Journal of Hayat
حیات
Hayat
Medical Sciences
http://hayat.tums.ac.ir
1
admin
1735-2215
2008-188X
fa
jalali
1404
10
1
gregorian
2026
1
1
31
4
online
1
fulltext
fa
بررسی تأثیر آموزش مراقبت تسکینی بر دانش، نگرش و خودکارآمدی درک شده دانشجویان پرستاری
Studying the impact of palliative care education on knowledge, attitude, and perceived self-efficacy of nursing students
مراقبتهاي پرستاري
Nursing Care
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">زمینه و هدف: </span></span></span></span></i></b><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">با افزایش افراد مسن و میزان بقا، توجه به مهارت و دانش مراقبت تسکینی دانشجویان پرستاری ضرورت دارد. این پژوهش با هدف تعیین تأثیر آموزش مراقبت تسکینی بر میزان دانش، نگرش و خودکارآمدی درک شده دانشجویان پرستاری انجام گرفته است</span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">.</span></span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.2pt"></span></span></span></i></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">روش بررسی:</span></span></span></span></i></b><i> </i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">این پژوهش شبه تجربی از نوع پیشآزمون-پسآزمون بدون گروه کنترل در سال 1401 با مشارکت 32 دانشجوی کارورز پرستاری دانشکده پرستاری میبد/یزد انجام گرفت</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">. دانش، نگرش و خودکارآمدی</span></span></span></i><i> </i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">درک شده دانشجویان، قبل و بعد از مداخله، با استفاده از پرسشنامه مورد سنجش قرار گرفت. </span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">خودکارآمدی درک شده، یک ماه پس از مداخله نیز بررسی شد. </span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">مداخله شامل برگزاری 6 جلسه چهار ساعته </span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">برنامه آموزش مراقبت تسکینی بود. </span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">تحلیل دادهها با استفاده از </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="color:black">SPSS</span></span></i><i><span style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"> نسخه 21 و روشهای آماری توصیفی و استنباطی</span></span></span></i><i> </i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">(تیزوجی و آنالیز واریانس با اندازهگیری</span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">های</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"> مکرر) انجام یافت</span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">.</span></span></span></span></i></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:163.05pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:.1pt">یافتهها</span></span></span></span></i></b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B 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 style="font-family:"B Yagut""><span style="color:black">میانگین نمره دانش، نگرش و خودکارآمدی مراقبت تسکینی، قبل از مداخله به ترتیب 76/3</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"Cambria",serif"><span style="color:black">±</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">90/26، 42/9</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"Cambria",serif"><span style="color:black">±</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">87/81 و 10/8</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"Cambria",serif"><span style="color:black">±</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">50/28 بود. بلافاصله بعد از مداخله، میانگین نمره دانش (84/2</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"Cambria",serif"><span style="color:black">±</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">40/33) نگرش (29/10</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"Cambria",serif"><span style="color:black">±</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">68/84) و خودکارآمدی (72/5</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"Cambria",serif"><span style="color:black">±</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">75/29) افزایش یافت. یک ماه بعد از مداخله، میانگین نمره خودکارآمدی به 52/6</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"Cambria",serif"><span style="color:black">±</span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">37/32 رسید. نتایج نشان داد که تنها افزایش میانگین نمره دانش، قبل و بعد از مداخله، از نظر آماری معنادار بوده است (001/0></span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="color:black">p</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black">)</span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:.1pt">.</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="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.1pt">نتیجهگیری: </span></span></span></span></i></b><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.1pt">براساس نتایج، آموزش مراقبت تسکینی در ارتقای سطح دانش دانشجویان پرستاری تأثیر دارد. در نتیجه تدارک برنامههای آموزشی در این زمینه در طول دوران تحصیل، میتواند کمککننده باشد</span></span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.1pt">.</span></span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="letter-spacing:-.1pt"></span></span></span></i></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="vertical-align:top"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.1pt">Background & Aim:</span></span></span></b> <span style="font-size:10.0pt">With the growing elderly population and increased survival rates, it is crucial to focus on the palliative care skills and knowledge of nursing students. This study aimed to assess the effect of palliative care education on the knowledge, attitude, and perceived self-efficacy of nursing students</span><span style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.1pt">.</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="vertical-align:top"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.1pt">Methods & Materials:</span></span></span></b> <span style="font-size:10.0pt">This quasi-experimental study took place in 2025 with 32 nursing intern students from the Meybod/Yazd Nursing School. Participants' knowledge, attitude, and perceived self-efficacy were evaluated before and after a palliative care education intervention using a questionnaire. Perceived self-efficacy was also measured one-month post-intervention. The intervention consisted of six four-hour sessions of a palliative care education program. Data analysis was conducted using SPSS version 21 and descriptive and inferential statistical methods (paired <i>t</i>-test and analysis of variance with repeated measures)</span><span style="font-size:10.0pt"><span style="letter-spacing:-.1pt">.</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="vertical-align:top"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.1pt"><span style="layout-grid-mode:line">Results:</span></span></span></span></b> <span style="font-size:10.0pt">Prior to the intervention, the mean scores for knowledge, attitude, and self-efficacy in palliative care were 26.90±3.76, 81.87±9.42, and 28.50±8.10, respectively. Following the intervention, the mean scores for knowledge (33.40±2.84), attitude (84.68±10.29), and self-efficacy (29.75±5.72) increased. One month later, the mean self-efficacy score rose to 32.37±6.52. The results indicated that only the increase in knowledge scores before and after the intervention was statistically significant (<i>P</i><0.001)</span><span style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.1pt">.</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="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.3pt"><span style="layout-grid-mode:line">Conclusion:</span></span></span></span></b> <span style="font-size:10.0pt">The findings suggest that palliative care education positively impacts the knowledge level of nursing students. Therefore, implementing educational programs in this area during the educational period can be beneficial</span><span style="font-size:10.0pt">.<span style="color:black"><span style="letter-spacing:-.3pt"></span></span></span></span></span></span></span></span><br>
مراقبت تسکینی, دانش, نگرش, خودکارآمدی
palliative care, knowledge, attitude, self-efficacy
339
351
http://hayat.tums.ac.ir/browse.php?a_code=A-10-4902-3&slc_lang=fa&sid=1
Fatemeh
Dehghani
فاطمه
دهقانی