Articles de revues : « Midwifery teachers »

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Thompson, Joyce Beebe, Judith T. Fullerton, Catherine Carr, Patricia Elgueta, Emmanuelle Hebert et Ans Luyben. « Global Workshops in Midwifery Competency-Based Educational Methodologies : Lessons Learned ». International Journal of Childbirth 7, n^o 1 (2017) : 4.1–17. http://dx.doi.org/10.1891/2156-5287.7.1.4.

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The LancetSeries on Midwifery and The State of the World’s Midwifery 2014 called on countries to expand the midwifery workforce as a key strategy to improve the health of women and newborns and lower maternal and newborn morbidity and mortality. Well-prepared midwife teachers and preceptors are required to prepare midwives to provide competent, high quality care for women and childbearing families. This article describes the design of competency-based education (CBE) capacity development workshops building on the International Confederation of Midwives’ (ICM) essential competencies and education standards, led by eight English-, Spanish-, and French-speaking CBE Master Educators (MEs). Common content and processes used in three English, one Spanish, and one French workshop are briefly described, noting the influence of participants’ backgrounds, location, and teacher preferences in modifications to common content. As of December 2016, 30 CBE Master Teachers and 22 CBE Teachers have attended a CBE capacity development workshop and, in turn, have provided CBE continuing education (CE) sessions for more than 300 midwife teachers and preceptors in over 20 countries in the Caribbean, Latin America, and Anglophone and Francophone Africa. Lessons learned are shared along with suggestions for next steps in assessment and evaluation of the use of CBE in midwifery education programs.

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Thompson, Joyce E. « Competencies for midwifery teachers ». Midwifery 18, n^o 4 (décembre 2002) : 256–59. http://dx.doi.org/10.1054/midw.2002.0329.

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Hariyanto, Hariyanto, Soetarno Joyoatmojo, Joko Nurkamto et Gunarhadi Gunarhadi. « NEEDS ANALYSIS OF ENGLISH FOR MIDWIFERY PURPOSES AT MIDWIFERY ACADEMY OF HARAPAN MULYA PONOROGO ». IJIET (International Journal of Indonesian Education and Teaching) 6, n^o 1 (23 janvier 2022) : 49–60. http://dx.doi.org/10.24071/ijiet.v6i1.1841.

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This study aimed at describing the need analysis of English for Midwifery Purposes. The study was conducted at Midwifery Academy of Harapan Mulya Ponorogo in February 2018. The respondents were 34 students and 7 lecturers. Data collected through a questionnaire that was given to the students. The interview was conducted with 7 midwife lecturers. Data analyzed descriptively. The results of the study revealed that most students (61.8% believe that English was very useful. Almost half of the respondents (38,2%) said that English was useful to communicate with foreigner patients. 41.2 % of respondents wanted to study English in order to succeed in getting a job in the future. 23% of the respondents suggested that English teaching should be emphasized on speaking skill. 18.8% of respondents wanted the English instructional materials consisted of Antenatal care, 15.3 % about therapeutic communication. Meanwhile, Need analysis based on teachers’ perception in many things have similarity with students’ perception. They were the usefulness of English, Emphasizing English materials and teaching process. Researchers suggested to the lecturer to design English teaching material that suits the needs of midwifery students.

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Krassovskiy, A. « MEDICAL REPORT OF THE ST. PETERSBURG MATERIALS AID INSTITUTION FOR 1890 ». Journal of obstetrics and women's diseases 5, n^o 7-8 (20 août 2020) : 549–73. http://dx.doi.org/10.17816/jowd57-8549-573.

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The teaching was carried out according to the previous system and the previous guidelines, namely: at the Midwife Institute: Textbook of Obstetrics for Midwives by Dr. Bidder and Complete Guide to the Study of the Midwifery Art of Dr. A. Zhizhilenko. - The teachers consisted of: at the Midwifery Institute: Professor Dr. Bidder, Associate Professor Dr. Chernevsky and Resident Dr. Stoll; at the School for rural midwives: resident I.F. Smolenskiy and teacher of reading and writing Ms. Gribanova. In addition, for each teacher, to repeat lessons with students and guide them in practical work, there was one tutor from the institution's doctors, namely: under Professor Bidder - Dr. Danilovich, under Associate Professor Chernevsky - Dr. Porshnyakov, under Dr. -re Shtole - Dr. Chagin.

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Horwood, Bert. « Are Good Teachers Born or Made ? A Canadian Attempt at Teacher Midwifery ». Journal of Experiential Education 8, n^o 1 (mai 1985) : 30–32. http://dx.doi.org/10.1177/105382598500800108.

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Rowan, Catherine J., Christine McCourt, Debra Bick et Sarah Beake. « Problem based learning in midwifery – The teachers perspective ». Nurse Education Today 27, n^o 2 (février 2007) : 131–38. http://dx.doi.org/10.1016/j.nedt.2006.03.006.

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Sohrabi, Zohreh, Masoomeh Kheirkhah, Elahe Sadegi Sahebzad, Seyedehsahel Rasoulighasemlouei et Siamak Khavandi. « Correlation between Students’ Self-Efficacy and Teachers’ Educational Leadership Style in Iranian Midwifery Students ». Global Journal of Health Science 8, n^o 7 (18 décembre 2015) : 260. http://dx.doi.org/10.5539/gjhs.v8n7p260.

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BACKGROUND: Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers’ leadership style and students’ self-efficacy in midwifery students.METHOD: This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker’s scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05.RESULT: Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers’ leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05).CONCLUSIONS: Results showed that transformational style is appropriate for midwifery teachers.

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Rastislavova, Katerina, Patrice Marek et Kristina Janouskova. « Stundents Motivation and Orientation to Midwifery ». Clinical Social Work and Health Intervention 14, n^o 1 (15 avril 2023) : 37–44. http://dx.doi.org/10.22359/cswhi_14_1_05.

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Objective: The purpose of the research was to determine the motivation and orientation of midwifery students towards professional expertise and associated factors. Design: A cross-sectional study. Participants: A total of 241 undergraduate midwifery students in a convenience sample participated in this study at a Faculty of Health Care Studies. Methods: Data were collected through a questionnaire, which was composed of 3 parts: motivation factors, a Midwifery Orientation Tool, and background questions. Results: The most powerful motive for the study of midwifery was “to be useful to others, take care of others”. The motivation factor of completed professional practice decreased statistically significantly after the second year of study (p<0.001). Orientation towards midwifery did not significantly differ statistically over individual years. Students dissatisfied with their studies were significantly less motivated to study midwifery (p<0.001) and had significantly higher average scores on the caring orientation scale (p<0.001) and the midwifery expertise scale (p<0.001) when compared to satisfied and moderately satisfied students. Conclusion: We recommend that educators in midwifery discuss issues relating to the curriculum. Teachers and mentors should pay attention to the individual problems of students during the academic year, both in the classroom and during clinical placements.

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Rahimparvar, Seyyedeh Fatemeh Vasegh, Khadijeh Kharaghani, Maryam Modarres, Mitra Zolfaghari et Anoushirvan Kazemnejad. « Effect of Neonatal Care Education Adopted from Intended Midwifery Textbooks on Knowledge, Attitude and Performance of Midwifery Teachers ». Journal of Evolution of Medical and Dental Sciences 8, n^o 47 (25 novembre 2019) : 3535–39. http://dx.doi.org/10.14260/jemds/2019/764.

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Matewere, Ireneo, Annie Msosa et Joseph Mfuni. « Exploring perceived barriers to effective utilization of learner-centred teaching methods by tutors at Holy Family College of Nursing and Midwifery, Phalombe, Malawi ». Malawi Medical Journal 34, n^o 3 (5 octobre 2022) : 192–200. http://dx.doi.org/10.4314/mmj.v34i3.8.

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Introduction Learner-centred teaching implies a paradigmatic shift in roles of a teacher from being a source of knowledge to that of a facilitator in the process of knowledge construction. Literature shows that perceptions which teachers hold about barriers to utilisation of learner-centred teaching methods influence how the teachers teach. Anecdotal records as well as observation of classroom teaching demonstrate that tutors at Holy Family College of Nursing and Midwifery dominantly use traditional teacher-centred teaching methods. Research Design and Methods This was a qualitative study based on the philosophical principle of constructivism. Study population and sample All tutors at Holy Family College of Nursing and Midwifery were the study population. Purposive sampling technique was used to select participants. In-depth interviews with 12 tutors were held using a semi-structured interview guide. Data analysis Data were analysed using the 6-step thematic method. Findings The participants suggested that effective utilization of learner-centred teaching methods is negatively affected by teacher-related as well as technical barriers. Conclusion Teachers clinging to power and need for more resources negatively affect utilisation of learner-centred teaching methods

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Agus Wahyudi. « Online learning during COVID-19 pandemic : Problems faced by midwifery students of STIK Bina Husada Palembang and suggestions to enhance effectiveness ». Language and Education Journal 6, n^o 01 (9 mai 2021) : 38–47. http://dx.doi.org/10.52237/lej.v6i01.208.

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COVID-19 or widely known as Corona Virus Disease 2019 influences the teaching and learning process in the world. Due to prevent the spread of the virus, the Ministry of Education and Culture ask the teachers to teach the students using online learning. Therefore, the aim of this study is to find out the problems faced by the midwifery students of STIK Bina Husada Palembang and suggestions to enhance effectiveness of online learning. The descriptive research was applied. There were 35 students involved in this research, namely Midwifery students of STIK Bina Husada Palembang in the academic year of 2020/2021. The data were collected using questionnaire and were analyzed qualitatively with interactive model, covering data collection, data reduction, presentation, and conclusion. Having implemented the online learning during Covid-19 Pandemic, the students, parents, and the teachers got problems of online learning. The problems can be overcome by implementing some suggestions mentioned in this research.

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Achampong, Emmanuel Kusi. « Assessing the Current Curriculum of the Nursing and Midwifery Informatics Course at All Nursing and Midwifery Institutions in Ghana ». Journal of Medical Education and Curricular Development 4 (1 janvier 2017) : 238212051770689. http://dx.doi.org/10.1177/2382120517706890.

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The use of computers in the delivery of health care has significantly improved the way health service is delivered to clients and patients in the world. Despite the importance of computing to the delivery of health service, developing countries have not greatly benefited from it. Nursing informatics has been in existence and part of academic curriculum for the past 2 decades in some advanced countries. The Ghana Nursing and Midwifery Council introduced the nursing and midwifery informatics course during the 2015/2016 academic year. This seeks to train student nurses on the relevance of computers to health care. Two separate workshops were organised to ascertain the preparedness of tutors (teachers at the nursing and midwifery training institutions) for teaching the new nursing and midwifery informatics course as well as to compare the curriculum with other international recommendations. The nursing and midwifery informatics course is taught at the first year where students have not been introduced to the nursing processes for them to appreciate the use of nursing informatics skills. It would be better if the nursing and midwifery informatics course is rather introduced during the second year second semester when students are about going for the hands-on training at the various health care institutions. Examining the course content reveals that the practical aspect within the course is very small. It is expected that more practical contents will be introduced. Tutors are not adequately prepared to teach this new course. More training is therefore needed to make tutors fully prepared to teach both the theory and practical aspects of the nursing and midwifery informatics course. It is expected that the nursing and midwifery informatics course would prepare student nurses on all nursing informatics competencies. It is essential that nurse educators incorporate the entire concept of informatics into the education of nurses.

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Susanthi, I. Gusti Ayu Agung Dian, I. Wayan Pastika, Ida Bagus Putra Yadnya et Made Sri Satyawati. « Language Function Used in ELT Textbook Focused on Medical Conversation ». Journal of Language Teaching and Research 9, n^o 1 (1 janvier 2018) : 125. http://dx.doi.org/10.17507/jltr.0901.16.

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The study of language in use has become a crucial issue in every branch of study, such as medical, politics, economics, etc. In doing the interaction for those purposes people use language. The theme of this research is language in use in medical conversation, the data taken from the midwifery conversation of some textbooks of English language teaching for midwifery. This study tries to reveal the language in use in midwifery conversation. On the basis of this research, the question rises as: What kind of language functions used in midwifery conversation? In order to answer this question the theories of language in used proposed by some experts such as Leech (1974), Cook (1994) and Halliday (1985) used as references in this study. However the formulation of language in use redesigned based on the general guidelines in giving the counseling to the patient found in three ELT textbooks mostly used in Indonesian universities especially for midwifery students, this research also presents the occurrence of macro and micro language functions, moreover this research reveals the language in use both in English and Indonesian, thus it helps the teachers in stressing every point of language in use, so that they can easy to teach the expressions and the grammar which can be used in the conversation both in English and Indonesian.

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Firoozehchian, Firoozeh, Zahra Taheri Ezbarmi et Ideh Dadgaran. « Nursing-Midwifery Students and Teachers’ Views of Effective Factors in Clinical Education ». Procedia - Social and Behavioral Sciences 47 (2012) : 1832–37. http://dx.doi.org/10.1016/j.sbspro.2012.06.908.

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Sunarni, Neli, Aulia Ridla Fauzi et Rosidah Solihah. « Penerapan Aplikasi KPSP melalui Pelatihan Kepada Guru Kober dan Guru TK ». Daarul Ilmi : Jurnal Pengabdian Kepada Masyarakat 1, n^o 1 (24 juin 2023) : 8–15. http://dx.doi.org/10.52221/daipkm.v1i1.232.

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Introduction: The SDIDTK activities are part of a comprehensive and high-quality child development program, focusing on stimulation, early detection, and intervention of developmental deviations during the first five years of life and for preschool children aged 5-6 years, utilizing the Pre-Screening Development Questionnaire (KPSP). The KPSP is employed at the family/community level by trained Early Childhood Education (PAUD) educators and kindergarten teachers. The Midwifery D3 Study Program at STIKes Muhammadiyah Ciamis has launched a new breakthrough, an Android-based KPSP application developed as a result of research conducted by faculty members from the Midwifery D3 Study Program. Objective: The purpose of this service was providing a solution to the problem of effectively and efficiently utilizing developmental screening through an Android-based KPSP application, accompanied by an improvement in knowledge regarding developmental screening in infants and toddlers. Method: This public service was conducted by identification, formulation of service instrument, conducting a pre-test on developmental screening for playgroup and kindergarten teachers, followed by the provision of materials related to child developmental screening and training on the usage of the KPSP application. The activity concludes with a post-test on knowledge of child developmental screening and the direct utilization of the KPSP application by playgroup and kindergarten teachers. Result: There was an increase in knowledge to 100% after being given counseling related to child development screening and training on using the KPSP application which succeeded in making kindergarten and Kober teachers more effective and efficient. Conclusion: Counseling in order to increase the knowledge of Kindergarten teachers and Kober teachers about child development screening has succeeded in providing a significant increase in knowledge.

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Suryani, Lilis. « HUBUNGAN SIKAP DENGAN PRESTASI BELAJAR YANG DICAPAI OLEH MAHASISWA SEMESTER IV PADA MATA KULIAH ASUHAN KEBIDANAN II Di Akademi Kebidanan Muhammadiyah Madiun ». Jurnal Ilmiah Kebidanan (Scientific Journal of Midwifery) 5, n^o 2 (30 septembre 2019) : 9–16. http://dx.doi.org/10.33023/jikeb.v5i2.271.

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Learning achievement is the result of the assessment of teachers learning from students' learning outcomes in accordance with the instructional objectives regarding the content and behavior expected of students. Positive learning attitude will lead to higher activity compared with a negative attitude. If other factors being equal, a positive learning attitude of students will learn more active and thus will obtain better results in comparison with the negative learning attitudes of students, when studying at college can not change the insights and academic or social behavior when students graduate from college, they just grow or title attribute. The purpose of research to determine the relationship of attitudes to the achievement of students in the fourth semester of Midwifery Care II Lecture at the Academy of Midwifery Muhammadiyah Madiun. The research includes studies using associative croos sectional approach with a population of IV semester students Muhammadiyah Midwifery Academy of Madiun dated July 2, 2017. The variables used are independent variables with two pairs of samples that is the attitude of student learning and achievement. The population of 46 respondents using sampling techniques saturated. Collecting data using questionnaires, were analyzed using the Spearman Rank test statistics with significant levels of 0,05. Spearman Rank test results obtained t count = 39.22> t table = 2.021, meaning that there is a relationship between attitudes with student learning achievement at the fourth semester II Courses at the Academy of Midwifery Care Midwifery Muhammadiyah Madiun. See research result, need cooperation existence either from entire civitas academic person, good student university, lecturer, environment, with tool and infrastructure that subsidize. Creativity and innovation in will submit also praktikum in laboratory will evoke attitude will learn good, so that will increase accomplishment will learn in Midwifery Care

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Liagkou, Anastasia, Eleftheria Lazarou, Maria Tigka, Georgia Pournara, Katerina Lykeridou et Dimitra Metallinou. « Knowledge of Critical Issues in the Intrapartum Period : a Cross-sectional Study Among Undergraduate Final Year Midwifery Students ». Materia Socio Medica 34, n^o 4 (2022) : 284. http://dx.doi.org/10.5455/msm.2022.34.284-290.

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Background: Dealing with critical issues in the intrapartum period requires comprehensive knowledge and a full understanding of the basic principles and skills involved, as complications during labor and birth occur unexpectedly.. Objective: The aim of this study was to evaluate the knowledge of critical issues in the intrapartum period among undergraduate final year midwifery students. Methods: This is a descriptive observational cross-sectional study conducted between February-July 2017. Final year undergraduate midwifery students were recruited from one institution and four public hospitals. The research instrument was a questionnaire designed by the research team. Statistical significance was set at p<0.05 and analyses were performed using the IBM SPSS Statistics version 22. Results: The final study sample consisted of 100 participants. The 36.0% of the students had started their final year internship, with a mean duration of 4.3 months. Only 2% of the participants had obtained a bachelor degree from another department, 76% had attended general high school, 17% had pre-graduate work experience and 48.0% had attended a seminar on critical issues in the intrapartum period. Participants’ final scores ranged from 5% to 90%, with mean value being 49.7% (SD=16.5%). The knowledge score was found to be significantly higher in midwifery students who had started the internship. However, it was not significantly correlated with other educational characteristics. Finally, no significant correlation was observed between knowledge score and age (r= -0.15, p=0.138) or knowledge score and months of internship (r=0.27, p=0.114). Conclusion: In the core midwifery curriculum, the design and integration of didactic and clinical courses focusing on emergency management in midwifery practice is considered of paramount importance. However, teachers should provide midwifery students with guidance on independent learning ability and implement effective strategies to enhance students’ self-study skills.

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Sayyadi, Mahnaz, Ahmad vahabi, Mohammad Saleh Vahedi, Daem Roshani, Boshra Vahabi et Arezoo Vahabi. « Nursing and midwifery Students' viewpoints about special characteristics of clinical teachers in 2015 ». Scientific Journal of Nursing, Midwifery and Paramedical Faculty 2, n^o 3 (1 février 2017) : 21–30. http://dx.doi.org/10.29252/sjnmp.2.3.3.

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Harahap, Meliani Sukmadewi, Alchalidi Alchalidi, Baharuddin Baharuddin et Nurlaili Ramli. « The Effect of Peer Tutor Model on Antenatal Care Skill Competencies in Learning Laboratory Skills for Students of Langsa Midwifery Study Program ». Open Access Macedonian Journal of Medical Sciences 9, E (1 juin 2021) : 481–84. http://dx.doi.org/10.3889/oamjms.2021.5999.

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BACKGROUND: Peer-assisted learning is a student-centered learning method that involves discussions between friends or seniors as teachers and participants as being taught. Realize optimal education; it is necessary to choose the peer tutorial method to increase antenatal care (ANC) skills in laboratory skills. AIM: This study aims to determine the effect of the learning peer tutor model for laboratory skills on the competence of ANC skills in the Langsa Midwifery Study Program’s first-level students. METHODS: This study used a pre-experimental approach with a one-group pretest-posttest design without a control group. The population used in this study were all Level I Midwifery Students of Langsa City who occupied the 2nd semester. This study’s sample was taken by purposive sampling as many as 45 respondents – data analysis using bivariate analysis. RESULTS: The results showed an effect of the peer tutor method on ANC skills’ competence before and after learning laboratory skills as evidenced by a statistical test with a value (p < 0.05), namely, 0.047 < 0.05. The results also showed differences in students’ competence before and after the peer tutoring method was carried out in laboratory skills learning, as evidenced by the results of statistical tests with p < 0.05, namely, 0.000 < 0.05. Peer tutor method learning effectively increases ANC skill competencies in learning laboratory skills for midwifery study students. CONCLUSION: Peer tutor model effective in improving ANC skills competency in skill learning for midwifery study students.

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Govindarajulu, Srinivas, Geetha Rajasekar, Rakesh Anbazhagan, Thirumugam Muthuvel, B. Subhavaishnavi, R. Maanasa et Parameswari Srijayanth. « Assessment of educational environment of midwifery students in Auxillary Nurse and Midwifery Institutes, Tamil Nadu – A descriptive study ». Indian Journal of Community and Family Medicine 9, n^o 2 (2023) : 155–60. http://dx.doi.org/10.4103/ijcfm.ijcfm_38_22.

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Introduction: Tamil Nadu has a well-established public health-care delivery system with the Auxiliary Nurse and Midwifery (ANM) or Village Health Nurses. They learn and qualify for their job from ANM institutes and become the key field level functionary who interacts directly with the community. Their ability to provide quality community care is largely determined by the quality of ANM education they receive during their training. Hence, this study aimed to assess the perception of these students to facilitate a conducive educational environment. Methods: A descriptive study was carried out among 244 ANM students from across 10 randomly selected government ANM schools in Tamil Nadu. A self-administered Dundee Ready Educational Environment Measure (DREEM) questionnaire was used for assessment. The data was analyzed using EpiData. Results: Among the 244 students enrolled in the study, the mean (standard deviation) global DREEM score was 167.39 (±18.06). Student's academic perception was the highest (91%), followed by student's perception of atmosphere (84.2%), learning (84%), and teachers (83.5%), and the least average score was from student's social self-perception (74%). Conclusion: The study showed the nursing students' view on their academic learning environment as “more positive than negative,” Centers were also considered excellent, and this assessment would provide an useful guide into the areas that students felt “good” about, which should be reinforced and the weaker areas that need to be strengthened for better services.

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Gosby, Janice. « Ensuring Safe and Effective Practice : Fitness for Practice at the Point of Registration ». Journal of Perioperative Practice 17, n^o 8 (août 2007) : 384–90. http://dx.doi.org/10.1177/175045890701700803.

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The Nursing and Midwifery Council (NMC) has been reviewing its standards for the preparation of teachers and considering issues related to fitness for practice at the point of registration. This has resulted in new standards to support learning and assessment in practice (NMC 2006a). The standards have attempted to address learning in an interprofessional practice environment, taking account of the different professionals involved in supporting and assessing learning, while maintaining the integrity of particular professions.

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Ricros, Delphine, et Etienne Rivière. « Analysis of midwifery teachers’ approach to identifying student midwives with poor clinical reasoning skills ». Midwifery 66 (novembre 2018) : 10–16. http://dx.doi.org/10.1016/j.midw.2018.07.002.

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Najafi, Seyedeh Khadijeh, et Ali Panah Dehghani. « Iranian Intermediate ESP Students’ language learning beliefs and their language learning strategies ». Contemporary Educational Researches Journal 13, n^o 1 (27 février 2022) : 20–33. http://dx.doi.org/10.18844/cerj.v13i1.7890.

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The aim of the study is to examine the relationship between ESP students' language learning beliefs and strategy use. 68 Iranian female students studying in midwifery and nursing departments were selected. Study participants received the Quick Oxford placement, and 51 intermediate participants were selected from among them. Language Learning-Related Beliefs Inventory, and Language Learning Strategy-Inventory were used. Chi-square was used to find the relationship. The results showed that Iranian midwifery students are moderate in their beliefs about language learning, they generally use language learning strategies at a moderate level, and their preferences for language learning strategies are compensatory, metacognitive, memory, cognitive, social and affective. The results also showed that there is a positive relationship between ESP students' language learning beliefs and their use of language learning strategies. The findings of this study can also be fruitful for language learners and teachers, curriculum designers and material developers. Keywords: ESP students, language learning beliefs, language learning strategies

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Ghazlane, Imane, Khalid Marnoufi, Jabran Daaif et Bouzekri Touri. « The Relationship between Critical Thinking Skills, Portfolio Models and Academic Achievement of Moroccan Midwifery Students ». Journal of Educational and Social Research 12, n^o 5 (2 septembre 2022) : 20. http://dx.doi.org/10.36941/jesr-2022-0119.

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The present study investigates the relationship between critical thinking skills and portfolio models and academic achievement among midwifery students. Design: A mixed method was followed for this study. A cross-sectional study was used for reporting the results of the California critical thinking skills test (CCTST). In addition, a focus group while following the COREQ guideline to establish the categorization of portfolios. Method: the research sample consisted of 41 students, 48.78 % were registered in the third semester, and 51.21% were in the sixth semester. The CCTST was used to measure critical thinking skills (CTS). A focus group of six teachers was used to develop a classification of portfolio models. The data was analyzed using Chi-Square, and ANOVA. Results: The CCTST and all subscales are highly reliable. Age and educational level were significant variables for the portfolio models, and (CTS). Relationships were also found between the midwifery student’s portfolios models and their CCTST overall scores. Moreover, the students with the highest scores in (CTS) had portfolio Toast Rack design. Conclusion: CCTST showed good validity and reliability for Moroccan midwifery students, and can be used to inform on portfolios design. Validation with large and diverse samples is recommended. It is suggested that instructors consider the dominant portfolio design of each level and use appropriate teaching methods. Received: 21 June 2022 / Accepted: 16 August 2022 / Published: 2 September 2022

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Fraser, Diane M., Mark Avis et Maggie Mallik. « The MINT project—An evaluation of the impact of midwife teachers on the outcomes of pre-registration midwifery education in the UK ». Midwifery 29, n^o 1 (janvier 2013) : 86–94. http://dx.doi.org/10.1016/j.midw.2011.07.010.

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Lorentzon, Gass, Wimpenny et Gibb. « Protectionism or competition in managing British nursing research ? Current debate among nurse and midwifery teachers ». Journal of Nursing Management 6, n^o 1 (janvier 1998) : 29–35. http://dx.doi.org/10.1046/j.1365-2834.1998.00047.x.

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Jannah, Yuniatul. « Program Niha’i Santri : Pola Pengembangan Pedagogik Guru ». Fakta : Jurnal Pendidikan Agama Islam 1, n^o 1 (17 janvier 2021) : 13. http://dx.doi.org/10.28944/fakta.v1i1.199.

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This Article conclusion the findings of this study proves that the niha'i program has great relevance in fostering the pedagogical competence of service teachers conducted at the Nurul Huda Islamic Boarding School in Pakandangan Barat Bluto Sumenep. The niha'i program is geared towards how children learn to become professional educators. The focus of the research is how is the implementation and how is the relevance of the niha'i program in fostering the pedagogical competence of midwifery teachers at Pondok Pesantren Nurul Huda Pakandangan Barat Bluto Sumenep Madura in 2019?This research uses a qualitative approach. Data collection techniques used were interviews, observation and documentation. The data analysis used consisted of three interacting analyzes, namely data reduction, data presentation and conclusion drawing. From the discussion of the research it can be concluded that the implementation of the Niha'i program in fostering the pedagogical competence of service teachers at Nurul Huda Islamic Boarding School begins with the planning stage which socializes to final grade students, implementation is adjusted to a previously planned schedule and evaluation in the form of a document of work results. students who are assessed and validated by the supervisors. While the relevance of the niha'i program is 1) Afternoon teaching, namely the teacher obtains a complete picture of students 'initial abilities and a broad picture of the experiences that students have, 2) 'Amaliyatu-t-tadris on the characteristics of teachers, including teachers must be prepared with the material to be taught, have a cheerful face and communicate well and fluently, and are in good health, 3) Mutola'atul polar is the ability of students to copy and write books or Kutubu-t-Turats from a computer using the Maktabah Syamilah program. 4) Bahtul ilmy is the teacher's writing ability with khat naskh and for footnote with khat riq'ah.

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U.A., Farouk, Maduakolam I.O. et Agnes C.O. « Effective Precepting of Nursing and Midwifery Students in the Clinical Setting : Role of Educators and Clinicians ». African Journal of Health, Nursing and Midwifery 5, n^o 4 (1 novembre 2022) : 98–109. http://dx.doi.org/10.52589/ajhnm-ihrzjsit.

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This paper aims to discuss the roles of Educators and Clinicians in effective precepting of Nursing and Midwifery Students in the Clinical Setting. It aids both experienced and new preceptors to become more effective teachers in the delivery of their roles to students, interns and newly employed nurses while maintaining the standard of Nursing & Midwifery clinical area. The paper discussed vast literature surrounding the phenomena of preceptorship in nursing. The paper enlightens the concept of establishing an effective preceptorship, teaching strategies for effective preceptorships, challenges confronting precepting’s, roles and responsibilities of educators and clinicians’ receptors and benefits of effective precepting. Recommendations made in the paper are; Strengthening preceptorship in providing theoretical and practical knowledge to the nursing students, each student nurse should have a formally assigned preceptor that is responsible for the academic growth of that student, preceptor can use various teaching strategies for effective student’s clinical practice, nursing leaders and administrators should put on more effort in improving precepting activities in hospitals and institutions, professional organisations should give more support to precepting in nursing for professional development.

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HARRISON, LYNDA LAW. « Educating Classmates and Teachers of Chronically Ill or Disabled Children ». MCN, The American Journal of Maternal/Child Nursing 14, n^o 6 (novembre 1989) : 425???432. http://dx.doi.org/10.1097/00005721-198911000-00015.

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Dr Viral Shukla. « Writing for Professional Development : A Book Review ». International Peer Reviewed E Journal of English Language & ; Literature Studies - ISSN : 2583-5963 1, n^o 2 (10 décembre 2019) : 14–29. http://dx.doi.org/10.58213/ell.v1i2.11.

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Professionals from a variety of fields, ranging from nursing to engineering, write on the jobto communicate effectively in their respective fields. Writing to Learn the Profession andLearning to Write Professionally are two key approaches that are brought into conversation inthis book. With an audience that includes vocational education teachers, teacher trainersacross the disciplines, professional training programmes, and authors of pre-professionalcurricula, the book's subtitle, "Creating a professional identity at work through reflectivewriting," could have been a good fit. As part of the latest volume in their Studies in Writingseries, Ortoleva, Bétrancourt, and Billett bring together an international group of scholars toexamine the writing skills and rhetorical sensitivities that students need to develop as theyprogress through the stages of their professional development. With a particular emphasis onvocational education courses in fields ranging from midwifery to baking, this book providesone of the first comprehensive examinations of what students require, what employers expect,and how teachers are attempting to assist students in better realising their professionalaspirations through writing.

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Tobolic, Timothy. « Teaching the Future Teachers About Breastfeeding ». Breastfeeding Medicine 14, n^o 2 (mars 2019) : 137–38. http://dx.doi.org/10.1089/bfm.2018.29119.tjt.

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Barton. « The integration of nursing and midwifery education within higher education : implications for teachers — a qualitative research study ». Journal of Advanced Nursing 27, n^o 6 (juin 1998) : 1278–86. http://dx.doi.org/10.1046/j.1365-2648.1998.00658.x.

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Pilabré, Arzouma Hermann, Guébré Esther, Dieudonné Soubeiga, Soutongnoma Safiata Kaboré, Nestor Bationo et Nessiné Nina Korsaga. « User satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa : A systematic review ». Journal of Nursing Education and Practice 14, n^o 7 (12 avril 2024) : 30. http://dx.doi.org/10.5430/jnep.v14n7p30.

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Background and objective: Information and communication technologies are often used in universities in sub-Saharan Africa to train nurses and midwives. However, user satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa has not been well documented. The objective of this study is to synthesize user satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa.Methods: A systematic review was conducted. Three electronic databases (PubMed, CINAHL, and ERIC) were consulted. Two reviewers independently conducted the selection of eligible publications based on the inclusion and exclusion criteria. Data were extracted and quality assessed by four team members. Qualitative, quantitative, or mixed studies conducted in sub-Saharan African countries published from 2018 to 2021 were included.Results: The majority of students used smart mobile phones. Access to the internet connection was via their mobile phone or tablet. In terms of their ability to use mobile devices, the majority of students were good users. The rest were divided between experts in mobile use and limited users. The majority of teachers were open to the use of word processing, PowerPoint presentations, and blended learning. Other reasons for satisfaction include the use of information and communication technologies during clinical placements, online assessments, the creation of discussion forums, and live discussions with colleagues.Conclusions: Students are satisfied with the use of information and communication technologies. The administration must equip itself with the means to use them in teaching by motivating and supporting teachers. To do this, it must take into account the results of regular assessments to provide a better learning environment. Using information and communication technologies could become a quality criterion for a high-performance university.

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Sika-Paotonu, Dianne, et Carolyn Tait. « Scientific language communication within postgraduate Immunology education ». Journal of Immunology 198, n^o 1_Supplement (1 mai 2017) : 137.2. http://dx.doi.org/10.4049/jimmunol.198.supp.137.2.

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Abstract Language is the dominant medium through which communication occurs in tertiary education contexts. It is paramount that teachers consider the language of the classroom where learning and teaching activities occur as this is highly relevant to all students and in particular, English as Second Language (ESL) learners. The purpose of this work was to explore scientific language communication in the postgraduate learning and teaching environment for nursing, midwifery and health students undertaking Immunology classes and consider the implications for ESL learners in particular. Participant responses based on formal teaching performance and student satisfaction scores were provided by nursing, midwifery and health students in response to Immunology teaching sessions presented at postgraduate level. Formal teaching feedback from students within these postgraduate classes that included ESL students was analysed and indicated that teaching category measures for “clarity of communication” and “attitude towards students” were highly favorable. Additional feedback also indicated positive responses to in-class activities including peer-to-peer teaching and learning interactions. Student feedback includes responses including that from ESL learners and would suggest that the scientific language communication and the use of group and peer interaction activities being undertaken in this postgraduate education setting are providing support and promoting scientific language learning for all students.

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Bahrami Babaheidari, Touran, Siamak Amiri, Zohreh Mahmoodi, Marjan Haj Firooz Abadi, Sara Rahimi, Hadi Soleymani Sartangi et Arman Latifi. « Comparison of Teacher Evaluation Indices from the Perspective of Students and Teachers at Alborz University of Medical Sciences ». Journal of Research Development in Nursing and Midwifery 18, n^o 2 (1 juillet 2021) : 45–48. http://dx.doi.org/10.52547/jgbfnm.18.2.45.

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Obreykova, Monika. « ASSESSMENT OF THE COMMUNICATIVE ABILITIES OF STUDENTS IN MEDICAL SPECIALTIES DURING THE ONLINE TRAINING PERIOD ». Proceedings of CBU in Medicine and Pharmacy 2 (24 octobre 2021) : 117–22. http://dx.doi.org/10.12955/pmp.v2.184.

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Purpose: Communication skills are very important in the medical profession. Challenging for the teachers to develop the communication skills of future medical specialists through online classes during Covid-19. Aim: To study the opinion of students about the importance of communication skills and its development through online classes during Covid-19, as well as to know the factors hindering the development of the communication process. Materials and methods: A survey was conducted among 81 students in the field of "Health Care" majoring in "Nursing", "Midwifery" and "Medical Assisting" through a questionnaire. The data has been analyzed with the help of SPSS. Conclusion: 67% of the students indicated that online learning will hamper the development of their much-needed communication skills to communicate with the patients. The results show difficulties in the implementation of quality health care which must be overcome. There is a need to improve the communication skills of the health care students by conducting special courses to overcome the deficiencies of online learning during Covid-19. Communication skills are extremely important in the medical profession. It is challenging for teachers to develop the communication skills of future medical professionals through online classes during Covid-19. In the present study, students' opinion about the importance of communication skills and their acquisition during the pandemic through online classes, as well as the factors hindering the development of communication skills were studied. The present study reveals that most students majoring in nursing, midwifery and medical assisting lack communication skills, particularly in their communication with patients with disabilities. This problem is related to the flaws in the educational system for medical professionals, which prepares them to work in the real world. It is established that a need for approbation and introduction of educational programs to develop the communication skills and to overcome the deficiencies of the online training during Covid-19 in this regard.

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Wulandari, Eka, et Yuyun Putri Mandasari. « Students' perceptions of adopting songs for English online learning in Indonesian tertiary education ». Erudita : Journal of English Language Teaching 1, n^o 1 (30 novembre 2021) : 18–27. http://dx.doi.org/10.28918/erudita.v1i1.4457.

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The pandemic situation in the last two years has forced us to move almost all activities online, including our teaching and learning activities. This creates challenges for teachers to discover suitable techniques or media to motivate students to keep being active in online class interaction. One of the possible media that can be used is songs; a media which is already popular among the youths. This paper presented a data survey towards 107 female students aged 19-20 years old from one of the midwifery academies situated in Central Java, Indonesia. This study used an online questionnaire form. There were 18 items in the questionnaire and the data consisted of demographic data and studentsâ€™ perception towards the use of songs for improving their skills in English. The data were presented in the percentage data and analyzed using descriptive explanation. The result showed that the studentsâ€™ perception on songs as media for English online learning achieved positive perception on all items. Referring to this finding, teachers can consider using songs for English online learning in order to create an attractive and interactive online learning process.

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Yekeh Fahhah, L., H. Manochehri, B. Jahandideh, S. Z. Talebi Alavi, N. Azardel et F. Falahat Pisheh. « Teachers, nursing and midwifery Students' Viewpoints about Effective Factors in Achieving Professional Skills in Qazvin University of Medical Science ». Research in Medical Education 5, n^o 1 (1 avril 2013) : 52–60. http://dx.doi.org/10.18869/acadpub.rme.5.1.52.

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Mitchell, Mary. « The views of students and teachers on the use of portfolios as a learning and assessment tool in midwifery education ». Nurse Education Today 14, n^o 1 (février 1994) : 38–43. http://dx.doi.org/10.1016/0260-6917(94)90056-6.

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Home, Joseph, Andrew Rowland, Felicity Gerry, Charlotte Proudman et Kimberley Walton. « A review of the law surrounding female genital mutilation protection orders ». British Journal of Midwifery 28, n^o 7 (2 juillet 2020) : 418–29. http://dx.doi.org/10.12968/bjom.2020.28.7.418.

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Performing female genital mutilation (FGM) is prohibited within the UK by the FGM Act of 2003. A mandatory reporting duty for FGM requires regulated health and social care professionals and teachers in England and Wales to report known cases of FGM in under 18-year-olds to the police. An application to the court for an FGM protection order (FGMPO) can be made to keep individual women and girls safe from FGM. This paper reveals the significant disconnect between the number of FGMPO applications and known recorded cases of FGM. The introduction of FGMPOs requires critical exploration as there is insufficient evidence to show that FGMPOs are effective in protecting women and girls from FGM. It is therefore unclear what impact, if any, FGMPOs are having upon the protection of women and girls at risk of FGM. The barriers to the implementation of FGMPOs and possible solutions are discussed.

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Doynovska, Rositza. « STUDENT ASSESSMENT FROM THE FACULTY OF “PUBLIC HEALTH, HEALTHCARE AND SPORTS” SOUTH-WEST UNIVERSITY “NEOPHIT RILSKY” ON THE ONLINE TRAINING ». MEDIS – International Journal of Medical Sciences and Research 1, n^o 3 (30 août 2022) : 43–47. http://dx.doi.org/10.35120/medisij010343d.

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The COVID-19 pandemic is having an unprecedented impact on human behavior and everyday life. One of the most characteristic post-COVID effects that has occurred is the increasingly imposed digital communication in all public and personal spheres. Higher education institutions stopped the face-to-face form of education and switched to online education. Digital literacy was required for university teachers and students to use online platforms. For large part of the students this process was easier due to their almost daily presence in the Internet space, use of various communicative social networks and applications. For the teachers, it became necessary to adapt the teaching material for application in an environment, to prepare in a short period of time to move to a different learning environment and to overcome the existing deficits for teaching in an online environment, to develop different forms of testing, to use webinars as a means of synchronous learning. The purpose of the present study is to examine the opinion of the students from the Faculty of Public Health, Health Care and Sport, South-West University „Neofit Rilski“-Blagoevgrad for the quality of online education. An anonymous survey was conducted among students of medical and non-medical specialties – nursing, midwifery, kinesiotherapy, speech therapy and social work. The results show that part of the students accept the online training as effective in terms of the theoretical material, but all of the them express a definite opinion about conducting hands-on training. Students expect from teachers more attractive methods, more time for direct dialogue and discussions. The technical problems in implementing online learning and the difficulties experienced by both students and teachers are reported. The technical problems in implementing online learning and the difficulties experienced by both students and teachers are reported. The obtained results show that both countries are facing a number of problems in the digital reality rethinking the traditional way of teaching.

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Nolan, Mary L., et Carolyn Hicks. « Aims, processes and problems of antenatal education as identified by three groups of childbirth teachers ». Midwifery 13, n^o 4 (décembre 1997) : 179–88. http://dx.doi.org/10.1016/s0266-6138(97)80004-6.

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Anjasmara, Aan, Tifani Kautsar et Andriyana Andriyana. « PENGENALAN TEKNIK LATIHAN NAFAS, SUARA, DAN RASA UNTUK PEMBELAJARAN DRAMA BAGI GURU SE-KABUPATEN KUNINGAN ». Journal of Empowerment 4, n^o 1 (28 juin 2023) : 32. http://dx.doi.org/10.35194/je.v4i1.3261.

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ABSTRAK Pengajaran sastra pada materi drama sangat dibutuhkan guru untuk mengasah kreatifitas dan kemampuan berfikir kritis dalam sebuah pementasan drama. Drama sebagai karya sastra dan karya pentas merupakan dua hal yang penting untuk diajarkan disekolah. Pengabdian tentang pengajaran drama bagi guru diperlukan untuk membangun konstruksi pemahaman yang ajek tentang permainan drama. Tekik dasar bermain drama sebagai aktor memiliki latihan dasar yang harus dikuasai mulai dari olah raga, nafas/suara, dan olah sukma yang diajarkan kepada guru untuk dipraktikkan kepada siswa. Pengabdian dilaksanakan dengan metode PRA (Participatory Rural Appraisal) yang melibatkan semua orang dan semua partisipan ikut aktif dalam proses pengabdian. Proses pengabdian melakukan praktik langsung terhadap materi yang diberikan dan melakukan evaluasi bersama. Dari proses yang dilakukan memunculkan hasil yang positif dari respon guru dan bukti ikut serta mereka dalam setiap kegiatan yang dilakukan bersama pemateri dan partisipan. Keberhasilan program ini dapat diukur dari animo mereka yang hadir dari banyak sekolah di Kabupaten Kuningan. Hasil evaluasi menghasilkan materi keaktoran dan make up diperlukan untuk pembelajaran drama di sekolah.ABSTRACTTeaching literature on drama material is needed by teachers to hone creativity and critical thinking skills in a drama performance. Drama as a literary work and a performance work are two important things to be taught in schools. Dedication to teaching drama for teachers is needed to build a construct of a firm understanding of drama play. The basic techniques of playing drama as an actor have basic exercises that must be mastered starting from sports, breath/sound, and spiritual sports that are taught to teachers to practice to students. Community service is carried out using the PRA (Participatory Rural Appraisal) method which involves everyone and all participants actively participate in the service process. The midwifery process conducts direct practice on the material provided and conducts joint evaluations. From the process carried out, positive results emerged from the teacher's response and evidence of their participation in every activity carried out with speakers and participants. The success of this program can be measured from the interest of those who attended from many schools in Kuningan Regency. The results of the evaluation produce acting and makeup materials needed for drama learning at school.

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Sika-Paotonu, Dianne, et Carolyn Tait. « The utilization of scientific language communication techniques to enhance Immunology Education for Postgraduate Clinical Health Science students ». Journal of Immunology 200, n^o 1_Supplement (1 mai 2018) : 113.10. http://dx.doi.org/10.4049/jimmunol.200.supp.113.10.

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Abstract Classroom discourse describes the spoken face-to-face interactions which happen in the classroom, with language being the dominant communication medium. It has been reported that teachers can easily talk for more than two thirds of a classroom lesson. To facilitate and support effective learning for students within the postgraduate setting where in-class time can be restricted, it is important that teachers carefully consider the language utilized particularly when introducing scientific material to students for the first time. The purpose of this work was to analyse the scientific language communication occurring within the Immunological content delivery for postgraduate Clinical Health Science students during in-class time. Verbal feedback from postgraduate Clinical Health Science nursing, midwifery and health students was obtained after Immunology based in-class learning and teaching sessions. Formal teaching evaluation of the Immunology teaching sessions was also undertaken. The in-class scientific language utilization was also considered within the literature context. Positive student feedback and favorable evaluation responses within specific teaching categories indicate the scientific language communication being utilized in the postgraduate setting for clinical health science students are providing support and promoting scientific language learning for students. The in-class scientific language utilization within this Immunology teaching content and was considered consistent when compared with the literature context. These results reinforce the importance of appropriate scientific language communication for effective of Immunological course content.

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Bashir, Salma. « Evolution of the Management of Al-Mahara College for Nursing in Tobruk ». International Journal for Scientific Research 2, n^o 8 (2023) : 266–73. http://dx.doi.org/10.59992/ijsr.2023.v2n8p11.

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Recently, the health of individuals has been considered one of the most important human rights, and medical education has become an economic source and tributary that provides the country with human resources to build a healthy society free of diseases. This research presents a general idea of health medical education and highlights health education activities perspectives that can contribute to the development: the fields of nursing, pharmacy, medical technology, and midwifery. All of them fall within the curricula that respond to the increase by getting acquainted with the paths of medical education in the Al-Batman region. The role of training comes as a difficult task that must be dealt with, highlighted, and focused on the means that work to develop and develop it, and the need to dedicate it in the medical future. It is included within the scientific program of institutes and colleges that supervise medical and health education through the development of teachers and educational leaders. This research proposes to train graduates to become tomorrow's teachers are not only skilled but also able to keep pace with the ever-evolving world and thinking in deeper areas for the benefit of society, also in the hope that those who can turn to become more involved and active with medical institutions, medical research centers, and health care homes in the future and work to develop advanced medical courses.

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Achora, Susan, Gloria Thupayagale-Tshweneagae, Oluwaseyi A. Akpor et Yohana J. S. Mashalla. « Perceptions of adolescents and teachers on school-based sexuality education in rural primary schools in Uganda ». Sexual & ; Reproductive Healthcare 17 (octobre 2018) : 12–18. http://dx.doi.org/10.1016/j.srhc.2018.05.002.

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Stenberg, Marie, Elisabeth Mangrio, Mariette Bengtsson et Elisabeth Carlson. « Formative peer assessment in higher healthcare education programmes : a scoping review ». BMJ Open 11, n^o 2 (février 2021) : e045345. http://dx.doi.org/10.1136/bmjopen-2020-045345.

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ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct.Eligibility criteriaStudies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature.Data extractions and synthesisOut of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis.ResultThe critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning.ConclusionHealthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students’ and teachers’ experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.

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Barghamadi, Maryam, et Masood Siyyari. « Citation Quality Analysis in Iranian and International High-rank Journals ». Language Testing in Focus : An International Journal 4 (octobre 2021) : 1–12. http://dx.doi.org/10.32038/ltf.2021.04.01.

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In the academic context, a citation is a fundamental aspect of academic writing that helps authors to providing strong argumentation, evaluate and express their attitude towards previous studies. This study aims to investigate the types and functions of citation in the research articles. To this end, a corpus of 60 research articles from 3 high-rank Nursing and Midwifery and Applied Linguistics journals that were written by Iranian scholars (in local journals) and international writers were selected, and their citation patterns were analysed based on Thompson and Tribble’s frameworks (2001). Then, the Chi-square and Fisher’s exact tests were run to investigate the similarities and differences in the citation patterns in the selected journals from a statistical point of view. Although the corpus-based analysis revealed that the Iranian journal articles had a higher density of citations than international journal articles, the international scholars utilised all citation patterns. The results of this study could be used effectively by EAP teachers, students, and novice scholars to improve the understanding of theoretical and practical dimensions of citation patterns in the fields of medical and humanities sciences.

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Ahsanah, Finaty, et Dias Tiara Putri Utomo. « The Interrelation of Language Learning Strategies and English Proficiency among Medical Students ». IDEAS : Journal on English Language Teaching and Learning, Linguistics and Literature 10, n^o 1 (21 juin 2022) : 572–91. http://dx.doi.org/10.24256/ideas.v10i1.2670.

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This study investigated language learning strategies used by medical students and its relation to students’ English proficiency. The study was conducted at Universitas Muhammadiyah Lamongan, the participant involved in this study were 74 medical students from three different departments; physiotherapy, midwifery, and pharmacy. The language learning strategies data were obtained from the Oxford’s Strategy Inventory for Language Learning (SILL), while the English proficiency level was obtained from the students’ EPT scores. Data analysis was carried out using SPSS – descriptive statistics and Pearson Correlation. The findings revealed that the participants frequently used strategies were memory strategies by the mean of 3.11, followed by metacognitive strategies at 3.06, cognitive strategies at 2.97, social strategies at 2.95, compensation strategies at 2.94, and affective strategies at 2.91. Meanwhile, the Pearson Correlation or ŕ value was .054 ≤ 0.05, and the sig. (2 tailed) value was .064 ≥ 0.05. It can be concluded that there was no interrelation between the use of language learning strategies and students’ English proficiency. Therefore, students’ English proficiency does not affect language learning strategies preference. The findings of this current study might be useful as input for English teachers and learners to build an effective classroom environment.

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Ameade, Evans Paul Kwame, et Helene Akpene Garti. « Relationship between Female University Students’ Knowledge on Menstruation and Their Menstrual Hygiene Practices : A Study in Tamale, Ghana ». Advances in Preventive Medicine 2016 (2016) : 1–10. http://dx.doi.org/10.1155/2016/1056235.

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Positive perception about menstruation and good menstrual hygiene practice safeguards the health of postpubescent females by reducing their vulnerability to reproductive and urinary tract infections. Using a questionnaire, a cross-sectional study involving 293 randomly selected female undergraduate students in northern Ghana assessed the relationship between knowledge on menstruation and the practice of safe menstrual hygiene. Data collected was analyzed using GraphPad 5.01. This study found that although majority of respondents (73.4%) were aware of menstruation before menarche, most of them experienced fear and panic when it occurred. Mothers were the first to be informed when menstruation occurred, although teachers first provided them knowledge on menstruation. Respondents’ knowledge on menstruation was average (57.3%) but their menstrual hygiene practice was good (80.2%). Age (p=0.005) and course of study (p=0.0008) significantly influenced respondents’ knowledge on menstruation with older students as well as the medical and midwifery students being most knowledgeable. Muslim rather than Christian female students practiced better menstrual hygiene (p=0.0001). Average knowledge score on menstruation indicated a deficit of knowledge on the anatomy and physiology of the female reproductive system. Increasing knowledge on menstruation had a positive and significant effect on practice of good menstrual hygiene.

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