fa الویت گذاری دوره های آموزش ضمن خدمت پرستاری با رویکرد تصمیم گیری چند معیاره عمومى General پژوهشی-کمی Quantitative-Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">مقدمه</span></span></b><b><span dir="LTR" style="font-size:12.0pt">:</span></b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> تعیین الویت نیاز آموزشی اولین گام برای برنامه&shy;ریزی آموزش پرستاران و در واقع نخستین عامل ایجاد و تضمین اثربخشی کارکرد آموزش و بهسازی است. پژوهش حاضر</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> با </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">هدف </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">تعیین الویت دوره&shy;های آموزش ضمن خدمت پرستاری دانشگاه علوم پزشکی بابل با رویکرد تصمیم گیری چند معیاره انجام شد.</span></span><b><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">روش&shy; کار: </span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">این</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">پژوهش</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">یک</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">مطالعه</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">توصیفی-مقطعی</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">است. تعداد 18 شرکت&shy;کننده به روش نمونه&shy;گیری تصادفی طبقه&shy;ای از </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">پرستاران،</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> مدیران پرستاری، سرپرستاران</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> و </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">سوپروایزرهای </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">شاغل در</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> بیمارستان&shy;های تحت پوشش دانشگاه علوم پزشکی بابل وارد مطالعه شدند.</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">با استفاده از یک پرسشنامه، مشخصات کلیه دوره&shy;های آموزشی ضمن خدمت جمع&shy;آوری شد و بعد از حذف دوره&shy; های غیر مشترک&shy;، 21 دوره&shy; شناسایی شدند.</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">پس از بررسی متون و مصاحبه&shy;های نیمه ساختاریافته، 15 شاخص تاثیرگذار جهت انتخاب این دوره&shy;ها شناسایی شدند. با استفاده از یک پرسشنامه روا و پایا، به مقایسه زوجی این معیارها نسب به یکدیگر و همچنین مقایسه زوجی بین دوره&shy;ها پرداخته شد و با استفاده از روش فرآیند تحلیل سلسله مراتبی، رتبه&shy;بندی دوره&shy;ها هم بر اساس اهمیت و هم بر اساس ضرورت انجام شد.</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> تجزیه و تحلیل اطلاعات با استفاده از نرم&shy;افزارهای </span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Expert Choice-11</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> و </span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">SPSS-12</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> انجام شدند</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">یافته &shy;ها</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">: نتایج نشان می&shy;دهد که بر اساس اهمیت، دوره&shy;های ایمنی بیمار (078/0) و اشکال دارویی و نحوه تجویز آنها (014/0) و بر اساس ضرورت، دوره&shy;های ایمنی بیمار (091/0) و تفسیر سی تی اسکن مغز برای پرستاران (017/0) به ترتیب بالاترین و پایین</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">ترین رتبه را در هر حالت به خود اختصاص داده&shy;اند.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">نتیجه</span></span></b><b> </b><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">گیری:</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> اگرچه تفاوت اندکی در رتبه برخی از </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">دوره&shy;های شناسایی شده </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">وجود دارد اما بطورکلی، دوره&shy;هایی که رتبه&shy;های بالا را به خود اختصاص می&shy;دهند در هر دو حالت (اهمیت و ضرورت)، تقریبا یکسان می&shy;باشند. بنابراین </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">بمنظور </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">ایجاد و تضمین اثربخشی کارکرد آموزش و بهسازی</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> آن برای پرستاران</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">، برنامه&shy;ریزهای دوره&shy;های ضمن خدمت و سوپروایزرهای آموزشی می&shy;توانند ابتدا الویت&shy;گذاری دوره&shy;ها را </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">بر اساس اهمیت و ضرورت </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">انجام داده و سپس به ترتیب اقدام به برگزاری دوره&shy;ها نمایند تا برای پرستاران کاربردی&shy;تر، موثرتر و مقرون به صرفه&shy;تر باشند. &nbsp;</span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="font-family:" timesnewromanps-boldmt="">Introduction: </span></span></b><span lang="EN" style="font-family:" timesnewromanps-boldmt="">The first step for planning the training of nurses is to determine the priority of training needs. In fact, it is the first factor in creating and guaranteeing the effectiveness of training and improvement.</span> <span style="font-family:" timesnewromanps-boldmt="">The aim of this study was to</span><span lang="EN" style="font-family:" timesnewromanps-boldmt=""> determine the priority of in-service training courses of nursing at Babol University of Medical Sciences with a multi-criteria decision-making approach.</span><span style="font-family:"TimesNewRomanPS-BoldMT",serif"></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="font-family:" timesnewromanps-boldmt="">Methods:</span></span></b> <span lang="EN" style="font-family:" timesnewromanps-boldmt="">This research is a cross-sectional study.</span> <span lang="EN" style="font-family:" timesnewromanps-boldmt="">18 participants were included in the study by stratified random sampling </span><span style="font-family:" timesnewromanps-boldmt="">method </span><span lang="EN" style="font-family:" timesnewromanps-boldmt="">among nurses, nursing managers, supervisors and supervisors working in hospitals covered by Babol University of Medical Sciences. The details of all in-service training courses were collected using a questionnaire and 21 courses were identified after removing non-shared courses. After a literature review and semi-structured interviews,</span><span style="font-family:" timesnewromanps-boldmt=""> we </span><span lang="EN" style="font-family:" timesnewromanps-boldmt="">identified 15 influential indicators for choosing these courses</span><span style="font-family:" timesnewromanps-boldmt="">.</span><span lang="EN" style="font-family:" timesnewromanps-boldmt=""> Using a valid and reliable questionnaire, the pairwise comparison of these criteria relative to each other, as well as the pairwise comparison between the clases were done and then, applying the method of </span><span style="font-family:" timesnewromanps-boldmt="">analytical hierarchy process</span><span lang="EN" style="font-family:" timesnewromanps-boldmt="">, the ranking of courses was done based on both importance and necessity. Data analysis was done using Expert Choice-11 and SPSS-12 software.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="font-family:" timesnewromanps-boldmt="">Results:</span></span></b> <span style="font-family:" timesnewromanps-boldmt="">The results </span><span lang="EN" style="font-family:" timesnewromanps-boldmt="">show that patient safety courses (0.078) and drug forms and how to prescribe them (0.014) and also, patient safety courses (0.091) and brain CT scan interpretation for nurses (0.017), have the highest and lowest rank</span><span style="font-family:" timesnewromanps-boldmt="">s</span><span style="font-family:" timesnewromanps-boldmt=""> based on importance and necessity, respectively.</span><b><span style="font-size:12.0pt"><span style="font-family:"TimesNewRomanPS-BoldMT",serif"></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="font-family:" timesnewromanps-boldmt="">Conclusions:</span></span></b> <span lang="EN" style="font-family:" timesnewromanps-boldmt="">Although there is a slight difference in the rank of some of the identified courses,</span> <span lang="EN" style="font-family:" timesnewromanps-boldmt="">in general, the courses that get high ranks are almost the same in both cases (importance and necessity). Therefore, in order to create and guarantee the effectiveness of training and its improvement for nurses, the planners of in-service courses and the training supervisors can first rank the courses based on their importance and necessity and then organize the courses in order to be more practical, effective and affordable for nurses. </span></span></span></span></span></span><br> &nbsp; آموزش پرستاری, آموزش ضمن خدمت, تصمیم­گیری, پرستاران, الویت­گذاری. Nursing education, In-Service training, Decision making, Nurses, Ranking. 35 46 http://jne.ir/browse.php?a_code=A-10-1679-1&slc_lang=fa&sid=1 Saber Shiripour صابر شیری پور s.shiripour@fmgarmsar.ac.ir 100319475328460027030 100319475328460027030 Yes Faculty of Engineering, University of Garmsar دانشکده فنی و مهندسی، دانشگاه گرمسار Samaneh Hedayati Baei سمانه هدایتی بائی samaneh.94.hedayati@gmail.com 100319475328460027031 100319475328460027031 No Shahid Beheshti University of Medical Sciences دانشگاه علوم پزشکی شهید بهشتی Zohreh khoshgoftar زهره خوش گفتار bkhoshgoftar7@sbmu.ac.ir 100319475328460027032 100319475328460027032 No Shahid Beheshti University of Medical Sciences دانشگاه علوم پزشکی شهید بهشتی