Reliability of Tehran Transportation Network during Earthquake

Shabani, Kaveh; Nassiri, Habibollah

doi:10.1061/40995(322)40

Cited by 8 publications

(19 citation statements)

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“…[5] The results of this study on knowledge with regard to communication skills demonstrated that, although the majority of obtained scores on knowledge was less than the mean knowledge score of all the people, most studied people had knowledge about effective factors for behavioral change including physical, reasoning and emotional skills, individual and family networks and social structures,[9] components of communication including sender, recipient, canal, message and feedback,[6] goals of communication including making aware, motivating, persuading and interpersonal communication methods including counseling, conversation and interview. [9]…”

Section: Discussionmentioning

confidence: 99%

“…[5] In simple terms, communication means the process of message transfer from the sender to the recipient, provided that the transferred content is transferred from the sender to the recipient or vice versa. [6] Humans are inherently searching for establishing relationships with others.…”

Section: Introductionmentioning

confidence: 99%

“…[10] In every communication pattern, there are people, institutes or groups as the source or sender of message for establishing a relationship, the existence of which is essential and necessary for the relationship, and can have an important role in the efficacy of the communication; this role is on the shoulder of teachers in classrooms or educational activities. [5]…”

Section: Introductionmentioning

confidence: 99%

“…No acquisition or behavioral change is obtained in the teaching process unless the teacher establishes a good relationship with his/her students. [5] Even some studies have expressed that communication skills reveal a good or a bad teacher. [12]…”

Section: Introductionmentioning

confidence: 99%

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Knowledge, attitude and performance of academic members regarding effective communication skills in education

Sharifirad

Rezaeian

Jazini

et al. 2012

J Edu Health Promot

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Background:Communication is the most important part of any educational process, the aim of which is to transfer or exchange ideas and thoughts. It would be provided appropriately if academic members had the communication skills. Considering the important role of academic members in the educational process, in this study, the knowledge, attitude and performance of academic members of School of Health, Isfahan University of Medical Sciences, were investigated with regard to effective communication skills.Materials and Methods:In this descriptive–analytic study, all academic members of the School of Public Health, Isfahan University of Medical Sciences, were studied during the second academic semester of 2006-2007. The data were collected by a valid and reliable three-part questionnaire including knowledge (8 questions and maximum score of 8), attitude (31 questions and maximum score of 155) and observational communication skills checklist (20 questions and maximum score of 20). The obtained data were analyzed by calculating central indices using SPSS software.Findings:The mean knowledge score of studied people in terms of communicational skills, attitude and performance were 4.1 out of 8, 114.4 out of 155 and 16.3 out of 20, respectively.Conclusion:Although the information of the participants of this study in terms of communication skills was not sufficient, they seemed to have a positive attitude and relatively acceptable performance in communication skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Knowledge, attitude and performance of academic members regarding effective communication skills in education

Sharifirad

Rezaeian

Jazini

et al. 2012

J Edu Health Promot

View full text Add to dashboard Cite

show abstract

“…In problem-based teaching, activities and educational events are designed and arranged in such a way that a problem is created in mind of students, and they are interested to do efforts and find a solution for it. Problem-based method may be implemented individually or in groups [1]. In problem solving method, the underlying assumption is that access to knowledge is only possible through overcoming the process of problem solving or research.…”

Section: Introductionmentioning

confidence: 99%

Effect of problem-solving based methods on critical thinking and academic achievement of math among students of saravan higher education centers

Nosrat¹,

Parsafar²

2017

IJAMR

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The aim of the present study is to determine the impact of problem-solving based methods on critical thinking and academic achievement of math in students of higher-education centers in the second semester of academic year 2013-14, Saravan city. The research method in this study is quasi-experimental, with the control group as well as pre-test and post-test. The study population includes all students in the second semester of 2013-14 who studied math in higher-education centers of Saravan city whose number was 400 and 130 students were selected as statistical samples. Measuring instruments used in this study were a researcher made academic achievement of math test and Watson-Glaser critical thinking test. To give an approximation of the content validity of the tests, analyzing books contents and comparing it with the extent of usage for conceptual questions, tests content validity was assured to some extent. The reliability of the test was calculated using bi-section method that according to the figures obtained for pre-test and post-test respectively (r = 0.71 and 0.68), tests have an acceptable and relatively high reliability. To analyze the data, t-test was used. The results showed that academic achievement of math and critical thinking in the test group, compared to the control group were higher and the differences between their means were significant.

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Continuous training based on the needs of operating room nurses using web application: a new approach to improve their knowledge

Khorammakan,

Roudbari,

Omid

et al. 2024

BMC Med Educ

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Introduction Since university education and intensive and limited pre-service training do not provide an acceptable level of performing the duties of operating room nurses, and considering the limitations of traditional training methods in the field of operating room; This study was conducted with the aim of determining the effect of using the electronic education approach based on web application, leveled, personalized and based on the needs of nurses on their level of knowledge and satisfaction. Materials and methods This research is a quasi-experimental type of single-group multi-center pre-test-post-test, which during that, four stages of educational needs assessment, educational content design, web application design for training and evaluation of operating room nurses and determining the effectiveness of this method are included. Based on their knowledge and satisfaction, during this period, 36 nurses from the operating rooms that met the study criteria were included in the study by stratified random sampling based on the determined sample size. The data collection includes a four-choice test to measure the knowledge of operating room nurses in heart anatomy (score range 0–20), the principles of movement, transferring and positioning of the patient in the operating room (score range 0–15), the principles of ergonomics in the operating room (score range score 0–10) and satisfaction questionnaire (score range 0–28). Data collected using descriptive statistical tests (percentage of frequency and frequency, mean and standard deviation) and analytical tests (paired sample t-test, independent samples t-test, ANOVA, Pearson correlation, chi-square) with the software SPSS version 16 was analyzed. Results Generally, the average knowledge scores of operating room nurses before and after the intervention were 5.96 ± 3.96 vs. 13.6 ± 3.77, in the course of principles of moving, transferring and positioning the patient in the operating room were 6.3 ± 3.42 vs. 13.3 ± 1.32, respectively 8.7 ± 3.97 vs. 18.1 ± 1.07 (in heart anatomy), 1.57 ± 2.6 vs. 0.73 ± 9.1 (in the principles of ergonomics in the operating room) and the average Knowledge scores after the intervention were significantly higher than before the intervention (P<0.001). Also, the average satisfaction score of nurses was 21.3 ± 5.83 and 22 nurses (64.7%) were satisfied with the e-learning course. Conclusion The use of the electronic education approach based on the web application, leveled, personalized and based on the needs of the nurses, led to the improvement of the level of knowledge and satisfaction of the operating room nurses. E-learning can be used as a complementary educational tool and method for continuous training of operating room nurses in other specialized fields of operating room and surgery. Highlights • Educational content in the form of educational videos taught by professors of medical sciences universities on each of the topics of heart anatomy (28 episodes of 5–10 minutes), principles of ergonomics in the operating room (7 episodes of 5–25 minutes) and movement principles. The transfer and positioning of the patient in the operating room (16 episodes of 10–20 minutes) were designed in three primary, intermediate and advanced levels. • The results of this study showed that the use of an electronic education approach based on the web application, levelled, personalized and based on the needs of nurses, led to the improvement of the knowledge of operating room nurses. Also, operating room nurses were delighted with electronic training courses. E-learning can be used as a complementary educational tool and method for continuous training of operating room nurses in other specialized fields of operating room and surgery. • Based on the results of this study, the use of an electronic education approach based on the needs of operating room nurses can be used as a complementary tool to conventional continuous education. Since this method allows interactive, personalized education is levelled, and asynchronous. It can be used at any time and place on a laptop, tablet or mobile phone; a wide range of operating room nurses in the hospitals of the Islamic Republic of Iran can use it for educational justice to Many borders should be established in the country. However, there are studies to evaluate the generalizability and the effect of using the e-learning approach on the clinical skills of operating room nurses and to compare the effect of e-learning with other methods and educational tools on the knowledge and skills of the learners and the extent of consolidating the learned material in their memory.

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Reliability of Tehran Transportation Network during Earthquake

Cited by 8 publications

References 0 publications

Knowledge, attitude and performance of academic members regarding effective communication skills in education

Knowledge, attitude and performance of academic members regarding effective communication skills in education

Effect of problem-solving based methods on critical thinking and academic achievement of math among students of saravan higher education centers

Continuous training based on the needs of operating room nurses using web application: a new approach to improve their knowledge

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