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:: دوره 32، شماره 4 - ( زمستان 1401 ) ::
جلد 32 شماره 4 صفحات 453-445 برگشت به فهرست نسخه ها
بررسی رضایتمندی دانشجویان پرستاری از آموزش بالینی با استفاده از گروه همتایان
شیوا صالحی1، سمانه پارچه بافیه2، سهیلا مشعوف2، محبوبه صفوی3، مهراندخت نکاوند 4
1- استادیار، گروه پرستاری، دانشکده پرستاری و مامایی، علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران
2- مربی، گروه پرستاری،دانشکده پرستاری و مامایی، علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران
3- دانشیار، گروه مدیریت خدمات بهاشتی و درمانی، دانشکده بهداشت، علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران
4- مربی، گروه مامایی، دانشکده پرستاری و مامایی، علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران ، mnakavand@hotmail.com
چکیده:   (66 مشاهده)
سابقه و هدف: آموزش بالینی یکی از راهکارهایی است که پرستاران از طریق آن به کسب صلاحیت بالینی نائل می شوند. آموزش با استفاده  از گروه  همتایان  یکی از روش های موثر بویژه در بهبود مهارت های روان حرکتی و همچنین کاهش استرس دانشجویان می باشد که در آن بخشی از آموزش فراگیر توسط دانشجویان هم دوره یا دانشجویان دوره های بالاتر با نظارت استاد انجام میگیرد. این مطالعه  با هدف بررسی رضایتمندی  دانشجویان  از آموزش  بالینی با استفاده از گروه همتایان انجام شد.
روش بررسی:این مطالعه  نیمه تجربی بر روی 71 دانشجوی دوره  کارورزی در عرصه و 84 دانشجوی دوره کارآموزی  که به  روش نمونه گیری تصادفی در دو گروه آزمون و شاهد قرار گرفتند، در بیمارستان های منتخب دانشگاه علوم پزشکی آزاد اسلامی تهران انجام شد. در گروه مداخله دانشجویان کاراموز توسط کارورزان در عرصه تحت نظارت مربی آموزش دیدند ودر گروه کنترل آموزش به روش معمول   مستقیما ,توسط مربی انجام شد. در پایان دوره پرسشنامه سنجش رضایتمندی (مشتمل بر 42 سوال در حیطه های مختلف ) توسط هر دو گروه ،تکمیل  گردید  . اعتبار ابزار گرد آوری داده ها با استفاده  از روش اعتبار محتوا  تایید و پایایی آن ، توسط  آزمون مجدد تعیین گردید. 
یافته ها: مقایسه میانگین و انحراف معیار امتیاز رضایتمندی دانشجویان دوره ی کارورزی در عرصه درگروه مداخله( 62/12±16/76) با گروه کنترل(48/15±85/66 ) اختلاف معنی داری را نشان داد ،( p=0/001).   همچنین مقایسه میانگین و انحراف معیار   امتیاز رضایتمندی دانشجویان دوره ی کارآموزی گروه مداخله (96/13±33/76) با گروه کنترل ( 23/16±25/65 )نشان داد که بین دو گروه تفاوت معنی داری وجود دارد ،( p=0/001).
 نتیجه گیری:اجرای روش آموزش با استفاده از همتایان باعث افزایش رضایتمندی دانشجویان می شود .
واژه‌های کلیدی: آموزش، گروه همتایان، رضایتمندی، دانشجویان پرستاری
متن کامل [PDF 305 kb]   (44 دریافت)    
نيمه آزمايشي : نيمه تجربي | موضوع مقاله: مدیریت آموزشی
دریافت: 1400/8/10 | پذیرش: 1401/3/18 | انتشار: 1401/10/10
فهرست منابع
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26. Safari M, Yazdanpanah B, Islam-Nik PS. Comparison of Midwifery Students Satisfaction with the Teaching of Gynecology and Infertility by Lecture and Peer Education. Armaghane-danesh 2019; 23(6): 722-736. [Full Text in Persian]
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33. Momeni Danaei S ,Zarshenas L, Oshagh M et al. Which method of teaching would be better cooporative or lecture?. Iranian journal of medical education 2011;11(1):24-31. [Full Text in Persian]
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35. Buscher R, Weber D, Buscher A et al. Evaluation of peer teaching program at university children’s hospital-Essen a single center experience. GMS Zeitschriftfur Medizinische Ausbildung2013; 30( 2):1-20. DOI: 10.3205/zma000868
36. Motevasselian M, Nasirian K. Impact of near peer teaching on learning dressing skill among nursing student. Iranian Journal of Medical Education 2014;14 (8):670-676.[ Full Text in Persian]
37. Rashid M, Sobowale O,Gore D. A near- peer teaching program designed, developed and delivered exclusively by recent medical graduate for final year medical students sitting the final objective structured clinical examination(OSCE). BMC Medical Education 2011; 11(1):11.
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39. Keshavarzi Z, Akbari H ,Frouzanian S. Comparison of Students Satisfaction of Traditional and Integrated teaching method in physiology course. EDUCATIONAL STRATEGIES 2016;8(6):21-7. [Full Text in Persian]
40. Owen A, Ward-Smith P. Collaborative learning in nursing simulation. near-peer teaching using standardized patients. J Nurs Educ 2014;53: 170-3.
41. PapathanasiouI V, Tsaras K, Sarafis P. Views and perceptions of nursing students on their clinical learning environment: Teaching and learning. Nurse Educ Today 2014; 34:57-60.
42. Yates P, Cunningham J, Moyle W, Wollin J. Peer mentorship in clinical education: outcomes of a pilot programme for first year students. Nurse Educ Today 1997;17:508-14.
43. Menezes S, Premnath D. Near-peer education: a novel teaching program. Int J Med Educ 2016; 7:160-7.
44. Henning JM, Weidner TG, Marty MC. Peer assisted learning in clinical education: literature review. Athl Train Educ J 2008;3:84-90.
45. Stone R, Cooper S, Cant R. The value of peer learning in undergraduate nursing education: a systematic review. ISRN Nurs 2013;2013:930901.
46. Batchelder A, RodriguezC Mc, Lin L, Hickey PM, Johnson C, Elias J. The role of students as teachers: Four years experience of a large-scale,peer –led programme. Med Teach 2010;7:547-51.
47. Yu T-C, Leman DP, Henning MA, MacCormick AD, Hawken SJ, Hill AG. General surgical interns contributing to the clerk ship learning environment of medical students. Med Teach 2013;35:639-647.
48. 9 -Secomb J. A systematic review of peer teaching and learning in clinical education. J Clin Nurs 2008;17:703-16.
49. Dennison S. Peer mentoring: untapped potential. J Nurs Educ 2010; 49:340–342.
50. Christiansen A, Bell A. Peer learning partnerships: Exploring the experience of pre-registration nursing students. J Clin Nurs 2010;19: 803-810.
51. Webel AR, Okonsky J,Trompeta Jet, Holzemer WL. A Systematic Review of the Effectiveness of Peer-Based Interventions on Health-Related Behaviors in Adults. Am J Public Health 2010; 100:247-253.
52. Brannagan KB, Dellinger A, Thomas J, Mitchell D, Lewis-Trabeaux S, Dupre S. Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge. Nurs Educ 2013;33:1440-7.
53. Glynn LG, Macfarlane A,Kelly M, Cantillon P,Murphy AW.Helping each other to learn –a process evaluation of peer assisted learning. BMC Med Educ 2006;6:18.
54. Boyle J, Mattern Co, Lassiter JW. Peer 2 Peer: Efficacy of a Course-Based Peer Education Intervention to Increase Physical Activity Among College Students. J Am Coll Health 2011; 59: 519-29.
55. Rengier F, Ruch PJ, Partovi S, Kirsch J, Nawrotzki R. A three-day anatomy revision course taught by senior peers effectively prepares junior students for their national anatomy exam. Ann Anat 2010;192:396-399.
56. Robinson Z ,Hazelgrove planel E,Edwards Z, Siassakos D. Peer-assisted learning: A planning and implementation framework. Guide supplement 30.7 – Practical application. Med Teach 2010; 32:366-8.
57. Eslami Akbar R, Hojat M, Badiyepeymaie Jahromi Z. Comparison of teaching through peer learning with the lecture method on the learning level of anesthesiology students at Jahrom University of Medical Sciences in 2013. JNE 2015; 4: 56-65. [In Persian]
58. Safari M, Yazdanpanah B, Islam-Nik PS. Comparison of Midwifery Students Satisfaction with the Teaching of Gynecology and Infertility by Lecture and Peer Education. Armaghane-danesh 2019; 23: 722-736. [In Persian]
59. Buckley S,Zamora J. Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching. BMC Med Educ 2007; 7:1-9.
60. Adib-Hajbaghery M, Rafiee S. Comparing the effectiveness of group discussion and lecture methods on the learning of medical sciences students: a review study. Iran J Med Educ 2016; 16: 53-62. [In Persian]
61. Jafari Rad A, Azizi Shamami M, Karafestani Z. Studying postgraduates’ satisfaction level about quality services offered by Tehran state-run universities. Iran J Eng Educ 2016; 17: 113-125. [In Persian]
62. 23 -Wagner M, Mileder LP, Goeral K, Klebermass-Schrehof K, Cardona FS, Berger A et al. Student peer teaching in paediatric simulation training is a feasible low caost alternative for education. Acta Paediatrica 2017;106:995-1000.
63. Thomson P, Smith A, Annesley S. Exploration of the effects of peer teaching of research on students in an undergraduate nursing programme. Nurs Res 2014; 19: 415-430.
64. Lahti M, Hatonen H, Valimaki M. Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: A systematic review and meta-analysis. Int J Nurs Stud. 2014; 51:136-49.
65. Momeni Danaei S, Zarshenas L, Oshagh M, Omid Khoda SM. Which method of teaching would be better cooporative or lecture? Iran J Med educ 2011;11:24-31. [In Persian]
66. Gotllieb Z, Epstein S, Richards J. Near‐peer teaching programme for medical students. Clin Teach 2017; 14:164-9.
67. Büscher R, Weber D, Büscher A, Hölscher M, Pohlhuis S, Groes B, et al. Evaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience. GMS Z Med Ausbild 2013; 30:25.
68. Motevasselian M, Nasirian K. Impact of near peer teaching on learning dressing skill among nursing student. Iran J Med Educ 2014; 14:670-676. [In Persian]
69. Rashid M, Sobowale O,Gore D. A near- peer teaching program designed, developed and delivered exclusively by recent medical graduate for final year medical students sitting the final objective structured clinical examination(OSCE). BMC Med Educ 2011; 11:11.
70. Keshavarzi Z, Akbari H, Frouzanian S. Comparison of Students Satisfaction of Traditional and Integrated teaching method in physiology course. Educ Stra Med Sci 2016; 8:21-7. [In Persian]
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Salehi S, Parchehbafieh S, Mashoof S, Safavi M, Nekavand M. Nursing students satisfaction with peer group clinical teaching. MEDICAL SCIENCES 2022; 32 (4) :445-453
URL: http://tmuj.iautmu.ac.ir/article-1-1955-fa.html

صالحی شیوا، پارچه بافیه سمانه، مشعوف سهیلا، صفوی محبوبه، نکاوند مهراندخت. بررسی رضایتمندی دانشجویان پرستاری از آموزش بالینی با استفاده از گروه همتایان. فصلنامه علوم پزشکی دانشگاه آزاد اسلامی تهران 1401; 32 (4) :453-445

URL: http://tmuj.iautmu.ac.ir/article-1-1955-fa.html



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دوره 32، شماره 4 - ( زمستان 1401 ) برگشت به فهرست نسخه ها
فصلنامه علوم پزشکی دانشگاه آزاد اسلامی واحد پزشکی تهران Medical Science Journal of Islamic Azad Univesity - Tehran Medical Branch
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