fa کیفیت آموزش بالینی دانشجویان کارشناسی پرستاری دانشگاه علوم پزشکی ایلام در دوره پاندمی کرونا پ‍ژوهش در آموزش علوم پزشکی Research in Medical Science Education توصيفی و نظرسنجی Descriptive & Survey <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 b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">مقدمه:</span></span></b><span style="background-color:#ffffff;"> </span><span b="" lang="FA" mitra="" style="font-family:"><span style="color:black"><span style="background-color:#ffffff;">از عوامل مؤثر بر کیفیت آموزش بالینی دانشجویان پرستاری، </span><span style="background:yellow"><span style="background-color:#ffffff;">شرایط محیطی است.</span></span><span style="background-color:#ffffff;"> این مطالعه با هدف کلی تعیین کیفیت آموزش بالینی دانشجویان کارشناسی پرستاری دانشگاه علوم پزشکی ایلام در دوران </span><span style="background:yellow"><span style="background-color:#ffffff;">پاندمی کووید- 19</span></span><span style="background-color:#ffffff;"> انجام شد. </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">روش کار:</span></span></b><span style="background-color:#ffffff;"> </span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">پژوهش توصیفی، همبستگی و گذشته‌نگر با نمونه&shy;گیری سرشماری بود. </span></span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">نمونه پژوهش کلیه دانشجویان پرستاری دانشکده پرستاری دانشگاه علوم پزشکی ایلام در سال 1401 بودند که حداقل یک واحد کارآموزی یا کارورزی حضوری طی </span></span><span lang="FA" style="font-size:12.0pt"><span style="background:yellow"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="background-color:#ffffff;">پاندمی کووید- 19</span></span></span></span></span></span><span style="background-color:#ffffff;"> </span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">داشتند (</span></span><i><span style="background-color:#ffffff;">n=210</span></i><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">). </span></span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">داده&shy;ها با فرم اطلاعات </span></span><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;">دموگرافیک</span></span><span style="background-color:#ffffff;"> </span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">و پرسشنامه وضعیت آموزش بالینی مردانی (1389) گردآوری شده و</span></span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> در نرم افزار </span></span><i><span style="background-color:#ffffff;">SPSS22</span></i><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> با آمار توصیفی و استنباطی (</span></span><span lang="FA" style="background:yellow"><span b="" mitra="" style="font-family:"><span style="background-color:#ffffff;">کولموگروف-اسمیرونوف،</span></span></span><span style="background-color:#ffffff;"> </span><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;">فریدمن) </span></span><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;">تحلیل شدند. </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">یافته‌ها:</span></span></b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> اکثر نمونه&shy;ها مرد (8/53 </span><span style="background:yellow"><span style="background-color:#ffffff;">درصد</span></span><span style="background-color:#ffffff;">)، بین 20 تا 25 سال (4/82</span><span style="background:yellow"><span style="background-color:#ffffff;"> درصد</span></span><span style="background-color:#ffffff;">)، مجرد (8/84</span><span style="background:yellow"><span style="background-color:#ffffff;"> درصد</span></span><span style="background-color:#ffffff;">)، ترم هشتم (5/30</span><span style="background:yellow"><span style="background-color:#ffffff;"> درصد</span></span><span style="background-color:#ffffff;">)، بومی ایلام (1/78</span><span style="background:yellow"><span style="background-color:#ffffff;"> درصد</span></span><span style="background-color:#ffffff;">) و با سابقه ابتلا به کرونا بودند (7/76</span><span style="background:yellow"><span style="background-color:#ffffff;"> درصد</span></span><span style="background-color:#ffffff;">). بالاترین میانگین در حیطه نظارت (992/0 </span></span><span style="background-color:#ffffff;">&plusmn;</span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> 00/4) و کمترین میانگین در حیطه محیط آموزشی (932/0 </span></span><span style="background-color:#ffffff;">&plusmn;</span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> 71/3) بود.. میانگین حیطه‌ها بالاتر از 5/3 و در حد مطلوب بود. طبق </span></span><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;">آزمون فریدمن، کیفیت آموزش بالینی نمونه‌ها</span></span><span style="background-color:#ffffff;"> </span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">به ترتیب اولویت </span></span><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;">شامل</span></span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> اهداف و برنامه آموزشی</span></span><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;">، </span></span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">نظارت و ارزشیابی، عملکرد مربی، برخورد با دانشجو &nbsp;و محیط آموزشی</span></span><span b="" lang="FA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> بود.</span></span><i><span dir="LTR" style="font-family:"Times New Roman",serif"></span></i></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">نتیجه‌گیری:</span></span></b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;"> کیفیت آموزش بالینی نمونه‌ها در </span></span><span lang="FA" style="font-size:12.0pt"><span style="background:yellow"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"><span style="background-color:#ffffff;">پاندمی کووید- 19</span></span></span></span></span></span><span style="background-color:#ffffff;"> </span><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">مطلوب بود. به دلیل تعطیلی دانشگاه‌ها و آموزش مجازی، کیفیت برخورد با دانشجو و محیط آموزشی کمتر از سایر حیطه ها بود. بنابراین در نظام آموزش عالی دانشگاه علوم پزشکی ایلام باید توجه بیشتری به این دو حیطه شده و کیفیت آموزش بالینی سایر حیطه‌ها حفظ شود. </span></span><i></i></span></span></span></span></span><br> <span style="background-color:#ffffff;">&nbsp;</span> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">Introduction</span></span></i></b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">: One of the factors affecting the quality of clinical education of nursing students was </span><span style="background:yellow"><span style="background-color:#ffffff;">the</span></span></span></i><span style="background-color:#ffffff;"> </span><i><span style="background:yellow"><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">environmental conditions</span></span></span></i><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">. This study was conducted with the aim of determining the quality of clinical education of undergraduate nursing students of Ilam University of Medical Sciences during </span><span style="background:yellow"><span style="background-color:#ffffff;">COVID-19 Pandemics</span></span></span></i></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">Method</span></span></i></b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">: descriptive, correlational and retrospective research with census sampling was done. The research sample was all of the nursing students of Ilam University of Medical Sciences in 2022 who had at least one internship or in-person internship during </span><span style="background:yellow"><span style="background-color:#ffffff;">COVID-19 Pandemics</span></span><span style="background-color:#ffffff;"> (n=210). The data were collected using the demographic information form and the Clinical Education Status Questionnaire (Mardani, 2009). Data were analyzed in SPSS22 software with descriptive and inferential statistics (</span><span style="background:yellow"><span style="background-color:#ffffff;">Kolmogrof-Smirnov</span></span><span style="background-color:#ffffff;">, Friedman).</span></span></i></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">Findings</span></span></i></b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">: Most of the samples were male (53.8</span><span style="background:yellow"><span style="background-color:#ffffff;">percent</span></span><span style="background-color:#ffffff;">), between 20 and 25 years old (82.4</span><span style="background:yellow"><span style="background-color:#ffffff;"> percent</span></span><span style="background-color:#ffffff;">), single (84.8</span><span style="background:yellow"><span style="background-color:#ffffff;"> percent</span></span><span style="background-color:#ffffff;">), eighth semester (30.5</span><span style="background:yellow"><span style="background-color:#ffffff;"> percent</span></span><span style="background-color:#ffffff;">), native of Ilam (78.1</span><span style="background:yellow"><span style="background-color:#ffffff;"> percent</span></span><span style="background-color:#ffffff;">), and had a history of corona infection (76.7</span><span style="background:yellow"><span style="background-color:#ffffff;"> percent</span></span><span style="background-color:#ffffff;">). The highest mean score was in the dimension of supervision (4.00 &plusmn; 0.992) and the lowest mean score was in the dimension of educational environment (3.71 &plusmn; 0.932). According to Friedman&#39;s test, the quality of clinical education of the samples, in order of priority, included goals and curriculum, monitoring and evaluation, instructor&#39;s performance, dealing with students and educational environment.</span></span></i></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">Conclusion</span></span></i></b><i><span new="" roman="" style="font-family:" times=""><span style="background-color:#ffffff;">: The quality of clinical education of the samples during </span><span style="background:yellow"><span style="background-color:#ffffff;">COVID-19 Pandemics</span></span><span style="background-color:#ffffff;"> was favorable. Due to the closure of universities and virtual education, the quality of dealing with students and the educational environment was lower than in other. Therefore, in the higher education system of Ilam University of Medical Sciences, more attention should be paid to these two dimensions and the quality of clinical education in other dimensions should be maintained</span></span></i><span b="" dir="RTL" lang="AR-SA" mitra="" style="font-family:"><span style="background-color:#ffffff;">.</span></span></span></span></span></span></span><br> <span style="background-color:#ffffff;">&nbsp;</span> پاندمی کووید- 19, آموزش پرستاری, دانشجویان پرستاری COVID-19 Pandemics, Nursing Education, Nursing Students 366 375 http://edcbmj.ir/browse.php?a_code=A-10-1175-2&slc_lang=fa&sid=1 Masoumeh Otaghi معصومه اطاقی otaghi-m@medilam.ac.ir 100319475328460041848 100319475328460041848 No Ilam University of Medical Sciences دانشگاه علوم پزکشی ایلام Afsaneh Raiesifar افسانه رئیسی فر raiesifar-a@medilam.ac.ir 100319475328460041849 100319475328460041849 No Ilam University of Medical Sciences دانشگاه علوم پزکشی ایلام Arman Azadi آرمان آزادی azadi-m@medilam.ac.ir 100319475328460041850 100319475328460041850 No Ilam University of Medical Sciences دانشگاه علوم پزکشی ایلام Ali Nourmoradi علی نورمرادی alinourmoradi964@gmail.com 100319475328460041851 100319475328460041851 Yes Ilam University of Medical Sciences دانشگاه علوم پزکشی ایلام