In collaboration with Payame Noor University and Iranian Curriculum Studies Association

Document Type : Research Paper

Authors

Payame Noor University

Abstract

The aim of the present research is to evaluate environmental health and nursing course content based on the criteria for selecting curriculum content. The research is descriptive and statistical population includes all nurse students of Darab Islamic Azad University. By using Morgan table and stratified random sampling and deleting incomplete questionnaires, 302 questioners were analyzed. Regarding the experts emphasis on triple indexes, an 18-items questionnaire with five Likert scale was designed.In evaluating of cultural and social scales, the results showed that the scales of students familiarity with community regulations for protecting environment (t=-2.315) and the scales of increasing students general awareness and seriously accepting the words of authorities for protecting the environment (t=-2.174) are  in undesirable situation.Moreover by assessing the scales of psychosocial principle it was found out that the lowest average (3.247) is relating to providing the practical activities for protecting environment by studentsand in evaluating the scale of content appropriateness to nursing knowledge and environmental health, the results showed that the highest average(3.352) belongs to the scale of teaching all sorts of pollutions and its criteria (t=5.152), and that the lowest average (3.147) belongs to the scale of teaching chemical damages on the environment(t=2.209).In general,among the seven scales of cultural factors in environmental health and nurse course content, three scales are in undesirable situation (state) and four scales are in relatively desirable situation. All the scales of psychological principle are in relatively desirable situation. Finally, the presented content in nursing and environmental health course in the light of content appropriateness to knowledge structure is in a relatively desirable state.

Keywords

Alimohammadi, T. Rezaeian, M. Bakhshi, H. & Vaziri Nejad, R. (2013). “The Evaluation of the Medical School Faculty of Rafsanjan University of Medical Sciences Based on the CIPP Model in 2010”. Journal of Rafsanjan University of Medical Sciences, 12(3), 205-218. [In Persian].##Daud, D. Ahmad, H. & Johari, H. (2012). “Oliva Model in Malaysian Logistics Curriculum: A Conceptual Framework Paper”. International Journal of Learning & Development, 2(3), 217-228.##Farajolahi, M. & Talebi, S. (2013). “Secondary Curriculum Development”. Tehran: Payamenoor University Pub. [In Persian].##Ferdosi, S. Mortazavi, SH. & Rezvani, N. (2007). “The relationship between environmental science and conservation practices”. Journal of Human Sciences, 2 (53), 253-266. [In Persian].##Fifty-fourth session of the Supreme Council for Planning of Medical Sciences Curriculum nursing.(2014). Retrieved from http://nursing.tbzmed.ac.ir/ [Persian]##Ghozavi, M. Liyaghaddar, M.J. Abedi, A. & Eamaeili, M. (2010). “Content analysis of social science books elementary school in terms of attention to environmental issues”. New Thoughts on Education, 6(4), 123-152. [In Persian].##Heywood, J. (2005). “Engineering Education: Research and Development in Curriculum and Instruction”. New York: Wiley-Interscience.##Kattington (Ed.), Handbook of Curriculum Development (pp. 465-478). Hauppauge, NY: Nova Sciences Publishers, Inc.##Kelly, V. (2009). “The curriculum: Theory and practice (6th ed.)”. Sage Publications.##Khodabandeh, S. Rostambeig, P. Sabzevari, S. & Nouhi, E. (2016). “An Investigation of Medical School Curriculum in Kerman University of Medical Sciences, Iran, Based on the CIPP Model”. Strides Dev Med Educ, 12 (4), 663-670. [In Persian].##Kline, F. (1988). “Curriculum design patterns”. Journal of Education, 3 (4), 7-9. [In Persian].##Lunenburg, F.C. (2011). “Theorizing about curriculum: conceptions and definitions”. International Journal of Scholarly Academic Intellectual Diversity, 13(1), 1–6.##Mahoudi, H. & Vhisi, H. (2005). “Promoting the principles of environmental protection and environmental education approach”. Environmental Sciences, 2 (8), 57-64. [In Persian].##Maleki, H. (2003). “Curriculum guidance”. Mashhad: payame andishe pub. [In Persian].##Mashayekh, F. (2001). “School planning”. Tehran: school pub. [In Persian]##McKernan, J. (2008). “Curriculum and imagination: Process theory, pedagogy and action research”. London: Routledge.##Mermohamadi, M. (2002). “Curriculum: views, approaches and perspectives”. Mashhad: astan ghods razavi pub. [In Persian].##Mermohamadi, H. (1991). “Views of curriculum and teaching model”. Journal of Education, 7(2), 52-57. [In Persian].##Mirlohi, H. (1992). “In search criteria for selecting content”. Journal of Education, 2(30), 26-68. [In Persian].##Moore, A. (2006). “Schooling, Society and Curriculum”. Abingdon: Routledge.##Nation, I. S. P. & John Macalister (2010). “Language Curriculum Design”. New York & London: Routledge.##Nunnally, J.C. & Bernstein, I.H. (1994). “Psychometric theory”, Thired Edition. New York: Mc Graw-Hill.##Parvand, M.H. (2001). “Preparations for educational and curriculum”. Tehran: shiveh pub. [In Persian].##Ross, A. (2003). “Curriculum construction and critique”. London: Falmer Press.##Salehi, S. & Ghaemiasl, Z. (2013). “Investigate the relationship between environmental education and environmental protection practices (case study: high school female students in Babol)”. Environmental Education and Sustainable Development, 1(3), 67-79. [In Persian].##Salehi, S. (2010). “Environmental awareness, environmental behavior and education”. Journal of Educational Sciences Ahvaz Chamran University, 3(4), 201-220. [In Persian].##Sharinejad, A. (1989). “Psychological foundations of education”. Tehran: Center for Cultural Research and Studies pub. [In Persian]##Taghipourzahir, A. (2002). “Preparations for educational and curriculum”. Tehran:Agha. pub. [In Persian].##Talebi, S. Mazloomiyan, S. & Seif, H. (2012). “Principles of Curriculum Development”. Tehran: Payamenoor University Pub. [In Persian].##