بررسی ارتباط امادگی بالینی دستیاران مربی بالینی با رضایتمندی دانشجویان از آموزش عملی و بالینی

خلاصه فارسی

ﻣﻘﺪﻣﻪ: آﻣﻮزش ﺑﺎﻟﯿﻨﯽ اﺳﺎﺳﯽ ﺗﺮﯾﻦ ﺑﺨﺶ آﻣﻮزش داﻧﺸﺠﻮﯾﺎن ﭘﺮﺳﺘﺎري ﺑﻪ ﺷﻤﺎر ﻣﯽ رود، ﮐﻪ ﺑﺎ ﺗﻠﻔﯿﻖ داﻧﺶ ﺗﺌﻮري و ﻣﻬﺎرت ﻫﺎي ﻋﻤﻠﯽ در ﻧﻬﺎﯾﺖ ﺳﺒﺐ آﻣﺎده ﺳﺎزي آن ﻫﺎ ﺟﻬﺖ ورود ﺑﻪ ﻋﺮﺻﻪ ﻣﺮاﻗﺒﺖ از ﺑﯿﻤﺎر و اراﺋﻪ ﺧﺪﻣﺎت ﺑﺎﻟﯿﻨﯽ و درﻣﺎﻧﯽ ﻣﯽ ﺷﻮد .روش ﻫﺎي ﻣﺨﺘﻠﻒ آﻣﻮزش ﺑﺎﻟﯿﻨﯽ اراﺋﻪ ﺷﺪه روي ﻣﻬﺎرت ﻫﺎي ﺑﺎﻟﯿﻨﯽ ﮐﺴﺐ ﺷﺪه و رﺿﺎﯾﺖ داﻧﺸﺠﻮﯾﺎن ﺗﺎﺛﯿﺮ ﻣﺴﺘﻘﯿﻢ دارﻧﺪ .ﻟﺬا ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ارﺗﺒﺎط آﻣﺎدﮔﯽ ﺑﺎﻟﯿﻨﯽ دﺳﺘﯿﺎران ﻣﺮﺑﯽ ﺑﺎ رﺿﺎﯾﺖ ﻣﻨﺪي داﻧﺸﺠﻮﯾﺎن ﭘﺮﺳﺘﺎري از آﻣﻮزش ﺑﺎﻟﯿﻨﯽ اﻧﺠﺎم ﮔﺮﻓﺖ . ﻣﻮاد و روش ﻫﺎ: داﻧﺸﺠﻮي202 ﻧﻔﺮ دﺳﺘﯿﺎر ﻣﺮﺑﯽ ﺑﺎﻟﯿﻨﯽ و 44 اﯾﻦ ﻣﻄﺎﻟﻌﻪ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ ﻣﻘﻄﻌﯽ اﺳﺖ، ﺗﻌﺪاد ﺗﺤﺖ ﻧﻈﺮ اﯾﺸﺎن ﻣﺸﻐﻮل آﻣﻮزش ﺑﺎﻟﯿﻨﯽ ﺑﻮدﻧﺪ ﻣﺸﺎرﮐﺖ داﺷﺘﻨﺪ .ﭘﺮﺳﺶ ﻧﺎﻣﻪ آﻣﺎدﮔﯽ ﺑﺎﻟﯿﻨﯽ 1391 ﭘﺮﺳﺘﺎري ﮐﻪ در ﺳﺎل دﺳﺘﯿﺎران ﻣﺮﺑﯽ در دو ﻗﺴﻤﺖ ﻣﺸﺨﺼﺎت دﻣﻮﮔﺮاﻓﯿﮏ و آﻣﺎدﮔﯽ ﺑﺎﻟﯿﻨﯽ و ﭘﺮﺳﺶ ﻧﺎﻣﻪ رﺿﺎﯾﺖ ﻣﻨﺪي داﻧﺸﺠﻮﯾﺎن ﻧﯿﺰ ﺷﺎﻣﻞ S ﺳﻮال رﺿﺎﯾﺖ ﻣﻨﺪي ﺑﻮد .آﻧﺎﻟﯿﺰ داده ﻫﺎ در ﺑﺮﻧﺎﻣﻪ 25 ﺑﺨﺶ ﻣﺸﺨﺼﺎت دﻣﻮﮔﺮاﻓﯿﮏ و اﻧﺠﺎم ﺷﺪ .داده PSS vol.16 ﻫﺎي ﺣﺎﺻﻞ از اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از روش ﻫﺎي آﻣﺎر ﺗﻮﺻﯿﻔﯽ و ﺗﻮﺻﯿﻒ ﻧﻤﻮﻧﻪ ﻫﺎ ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ . ﻫﻢ ﭼﻨﯿﻦ از ﻣﺠﺬور ﮐﺎي ﺟﻬﺖ ارﺗﺒﺎط ﺳﻨﺠﯽ اﻫﺪاف و ﭘﺎﺳﺦ ﺑﻪ ﺳﻮاﻻت ﭘﮋوﻫﺸﯽ اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ درﺻﺪ ﻣﺮﺑﯿﺎن ﻣﺪرك 75 . ﺳﺎل ﺑﻮد 22/5 ﺳﺎل و داﻧﺸﺠﻮﯾﺎن 40 : ﻣﯿﺎﻧﮕﯿﻦ ﺳﻦ دﺳﺘﯿﺎران ﻣﺮﺑﯽ 5/69 ﺳﺎل و ﻣﯿﺎﻧﮕﯿﻦ ﺳﺎﺑﻘﻪ ﻣﺮﺑﯿﮕﺮي اﯾﺸﺎن 16/34 درﺻﺪ ارﺷﺪ ﺑﻮدﻧﺪ، ﻣﯿﺎﻧﮕﯿﻦ ﺳﻨﻮات ﮐﺎري آن ﻫﺎ 25 ﮐﺎرﺷﻨﺎﺳﯽ و درﺻﺪ رﺿﺎﯾﺖ ﻣﻨﺪي ﭘﺎﯾﯿﻦ ﮔﺰارش ﮐﺮده اﻧﺪ .ﺑﯿﻦ 10/4 درﺻﺪ از داﻧﺸﺠﻮﯾﺎن رﺿﺎﯾﺖ ﻣﻨﺪي ﺑﺎﻻ و ﺗﻨﻬﺎ 53/5 . ﺳﺎل ﺑﻮد P ). ﻣﻌﻨﯽ دار ﺑﻮد 0/339 آﻣﺎدﮔﯽ ﺑﺎﻟﯿﻨﯽ ﻣﺮﺑﯿﺎن و رﺿﺎﯾﺖ ﻣﻨﺪي داﻧﺸﺠﻮﯾﺎن ارﺗﺒﺎط ﺧﻄﯽ ﺑﺎ ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ =0.024( P ) ارﺗﺒﺎط آﻣﺎدﮔﯽ ﺑﺎﻟﯿﻨﯽ ﺑﺎ ﺟﻨﺲ P ) وﺿﻌﯿﺖ ﺗﺄﻫﻞ ،( =0.05 P ) = (و ﺳﺎﺑﻘﻪ ﻣﺮﺑﯽ ﮔﺮي 0.01 =( ﻣﺮﺑﯿﺎن ﻣﻌﻨﯽ دار 0.038 P ) ﺑﻮد .ارﺗﺒﺎط رﺿﺎﯾﺖ ﻣﻨﺪي داﻧﺸﺠﻮﯾﺎن ﺑﺎ ﺟﻨﺲ P ) =( و اﺷﺘﻐﺎل ﺑﻪ ﮐﺎر 0.004 =( داﻧﺸﺠﻮﯾﺎن ﻣﻌﻨﯽ دار و در ﮔﺮوه 0.001 ﻣﺬﮐﺮ و اﻓﺮاد ﺷﺎﻏﻞ ﺑﯿﺸﺘﺮ ﺑﻮد . ﺑﺤﺚ و ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﺑﺮ اﺳﺎس ﻧﺘﺎﯾﺞ ﺑﻪ دﺳﺖ آﻣﺪه و ﻣﻌﻨﯽ داري ارﺗﺒﺎط ﺧﻄﯽ ﺑﯿﻦ آﻣﺎدﮔﯽ دﺳﺘﯿﺎران ﻣﺮﺑﯽ و رﺿﺎﯾﺖ ﻣﻨﺪي داﻧﺸﺠﻮﯾﺎن ﭘﺮﺳﺘﺎري از آﻣﻮزش ﺑﺎﻟﯿﻨﯽ اراﺋﻪ ﺷﺪه، ﻣﯽ ﺗﻮان از اﯾﻦ ﻣﺪل ﺑﻪ ﻋﻨﻮان ﻣﺪل ﭘﯿﺸﻨﻬﺎدي و ﻗﺎﺑﻞ اﺟﺮا در داﻧﺸﮑﺪه ﻫﺎي ﭘﺮﺳﺘﺎري و ﺳﺎﯾﺮ ﻣﺮاﮐﺰ آﻣﻮزﺷﯽ ﺣﻤﺎﯾﺖ ﻧﻤﻮد .دﻗﺖ در اﻧﺘﺨﺎب اﻓﺮاد ﻋﻼﻗﻤﻨﺪ ﺟﻬﺖ آﻣﻮزش ﻋﻤﻠﯽ و ﺑﺎﻟﯿﻨﯽ، ﺑﺮرﺳﯽ و ﺑﺮﻃﺮف ﻧﻤﻮدن ﻧﯿﺎزﻫﺎي آﻣﻮزﺷﯽ، ﺑﺮﮔﺰاري ﺟﻠﺴﺎت ﻫﻤﺎﻫﻨﮕﯽ ﺑﯿﻦ ﻣﺮﺑﯿﺎن و اﻋﻀﺎي ﻫﯿﺌﺖ ﻋﻠﻤﯽ و اراﺋﻪ راﻫﻨﻤﺎﯾﯽ ﻫﺎ و ﻃﺮح درس ﺑﺎﻟﯿﻨﯽ ﻣﯽ ﺗﻮاﻧﺪ در ارﺗﻘﺎء آﻣﻮزش ﺑﺎﻟﯿﻨﯽ و رﺿﺎﯾﺖ ﻣﻨﺪي داﻧﺸﺠﻮﯾﺎن از آن ﻣﻮﺛﺮ واﻗﻊ ﺷﻮد.

عنوان انگليسی

Relationship Between Preceptors Educational Preparedness and Nursing Student's Satisfaction With Clinical and Practical Educations

خلاصه انگلیسی

Introduction:Clinical education is the most fundamental part of the curriculum of nursing students that combines theoretical knowledge and practical skills and prepares them to enter the field of patient care and provide clinical and treatment services. Different ways of clinical education have a direct impact on the clinical skills acquisition and student satisfaction. So, this study aimed to investigate the relation between preparation of preceptors and nursing student’s satisfaction of clinical education. Materials & Methods: This research was a cross-sectional research study. 44 clinical preceptors and 202 nursing students participated in the research during 1391. The preparedness questionnaire for preceptors had two parts, the demographic and clinical preparation, and students' satisfaction questionnaire also had two sections including demographic information and 25 questions about their satisfaction. Data analysis was performed using SPSS 16. The collected data were analyzed using descriptive statistics and sample analysis methods. Also, the chi-square test was used to link survey objectives and research questions. Findings: The average of age was 22.5 years for students and 40 years for preceptors. 75 percent of preceptors had bachelor degree, and 25 percent had master degree. They had averagely 16.34 and 5.69 years services and preceptor experience, respectively. 53.5 percent of students reported a high satisfaction and only 10.4% reported a low satisfaction. There was statistically significant relation between clinical preparedness of preceptors and student satisfaction (P=0. 024). Relation between clinical preparedness and sex (P=0.05), marital status (P=0.01) and coaching experience (P=0.038) were significant and in the female groups, the number of married people and coaching experience was more than 5 years. Relation of student satisfaction with the sex (P=0.004) and student’s employment (P=0.001) were significantly higher in male and employed groups. Discussion & Conclusion: Given to the relationships between preceptor preparedness and nursing student’s satisfactions in the represented clinical education period, this model is suggested as an applicable and suitable one for nursing colleges and health related educational centers. The accurate selection of people who interested in clinical trainings, providing training and educational requirements and holding coordination meetings among preceptors and faculty members and presenting guidelines and clinical education plan can promote clinical training and student’s satisfaction.

Document Downloads