fa آسیب‌شناسی آموزش نظری مقاطع تحصیلات تکمیلی پرستاری سایر موضوعات Other Fields پژوهشی کيفی Qualitative Research <span style="font-size:12pt"><span style="background:white"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مقدمه:</span></span></span></b> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دوره‌های</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تحصیلات</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تکمیلی</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">فصل</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مشترک آموزش</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">و</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پژوهش</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">در</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">عالی‌ترین</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">سطوح</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">خود</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">است</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">که</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">در</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آن</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">برجسته‌ترین دانش‌پژوهان</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">جامعه</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">به</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">عالی‌ترین</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مباحث</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">علمی</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">می‌پردازند. ارتقای کیفیت و پویایی برنامه‌های آموزش عالی مستلزم ارزشیابی و بررسی‌های کمی و کیفی مستمر است به‌ویژه برنامه‌های درسی که در محقق ساختن اهداف آموزشی نقش مؤثری داشته و قلب مراکز دانشگاهی محسوب می‌شوند؛ بنابراین این مطالعه باهدف آسیب‌شناسی دروس نظری در مقاطع تحصیلات تکمیلی رشته پرستاری با محوریت تبیین</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دیدگاه‌ها</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">و</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ادراکات</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">اساتید</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">و</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دانشجویان</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">کارشناسی ارشد و دکترای پرستاری</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">انجام</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">شد</span></span></span><span dir="LTR" style="font-size:11.0pt"><span style="line-height:115%">.</span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">روش کار:</span></span></span></b>&nbsp; <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">این پژوهش کیفی با رویکرد تحلیل محتوای قرار دادی انجام شد. روش نمونه‌گیری هدفمند با بررسی تجارب و دیدگاه‌های 21 نفر (8 عضو هیئت‌علمی و 13 دانشجوی مقطع تحصیلات تکمیلی در مقاطع کارشناسی ارشد و دکترا) درباره برنامه درسی دوره و چالش های موجود انجام گردید. مصاحبه‌ها نیمه ساختاریافته و فردی بود و پس از کسب نظرات افراد و مکتوب نمودن آن‌ها، کدگذاری عبارات مهم و مرتبط انجام شد.</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"></span></span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">یافته‌ها:</span></span></span></b><b>&nbsp;</b><b> </b><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پس از تجزیه‌وتحلیل داده‌ها تعداد 503 کد و 27 زیر طبقه استخراج شد که در چهار مضمون اصلی چالش‌های مدیریتی شامل مشکلاتی مرتبط با مدیریت و رهبری، چالش‌های ساختاری در ارتباط با موانع سازمانی و هماهنگی‌ها، چالش‌های روان‌شناختی در ارتباط با مشکلات ذهنی و ارتباطی کارکنان&nbsp; و چالش‌های اجرایی مرتبط با موانع در اجرای وظایف و فرآیندهای کاری قرار گرفتند</span></span></span><span dir="LTR" style="font-size:11.0pt"><span style="line-height:115%">.</span></span><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin""></span></span></span></b></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتیجه‌گیری:</span></span></span></b>&nbsp;<span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">توجه به این چالش‌ها و فراهم ساختن بستری برای پاسخگویی به نیازها و غلبه بر چالش‌ها می‌تواند در محقق ساختن اهداف آموزشی نقش داشته باشد و</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">سیاستگزاران برنامه‌های آموزشی در این مقاطع و همچنین مدیران آموزشی باید این موضوع را مدنظر قرار دهند</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:115%"><span arial="" style="font-family:">.</span></span></span></span><span dir="LTR" style="font-size:11.0pt"><span style="background:white"><span style="line-height:115%"></span></span></span></span></span></span></span></span></span><br> <br> &nbsp; <span style="font-size:12pt"><span style="unicode-bidi:embed"><span style="font-family:&quot;Times New Roman&quot;,serif"><b><span style="font-size:8.0pt">Introduction:</span></b><span style="font-size:8.0pt"> The courses of Higher Education are the joint season of education and research at their highest levels, where the most prominent scholars of the society deal with the highest scientific topics. Improving the quality and dynamism of higher education programs requires continuous quantitative and qualitative evaluations and reviews, especially curricula that have an effective role in achieving educational goals and are considered the heart of academic centers; Therefore, this study was conducted with the aim of pathology of theoretical courses in nursing graduate students with the focus on explaining the views and perceptions of professors and master&#39;s and doctorate nursing students.</span></span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span style="font-family:&quot;Times New Roman&quot;,serif"><b><span style="font-size:8.0pt">Methods:</span></b> <span style="font-size:8.0pt">This qualitative research was conducted with the approach of contractual content analysis. The purposeful sampling method was carried out by examining the experiences and views of 21 people (8 faculty members and 13 graduate students in master&#39;s and doctoral degrees) about the course curriculum and existing challenges. The interviews were semi-structured and individual, and after obtaining people&#39;s opinions and writing them down, coding of important and relevant phrases was done.</span></span></span></span><br> <span style="font-size:12pt"><span style="unicode-bidi:embed"><span style="font-family:&quot;Times New Roman&quot;,serif"><b><span style="font-size:8.0pt">Results:</span></b> <span style="font-size:8.0pt">After analyzing the data, 503 codes and 27 subcategories were extracted, which were categorized into four main themes of managerial challenges encompass issues related to management and leadership, structural challenges pertain to organizational obstacles and coordination, psychological challenges involve mental and communication problems among staff, and executive challenges are associated with barriers in executing tasks and work processes.</span></span></span></span><br> <b><span style="font-size:8.0pt"><span style="font-family:&quot;Times New Roman&quot;,serif">Conclusion:</span></span></b><span style="font-size:8.0pt"><span style="font-family:&quot;Times New Roman&quot;,serif"> Paying attention to these challenges and providing a platform to meet the needs and overcome the challenges can play a role in achieving the educational goals, and the policymakers of the educational programs at these stages as well as the educational managers should take this issue into consideration.</span></span> آسیب شناسی, آموزش پرستاری, تحصیلات تکمیلی پرستاری pathology, nursing education, graduate nursing education 39 54 http://edcbmj.ir/browse.php?a_code=A-10-2981-2&slc_lang=fa&sid=1 Batool Nehrir بتول نحریر rnehrir1739@yahoo.com 100319475328460042677 100319475328460042677 No Baqiyatallah University of Medical Sciences دانشگاه علوم پزشکی بقیَه ا... Leila Karimi لیلا کریمی leilakarimi1487@gmail.com 100319475328460042678 100319475328460042678 Yes Baqiyatallah University of Medical Sciences دانشگاه علوم پزشکی بقیَه ا...