BackgroundNursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students.MethodsIn this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions.Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA.ResultsResults showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students’ overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028).ConclusionsIt may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1305-0) contains supplementary material, which is available to authorized users.

A 4-year (2008-2011) community-based participatory research was implemented in the Kohgiloyeh and Boyerahmad province, Iran. A steering committee was established from academics, policy makers, health officials, and representatives of health sectors. This committee selected six regions within Boyerahmad and Dena counties based on administrative divisions. Health companions consisting of stakeholders, academics, local leaders, health providers, and public representatives were established to guide the project in each region. The health companion groups were enabled by attending workshops dealing with need assessment, priority setting, and research methodology. Health companion groups adopted a Planned Approach to Community Health (PATCH) methodology including community mobilization for data collection, health priority setting, developing of a comprehensive intervention plan, and evaluation. A list of main health issues and their priorities for each region was provided. Subsequently, research topics were determined and six surveys and intervention programs were planned and implemented. After intervention most of top priority health risk factors were decreased and the preventive programs that targeted risk factors were increased significantly. This project is found to be an effective approach for building stronger partnerships between researchers and community members for the development of effective solutions for local health concerns and promote public health.

Aims The present study aimed to investigate the effects of Problem based Learning strategies on communication skills in pediatric nursing learning among undergraduate nursing students.Materials & Methods This quasi-experimental study with a nonequivalent control group posttest-only design was conducted on undergraduate nursing students in Kohgiluyeh-Boyer Ahmad province. The sampling method was multistage cluster sampling. The total sample size was 95 in different classes of Traditional Problem Based Learning (TPBL=30), Hybrid Problem Based Learning (HPBL=30), and Conventional Teaching and Learning (COTL=35). The experiment was conducted over eight weeks, during which the participants met one two-hour session and two two-hour sessions each week. The three groups were compared for their communication skills at the end of the instruction. Data were collected using the Bayer-Fetzer Kalamazoo communication skill checklist and analyzed by one-way ANOVA and Tukey's post hock test. Findings There was a statistically significant difference in the mean scores of communication skills for the three groups evaluated by the simulated patient (p=0.001) and the researcher (p=0.001). TPBL and HPBL instructional strategies enhanced students' communication skills more than COTL. Conclusion TPBL and HPBL instructional strategies are more effective than COTL, and PBL can be useful where there are shortages of instructors or faculty members to teach PBL groups in a large classroom setting.

Background Cardiovascular diseases (CVDs) are the leading cause of death worldwide and are increasingly affecting younger populations, particularly African Americans in the southern United States. Access to preventive and therapeutic services, biological factors, and social determinants of health (ie, structural racism, resource limitation, residential segregation, and discriminatory practices) all combine to exacerbate health inequities and their resultant disparities in morbidity and mortality. These factors manifest early in life and have been shown to impact health trajectories into adulthood. Early detection of and intervention in emerging risk offers the best hope for preventing race-based differences in adult diseases. However, young-adult populations are notoriously difficult to recruit and retain, often because of a lack of knowledge of personal risk and a low level of concern for long-term health outcomes. Objective This study aims to develop a system design for the MOYO mobile platform. Further, we seek to addresses the challenge of primordial prevention in a young, at-risk population (ie, Southern-urban African Americans). Methods Urban African Americans, aged 18 to 29 years (n=505), participated in a series of co-design sessions to develop MOYO prototypes (ie, HealthTech Events). During the sessions, participants were orientated to the issues of CVD risk health disparities and then tasked with wireframing prototype screens depicting app features that they considered desirable. All 297 prototype screens were subsequently analyzed using NVivo 12 (QSR International), a qualitative analysis software. Using the grounded theory approach, an open-coding method was applied to a subset of data, approximately 20% (5/25), or 5 complete prototypes, to identify the dominant themes among the prototypes. To ensure intercoder reliability, 2 research team members analyzed the same subset of data. Results Overall, 9 dominant design requirements emerged from the qualitative analysis: customization, incentive motivation, social engagement, awareness, education, or recommendations, behavior tracking, location services, access to health professionals, data user agreements, and health assessment. This led to the development of a cross-platform app through an agile design process to collect standardized health surveys, narratives, geolocated pollution, weather, food desert exposure data, physical activity, social networks, and physiology through point-of-care devices. A Health Insurance Portability and Accountability Act–compliant cloud infrastructure was developed to collect, process, and review data, as well as generate alerts to allow automated signal processing and machine learning on the data to produce critical alerts. Integration with wearables and electronic health records via fast health care interoperability resources was implemented. Conclusions The MOYO mobile platform provides a comprehensive health and exposure monitoring system that allows for a broad range of compliance, from passive background monitoring to active self-reporting. These study findings support the notion that African Americans should be meaningfully involved in designing technologies that are developed to improve CVD outcomes in African American communities.

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