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Abdolghani Abdollahimohammad 5 Articles
Vaccination learning experiences of nursing students: a grounded theory study  
Eshagh Ildarabadi, Hossein Karimi Moonaghi, Abbas Heydari, Ali Taghipour, Abdolghani Abdollahimohammad
J Educ Eval Health Prof. 2015;12:29.   Published online June 18, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.29
  • 27,004 View
  • 201 Download
  • 3 Citations
AbstractAbstract PDF
Purpose
This study aimed to explore the experiences of nursing students being trained to perform vaccinations. Methods: The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin’s method of grounded theory. Results: A core category of experiential learning was identified, and the following eight subcategories were extracted: students’ enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students’ responsibility for learning, providing services, and learning outcomes. Conclusion: The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

Citations

Citations to this article as recorded by  
  • Frontline Involvement in Population COVID-19 Vaccinations: Lived Experience of Nursing Students
    Giulia Villa, Emanuele Galli, Sara Allieri, Riccardo Baldrighi, Adelaide Brunetti, Noemi Giannetta, Duilio Fiorenzo Manara
    Healthcare.2022; 10(10): 1985.     CrossRef
  • Vaccine hesitancy educational tools for healthcare providers and trainees: A scoping review
    A. Lip, M. Pateman, M.M. Fullerton, H.M. Chen, L. Bailey, S. Houle, S. Davidson, C. Constantinescu
    Vaccine.2022;[Epub]     CrossRef
  • Preparing Students for Difficult Conversations with Patients and Families
    Tiffani Chidume, Meghan C. Jones, Ann W. Lambert, Morgan Yordy
    Clinical Simulation in Nursing.2020; 46: 62.     CrossRef
Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia  
Abdolghani Abdollahimohammad, Rogayah Ja’afar
J Educ Eval Health Prof. 2015;12:42.   Published online August 3, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.42
  • 30,365 View
  • 165 Download
AbstractAbstract PDF
Purpose
The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics. Methods: A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08. Results: The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05). Conclusion: Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.
Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran  
Eshagh Ildarabadi, Hossein Karimi-Moonaghi, Abbas Heydari, Ali Taghipour, Abdolghani Abdollahimohammad, Azizollah Arbabisarjou
J Educ Eval Health Prof. 2014;11:25.   Published online September 30, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.25
  • 26,415 View
  • 181 Download
  • 2 Citations
AbstractAbstract PDF
Purpose
Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

Citations

Citations to this article as recorded by  
  • Improving nursing student self-confidence and competence through integrated public health care training
    Stefanus Mendes Kiik, Muhammad Saleh Nuwa, Yasinta Betan, Irlin Falde Riti
    Kontakt.2022; 24(1): 43.     CrossRef
  • Community Health Nursing in Iran: A Review of Challenges and Solutions (An Integrative Review)
    Aazam Hosseinnejad, Maryam Rassouli, Simin Jahani, Nasrin Elahi, Shahram Molavynejad
    Frontiers in Public Health.2022;[Epub]     CrossRef
Learning Style Scales: a valid and reliable questionnaire  
Abdolghani Abdollahimohammad, Rogayah Ja’afar
J Educ Eval Health Prof. 2014;11:22.   Published online August 18, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.22
  • 27,867 View
  • 263 Download
  • 6 Citations
AbstractAbstract PDF
Purpose
Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

Citations

Citations to this article as recorded by  
  • Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic
    Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
    Nursing Forum.2022; 57(1): 94.     CrossRef
  • Development of a novel, theoretically motivated scale to assess cognitive learning styles related to the autism spectrum
    Seyed Mohammad Mahdi Moshirian Farahi, Craig Leth-Steensen
    BMC Psychiatry.2022;[Epub]     CrossRef
  • An Examination of Pre-Service Teachers’ Interpersonal Dispositions in the Readiness Assurance Stage of Team-Based Learning
    Shenghua Zha, Pamela Moore, Brandon Browning, Jennifer Fetner, Yolany Lagos Ortiz
    Action in Teacher Education.2021; 43(1): 4.     CrossRef
  • Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
    Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
    Nurse Education Today.2021; 107: 105141.     CrossRef
  • Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia
    Abdolghani Abdollahimohammad, Rogayah Ja’afar
    Journal of Educational Evaluation for Health Professions.2015; 12: 42.     CrossRef
  • Learning style preferences of nursing students at two universities in Iran and Malaysia
    Abdolghani Abdollahimohammad, Rogayah Ja’afar
    Journal of Educational Evaluation for Health Professions.2014; 11: 30.     CrossRef
Learning style preferences of nursing students at two universities in Iran and Malaysia  
Abdolghani Abdollahimohammad, Rogayah Ja’afar
J Educ Eval Health Prof. 2014;11:30.   Published online November 24, 2014
DOI: https://doi.org/10.3352/jeehp.2014.11.30
  • 26,375 View
  • 173 Download
  • 4 Citations
AbstractAbstract PDF
Purpose
Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

Citations

Citations to this article as recorded by  
  • Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic
    Cherry Ann C. Ballad, Leodoro Jabien Labrague, Arcalyd Rose R. Cayaban, Oscar M. Turingan, Siham Mahmoud Al Balushi
    Nursing Forum.2022; 57(1): 94.     CrossRef
  • Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses
    Shu-Fen Chen, Yu-Wen Fang, Mei-Hua Wang, Tze-Fang Wang
    International Journal of Environmental Research and Public Health.2021; 18(11): 5891.     CrossRef
  • Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review
    Daniel Gonçalves Campos, Juliany Lino Gomes Silva, Melissa Jarvill, Roberta Cunha M. Rodrigues, Ana Railka de Souza Oliveira Kumakura, Daniel Gonçalves Campos
    Nurse Education Today.2021; 107: 105141.     CrossRef
  • Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia
    Abdolghani Abdollahimohammad, Rogayah Ja’afar
    Journal of Educational Evaluation for Health Professions.2015; 12: 42.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions