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
1401
1
1
gregorian
2022
4
1
11
3
online
1
fulltext
fa
تبیین ادراک دانشجویان پرستاری از آموزش بالینی به شیوه نقشه کشی مفهومی: مطالعه ی کیفی
Explaining Nursing Students' Perceptions of Clinical Teaching Through Concept Mapping: A Qualitative Study
تخصصي
Special
کیفی
Qualitative-Research
<div>
<div id="_com_1" uage="JavaScript"><span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مقدمه</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">: آموزش بالینی پرستاری فرصت آموختن مهارت­ها و شایستگی­های مورد نیاز حرفه را فراهم می­سازد. از این­رو بکارگیری روشهای آموزشی نوین همچون نقشه مفهومی در پرستاری می­تواند مفید باشد. هدف از این مطالعه تبیین ادراک دانشجویان پرستاری از آموزش بالینی به شیوه نقشه­کشی مفهومی بود.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">روش کار:</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> مطالعه حاضر یک تحقیق کیفی است که به روش تحلیل محتوای کیفی قراردادی با مشارکت 16 دانشجوی ترم ششم پرستاری دانشگاه آزاد اسلامی واحد رشت که واحد کارآموزی مراقبت ویژه را به روش نقشه مفهومی گذرانده بودند در سال 98-97 در شهر رشت، انجام گرفت. داده­های مطالعه از طریق مصاحبه­های عمیق نیمه­ساختار یافته جمع­آوری شد؛ و با استفاده از روش تحلیل محتوای کیفی قراردادی </span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Graneheim</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> و </span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Lundman</span></span><span style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> با بکارگیری نرم­افزار </span></span><span dir="LTR" style="font-size:12.0pt">MAXQDA</span><span style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> تحلیل گردید.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">یافته­ها</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">: مضمون اصلی مطالعه "آموزش بالینی اثر بخش" بود که از سه طبقه اصلی "کارآمدی آموزش بالینی" شامل زیرطبقات </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تعمیق یادگیری</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">، </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">یادگیری خودهدایت­شونده</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">، </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">عینیت یافتن فرایند پرستاری</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> و </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">سازگاری</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">، "هدایت فرایند تفکر" شامل زیرطبقات </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">دریافت تصویری کلی</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">، </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">پرورش تفکر منتقدانه و استدلال بالینی</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> و </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">بازاندیشی</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> و "گامی به­سوی حرفه­ای شدن" شامل زیرطبقات </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تعامل حرفه­ای</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">، </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مراقبت مددجومحور</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> و </span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">جستجوی کمک</span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:">"</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> تبیین شد. </span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نتیجه­گیری</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">: نتایج مطالعه حاضر حاکی از آن است که روش آموزشی نقشه مفهومی روشی مفید در آموزش پرستاری بوده که دانشجویان آن را آموزش بالینی اثربخش دانستند. این روش ابزاری قدرتمند در آموزش پرستاری بالینی در طراحی برنامه مراقبت پرستاری است که می­توان آن را جایگزین روشهای سنتی نمود.</span></span></span></span></span></span><br>
</div>
</div>
<span style="font-size:11pt"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Introduction</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">: Clinical nursing education provides an opportunity to learn the skills and competencies required by the profession. Therefore, using modern educational methods such as concept mapping in nursing can be useful. The purpose of this study was to explain the perceptions of nursing students in education using concept mapping. </span></span></span></span></span><br>
<span style="font-size:11pt"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Methods</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">: This qualitative study had a conventional content analysis and was conducted on 16 sixth-semester nursing students of Rasht Islamic Azad University, who passed the clinical unit of intensive care nursing by using concept map in 2018-2019. Data were collected via semi-structured in-depth interviews, and data analysis was performed by Graneheim and Lundman's conventional content analysis method using MAXQDA software.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Results</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">: The main theme of the study was "effective clinical education", which encompassed three categories of "efficiency of clinical education" consisting subcategories of </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">"deepen learning", </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">"self-directed learning, "objectification of nursing process" and "adaptation"</span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">, "guiding the thought process" consisting subcategories of "get a comprehensive view", "reinforcement of critical thinking and clinical judgement" and "reflection" and "a step toward becoming a professional" consisting subcategories of </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">"professional interaction", "client-centered care" and "seeking help"</span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Conclusions</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">: The results showed concept map is a useful tool in clinical nursing education that students considered it effective clinical education. This method is a powerful tool in clinical nursing education in designing nursing care plan that can replace traditional methods.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br>
تحقیق کیفی, دانشجویان, پرستاری, یادگیری فعال
Qualitative Research, Students, Nursing, Active learning
30
41
http://jne.ir/browse.php?a_code=A-10-1441-1&slc_lang=fa&sid=1
shadi
dehghanzadeh
شادی
دهقان زاده
shadidehghan90@gmail.com
100319475328460023253
100319475328460023253
Yes
Rasht branch, Islamic Azad University
دانشگاه آزاد اسلامی، رشت
Arezoo
monfared
آرزو
منفرد
100319475328460023254
100319475328460023254
No
Rasht branch, Islamic Azad University
دانشگاه آزاد اسلامی، رشت