge, attitude, and behaviour. Data were analyzed in IBM SPSS v16.0. ANOVA and Tukey's post hoc test were used to compare the three groups
Results
The mean knowledge, attitude and behaviour scores in the intervention groups increased significantly more than that in the control group (p <.001). One week and four weeks following the intervention, the mean score of knowledge, attitude, and behaviour in the e-flipped group was greater than that in the online group (P<.001). According to the results, e-flipped and online case-based workshops can improve nurses' knowledge, attitude, and behaviour regarding thalassemia.
Bangladesh Journal of Medical Science, May 21, 2022
Background and Objective: Training patients can increase their knowledge and skills in self-care ... more Background and Objective: Training patients can increase their knowledge and skills in self-care performance after cataract surgery. The present study compared the effect of video based training and educational booklet methods on the self-care performance of patients with cataracts. Methods and Material: In this interventional study,83eligible patients a day prior to their cataract surgery were enrolled in the study based on the convenient sampling method conducted in 2020.Then, the patients were allocated into a video-based training group (n= 40) and educational booklet (n=43) group by the permuted block random sampling method. The patients completed a researcher-made questionnaire one day before and one day after the intervention to be assessed for their knowledge and self-care performance after cataract surgery. Face as well as content validity (CVR = 0.99, CVI = 0.8) and reliability (0.839) of the data collection tool were confirmed. For statistical analysis, independent t-test and analysis of covariance were used, using SPSS16 software. Results and Discussion: Based on the results, video-based training and educational booklet had the same effect on increasing the level of knowledge among the patients. Also, the mean score of self-care performance was significantly higher in the video based training compared to the booklet group after the intervention (P=0.014). Conclusion: Video-based training can significantly enhance patients’ knowledge and self-care performance regarding cataract than training the patients via the educational booklet
BMC Medical Education
Background Nursing is a profession that has had many ethical aspects and understanding profession... more Background Nursing is a profession that has had many ethical aspects and understanding professional belonging and ethics as a deep and complex process is one of the basic concepts in this field. This study aimed to compare the effectiveness of training professional belonging and ethical behaviors in two methods: electronic portfolio and online discussion forum in nursing students. Methods This study is a single-blinded randomized-controlled trial (RCT) with two parallel intervention groups and a third control group. The sample size was 90 selected by block randomization method. The educational contents of professional belonging and ethical behaviors were presented to the participants in two ways: electronic portfolio and online discussion forum. Demographic information form, professional belonging questionnaire, and ethical behaviors questionnaire were applied to collect data. Data were analyzed using SPSS version 24 software. Respectively mean, standard deviation and repeated measu...
Knowledge Management & E-Learning: An International Journal, 2021
This study aims to investigate the effectiveness of flipped learning in surgical education in tra... more This study aims to investigate the effectiveness of flipped learning in surgical education in trauma. The participants were 15 first-year general surgery residents in Shiraz medical school. After completing a pre-test, the participants received the learning content in interactive multimedia, podcasts, movies, and books. One month later, they had a face-to-face class based on case-based discussions. An early post-test was performed immediately after the class, and a late post-test was performed one month later. In these tests, the residents' problem-solving abilities were assessed using multiple-choice questions. A semi-structured phone interview was used to measure their attitude towards the learning program. The results showed a significant difference between pre-test and early post-test scores and between pre-test and late post-test scores. However, there was no significant difference between early and late post-test scores. The residents were satisfied with the program's ...
Background: Nursing is a profession that has had many ethical aspects and understanding professio... more Background: Nursing is a profession that has had many ethical aspects and understanding professional belonging and ethics as a deep and complex process is one of the basic concepts in this field. This study aimed to compare the effectiveness of training professional belonging and ethical behaviors in two methods: electronic portfolio and online discussion forum in nursing students. Methods: This study is a single-blinded randomized-controlled trial (RCT) with two parallel intervention groups and a third control group. The sample size was 90 selected by block randomization method. The educational contents of professional belonging and ethical behaviors were presented to the participants in two ways: electronic portfolio and online discussion forum. Demographic information form, professional belonging questionnaire, and ethical behaviors questionnaire were applied to collect data. Data were analyzed using SPSS version 24 software. Respectively mean, standard deviation and repeated measured, analysis of variance tests was used in descriptive and analytic statistic. (P value < 0.05). Results: Comparison of the mean score of professional belonging and ethical behavior in the three stages of pretest, immediately after the test and four weeks after the test in all three groups was significant (P < 0.001). The control group had a higher mean score of professional belonging immediately after the test (108.18 ± 48.9) compared to the other two groups. Also, the online discussion forum group had a higher mean score on ethical behavior in four weeks after the test (104.2 ± 0.8) compared to the other two groups. Conclusion: Training based on two methods of the electronic portfolio and online discussion forum increases and enhances the level of ethical behaviors in students. Therefore, the implementation of such methods of training can be useful in improving, promoting, and learning ethical behaviors in nursing students. On the other hand, training based
BMC Women's Health
Background/Objectives Breast neoplasm is one of the most common cancers in Iranian women due to t... more Background/Objectives Breast neoplasm is one of the most common cancers in Iranian women due to the late diagnosis. Awareness of breast neoplasm and using Breast Self-Examination (BSE) assist in the early detection and treatment of cancer. This study examined the effectiveness of video-based multimedia training versus face-to-face training in awareness of breast neoplasm and BSE and possible factors affecting their effectiveness. Methods This research was a pre-test, a post-test experimental study comparing the knowledge, attitude, and performance of women about BSE across two training intervention groups (face-to-face versus video-based multimedia). The study was conducted at Shiraz University of Medical Sciences (SUMS), and 100 women between 20 to 60 years old were allocated to each intervention group via multi-stage cluster sampling (n:110). Three valid and reliable researcher-made questioners were used. Data were analyzed using SPSS 24 with independent t-test, paired t-test, and...
Investigación y Educación en Enfermería
Objective. To determine the effect of multimedia training on pain intensity and depression in pat... more Objective. To determine the effect of multimedia training on pain intensity and depression in patients with chronic low back pain. Methods. In this randomized controlled trial study, the intervention group was trained about pain management consisted of communication skills, assertiveness, stress management, lifestyle enhancement skills and physical activity prepared in seven CDs using multimedia method and the control group received routine training included physician’s visits, medication prescriptions and receiving the recommendations of the physician and healthcare providers. Beck Depression Inventory and Jensen Pain Questionnaire were completed for the two groups in three stages: pre-training, post-training and 2 months thereafter. Results. The results showed that there were no significant statistical difference between two groups in terms of demographic variables indicated homogeneity of research groups. Repeated measure ANOVA showed that the mean scores of pain intensity and d...
BMC Research Notes
Objectives Using the Kirkpatrick evaluation model, investigate the effect of the e-flipped learni... more Objectives Using the Kirkpatrick evaluation model, investigate the effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behaviour of medical educators. Results This interventional study was conducted on 140 eligible medical educators at Shiraz University of Medical Sciences (SUMS) from 2019 to 2021. A researcher-made questionnaire was developed to assess the impact of the course on three levels of reaction, knowledge, and perceived behaviour using the Kirkpatrick evaluation model. According to the findings, the average reaction and knowledge scores are higher than the desired level, but the perceived behaviour score is slightly lower than the desired level. The e-flipped learning approach can improve medical educators’ knowledge, attitude, and behaviour regarding online teaching.
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Papers by Nahid zarifsanaiey
This study aimed to compare the efficacy of e-flipped and online case-based workshops on the nurses' knowledge, attitude, and behaviour regarding thalassemia during the COVID-19 pandemic. Design
A pretest-posttest interventional study was conducted with two intervention groups and a control group.
Methods
One hundred and fifty nurses were recruited from comprehensive urban health centres in June-December 2020. The nurses were randomly allocated to one of three groups: case-based e-flipped workshop (n=50), case-based online workshop (n=50), and control (n=50). A researcher-made questionnaire was completed by eligible subjects at baseline, after the end of the training sessions, and four weeks after interventions to assess their knowledge, attitude, and behaviour. Data were analyzed in IBM SPSS v16.0. ANOVA and Tukey's post hoc test were used to compare the three groups
Results
The mean knowledge, attitude and behaviour scores in the intervention groups increased significantly more than that in the control group (p <.001). One week and four weeks following the intervention, the mean score of knowledge, attitude, and behaviour in the e-flipped group was greater than that in the online group (P<.001). According to the results, e-flipped and online case-based workshops can improve nurses' knowledge, attitude, and behaviour regarding thalassemia.
This study aimed to compare the efficacy of e-flipped and online case-based workshops on the nurses' knowledge, attitude, and behaviour regarding thalassemia during the COVID-19 pandemic. Design
A pretest-posttest interventional study was conducted with two intervention groups and a control group.
Methods
One hundred and fifty nurses were recruited from comprehensive urban health centres in June-December 2020. The nurses were randomly allocated to one of three groups: case-based e-flipped workshop (n=50), case-based online workshop (n=50), and control (n=50). A researcher-made questionnaire was completed by eligible subjects at baseline, after the end of the training sessions, and four weeks after interventions to assess their knowledge, attitude, and behaviour. Data were analyzed in IBM SPSS v16.0. ANOVA and Tukey's post hoc test were used to compare the three groups
Results
The mean knowledge, attitude and behaviour scores in the intervention groups increased significantly more than that in the control group (p <.001). One week and four weeks following the intervention, the mean score of knowledge, attitude, and behaviour in the e-flipped group was greater than that in the online group (P<.001). According to the results, e-flipped and online case-based workshops can improve nurses' knowledge, attitude, and behaviour regarding thalassemia.