Journal of Hayat
حیات
Hayat
Medical Sciences
http://hayat.tums.ac.ir
1
admin
1735-2215
2008-188X
fa
jalali
1403
3
1
gregorian
2024
6
1
30
2
online
1
fulltext
fa
تأثیر تکلیف درسی ترسیم الکتروکاردیوگرافی بر میزان یادگیری دانشجویان پرستاری و دیدگاه دانشجویان نسبت به آن در دانشگاه علوم پزشکی قم
Effect of ECG drawing assignments on nursing students' learning and perspectives at Qom University of Medical Sciences
مراقبتهاي پرستاري
Nursing Care
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">زمینه و هدف: </span></span></span></i></b><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">الکتروکاردیوگرافی (</span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ECG</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">) پرکاربردترین ابزار تشخیصی در پزشکی است، با وجود این دانشجویان پرستاری در تفسیر </span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ECG</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""> با مشکل مواجه هستند که این امر نیاز به اصلاح شیوه­های آموزش را خاطر نشان می­کند. این مطالعه با هدف تعیین تأثیر تکلیف درسی ترسیم </span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ECG</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""> بر میزان یادگیری دانشجویان پرستاری و دیدگاه آن­ها نسبت به این شیوه تدریس واحد درسی پرستاری مراقبت­های ویژه انجام گرفته است<span style="color:black">.</span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black"><span style="letter-spacing:-.3pt">روش بررسی:</span></span></span></span></i></b><i> </i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt">این مطالعه نیمه تجربی در مورد 52 دانشجوی کارشناسی پرستاری ترم 5 ورودی مهر و بهمن، در دانشگاه علوم پزشکی قم انجام یافت. در دانشجویان ورودی مهر، نیمه اول ترم به شیوه سنتی سخن</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt"></span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt">رانی و پرسش و پاسخ تدریس شد و در نیمه دوم علاوه بر به کارگیری شیوههای مرسوم از دانشجویان خواسته شد که </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.3pt">ECG</span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt">های شایع را ترسیم کنند. در دانشجویان ورودی بهمن، زمان مداخله برعکس شد به این معنی که ترسیم </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.3pt">ECG</span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt"> در نیمه اول ترم انجام یافت. در پایان، میزان یادگیری با توجه به نمره آزمون کتبی و دیدگاه دانشجویان نسبت به ترسیم با استفاده از پرسشنامه ارزیابی شد. تجزیه و تحلیل دادهها در نرم­افزار </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.3pt">SPSS</span></span></span></i><i><span style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt"> ویرایش ۲۲ </span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt">و با استفاده از </span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt">آزمون­های </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.3pt">Mann-Whitney</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt"> و </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.3pt">Wilcoxon</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.3pt"> جهت مقایسه گروهها انجام گرفت<span style="color:black">.</span></span></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="tab-stops:163.05pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black"><span style="letter-spacing:.1pt">یافتهها</span></span></span></span></i></b><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black"><span style="letter-spacing:.1pt">: </span></span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">میانگین نمره پرسشنامه دیدگاه دانشجویان نسبت به روش ترسیم 34/3</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">86/14 (حداکثر 18) به­دست آمد. در بیش</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">تر موارد دیدگاه دانشجویان نسبت به این شیوه آموزش مثبت یا نسبتاً مثبت بوده است. </span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">بین نمره آزمون </span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ECG</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""> دانشجویان </span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">زمانی که</span></span></i><i> </i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ECG</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""> را </span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">ترسیم می­کردند </span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">و زمانی که ترسیم نمی</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">کردند تفاوت معناداری مشاهده شد (001/0</span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">p<</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">)<span style="color:black"><span style="letter-spacing:.1pt">.</span></span></span></span></i></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">نتیجهگیری: </span></span></span></i></b><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">ترسیم </span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ECG</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""> می­تواند در ارتقای یادگیری واحد درسی پرستاری مراقبت­های ویژه کمک</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut="">کننده باشد و احتمالاً انگیزه دانشجویان را برای یادگیری افزایش دهد.</span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><i><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="vertical-align:top"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Background & Aim:</span></span></span></b> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">Electrocardiography (ECG) is the most </span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">widely <span style="color:#222222">utilized diagnostic tool in medicine. However, nursing students often have problems with </span>interpreting <span style="color:#222222">ECGs, </span>highlighting the <span style="color:#222222">need for revised training methods. This study aimed to assess the effect of ECG drawing </span>assignments<span style="color:#222222"> on nursing students' learning and their perspectives on this teaching method in the context of a critical care nursing course</span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="vertical-align:top"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Methods & Materials:</span></span></span></b> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This quasi-experimental study involved 52 fifth-semester BSc nursing students enrolled in the fall and spring terms at Qom University of Medical Sciences. For the fall group, traditional lectures and Q&A sessions were conducted during the first half of the semester, followed by an assignment requiring students to draw common ECGs in the second half. In contrast, for the spring group, students drew ECGs during the first half of the semester. Learning outcomes were assessed through a written test, while students’ perspectives on the drawing assignments were evaluated using a questionnaire. Data were analyzed using SPSS </span></span><span style="font-size:10.0pt"><span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:black">software </span></span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">version 22, employing Mann-Whitney and Wilcoxon tests to compare groups</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="vertical-align:top"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="layout-grid-mode:line">Results:</span></span></span></span></b> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">The mean score from the perspective questionnaire regarding ECG drawing was 14.86±3.34 (maximum score of 18). In most cases, students had positive or relatively positive views towards this teaching method. A significant difference was observed between the course exam scores of students when they engaged in drawing ECGs compared to when they did not (<i>P</i><0.001)</span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="layout-grid-mode:line">Conclusion:</span></span></span></span></b> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Drawing </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ECGs can be helpful in enhancing learning outcomes in the critical care nursing course and may increase students’ motivation to learn.<span style="color:black"></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span></span><br>
الکتروکاردیوگرافی, ترسیم, دانشجو, آموزش, تکلیف درسی
ECG, drawing, student, education, assignment
177
186
http://hayat.tums.ac.ir/browse.php?a_code=A-10-2159-4&slc_lang=fa&sid=1
Kobra
Akhoundzadeh
کبری
آخوندزاده