دورية أكاديمية
The Effect of Integration of Role-Modeling and Narration Methods on the Midwifery Students’ Performance in Professional Ethics
| العنوان: | The Effect of Integration of Role-Modeling and Narration Methods on the Midwifery Students’ Performance in Professional Ethics |
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| المؤلفون: | Hoda Ahmari Tehran, Zahra Abediny, Ahmad Kachoie, Esmat Jafarbegloo, Maryam Tabibi |
| المصدر: | مجله ایرانی آموزش در علوم پزشکی, Vol 12, Iss 11, Pp 826-835 (2013) |
| بيانات النشر: | Isfahan University of Medical Sciences, Medical Education Development Center, 2013. |
| سنة النشر: | 2013 |
| المجموعة: | LCC:Medicine LCC:Medicine (General) |
| مصطلحات موضوعية: | professional ethics, narrative methods, role-modeling, mothers’ stories, Medicine, Medicine (General), R5-920 |
| الوصف: | Introduction: Midwifery care based on the professional ethics leads to mothers’ increased prosperity and satisfaction. This study was performed to compare the effect of integration of two teaching approaches, role-modeling and narration methods, on the midwifery students’ performance in professional ethics in Qom University of Medical Sciences. Methods: This quasi-experimental before- and after- two group study was performed on all midwifery students (N=36) assigned randomly to the experiment or control groups. All were enrolled in Maternal Child Health Course, as a clinical rotation. For the experiment group, professional ethics issues were taught by role-modeling and narrative methods, while the control one experienced only the role-modeling technique. Students' performances in professional ethics in both groups were assessed before and after the instruction using a researcher-made observation checklist (score range: 0-27). Data were analyzed using independent t and paired t-tests. Results: Mean scores of students’ performance in control group was improved significantly in post test (16.85±1.39) compared to the pretest (12.34±1.42) results (t=.71, p=.001). Also in the experiment group, post test scores (20.85±2.39) were significantly different from the pretest (11.96±1.89) findings (t=.82, p=.001). Independent t test implied that the difference of post test scores in two groups was significant (t=0.8, P=0.000). Conclusion: Although both methods were effective in improving students’ performance in professional ethics in clinical setting, a blend of two methods (narration and role modeling) was more effective than role modeling alone. It is recommended that role-modeling and narration methods be used in teaching ethical issues to midwifery students. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | Persian |
| تدمد: | 1608-9359 1735-8892 |
| Relation: | http://ijme.mui.ac.ir/article-1-2132-en.pdf; https://doaj.org/toc/1608-9359; https://doaj.org/toc/1735-8892 |
| URL الوصول: | https://doaj.org/article/3c792b3d175b4057a5e99c24ef302308 |
| رقم الأكسشن: | edsdoj.3c792b3d175b4057a5e99c24ef302308 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 16089359 17358892 |
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