fa تبیین تجربه دانشجویان کارشناسی از گراند راند پرستاری: آنالیز محتوای قراردادی پرستاري Nursing پژوهشي Research <span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">گراند راند های پرستاری یکی از عوامل بالقوه برای ارائه</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">شواهد به روز، به پرستاران و دانشجویان پرستاری و استفاده آن در بالین بیمار می باشد. شناسایی زوایای پیدا و پنهان این تجربه می</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&shy;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تواند به ارتقای این رویکرد کمک شایانی کند، برهمین اساس مطالعه حاضر با هدف تبیین تجربه دانشجویان کارشناسی پرستاری از گراندراند انجام شده است.</span></span></span><b><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">روش بررسی:</span></span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مطالعه حاضر بخشی از یک مطالعه کیفی با رویکرد ترکیبی مداخله‌ای متوالی اکتشافی است که با کمک آنالیز محتوای قراردادی در سال 1400-1402 انجام شده است. بدین منظور 25 دانشجو کارشناسی پرستاری ترم 7 که در بخش</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&shy;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">های مراقبت ویژه تجربه کارورزی به شیوه گراندراند را داشتند، به صورت هدفمند، وارد مطالعه شدند. با کمک مصاحبه های نیمه ساختارمند، عمیق و چهره به چهره با میانگین 40 تا 60 دقیقه تجربه این شرکت کنندگان استخراج و پس از ضبط و پیاده سازی با کمک رویکرد گرانهایم و لاندمن تجزیه و تحلیل شدند.&nbsp; </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتایج</span></span></span></span></b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">: </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">میانگین سنی این دانشجویان 10.8</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">21.3 سال بود. از مجموع 25 مصاحبه انجام شده با شرکت&shy;کنندگان 423 کد اولیه استخراج شد. بعد از ادغام کدهایی که قرابت محتوایی و معنایی داشتند، سه طبقه&nbsp; اصلی هدفمندی کارورزی، خروج از آموزش جزیره</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&shy;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ای و چالش</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&shy;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">های درک شده، با 9 زیرطبقه ظاهر شد.</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتیجه‌گیری</span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">:</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">از آن&shy;جایی که مشارکت&shy;کنندگان در مطالعه در این زمینه ادعا داشتند که با کمک این رویکرد آموزش در بالین هدفمند شده و در واقع آنها با رویکرد جدیدی در آموزش مواجه می&shy;شوند پس باید در شناسایی این رویکرد گام برداشته و سعی در رفع چالش</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&shy;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">های این رویکرد شود.</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span></span></span><br> <br> &nbsp; <span style="font-size:11pt"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span><br> &nbsp;<span style="font-size:11pt"><span style="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">Introduction:</span></span></span></span></i></b> <span style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Nursing grand rounds are one of the potential factors for providing up-to-date evidence to nurses and nursing students and their use at the patient&#39;s bedside. Identifying the visible and hidden angles of this experience can help to improve this approach.&nbsp; Based on this, this study was exploring the experience of undergraduate nursing students from Grand Round.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></i></b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> <span style="background:white"><span style="color:black">This study is part of a qualitative study with an exploratory sequential interventional combined approach that was conducted with the help of conventional content analysis. For this purpose, 25 undergraduate nursing students of the 7th semester, who had internship experience in intensive care units in the Grand Round method, were purposefully included in the study. Then, with the help of semi-structured, in-depth, and face-to-face interviews with an average of 40 to 60 minutes, the experiences of these participants were extracted and after recording and implementation, they were analyzed with the help of Granheim and Lundman&#39;s approach. </span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></i></b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> <span style="background:white"><span style="color:black">The mean&plusmn; SD age of these students was 21.3 &plusmn; 10.8 years. From a total of 25 interviews conducted with the participants, 423 primary codes were extracted. After merging the codes that had similar content and meaning, three main categories of internship purposefulness, withdrawal from island education and perceived challenges appeared with 9 subcategories.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="tab-stops:right 468.0pt 472.5pt"><span calibri="" style="font-family:"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></span></i></b><b> </b><span style="font-size:10.0pt"><span style="background:white"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Since the participants in the study claimed that with the help of this approach, education at the bedside is targeted and in fact, they are faced with a new approach in education, it is necessary to take steps to identify this approach and try to solve the challenge of this approach.</span></span></span></span></span></span></span></span></span><br> <br> &nbsp; دانشجویان پرستاری, گراندراند پرستاری, مطالعه کیفی, آنالیز محتوا nursing students, Nursing Grand Round, qualitative study, content analysis 525 536 http://jmed.ssu.ac.ir/browse.php?a_code=A-10-831-2&slc_lang=fa&sid=1 Mohammad Javadinejad محمد جوادی نژاد m_javadinejad@yahoo.com 0000-0002-2345-6465 No Tehran University of Medical Sciences دانشگاه علوم پزشکی تهران Fatemeh Bahramnezhad فاطمه بهرام نژاد bahramnezhad.f@gmail.com 0000-0002-2015-0204 Yes Tehran University of Medical Sciences دانشگاه علوم پزشکی تهران