In his Preface the author' says that he started out to review all the more important theories upon the topics ordinarily discussed under human motivation but soon found himself more and more limited to the presentation of his own point of view. This very well characterizes the book. It is a very personal product. It is an outline with some defense of the author's own thinking about instincts and appetites and sentiments and how they function in human behavior. And as the author draws so heavily upon James and McDougall, especially the latter, the book may well be looked upon as a sort of sequel to their efforts. There is a thought-provoking distinction presented between instinct and appetite. An instinct is said to be aroused always by something in the external situation; and, correspondingly, an appetite is said to be aroused by sensations from within the body itself. This places, of course, a heavy emphasis upon the cognitive factor in all instinctive behaviors; and the author prefers to use the cognitive factor, especially the knowledge of that end-experience which will satisfy, as a means of differentiating one instinct from another. In this there is a recognized difference from McDougall who placed more emphasis for differentiation upon the emotional accompaniment. The list of instincts arrived at by this procedure is much like that of McDougall, although the author is forced by his criteria to present the possibility of food-seeking and sex and sleep operating both in the manner of an appetite and also as an instinct. The Shand-McDougall concept of sentiment is taken over and used in the explanation of moral motivation. There is the development within each personality of a sentiment for some moral principle. But this sentiment is not a very powerful motivating factor. It is reinforced by social pressures and by religion, which is treated as an effort of finite man to live in harmony with the infinite reality. Those whose psychological thinking is largely in terms of McDougall will doubtless find this volume a very satisfying expansion; but those who are at all inclined to support their psychological thinking by reference to experimental studies will not be so well pleased. The James-Lange theory, for example, is discussed without mention of the many experimental studies which it has provoked. Theoretical sources appear in general to be preferred to experimental investigations.

Human MotivationThe Mind in Action: A Study of Motives and Values. A. Campbell Garnett

Positive Psychology: The Scientific and Practical Explorations of Human Strengths

Introduction: Teaching is one of the main components in educationalplanning which is a key factor in conducting educational plans. Despitethe importance of good teaching, the outcomes are far from ideal. Thepresent qualitative study aimed to investigate effective teaching in highereducation in Iran based on the experiences of best professors in thecountry and the best local professors of Isfahan University of Technology.Methods: This qualitative content analysis study was conductedthrough purposeful sampling. Semi-structured interviews wereconducted with ten faculty members (3 of them from the bestprofessors in the country and 7 from the best local professors).Content analysis was performed by MAXQDA software. The codes,categories and themes were explored through an inductive processthat began from semantic units or direct quotations to general themes.Results: According to the results of this study, the best teachingapproach is the mixed method (student-centered together withteacher-centered) plus educational planning and previous readiness.But whenever the teachers can teach using this method confront withsome barriers and requirements; some of these requirements areprerequisite in professors’ behavior and some of these are prerequisitein professors’ outlook. Also, there are some major barriers, some ofwhich are associated with the professors’ operation and others arerelated to laws and regulations. Implications of these findings forteachers’ preparation in education are discussed.Conclusion: In the present study, it was illustrated that a goodteaching method helps the students to question their preconceptions,and motivates them to learn, by putting them in a situation in whichthey come to see themselves as the authors of answers, as the agentsof responsibility for change. But training through this method hassome barriers and requirements. To have an effective teaching; thefaculty members of the universities should be awarded of thesebarriers and requirements as a way to improve teaching quality.The nationally and locally recognized professors are good leaders inproviding ideas, insight, and the best strategies to educators who arepassionate for effective teaching in the higher education. Finally, itis supposed that there is an important role for nationally and locallyrecognized professors in higher education to become more involvedin the regulation of teaching rules.Keywords: Teaching; Higher education; Requirements; Barriers; Qualitative research

https://jamp.sums.ac.ir/article_40973_019dbc1ea9199e3edc6e7f8b395e98c0.pdf

Effective Teaching Methods in Higher Education: Requirements and Barriers.

OBJECTIVES The aim of this systematic review and meta-analysis was to evaluate the problem-based learning (PBL) method as an alternative to conventional educational methods in Iranian undergraduate medical courses. MATERIALS AND METHODS We systematically searched international datasets banks, including PubMed, Scopus, and Embase, and internal resources of banks, including MagirIran, IranMedex, IranDoc, and Scientific Information Database (SID), using appropriate search terms, such as "PBL", "problem-based learning", "based on problems", "active learning", and" learner centered", to identify PBL studies, and these were combined with other key terms such as "medical", "undergraduate", "Iranian", "Islamic Republic of Iran", "I.R. of Iran", and "Iran". The search included the period from 1980 to 2016 with no language limits. RESULTS Overall, a total of 1,057 relevant studies were initially found, of which 21 studies were included in the systematic review and meta-analysis. Of the 21 studies, 12 (57.14%) had a high methodological quality. Considering the pooled effect size data, there was a significant difference in the scores (standardized mean difference [SMD]=0.80, 95% CI [0.52, 1.08], P<0.000) in favor of PBL, compared with the lecture-based method. Subgroup analysis revealed that using PBL alone is more favorable compared to using a mixed model with other learning methods such as lecture-based learning (LBL). CONCLUSION The results of this systematic review showed that using PBL may have a positive effect on the academic achievement of undergraduate medical courses. The results suggest that teachers and medical education decision makers give more attention on using this method for effective and proper training.

https://www.dovepress.com/getfile.php?fileID=38665

Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis

The purpose of this study is to give clarity to the concept of professional identity, drawing from health-related fields to help provide a common language and understanding for research and practice. Professional identity, professionalism, professional socialization, and other related terms are often used without a clear definition or with conflicting definitions. This can lead to misunderstandings and assumptions that complicate research and confuse educators and professionals in guiding novice members. Concept analysis. Initially, 737 articles were identified by searching CINAHL, PubMed Central, Google Scholar, Academic Search Complete, PsyINFO, and SocINDEX for the period 2000 to 2019. Finally, 68 studies met the inclusion criteria, 60 of which are discussed in this concept analysis. This concept analysis uses the method described by Walker and Avant. This concept analysis clarifies the definition of professional identity, using literature from health and related professions, as containing the attributes: skills and functions; knowledge values and ethics; personal identity; group identity; and the influence of the context of care. A more clear definition of professional identity will help researchers to have more precision in their analyses and provide mentors and educators with a clear goal.

Professional identity: A concept analysis.

Background: Being a nurse is more than just a series of business activities and skills. In fact, it is a part of the process of socialization, which is internalization and development of professional identity. Professional socialization is necessary for involving the students in professional practices. Thus, the purpose of this qualitative research was to increase the understanding of professional socialization in nursing and explore the related factors from the perspective of registered nurses and nursing students. Materials and Methods: In this qualitative design, data were collected on 43 nurses with a variety of experiences using semi-structured interviews and focus groups in the Shiraz University of Medical Sciences in 2012. Data were analyzed through inductive content analysis. Results: The data analysis revealed two main categories: (1) sense of belonging with three sub-categories of theory-practice incongruence, educational experiences and tacit knowledge and (2) forming professional identity consisting of three sub-categories of relatedness, internal motivation and role model. Conclusions: This study demonstrates that in nursing, sense of belonging and professional identity contributes to professional socialization; it is suggested that these factors, which improve socialization in nurses, be taken into account by authorities.

http://www.ijnmr.mui.ac.ir/index.php/ijnmr/article/download/1064/780

Professional socialization in nursing: A qualitative content analysis.

BACKGROUND: Joint Commission on Accreditation of Healthcare Organizations (JCAHO) has established, improving communication as a priority for improving patient safety since 2006 Therefore, the present study aimed to evaluate nursing students’ communication abilities to recognize their strengths and weaknesses in communication skills METHOD: This cross-sectional study was carried out in 2014 The study participants included all the nursing students who passed two semesters in Fatemeh School of Nursing and Midwifery in Shiraz, Iran The students’ communication skills were assessed using a self-administered questionnaire Then, the data were entered into the SPSS statistical software (v 16) and analyzed using both descriptive (mean and percentage) and inferential statistics (Pearson correlation and ANOVA) RESULTS: Among the 200 students who completed the questionnaires, 58% were female and 42% were male with the mean age of 2179 years (SD=214) The results of Pearson correlation analysis demonstrated a significant correlation between the nursing students’ clinical communication behavior scores and treatment communication ability scores (P<0001) The findings demonstrated that most nursing students required improvement in their communication skills in both clinical communication behavior and treatment communication ability Besides, a significant difference was observed among the students of different terms regarding clinical communication behaviors (P?005), but not concerning communication abilities Nursing students in higher semesters had better communication skills CONCLUSIONS: The results showed that nursing students in this university had a moderate ability in clinical and treatment communication Thus, paying attention to standard education, curriculum revision, and adding some specific theoretical lessons for improving communication skills are mandatory during the bachelor’s degree

/pdf/evaluation-of-nursing-students-communication-abilities-in-2f2cgog2yv.pdf

Evaluation of Nursing Students' Communication Abilities in Clinical Courses in Hospitals

Anger and aggression have been developing notably in societies, especially among patients depending on substance abuse. Therefore, this study aimed to investigate the effect of anger management based on group education among patients depending on substances according to Patrick Reilly’s cognitive behavioral approach. In a quasi- experimental study, all patients who met the inclusion criteria were evaluated regarding their aggression level. The participants were assigned to 12 educational sessions based on group therapy and Patrick-Reilly’s anger management by focusing on using a combination of cognitive intervention, relaxation, and communication skills. The data were analyzed using the SPSS statistical software, version 16. The findings showed a significant difference between the two groups regarding aggression level after the intervention (p = 0.001). No significant relationship was observed between aggression level and demographic variables (p > 0.05). The intervention of this study can be used for establishing self-management and decreasing anger among patients depending on substances. They can also be used as a therapeutic program in addition to pharmacotherapy. IRCT2016102030398N1
 .

/pdf/anger-management-in-substance-abuse-based-on-cognitive-21g3mc6tom.pdf

Anger management in substance abuse based on cognitive behavioral therapy: an interventional study.

Background:Since “dignity” is one of the fundamental rights of every patient, consideration for patients’ dignity is essential. Unfortunately, in many cases, especially in cancer patients, dignity ...

Cancer patients' perspectives on dignity in care.

BACKGROUND: Unwanted pregnancy has affected different aspects of our life. Researchers point out if a child’s birth is unwanted, an increase in maternal issues can be observed. The aim of this study was to describe the women’s viewpoints regarding unwanted pregnancy. METHOD: This qualitative study using content analysis was employed in Shiraz University in 2013-2014. 20 women with unwanted pregnancy were chosen using purposeful sampling. Data were gathered through semi-structured interviews and trustworthiness of them was evaluated. RESULTS: Findings of this study, according to the participants’ experience, revealed maternal emotions like embarrassment for getting pregnant, mother’s own negative affection, concerns about missing family and other children, and terminating the pregnancy through illegal abortion, the husband’s disagreement about the termination, blaming themselves for thinking about abortion or illegal abortion, and concern about their guilt feeling. Another finding was family problems like husband’s behavior and his negative outlook towards his child and fetus. The next category belonged to anxiety about the future of their child, including economic, social and relational problems, and suppression of the children’s logical expectations. The last finding was the lack of maternal emotional support. CONCLUSIONS: Unwanted pregnancy’s effects on the mothers and infants’ health are considerable. A closer observation by family and health care providers for unwanted pregnancies and its results is recommended; therefore, they should be taken care of as high risk pregnancies, requiring family support.

http://ccsenet.org/journal/index.php/gjhs/article/download/45763/28627

Ladan Zarshenas

Papers

Professional socialization in nursing: A qualitative content analysis.

Evaluation of Nursing Students' Communication Abilities in Clinical Courses in Hospitals

Anger management in substance abuse based on cognitive behavioral therapy: an interventional study.

Cancer patients' perspectives on dignity in care.

The Women'S Perceptions About Unwanted Pregnancy: A Qualitative Study in Iran.