Strides in Development of Medical Education

Published by: Kowsar

Comparison of the Effect of Three Methods of Education (Inquiry-based, Bedside Education and Routine Approach to Clinical Education) on Critical Care Nursing Students' Clinical Learning

parvaneh asgari 1 , mokhtar mahmoudi 2 , * , Fatemeh Bahramnezhad 3 , fatemeh rafiei 4 and Mohammad Khajeh-Goodari 5
Authors Information
1 M.Sc. in Critical Care Nursing, Instructor, Department of Nursing, School of Nursing and Midwifery, Arak University of Medical Sciences, Arak, Iran, Iran
2 M.Sc. in Medical Surgical Nursing, Instructor, Department of Nursing, School of Nursing and Midwifery, Arak University of Medical Sciences, Arak, Iran, Iran
3 Ph.D. Candidate, Department of Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran, Iran
4 M.Sc. in Biostatistics, Thyroid Disorders Research Center, Amiralmomenin Hospital, Arak University of Medical Sciences, Arak, Iran, Iran
5 Ph.D. Candidate, Department of Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran, Iran
Article information
  • Strides in Development of Medical Education: June 15, 2016, 13 (2); e57947
  • Published Online: June 15, 2016
  • Article Type: Research Article
  • Received: July 11, 2017
  • Accepted: September 05, 2015

To Cite: asgari P, mahmoudi M, Bahramnezhad F, rafiei F, Khajeh-Goodari M . Comparison of the Effect of Three Methods of Education (Inquiry-based, Bedside Education and Routine Approach to Clinical Education) on Critical Care Nursing Students' Clinical Learning, Strides Dev Med Educ. 2016 ; 13(2):e57947.

Abstract
© 2016, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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Creative Commons License Except where otherwise noted, this work is licensed under Creative Commons Attribution Non Commercial 4.0 International License .

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