2 Journal of Nursing Education
آموزش پرستاری
3 JNE
Medical Sciences
http://jne.ir
1
admin
2322-3812
2322-4428
8
10.22034/jne
14
8888
13
fa
jalali
1400
7
1
gregorian
2021
10
1
10
5
online
1
fulltext
fa
بررسی تأثیر بسته آموزش ترکیبی پیشگیری از کم خونی فقر آهن بر آگاهی ,نگرش وعملکرد دختران نوجوان
The Effect of Iron Deficiency Anemia Prevention Blended Education Package on Knowledge, Attitude and Practice of Adolescent Girls
تخصصي
Special
پژوهشی-کمی
Quantitative-Research
<strong><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">مقدمه:</span></span></strong><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> کم خونی فقر آهن از شایع ترین نوع کم خونی در جهان بخصوص کشور های در حال توسعه می باشد. </span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">این پژوهش</span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> به منظور </span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">تعیین </span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">تأثیر </span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">بسته </span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">آموزش ترکیبی پیشگیری از کم خونی فقر آهن</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> بر آگاهی، نگرش وعملکرد </span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">دختران نوجوان</span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">انجام شد .</span></span><strong><span dir="LTR"><span style="font-size:12.0pt;"></span></span></strong><br>
<strong><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">روش کار</span></span></strong><span style="border:none windowtext 1.0pt;padding:0cm;background:white;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">. </span></span></span><span style="background:white;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> <span style="color:black;">یک مطالعه نیمه تجربی (مداخله -کنترل</span></span></span></span><span style="background:white;"><span style="color:black;"><span style="font-family:Times New Roman,serif;"><span style="font-size:12.0pt;"> )</span></span></span></span><span style="background:white;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> انجام شد. از دو پرسشنامه محقق ساخته جمعیت شناختی و </span></span></span></span><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">کمخونی فقر آهن </span></span></span><span style="background:white;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">با انجام روایی محتوی و آزمون -باز آزمون استفاده شد. 120دختر دبیرستانی 14-19 سال در مدارس کرمانشاه انتخاب و به طور تصادفی به دو گروه مداخله -کنترل</span></span></span></span> <span style="background:white;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">تقسیم شدند.</span></span></span></span><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ طراحی شده به روش ترکیبی شامل گفتگو و سخنرانی (شفاهی), کتبی (پمفلت) و ارسال پیامهای مجازی از طریق پیام رسان سروش بود. داده ها با نرم افزار </span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:Times New Roman,serif;"><span style="font-size:12.0pt;">spss </span></span></span></span><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">نسخه 19 تحلیل شدند. به منظور دﺳﺘﯿﺎﺑﯽ ﺑﻪ ﻧﺘﺎیﺞ از شاخصهای آﻣﺎر ﺗﻮﺻﯿﻔﯽ</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-size:12.0pt;">;</span></span></span><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> میانگین و انحراف معیار و آمار استنباطی</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-size:12.0pt;">;</span></span></span><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> آزمون لون، کولموگروف اسمیرنوف و تحلیل کوواریانس و</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-size:12.0pt;">RMANOVA</span></span></span><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> در سطح معنی داری (05/0</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-size:12.0pt;">p=</span></span></span><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">) استفاده شده است.</span></span></span><span style="color:red;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"></span></span></span><br>
<strong><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">یافته ها: </span></span></strong><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">میانگین و انحراف معیار دانش قبل و بعد از آموزش به ترتیب39 /4 </span></span><span dir="LTR" style="background:white;"><span style="font-family:Tahoma,sans-serif;"><span style="font-size:9.0pt;">±</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">89/ 27 و بعد از مداخله 9/3 </span></span><span dir="LTR" style="background:white;"><span style="font-family:Tahoma,sans-serif;"><span style="font-size:9.0pt;">±</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">19/ </span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">30 </span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">که این اختلاف از نظر آماری معنی دار بود</span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">(011/</span></span><span dir="LTR">p= .</span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">).</span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">میا</span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> نگین و انحراف معیار نگرش قبل و بعد از آموزش به ترتیب</span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">68/8</span></span> <span dir="LTR" style="background:white;"><span style="font-family:Tahoma,sans-serif;"><span style="font-size:9.0pt;">±</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">17/40و بعد از مداخله 97/7</span></span> <span dir="LTR" style="background:white;"><span style="font-family:Tahoma,sans-serif;"><span style="font-size:9.0pt;">±</span></span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">97/58</span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> که این اختلاف از از نظر آماری معنی دار بود </span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">(009/</span></span><span dir="LTR"> p=.</span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">).</span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">میانگین </span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">و انحراف معیار عملکرد قبل و بعد از آموزش به ترتیب1/5</span></span> <span dir="LTR" style="background:white;"><span style="font-family:Tahoma,sans-serif;"><span style="font-size:9.0pt;">±</span></span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">38/24و بعد از مداخله11/3 </span></span><span dir="LTR" style="background:white;"><span style="font-family:Tahoma,sans-serif;"><span style="font-size:9.0pt;">±</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">72/30بود</span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> که این اختلاف از نظر آماری معنی دار بود</span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">(003/0</span></span><span dir="LTR"> p=</span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">)</span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">.</span></span> <span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">میانگین دانش ، نگرش و عملکرد دو گروه قبل از آموزش تفاوت معناداری نداشت اما بعد از مداخله میانگین نمره آگاهی</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">(011/</span></span><span dir="LTR">p= .</span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">)</span></span><span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">، نگرش</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">(009/</span></span><span dir="LTR"> p=.</span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">)</span></span><span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> و عملکرد</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">(003/0</span></span><span dir="LTR"> p=</span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">)</span></span><span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> گروه مداخله نسبت به گروه کنترل تفاوت معناداری پیدا کر</span></span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">د. </span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"></span></span><br>
<strong><span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">نتیجه گیری:</span></span></span></strong><span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;"> نتایج این تحقیق بیانگر تأثیر</span></span></span> <span style="font-family:B Mitra;"><span style="font-size:12.0pt;">بسته </span></span><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">آموزش ترکیبی </span></span><span style="background:white;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">بر آگاهی </span></span></span><span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">، نگرش و عملکرد کو تاه مدت دانش آموزان دختران در زمینه </span></span></span><span style="background:white;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">پیشگیری از کم خونی فقر آهن </span></span></span><span style="background:#FAFAFA;"><span style="font-family:B Mitra;"><span style="font-size:12.0pt;">است.</span></span></span>
<strong>Introduction</strong>: Iron deficiency anemia is one of the most common types of anemia in the world, especially in developing countries. This study was conducted to determine the effect of blended educational package designed on the prevention of iron deficiency anemia in adolescent girls.<br>
<strong>Methods:</strong> quasi-experimental research (intervention-control) was done. A researcher-made questionnaire which was validated by content validity method and its reliability was test-retested. The statistical population of the study: 120 female high school students in Kermanshah in the 2019-20 academic year were randomly divided into two groups of intervention and control. The designed blended educational package containing conversational and lecture sessions (oral), written (pamphlet) and sending virtual messages through Soroush messenger was prepared for the age group of 14-19 years. The research instruments included a demographic information questionnaire and iron deficiency anemia questionnaire Data with SPSS version 19 and descriptive statistics; Mean and standard deviation and inferential statistics; Leven test, Kolmogorov-Smirnov test and analysis of covariance and ANOVA were analyzed.<br>
<strong>Results:</strong> Mean and standard deviation of knowledge before and after training were 27.89 ± 4.39 and after the intervention were 30.19± 3.9, respectively, which was statistically significant (p = 0.011.) Mean and standard deviation for attitude before and after training 40.17 8 8.68 and after the intervention 58.97 ± 7.97 that this difference was statistically significant (p = 0.009) Means & SD of performance before and after training to the order was 24.3±8. 5.1 and after the intervention was 30.72 ± 3.11 which was statistically significant (p = 0.003). The mean of knowledge, attitude and practice of the two groups before training were not significantly different, but after the intervention, the mean score of knowledge (p = 0.011), attitude (p = 0.009) and performance (p = 0.003) of the intervention group compared to the control group found a significant difference.<br>
<strong>Conclusion:</strong> The results indicate the effect of blended educational package on knowledge, attitude and short-term performance of female students in the field of prevention of iron deficiency anemia.<br>
بسته آموزش ترکیبی, کم خونی فقر آهن, دختران نوجوان, پیشگیری.
Blended Educational package, Iron deficiency anemia, Adolescent girls, Prevention.
1
10
http://jne.ir/browse.php?a_code=A-10-26-70&slc_lang=fa&sid=1
Fariba
Parvin
فریبا
پروین
z60.ppp@gmail.com
100319475328460020716
100319475328460020716
Yes
Tarbiat Modares University
دانشکده علوم پزشکی، دانشگاه تربیت مدرس،تهران، ایران
Shamsaddin
Niknami
شمس الدین
نیکنامی
niknamis@modares.ac.ir
100319475328460020717
100319475328460020717
No
دانشکده علوم پزشکی، دانشگاه تربیت مدرس،تهران، ایران
Fatemeh
Alhani
فاطمه
الحانی
100319475328460020718
100319475328460020718
No
دانشکده علوم پزشکی، دانشگاه تربیت مدرس،تهران، ایران