fa بررسی تأثیر آموزش مشارکتی بیمار محور بر نمرات فرایند پرستاری و تفکر انتقادی کارآموزان پرستاری پرستاري Nursing پژوهشي Research <p><font face="Times New Roman" size="1"> </font><font size="1"><b><span lang="FA" style="font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: "Times New Roman" mso-hansi-font-family: "Times New Roman" mso-ascii-theme-font: major-bidi mso-hansi-theme-font: major-bidi">سابقه و اهداف</span></b><b><span lang="FA" style="font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Tahoma mso-hansi-font-family: Tahoma">:</span></b><span lang="FA" style="font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Tahoma mso-hansi-font-family: Tahoma"> </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">چالشی که امروزه آموزش پرستاری با آن روبرو است توسعه یک برنامه درسی با راهکارهای مناسب خصوصاً در آموزش بالینی به منظور توسعه مهارت‌های تفکر انتقادی در فرایند مراقبت از بیماران است. هدف این مطالعه، تعیین تأثیر </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-themecolor: text1">آموزش مشارکتی بیمار محور در کارآموزان پرستاری </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">بر تفکر انتقادی و فرایند مراقبت از بیماران بخش داخلی قلب بیمارستان شفا دانشگاه علوم پزشکی کرمان بوده است.</span></font></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt line-height: 18pt text-indent: 0cm mso-line-height-rule: exactly" dir="rtl"><font size="1"><b><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">روش بررسی:</span></b><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1"> پژوهش حاضر یک مطالعه نیمه تجربی است که بر روی دانشجویان ترم پنج پرستاری که با تخصیص تصادفی به دو گروه 30 نفر </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Tahoma mso-hansi-font-family: Tahoma mso-themecolor: text1">مداخله </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">آموزش مشارکتی و 30 نفر شاهد آموزش بالینی بر اساس روش معمول تقسیم‌شده بودند، انجام گرفت. ابزار پژوهش پرسشنامه‌ای متشکل از سه بخش اطلاعات دموگرافیکی، سؤالات مربوط به فرایند پرستاری و </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-themecolor: text1">آزمون مهارت‌های تفکر انتقادی استاندارد کالیفرنیا فرم </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">بود. </span></font></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt line-height: 18pt text-indent: 0cm mso-line-height-rule: exactly" dir="rtl"><font size="1"><b><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">یافته‌ها: </span></b><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-themecolor: text1">میانگین نمرات پس آزمون تفکر انتقادی گروه مورد 8/12 و گروه شاهد 23/9 بود که از لحاظ آماری این تفاوت معنی‌دار بود </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">05/</span><span style="color: black font-family: "Times New Roman","serif" font-size: 10pt mso-ascii-theme-font: major-bidi mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-themecolor: text1" dir="ltr">P</span><span style="color: black font-family: "Arial","sans-serif" font-size: 12pt mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-bidi-font-family: "B Nazanin" mso-themecolor: text1" dir="ltr"><</span><span dir="rtl"></span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1"><span dir="rtl"></span>. همچنین در رابطه با مقایسه میانگین نمره پس آزمون فرایند پرستاری در دو گروه </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-themecolor: text1">8/15</span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1"> مورد و </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-themecolor: text1">43/13</span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1"> شاهد اختلاف معنی‌دار آماری 05/ 0</span><span style="color: black font-family: "Times New Roman","serif" font-size: 10pt mso-ascii-theme-font: major-bidi mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-themecolor: text1" dir="ltr">P</span><span style="color: black font-family: "Arial","sans-serif" font-size: 12pt mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-bidi-font-family: "B Nazanin" mso-themecolor: text1" dir="ltr"><</span><span dir="rtl"></span><span style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1"><span dir="rtl"></span> <span lang="FA"><font face="B Nazanin">مشاهده شد.</font></span></span></font></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt line-height: 18pt text-indent: 0cm mso-line-height-rule: exactly" dir="rtl"><font size="1"><b><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">نتیجه‌گیری: </span></b><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1">هر دو گروه از نظر آموزشی پیشرفت داشته‌اند. از آن جایی که دانشجویان گروه مورد به صورت گروهی در مطالعه بیماران واقعی </span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: "Times New Roman" mso-hansi-font-family: "Times New Roman" mso-ascii-theme-font: major-bidi mso-hansi-theme-font: major-bidi mso-themecolor: text1">(</span><span style="color: black font-family: "Times New Roman","serif" font-size: 12pt mso-ascii-theme-font: major-bidi mso-hansi-theme-font: major-bidi mso-bidi-font-family: "B Nazanin" mso-themecolor: text1" dir="ltr">case study</span><span dir="rtl"></span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: "Times New Roman" mso-hansi-font-family: "Times New Roman" mso-ascii-theme-font: major-bidi mso-hansi-theme-font: major-bidi mso-themecolor: text1"><span dir="rtl"></span>)</span><span lang="FA" style="color: black font-family: "B Nazanin" font-size: 12pt mso-ascii-font-family: Arial mso-hansi-font-family: Arial mso-ascii-theme-font: minor-bidi mso-hansi-theme-font: minor-bidi mso-themecolor: text1"> مشارکت می‌نمودند و جستجوی اطلاعات را در مراقبت نقادانه بکار می‌بردند، لذا پیشرفت گروه مورد به طور معنی‌داری نسبت به گروه شاهد بیشتر بوده است و این تفاوت منجر به دسته‌بندی اطلاعات، درک و فهم از موقعیت بیمار استدلال منطقی و اولویت‌بندی مشکلات و ارزشیابی می­شده ‌است<b>.</b><o:p /></span></font></p><p><font face="Times New Roman" size="1"> </font></p> <p><font face="Times New Roman" size="1"> </font><font size="1"><b><i><span style="font-family: "Times New Roman","serif" font-size: 10pt mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA">Introduction</span></i></b><i><span style="font-size: 10pt mso-fareast-font-family: "Times New Roman" mso-bidi-language: AR-SA"><font face="Calibri">:</font></span></i><span style="font-family: "Times New Roman","serif" mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA"> One of the challenge that nursing education is faced is developing a curriculum with appropriate clinical training, to develop critical thinking skills. The aim of this study was to determine the effect of patient-centered collaborative learning on students' scores on the nursing process and critical thinking of nursing trainers. </span></font></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt text-align: justify line-height: 20pt text-indent: 0cm unicode-bidi: embed direction: ltr text-justify: kashida text-kashida: 0% mso-line-height-rule: exactly"><font size="1"><b><i><span style="font-family: "Times New Roman","serif" font-size: 10pt mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA">Methods:</span></i></b><span style="font-family: "Times New Roman","serif" mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA"> This study is a quasi-experimental research. Nursing students studying at the fifth semester allocated to two randomly selected arms of 30 cases, collaborative education patient-centered, and 30 controls (clinical education according to the common way<span dir="rtl"></span><span lang="AR-SA" dir="rtl"><span dir="rtl"></span><font face="Times New Roman">(</font></span><span dir="ltr"></span><span dir="ltr"></span>. In struments used was a questionnaire with three parts demographics, nursing process of patients and critical thinking.</span></font></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt text-align: justify line-height: 20pt text-indent: 0cm unicode-bidi: embed direction: ltr text-justify: kashida text-kashida: 0% mso-line-height-rule: exactly"><font size="1"><b><i><span style="font-family: "Times New Roman","serif" font-size: 10pt mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA">Results:</span></i></b><span style="font-family: "Times New Roman","serif" mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA"> Mean score of post-test critical thinking was 12.8 in cases and 9.2 in the control group. There was significant relationship between post-test score in the two groups P <0.05.post test scores were significantly different across the two groups 15.8/20 in case group compare to 13.43/20 in the control group. </span></font></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt text-align: justify line-height: 20pt text-indent: 0cm unicode-bidi: embed direction: ltr text-justify: kashida text-kashida: 0% mso-line-height-rule: exactly"><font size="1"><b><i><span style="font-family: "Times New Roman","serif" font-size: 10pt mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA">Discussion:</span></i></b><span style="font-family: "Times New Roman","serif" mso-ascii-theme-font: major-bidi mso-fareast-font-family: "Times New Roman" mso-hansi-theme-font: major-bidi mso-bidi-theme-font: major-bidi mso-bidi-language: AR-SA"> Both groups showed improvement in learning. The students in the study group were participated as a team in the study of real patient i.e. case study. They used their skills to find and use evidence for critical care. The development in the study group was significantly higher than the control group and the difference has led to the information classification, understanding patients' condition, logic reasoning, problems prioritization and assessment.<span lang="AR-SA" dir="rtl"><o:p /></span></span></font></p><p><font face="Times New Roman" size="1"> </font></p> یادگیری مشارکتی، استدلال بالینی، تفکر انتقادی،آموزش، فرایند پرستاری، کارآموزان Cooperative, learning, clinical reasoning, critical thinking, education, nursing, trainer 53 62 http://jmed.ssu.ac.ir/browse.php?a_code=A-10-176-1&slc_lang=fa&sid=1 E Noohi عصمت نوحی E_Noohi@kmu.ac.ir Yes A Abaszadeh عباس عباس زاده No No