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Introduction: Clinical education plays a key role in nursing. Clinical learning environment is one of the most important well-known factors for being successful in nursing educational programs. The aim of this study was to investigate the perception of clinical learning environment among nursing students in Jiroft and Kerman Universities of Medical Sciences. Methods: This descriptive study was performed on 133 students of the Faculties of Nursing in Kerman and Jiroft Universities of Medical Sciences in 2013-14 academic years. Data were collected through a researcher-made questionnaire. It was developed by employing studies of Chiu Yuen Han, Saarikoski, Kachiwala and Skaalvik its validity and reliability were verified by validity coefficient (0.8) and test-retest method and correlation coefficient (0.74) respectively. The questionnaire’s six-point scale, rated as absolutely appropriate, appropriate, slightly appropriate, slightly inappropriate, inappropriate, and absolutely inappropriate which were scored from 0 to 5. The collected data were analyzed using descriptive statistics test, t test, ANOVA and Pearson test. Results: The mean of total scores obtained from clinical learning environment perception was 2.79±0.63 out of 5. The lowest score was for personnel’s support (2.24±1.18) and the highest score was for supervision communication (3.01±1.08). The means of total scores obtained from perception of clinical learning environment differed significantly in male and female students (t=2.297, p=0.023) and for second, third and fourth year students (f=3.43, p=0.035). Conclusion: The results of this study showed that nursing students’ perception of clinical learning environment was average. It is accordingly suggested that successful management models of wards should be considered in order to empower students’ learning and teamwork in all clinical wards.

Introduction: Teaching and learning are interdependent in educational process. Teaching effectiveness, therefore, should be investigated both from teachers' and learners' viewpoints in order to achieve a better education. This study was conducted to determine and compare the factors related to effective clinical education from teachers' and students' viewpoint in School of rehabilitation in Isfahan University of Medical Sciences. Methods: In this descriptive cross-sectional study, 23 faculty members and 107 senior students selected through census sampling method. The data collection tool was a researcher made questionnaire consisted of demographic information and factors related to clinical education which contained 5 general areas (individual features of the learner, individual features of clinical teacher, clinical environment, educational planning, and clinical evaluation). 32 questions related to these areas were scored based on a five point likert scale. The data was analyzed by SPSS 18 software. Results: Individual features of clinical teachers (3.04±0.74) and students (2.96±0.67) got the most scores in two groups (faculty members and students). The effect of clinical environment and clinical evaluation were found to be significantly different between students and teachers (p

Introduction: Much of the staff nurses make up the health system. So their education have huge impact on community health.One way to ensure their abilities is providing effective clinical education. So attention to variouse aspect of clinical education has been done.This study was done to analysis and discuse these dimentions. Method: by using the key words clinical education ,clinical environment,clinical educational problem ,all related studies done between 2000 and 2010 were searched on ovid,iranmedex,medlib.The studies were assessed base on the areas discussed in the clinical education and 23 article were selected. Conclusion: Dimensions of clinical education philosophy seems by the fact the area are challenging that should be consider.So these are recommended for researching in nursing education.

Introduction: Proper educational programs should have an active and dynamic nature and be revised and modified following the received feedbacks. Clinical learning guide if integrated with interactive logbooks is considered an appropriate tool for clinical learning enhancement by providing opportunity for more interaction among student, clinical environment, and instructor. Therefore, this study was performed with the aim of investigating the effect of using logbooks on students' learning. Methods: This quasi-experimental study was performed on 25 internship nursing students. Based on a Delphi study, a clinical learning guide integrated to logbook was designed and developed for ICU and CCU wards. Then, students were randomly assigned into two groups of control and experiment. The control group was trained through usual method and the experiment group was taught using logbook in selected wards. Students' clinical learning was assessed considering cognitive and psychomotor domains in both groups. Results: The mean score of the experiment group in ICU ward in both cognitive and psychomotor domains was significantly higher than that of the control group. Although the experiment group's mean score in both domains in CCU ward increased compared to the control group but the difference was not significant. Conclusion: The increase in students' scores in both cognitive and psychomotor domains in ICU and CCU wards can be a motivation for applying this method in clinical education. Further studies on other educational wards are recommended in order to demonstrate the effectiveness of logbook on nursing students' clinical learning.

Introduction: Teaching and learning are interdependent in educational process. Teaching effectiveness, therefore, is to be investigated both from teachers' and learners' viewpoints in order to achieve a better education. This study was conducted to determine and compare the factors related to effective clinical education from teachers' and students' viewpoints in School Of Nursing and Midwifery in Isfahan University of Medical Sciences. Methods: In this descriptive cross-sectional study, the population under the study was 53 faculty members and 118 senior students selected through purposeful sampling. The research environment consisted of teachers' offices, hospitals, and clinical centers affiliated to Isfahan University of Medical Sciences. The data gathering tool was a researcher made questionnaire consisted of two parts of demographic feَAutres and factors related to clinical education which contained 5 general areas of individual feَAutres of the learner, clinical teacher, clinical environment, educational planning, and clinical evaluation. Questions related to each of these areas were scored based on a five point Scale. The questionnaires were distributed anonymously and gathered after one week. The data was analyzed by SPSS software. Results: Mean of the scores in areas of factors related to the individual feَAutres of the learner, clinical teacher, clinical environment, and educational planning were above 4 and only in the area of clinical evaluation it was 3.95±0.81 out of the total score 5. T-test results for four before mentioned areas were 0.46, 0.45, 0.53, and, 1.39, respectively and it was 0.38 for evaluation area which revealed no significant difference. Conclusion: Regarding the agreement of faculty members and students on the importance of these factors in clinical education, it is recommended to apply all these factors in order to promote the quality of clinical education.

Introduction: In recent decades, medical education has been following new approaches to early clinical exposure. This study was designed to determine early clinical exposure (ECE) objectives and their availability and importance from the participants’ viewpoint. Methods: In a descriptive study, 70 students who had participated in ECE at Isfahan Medical University were asked to complete a questionnaire based on ECE goals in other similar studies. The questionnaire included 22 items based on Likert scale and asking about two aspects of importance and availability of objectives. The total score for importance and availability and their relationship are reported. Items resulted in the greatest degree of agreement are presented as well. Results: Seventy two percent of the students took part in the study and Cronbach’s alpha for the questionnaire was equal to 0.91. The median of all items indicating the importance of objectives was 4 and higher. The availability items had the median score equal to 3 in 7 items and equal or greater than 4 in the rest of items. The mean of total importance score was 3.98±0.7 and of total availability score was 3.51±0.53 out of 5. There was a small correlation between importance and availability of objectives. Conclusion: The determined goals were appropriate for our ECE program in the case of importance and availability but more attempts is needed to help students with basic sciences and clinical education integration. This study provided a good model to determine ECE objectives based on each university’s specific needs. More studies are recommended to design these educational goals in an objective manner.

Introduction. Encountering clinical environments as an inseparable part of studying medicine could bring about tension and anxiety for medical students. Early clinical exposure has been suggested in order to decrease these stresses and to motivate students for a better attitude and awareness. This study was performed to determine the effect of a short-term period of exposing to clinical environment on medical students' attitude toward medical education and their future career. Methods. In an interventional study performed as pre-test/post-test, 45 first and second year medical students were encountered clinical environments in rounds, operating rooms, emergency wards and out patient clinics, under the supervision of a mentor. They experienced one night in emergency ward. Students’ attitude was assessed by a questionnaire using Likert scale. Results. The score of attitude towards the effectiveness of medical education elevated (31%) at the end. While the score of attitude towards medical profession was 12% less than the first day. More positive change in attitude towards medical education was seen in women but this difference was not seen in attitude towards medical profession. 86% agreed or strongly agreed with necessity of this program for first year medical students96% thought that this course had motivated them to study more at school and the same rate said that this course made learning medicine more attractive and enjoyable. All of the students wanted to come to the hospital in the future, voluntarily. 65% mentioned that medical profession was more difficult than what they had thought. 35% agreed or strongly agreed that patients appeared different from what they had imagined before. Conclusion. This study clearly showed the effect of early exposure to clinical environment as a place for both education and patient care. Although the sample size and conditions of the study do not allow us to generalize the results to medical students’ population, the intervention influenced a positive change in medical students’ motivation for learning during their study years. It made them more aware of their future career.