Journal of Torbat Heydariyeh University of Medical Sciences
مجله دانشگاه علوم پزشکی تربت حیدریه
jmsthums
Medical Sciences
http://jms.thums.ac.ir
1
admin
2716-9669
2716-9669
10.61882/jmsthums
fa
jalali
1402
11
1
gregorian
2024
2
1
11
3
online
1
fulltext
fa
تأثیر آموزش دیس ریتمیهای قلبی مبتنی بر وب، بر دانش، انگیزه و خودکارآمدی دانشجویان کارشناسی پرستاری : یک مطالعه نیمه تجربی
Investigating the effect of web-based training on nursing students' knowledge, motivation and self-efficacy of interpreting cardiac dysrhythmias: a quasi-experimental study
تخصصي
Special
پژوهشي
Research
<span style="line-height:115%"><span style="tab-stops:.05pt 1.7pt"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin"">زمینه و هدف:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">آموزش مبتنی بر وب، یک برنامه آموزشی رسمی و مدون است که دانشجو از طریق مشارکت در حداقل یک رسانه آنلاین و از راه دور دانش و مهارتهای لازم را دریافت مینماید. هدف از این مطالعه </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">تعیین </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">تأثیر</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">آموزش مبتنی بر وب</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">بر دانش، انگیزش و خودکارآمدی</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">دانشجویان پرستاری دانشگاه علوم پزشکی زابل از دیس ریتمیهای قلبی است.</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""></span></span></span></span></span><br>
<span style="line-height:115%"><span style="tab-stops:.05pt 1.7pt"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin"">روش­ ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> این</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> مطالعه نیمهتجربی با طرح پس آزمون، </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">دو کلاس از </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">دانشجوی ترم 6 پرستاری (مجموعا 39 نفر) دانشگاه علوم پزشکی زابل به صورت تصادفی ساده در دو گروه آموزش مبتنی بر وب و سنتی، با محتوای آموزشی(4 جلسه 1 ساعته) برای هر دو گروه در مورد دیس ریتمیهای قلبی انجام شد. ابزار گردآوری دادهها شامل: آزمون محقق ساخته جهت ارزیابی میزان دانش، پرسشنامه استاندارد انگیزش تحصیلی هارتر جهت ارزیابی میزان انگیزش و آزمون جهت تحلیل نوار الکتروکاردیوگرام جهت ارزیابی میزان خودکارآمدی به صورت بین گروهی و با استفاده از </span></span></span> SPSS <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">و آزمون تی مستقل با هم مقایسه شدند.</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""></span></span></span></span></span><br>
<span style="line-height:115%"><span style="tab-stops:.05pt 1.7pt"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin"">نتایج:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">میانگین نمرات دانش در گروه مداخله (2/97 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Cambria",serif">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">19/05 ) و کنترل ( 2/97 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Cambria",serif">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> 18/55) بعد از آموزش تفاوت معنی دار آماری نداشت (536/ 0</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:115%"> p= </span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">). </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">اما پس از دو هفته پس از آموزش تفاوت معنی دار آماری در میانگین نمرات دو گروه وجود داشت (0/001 </span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:115%">. (p<</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> میانگین نمرات انگیزش بین گروه مداخله (15/95 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Cambria",serif">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> 111/94) و کنترل (8/61 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Cambria",serif">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> 106/65) نیز پس از آموزش تفاوت معنی دار آماری نداشت (0/202 </span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:115%">p=</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">). میانگین نم</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">رات </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">خودکارآمدی بعد از آموزش در دانشجویان گروه مداخله (1/03 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Cambria",serif">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> 10/78 ) نسبت به گروه کنترل (1/43 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"Cambria",serif">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra""> 8/20 ) تفاوت آماری معنا دار داشت (0/01></span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:115%">p</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Mitra"">) این تفاوت در آزمون دو هفته بعد از آموزش نیز معنی دار بود (0/003).</span></span></span></span></span><br>
<b><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin"">نتیجه­ گیری:</span></span></span></b> <span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra"">آموزش مبتنی بر وب، می</span></span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra""></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra"">تواند بعنوان روش آموزشی مؤثر در میانگین نمره دانش</span></span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra"">، </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra"">انگیزش و خودکارآمدی باشد و منجر به ارتقاء سطح</span></span></span> <span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra"">یادگیری در زمینه دانش و خودکارآمدی</span></span></span> <span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra"">دانشجویان شود.</span></span></span>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><i><span style="font-size:11.5pt">Background & Aim</span></i></b><i><span style="font-size:11.5pt">:</span></i> <span style="font-size:11.5pt">Web-based education is a formal and documented educational program in which the student receives the necessary knowledge and skills through participation in at least one online and distance medium. The purpose of this study is to determine the effect of web-based education on the knowledge, motivation and self-efficacy of nursing students in Zabol University of Medical Sciences about cardiac dysrhythmias.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><i><span style="font-size:11.5pt">Methods</span></i></b><b><span style="font-size:11.5pt">:</span></b><span style="font-size:11.5pt"> This quasi-experimental study with a post-test design was conducted in two classes of 6th semester nursing students (total 39 people) of Zabol University of Medical Sciences. The classes randomly divided into two groups of web-based and traditional education, with educational content (4 sessions of 1 hour) for Both groups were examined for cardiac dysrhythmias. Data collection tools include a researcher-made test to evaluate the level of knowledge, Harter's standard academic motivation questionnaire to evaluate the level of motivation, and a test to analyze the electrocardiogram strip to evaluate the level of self-efficacy between groups and were compared using SPSS and independent t-test.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><i><span style="font-size:11.5pt">Results</span></i></b><b><span style="font-size:11.5pt">: </span></b><span style="font-size:11.5pt">The average knowledge scores in the intervention group (19.05 ± 2.97) and the control group (18.55 ± 2.97) after training had no statistically significant difference (p=0.536). But after two weeks after the training, there was a statistically significant difference in the average scores of the two groups (p < 0.001. The average motivation scores between the intervention group (111.94 ± 15.95) and the control group (65.8 ± 8.61) also had no statistically significant difference after training (p=0.202). The average self-efficacy scores after training in the students of the intervention group (10.78 ± 1.03) compared to the control group (20.43 ± 1.43) 8) There was a statistically significant difference (p<0.01). This difference was also significant in the test two weeks after the training (0.003).</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><span style="font-size:11.5pt"></span></span></span></span></span><br>
آموزش مبتنی بر وب, انگیزش, خودکارآمدی, دانش, دیس ریتمی قلبی
web-based training, motivation, self-efficacy, knowledge, cardiac dysrhythmia
51
61
http://jms.thums.ac.ir/browse.php?a_code=A-10-1410-1&slc_lang=fa&sid=1
Mohajeri
H
حمید رضا
مهاجری
hamidrezamohajeri1376@gmail.com
100319475328460013380
100319475328460013380
No
Zabol University of Medical Sciences , Iran
دانشگاه علوم پزشکی زابل، ایران
Masinaeinezhad
N
نصرت الله
مسینایی نژاد
nmasinaei@gmail.com
100319475328460013381
100319475328460013381
No
Zabol University of Medical Sciences , Iran
دانشگاه علوم پزشکی زابل، ایران
Firouzkouhi
M
محمدرضا
فیروزکوهی
firouzkohi@gmail.com
100319475328460013382
100319475328460013382
No
Zabol University of Medical Sciences , Iran
دانشگاه علوم پزشکی زابل، ایران
Abdollahimohammad
A
عبدالغنی
عبدالهی محمد
abdalqani@gmail.com
100319475328460013383
100319475328460013383
Yes
Zabol University of Medical Sciences , Iran
دانشگاه علوم پزشکی زابل، ایران