{"id":541,"date":"2024-06-20T17:06:17","date_gmt":"2024-06-20T17:06:17","guid":{"rendered":"http:\/\/sleepandhypnosis.org\/research\/abstract-mkid-279\/"},"modified":"2024-06-20T17:06:17","modified_gmt":"2024-06-20T17:06:17","slug":"abstract-mkid-279","status":"publish","type":"page","link":"https:\/\/sleepandhypnosis.org\/research\/abstract-mkid-279\/","title":{"rendered":"Abstract Mkid 279"},"content":{"rendered":"<div class=\"SectionUst\">\n<div class=\"SectionSlayt\">\n<div><img decoding=\"async\" src=\"[get_bloginfo]url[\/get_bloginfo]\/files\/ing\/images\/banner\/9b4cdc717.png\" alt=\"\"\/><\/div>\n<\/p><\/div>\n<div class=\"SectionLogin\">\n<div class=\"ScopeMedmnu\">\n<div class=\"ScopeBaslik\">\n                        SUBMIT YOUR MANUSCRIPT<\/div>\n<div class=\"ScopeLink\">\n<div class=\"Newuser Scolinkstil\">\n                            <b>Register<\/b>\n                        <\/div>\n<div class=\"gouser Scolinkstil\">\n                            <b>Author Login<\/b><\/div>\n<div class=\"reviewer Scolinkstil\">\n                            <a href=\"http:\/\/www.ejmanager.com\/reviewers\/index.php?isl=login\" target=\"_blank\" rel=\"noopener\"><b>Reviewer Login<\/b><\/a><\/div>\n<div class=\"telif Scolinkstil\">\n                            <a href=\"[get_bloginfo]url[\/get_bloginfo]\/files\/word\/copyrighttransferform.pdf\" target=\"_blank\" rel=\"noopener\">\u00a9 Copyright Transfer Form<\/a><\/div>\n<\/p><\/div>\n<div style=\"float:left; margin-top:125px; margin-left:70px;\">\n                    <!-- Go to www.addthis.com\/dashboard to customize your tools --><\/p>\n<div class=\"addthis_sharing_toolbox\"><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<p>        <!----SayfaORtas\u0131bitiyor---><br \/>\n    <!---SayfaOrtaYazilariBas\u015fliyot---><\/p>\n<div class=\"ArticleTitle\">\n<div class=\"ABaslik\">\n        <\/div>\n<\/p><\/div>\n<div class=\"ArticleX\">\n<div class=\"leftArticlecover\">\n<div class=\"covarticle\">\n<div class=\"Baslik\">\n                    Investigating the Educational Needs of Nursing Students Before and After Learning\n                <\/div>\n<div class=\"icerikyazar\">\n                    Soghra Goliroshan, Hamed Hoseinzadeh, Sakineh Poorhosein Fookolaee, Parvin Aziznejadroshan, Soraya Khafri\n                <\/div>\n<div style=\"float: left; font-size: 14px; margin-top: 20px; padding-top: 2px; margin-bottom: 20px; color: #666666; font-style: italic;\">Sleep and Hypnosis: A Journal of Clinical Neuroscience and Psychopathology 2019;21(2):101-107<\/div>\n<div class=\"doilink\">http:\/\/dx.doi.org\/10.5350\/Sleep.Hypn.2019.21.0177<\/div>\n<div style=\"float: left; margin-top: 20px; margin-bottom: 20px;\">\n                    <!-- Go to www.addthis.com\/dashboard to customize your tools --><\/p>\n<div class=\"addthis_native_toolbox\"><\/div>\n<\/p><\/div>\n<div class=\"icerikyazi\">\n                    The results of educational needs assessment are widely used, including in the planning of curriculum, identification of issues and problems of individuals, assessment of comprehensive learning, enhancement and improvement of safety, and providing feedback to the individual or educational interventions in the organization. Therefore, this study was designed to determine the educational needs of nursing students before and after learning. This quasi-experimental study was performed on 65 nursing students in Babol University of Medical Sciences during the first semester of 2016-17. The data gathering tool was a researcher-made questionnaire that was designed in two sections: demographic characteristics and educational needs questionnaire. Students were randomly divided into groups of 6-7. The validity of the tool was determined by the content validity method and its reliability was obtained through test-retest. Data were analyzed by descriptive and inferential statistics (t-test, paired t-test, correlation, ANOVA) using SPSS software. The results showed that there is a significant difference between the mean scores of students before and after training (P&lt;0.001). Students have the highest level of ability to communicate with each other, training in the field of familiarity with the principles of serotyping with the best effectiveness, the ability to interpret blood and urine tests, and areas of ability to do certain things such as dressing, blood sampling and the ability to perform various injections were ranked respectively. The most important use of the results of the needs assessment is the development of educational programs for the purposes of the organization. Without a clear vision of the needs, efforts to develop organizational learning will waste valuable resources.\n                <\/div>\n<div class=\"icerikkeyw\">\n                    <b>Keywords:<\/b>\n                <\/div>\n<div class=\"down\">\n                    <a href=\"[get_bloginfo]url[\/get_bloginfo]\/files\/ing\/pdf\/7ae91cb5169b4e669002c9802e212418.pdf\" rel=\"nofollow noopener\" target=\"_blank\"><br \/>\n                        <img decoding=\"async\" src=\"[get_bloginfo]url[\/get_bloginfo]\/files\/ing\/images\/template\/pdftambtn.png\" alt=\"indir\"\/><\/a><br \/>\n                    <br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n                    <br class=\"m3ncsyod40qcuw2zf\"\/>\n                <\/div>\n<div class=\"References\">\n<div style=\"float: left; width: 640px;\"><b>REFERENCES<\/b><\/div>\n<p>                    Adib-Hajbaghery, M., Mir Bagher, N., Heidari, S. (2012). Clinical nursing education based on nursing process and group discussion. 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H., Rezapour, S. (2010); The impact of the training program \u201cThe acquisition of clinical skills in emergency\u201d on learning of medical students. Quarterly Research journal of  Lorestan University of Medical Sciences, 12(3), 45-50.<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\nNasiriani, K., Farnia, F., Salimi, T., Shahbazi, L., &#038; Motavasselian, M. (2006). Nursing graduates\u2019 self-assessment of their clinical skills acquired in medical-surgical wards.&nbsp;Iranian Journal of Medical Education,&nbsp;6(1), 93-100.<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\nNavabi, N., &#038; Asri, M. (2003). Practice rate of nursing students about communication with patients (Tonekabon Shahid Rajai Hospital; 2002-2003). 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(2011). Nursing students\u2019 self-assessment regarding clinical skills achievement in Ahvazjundishapur University of Medical Sciences. Iranian Journal of Medical Education, 11(5), 506-15.<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\nSafari, M., Salsali, M., Ghofranipour, F. (2004). Effect of nursing education through group discussion on the quality of nursing care of patients with myocardial infarction. Annals of Military and Health Sciences Research, 2 (4), 437-41.<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\nTabeei, H., Safaeia, A., &#038; Tabeei, Z. (2008). Clinical evaluation of medical assistants skills of clinical laboratory tests. Journal of Medical Council of Iran, 26(2), 201-4.<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\nVahabi, S., Ebadi, A., Rahmani, R., Tavallaei, A., Khatouni, A. R., Tadrisi, S. D., &#8230; &#038; Heydaranlou, E. (2011). Comparison of the status of clinical education in the views of nursing educators and students.&nbsp;Education Strategies in Medical Sciences,&nbsp;3(4), 179-182.<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\nValizadeh, L.., Amini, A., Fathi-Azar, E., Ghiasvandian, S. H., Akbarzadeh, B. (2013). The effect of simulation teaching on baccalaureate nursing students\u2019 self-confidence related to peripheral venous catheterization in children: a randomized trial. Journal of Caring Sciences, 2(2): 157-64.<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\n<br class=\"m3ncsyod40qcuw2zf\"\/><br \/>\nZareiyan Jahromi, A., Ahmadi, F. (2005). Learning needs assessment in bachelor of nursing: a qualitative research. 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