Journal of Education and Health Promotion

Comparison of the effect of bioterrorism education through two methods of lecture and booklet on the knowledge and attitude of nurses of Shams Al‑Shomus Nezaja Hospital

. Masoud Khoshnudi; . Fahime Ghadamgahi; . Gholamreza Najjarzade; . Farzane Habibi Mud; . Nahid Aghaei; . No’man Arab; . Seyyed‑Javad Hosseini‑Shokouh; . Atabak Nikbakht

Volume 12, Issue 5 , June 2022, , Pages 1-7

Abstract

BACKGROUND: Today, considering the importance of bioterrorism, it may be time to assess therisk of bioterrorism as an important priority. Nurses, as the broadest group of therapy group, ... Read More BACKGROUND: Today, considering the importance of bioterrorism, it may be time to assess therisk of bioterrorism as an important priority. Nurses, as the broadest group of therapy group, arevery influential in this regard.General aim: To determine the impact of bioterrorism education throughtwo methods of lectures and booklets on the knowledge and attitude of nursing staff. Practical Aim:Minimizing the damage caused by bioterrorism attacks by empowering nursing staff.MATERIALS AND METHODS: This two-group semiexperimental intervention study was performed as abefore and after education intervention with the participation of 80 nursing staff of Shams Al-Shomus NezajaHospital affiliated to Health Administration of Islamic Republic of Iran Army Ground Forces. The studypopulation included all hospital nursing staff in 2021. The inclusion criteria included having a willingnessand informed consent to participate in the study and exclusion criteria included unwillingness to continuecooperation and failure to complete more than 10% of the questionnaire by the subject. This study wasperformed on 77 nurses in 2021. The nurses were divided into two groups: lecture and booklet. First,the pretest was completed by the nurses. After the educational intervention, both groups completed theposttest. Both groups then completed the questionnaire again after about 2 weeks. First, all the data weremeasured for normal distribution by the Kolmogorov–Smirnoff test. Statistical description was expressedfor the variables with normal distribution as the ratio of geometric mean ± standard error and for abnormalvariables as mean ± standard error. To compare the means of the studied quantitative variables, t-testand Wilcoxon matched-paired statistical tests were used. The significance level was considered <0.05.SPSS.16 and Graph Pad Prism 8.0.1 softwares were used to analyze the statistical data.RESULTS: Using both methods is effective in improving the level of knowledge and betterment attitude,but according to the paired t-test in comparison of the two groups, at intervals immediately after trainingand 2 weeks after training, a significant increase in the average knowledge score of the lecture groupStatistically shows (P < 0.001). However, the analysis of attitude scores was performed between thetwo groups of lectures and booklets, which did not show statistically significant changes between them.CONCLUSIONS: One of the most important issues in the performance of medical staff in bioterrorismattacks is useful, effective, correct, and sufficient training. According to the results of the presentstudy,bioterrorism training leads to increasing the level of knowledge and betterment the attitude ofnurses in the field of bioterrorism. Therefore, the inclusion of training courses in medical centers,especially military medical centers, is necessary and sensitive.

Impact of two ergonomics training on prevalence of upper and lower extremity complaints among nurses

. Amir Bahrami‑Ahmadi; . Hamid Reza Hoseini; . Elaheh Kabir‑Mokamelkhah; . Naser Dehghan; . Mashallah Aghilinejad

Volume 11, Issue 10 , November 2021, , Pages 1-5

Abstract

BACKGROUND: Musculoskeletal disorders (MSDs) were known as one of the main occupationalproblems among health‑care workers. However, we had some limitations and difficulties fortransferring ... Read More

Collaborative method consisting lecture, problem‑based learning and weblog for clinical courses of medical students in comparison with lecture method

. Masoumeh Sharifzadeh; . Jila Agah; . Ahmad Khosravi; . Shahram Samadi; . Seyd Javad Davari Sani

Volume 11, Issue 5 , June 2021, , Pages 1-6

Abstract

BACKGROUND: Lecture is a common teaching method, which is not considered efficient for thedevelopment of critical and intellectual acquisition in the students of clinical courses. Although ... Read More BACKGROUND: Lecture is a common teaching method, which is not considered efficient for thedevelopment of critical and intellectual acquisition in the students of clinical courses. Although intheory combined methods are known acceptable, in practice, they are not commonly applicable.The present study aimed to compare the combination of problem‑based learning (PBL), weblogs,and lectures with lecture alone to achieve an advantageous teaching method for clinical courses.MATERIALS AND METHODS: This quasi‑experimental study was conducted on 63 medicalstudents (5th year) taking obstetrics and gynecology clinical courses at Sabzevar University ofmedical sciences, Iran. The participants were selected via census sampling. Based on the Student’snumber and using the random number table, the students were randomly assigned to two groupsof interventions. The exclusion criteria were unwillingness to participate and absence for more thantwo sessions. Initially, the similarity of obstetrics and gynecology knowledge in both groups wasconfirmed based on a pretest (P > 0.05). A conventional lecture was performed for both groups. Inthe intervention group (B), the researcher asked each student (32 persons) to provide a case/problemfrom mentioned subjects outside the class concerning the given lecture and upload it to the lecturer’sweblog to show commonalty. In the next session, the presented cases were initially discussed, andanother lecture was carried out. Finally, two methods were compared through identical theoreticaland practical exams and scored based on a Likert scale using a questionnaire. Data analysis wasperformed in SPSS 19 using t‑test and Chi‑square at the significance level of P < 0.05.Results: Group B achieved higher grades in the scientific exams (P < 0.001), especially in thedomains of perception, learning and memorizing of subjects, motivation, and communication withthe classmates and tutor (P = 010). Therefore, satisfaction was higher in the intervention groupcompared to the control group (P = 0.001).Conclusion: The training of pensive, creative, and active experts for the future of medicine requiresthe combination of new collaborative methods with lectures, which are undoubtedly effective learningtechniques. According to the results, PBL and weblogs could be invaluable for the improvement ofstudents’ knowledge, as well as the relations between tutors and students.

Effects of virtual and lecture‑based instruction on learning, content retention, and satisfaction from these instruction methods among surgical technology students: A comparative study

. Mohammad Hassan Ghasemi Abarghouie; . Athar Omid; . Ahmad Ghadami

Volume 10, Issue 11 , November 2020, , Pages 1-5

Abstract

BACKGROUND: There are various instructional methods worldwide and virtual instruction is oneof them. This widely used method involves online instruction and e‑learning. The present ... Read More

The effect of case‑based teaching and flipped classroom methods in comparison with lecture method on learning and satisfaction of internship students in surgery

. Mohsen Kolahdouzan; . Mohsen Mahmoudieh; . Mehdi Rasti; . Athar Omid; . Arvin Rostami; . Nikoo Yamani

Volume 10, Issue 9 , September 2020, , Pages 1-6

Abstract

INTRODUCTION: Teaching is one of the most important needs of human societies, and selectingthe best method of teaching is so important to improve the teaching as well as learning of ... Read More

Comparing the effectiveness of two interventional methods; lecture‑based versus self‑learning; on mothers’ ability to assess the development of 12‑month‑old children seeking comprehensive health services centers

. Maryam Mohammadi; . Zahra Judaki; . Ali Ramezankhani; . Soheila Khodkarim; . Seyed Hamed Barekati

Volume 9, Issue 4 , April 2019, , Pages 1-6

Abstract

INTRODUCTION: Developmental delay of children is a global health concern. One of the importantmeasures in the care of children and the assessment of children's health is the knowledge ... Read More

Comparing the effects of simulation‑based training, blended, and lecture on the simulated performance of midwives in preeclampsia and eclampsia

. Maryam Tabatabaeian; . Masoumeh Kordi; . Salameh Dadgar; . Habibollah Esmaeily; . Talat Khadivzadeh

Volume 8, Issue 9 , September 2018, , Pages 1-8

Abstract

INTRODUCTION: Preeclampsia is the most common medical complication in pregnancy; alongwith bleeding and infection, it is one of the three causes of death in pregnant women. Most of ... Read More INTRODUCTION: Preeclampsia is the most common medical complication in pregnancy; alongwith bleeding and infection, it is one of the three causes of death in pregnant women. Most of thesedeaths were due to delays in the diagnosis and improper midwifery management and care. Onthe other hand, the quality of midwifery education has a profound effect on the proper provision ofservices. Therefore, the present study has been done to compare the effect of simulation‑, blended‑,and lecture‑based education on simulated midwife performance in the management of preeclampsiaand eclampsia.MATERIALS AND METHODS: This three‑group clinical trial study was performed on 90 midwivesof selected hospitals in Mashhad in 2016. Midwives were divided into three groups of simulation‑,blended‑, and lecture‑based education using the random number table. The simulation group wastrained for 6 h at the Center for Clinical Skills, the blended group was trained for 4 h by lecture, and6 weeks through the educational website, and the lecture group was trained for 6 h through lecture.An objective structured clinical test was performed before and 2 weeks after the intervention. Datawere analyzed using SPSS Version 16 software and descriptive statistics, paired t‑test, one‑wayANOVA, and Wilcoxon and Kruskal–Wallis tests. Significance level was considered to be P < 0.05in all cases.RESULTS: The mean score of midwives’ performance was not statistically significant before educationin all three groups (P < 0.05). The mean score of midwives’ performance was significantly increasedin all three groups 2 weeks after education (P < 0.001), and the results of intergroup comparisonshowed that the mean score of performance in the simulation group was significantly higher than theblended group and the lecture group (P < 0.001), and it was higher in the blended group comparedto the lecture group (P < 0.001).CONCLUSION: Education increased the midwives’ simulated performance in preeclampsia andeclampsia. The performance of the management of preeclampsia and eclampsia in the simulationeducational group is more than that of the blended and lecture groups, so we can use the simulationeducation which is a self‑centered method.

Comparing two instructional methods of role playing and lecture on primigravida females, decision about type of delivery

. Zahra Abedian; . Maryam Navaee; . Hossein Jafari Sani; . Saeed Ebrahimzadeh

Volume 7, Issue 2 , May and June 2017, , Pages 1-7

Abstract

INTRODUCTION: Each mother has the legal right to decide about her delivery, but this decisionshould be made based on scientific knowledge. Instructions during pregnancy help to choose ... Read More

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Keywords = lecture

Comparison of the effect of bioterrorism education through two methods of lecture and booklet on the knowledge and attitude of nurses of Shams Al‑Shomus Nezaja Hospital

Abstract

Impact of two ergonomics training on prevalence of upper and lower extremity complaints among nurses

Abstract

Collaborative method consisting lecture, problem‑based learning and weblog for clinical courses of medical students in comparison with lecture method

Abstract

Effects of virtual and lecture‑based instruction on learning, content retention, and satisfaction from these instruction methods among surgical technology students: A comparative study

Abstract

The effect of case‑based teaching and flipped classroom methods in comparison with lecture method on learning and satisfaction of internship students in surgery

Abstract

Comparing the effectiveness of two interventional methods; lecture‑based versus self‑learning; on mothers’ ability to assess the development of 12‑month‑old children seeking comprehensive health services centers

Abstract

Comparing the effects of simulation‑based training, blended, and lecture on the simulated performance of midwives in preeclampsia and eclampsia

Abstract

Comparing two instructional methods of role playing and lecture on primigravida females, decision about type of delivery

Abstract