fa مقایسه تاثیر آموزش روش‌های نقشه مفهومی و حل مسئله بر تفکر انتقادی دانشجویان پرستاری تخصصي Special پژوهشی-کمی Quantitative-Research <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">مقدمه:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">شرایط ناپایدار بالینی نیازمند پرورش پرستارانی با تفکر انتقادی بالا می‌باشد</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">و استفاده از شیوه‌های نوین آموزشی ضروری است. لذا پژوهش حاضر با هدف مقایسه تاثیر آموزش روش‌های نقشه مفهومی و حل مسئله بر تفکر انتقادی دانشجویان پرستاری انجام شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">روش کار:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">مطالعه </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">نیمه آزمایشی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">بر روی 75 دانشجوی ترم پنج پرستاری دانشگاه‌های‌ آزاد استان گلستان در نیمسال اول 1403-1402 انجام شد. روش نمونه‌گیری بصورت چند مرحله‌ای </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">بود</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">. از طریق قرعه‌کشی، از بین پنج دانشکده پرستاری آزاد، سه دانشکده از مناطق شرق، غرب و مرکزی استان گلستان انتخاب شد و با نامه‌های که داخل آن‌ها (</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">A</span></span></span><span style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> گروه نقشه مفهومی)، (</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">B</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> گروه حل مسئله) و (</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">O</span></span></span><span style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> گروه کنترل) بود، به سه گروه نقشه مفهومی (واحد علی‌آبادکتول)، حل مسئله (واحد آزادشهر) و کنترل (واحد گرگان) تخصیص و از هر دانشکده 25 نفر به روش در دسترس وارد مطالعه شدند. آموزش نقشه مفهومی و حل مسئله هشت جلسه 90 دقیقه‌ای هفتگی به مدت دو ماه اجرا شد. پرسشنامه‌ مهارت‌ تفکر انتقادی کالیفرنیا (فرم ب،1990) قبل و بعد از مداخله تکمیل شد. داده‌ها با نرم‌افزار </span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">SPSS</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> نسخه 24 و میانگین و انحراف معیار، تست فیشر، کای‌دو، تی‌مستقل و ‌زوجی و آزمون آنووا در سطح معنی‌داری کمتر از 05/0 تحلیل شد.</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">یافته&shy; ها: </span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">میانگین نمرات تفکر انتقادی در گروه نقشه مفهومی (قبل 71/3</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">12/10، بعد 47/5</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">52/15)، حل مسئله (قبل 25/3</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">56/10، بعد 42/5</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">4/20) و کنترل (قبل 11/</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">3</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">32/10، بعد 82/3</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">92/10) بود که بین سه گروه اختلاف آماری معنی‌داری مشاهده شد </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:-.3pt">(</span></span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">05/0</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span light="" segoe="" style="font-family:" ui=""><</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:-.3pt">). براساس آزمون بونفرونی</span></span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:-.3pt">تاثیر آموزش به روش حل مسئله در افزایش نمره تفکر انتقادی بیشتر از روش نقشه مفهومی بود&nbsp; (</span></span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">05/0</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:150%"><span light="" segoe="" style="font-family:" ui=""><</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:-.3pt">).</span></span></span></span><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra""></span></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">نتیجه &shy;گیری:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">با توجه به نتایج این مطالعه میتوان از روش حل مسئله جهت افزایش تفکر انتقادی در دانشجویان پرستاری استفاده نمود.</span></span></span></span></span></span></span></span><br> <br> <br> &nbsp; <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Introduction:</span></span></span></b> <span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Unstable clinical conditions require training of nurses with high critical thinking. Therefore, it is necessary to use new educational methods. Therefore, the present study was conducted with the aim of comparing the effect of teaching concept mapping and problem-solving methods on the critical thinking of nursing students.</span></span></span><b><span style="font-size:10.0pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"></span></span></span></b></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></b> <span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">A semi-experimental study was conducted on 75 nursing students of the fifth semester of Golestan free universities in the first semester of 2023-2024. The sampling method was multi-stage. Through a lottery, among the five independent nursing colleges, three colleges were selected from the east, west and central regions of Golestan province and with the letters inside them were (A conceptual map group), (B problem solving group) and (O control group) were assigned to three groups of concept mapping (Aliabadkatoul unit), problem solving (Azadshahr unit) and control (Gorgan unit) and 25 people from each faculty were included in the study. Concept mapping and problem-solving training was carried out in eight weekly 90-minute sessions for two months. The California Critical Thinking Skills Questionnaire (Form B, 1990) was completed before and after the intervention. Data were analyzed with SPSS version 24 software and mean and standard deviation, Fisher&#39;s test, chi-square, independent and paired t test, and ANOVA test at a significance level of less than 0.05.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></b><span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> The average scores of critical thinking in the concept map group (before 10.12&plusmn;3.71, after 15.52&plusmn;5.47), problem solving (before 10.56&plusmn;3.25, after 20.4&plusmn;5.42) and the control was (before 10.32&plusmn;3.11, after 10.92&plusmn;3.82), and a statistically significant difference was observed between the three groups (P<0.05). According to the Bonferroni test, the effect of problem-solving method of teaching in increasing the critical thinking score was more than that of concept map method (P<0.05).</span></span></span><b><span style="font-size:10.0pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"></span></span></span></b></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></span></b><span style="font-size:10.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> According to the results of this study, the problem-solving method can be used to increase critical thinking in nursing students.</span></span></span><b><span style="font-size:10.0pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"></span></span></span></b></span></span></span><br> <br> <br> &nbsp; نقشه مفهومی, حل مسئله, تفکر انتقادی, دانشجویان پرستاری Concept Map, Problem Solving, Critical Thinking, Nursing Students 14 24 http://jne.ir/browse.php?a_code=A-10-1843-1&slc_lang=fa&sid=1 mahla Doustinouri مهلا دوستی نوری mahladoustinouri@gmail.com 100319475328460029169 100319475328460029169 No Islamic Azad University, Aliabad Katul branch دانشگاه آزاد اسلامی واحد علی آباد کتول Nafiseh Hekmatipur نفیسه حکمتی پور n_hekmati68@yahoo.com 100319475328460029170 100319475328460029170 Yes Islamic Azad University, Aliabad Katul branch دانشگاه آزاد اسلامی واحد علی آباد کتول Razieh Naderkhani راضیه نادرخانی rnaderkhani@yahoo.com 100319475328460029171 100319475328460029171 No Islamic Azad University, Aliabad Katul branch دانشگاه آزاد اسلامی واحد علی آباد کتول