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سخن سردبیر Editorial 1 1 بدون چکیده 1 1 2018/05/22 1397/3/1 2018/05/22 1397/3/1 مسعود میرزایی Masoud Mirzaei استاد، دانشکده مرکز تحقیقات قلب و عروق، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران. ایران ## ##

بررسی اثربخشی الگوی مساله‌محوری دیوید مریل در آموزش روش تحقیق در مامایی Effectiveness of David Merrill’s Problem-Oriented Model in Midwifery Education 1 1 مقدمه: پیشرفت جوامع وابستگی انکارناپذیری به سطح آموزش، تحصیلات و گسترش کمی و کیفی نظام آموزشی و به ویژه نظام آموزش عالی دارد. این امر مهم در دانشگاه¬های علوم پزشکی ازاهمیت بسزایی برخوردار می¬باشد. با توجه به اهمیت الگوی مساله محوری در افزایش اثربخشی آموزش به طور کلی، هدف این پژوهش، معرفی مدل اثربخش مساله محور در ارتباط با آموزش علوم پزشکی می¬باشد. روش بررسی: پژوهش حاضر از لحاظ هدف تحقیق با توجه به اهداف پژوهش، جزء پژوهش های کاربردی می باشد. از منظر نحوه ی گردآوری داده ها، در مجموعه تحقیقات شبه آزمایشی (گروه های نامتعادل) قرار می گیرد. جامعه¬ی آماری این پژوهش شامل کلیه¬ی دانشجویان دانشکده مامایی دانشگاه آزاد اسلامی واحد لارستان در سال 1395می¬باشند. که با استفاده از نمونه گیری در دسترس تعداد  43 نفر از شرکت کنندگان در درس روش تحقیق رشته ی مامایی، برای این پژوهش انتخاب شدند، که به صورت تصادفی ساده از این تعداد، گروهی 23 نفره از دانشجویان در گروه آزمایش و گروهی 20 نفره در گروه کنترل قرار گرفتند.  ابزارهای پژوهش شامل دو پرسشنامه نگرش و رضایت و همچنین یک آزمون پایان دوره بود. روایی تمامی ابزارها با استفاده از روایی محتوایی سنجیده شد. میزان پایایی پرسشنامه رضایت و نگرش با استفاده از روش آلفای کرونباخ به ترتیب 87 و 83 درصد و میزان پایایی آزمون پایان دوره با استفاده از روش کودرریچاردسون 91 درصد محاسبه گردید. نتایج: نتایج پژوهش حاضر به طور کلی حاکی از بهبود آموزش روش تحقیق در رشته ی مامایی در سه زمینه¬ی نگرش(000/0>p ) رضایت (000/0>p ) و یادگیری (000/0>p ) فراگیران بر اثر کاربست الگوی اصول اولیه¬ی آموزش از دیوید مریل می¬باشد. نتیجه گیری: انتظار می¬رود با توجه به نتایج این پژوهش، از این الگو در علوم پزشکی به طور کلی و آموزش مامایی به طور ویژه استفاده شود. کلمات کلیدی: آموزش، مامایی، طراحی آموزشی   2 Introduction: Development of societies depend on the level of education and the quantitative and qualitative development of the educational system, in particular the higher education system. Considering the importance of the problem-oriented model in increasing the effectiveness of education in, the purpose of this study is to introduce an effective problem-oriented model to promote medical science education. Methods: This quasi experimental study was conducted on 43 students of the Faculty of Midwifery, Islamic Azad University- Larestan Branch in 2016. The sample was selected according to convenient sampling method. 23 students were enrolled in the experimental group and 20 in the control group. The research instruments included two attitudes and satisfaction questionnaires as well as a graduation test. The content validity was used as a validation tool. The reliability of the satisfaction and attitude questionnaire was 87% and 83%, respectively according to Cronbach's alpha and the reliability of the course test was 91% according to the Kurdr -Richardson method. Findings: The results of this study indicate a general improvement in midwifery education in three areas of attitude (p <0/000), satisfaction (p <0/000) and learning (p <0/000) of learners according to the initial principles of education from David Merrill. Conclusion: This model can be used in general medicine and midwifery education in particular. Keywords: Education, Midwifery, Educational Design   2 15 2018/05/222017/10/11 1396/7/19 2018/05/222017/11/29 1396/9/8 محمدرضا فیروزی Mohammad reza Firouzi . دانشجوی کارشناسی رشته پرستاری دانشگاه آزاد اسلامی واحد لارستان، ایران1 ایران m.firouzi20@yahoo.com معصومه امانی Massoumeh َAmani ایران عضو هیات علمی گروه مامایی دانشگاه آزاد اسلامی واحد لارستان ایران amani_m61@yahoo.com فاطمه جورکش Fatemeh jourkesh عضو هیات علمی گروه پرستاری دانشگاه آزاد اسلامی واحد لارستان، ایران ایران : Fatemehjourkesh@yahoo.com Keywords: Education Midwifery Educational Design آموزش مامایی طراحی آموزشی 1- Thompson, S. A., Tilden, V. P. 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طراحی ساختار آزمون جامع عملی پایان دوره مقطع کارشناسی رشته پرستاری: یک آینده پژوهی دلفی Design of the Structure of a Comprehensive Examination for Bachelor of Nursing: A Delphi Study 1 1 مقدمه: ارزشیابی از اصول فرآیندهای آموزشی است، که آموزش را از یک حالت ایستا به مسیری پویا هدایت می نماید. یکی از انواع ارزشیابی که اخیرا در مقطع کارشناسی رشته پرستاری لحاظ شده، آزمون جامع پایان دوره است اما ساختار آن تعیین نشده و بر عهده دانشگاه ها گذاشته شده است لذا هدف این مطالعه طراحی ساختار آزمون جامع عملی پایان دوره مقطع کارشناسی رشته پرستاری است. روش بررسی: این پژوهش از نوع دلفی کلاسیک اصلاح شده در طی 2 مرحله در سال 1395 انجام پذیرفت. جامعه پژوهش شامل اعضای هیئت علمی دانشکده پرستاری مامایی، سوپروایزران آموزشی و سر پرستاران ، پرستاران و دانشجویان دانشگاه علوم پزشکی مشهد بودند که به روش مبتنی بر هدف، 36 نفر انتخاب و وارد مطالعه شدند. در مرحله اول، شاخص ها و مولفه های آزمون جامع از طریق مرور متون استخراج و در مرحله دوم طی 3 راند (حضوری و غیرحضوری) ساختار آزمون جامع تدوین شد. داده ها بر اساس درصد توافق و IQR تجزیه و تحلیل شد. نتایج: در این مطالعه، ساختار کلی آزمون جامع در قالب چهار بخش: محتوی، روش ارزشیابی، شرایط برگزاری آزمون و ملاک های قبولی آزمون جامع تدوین شد. محتوی شامل دروس پرستاری بزرگسالان- سالمندان، کودک بیمار و سالم، بهداشت مادر و نوزاد، سلامت فرد، خانواده و جامعه، روانپرستاری و اخلاق بود. روش های آسکی و داپس به عنوان مناسب ترین روش های ارزشیابی مهارت های بالینی انتخاب گردیدند. نمره قبولی، بر اساس روش نمره ثابت، 14 در نظر گرفته شد. علاوه بر آن در خصوص ملاک های قبولی و مردودی، مراکز مناسب آزمون، مدت زمان، زمان اجرا و تیم اجرایی آزمون تصمیم گیری شد. نتیجه‌گیری: شاخصهای آزمون جامع که با نظر صاحبنظران پرستاری و آموزشی، رویه های جهانی و شرایط بومی کشور تنظیم شده می تواند مورد استفاده دانشکده های پرستاری و مامایی قرار گیرد تا به دستیابی به اهداف مد نظر از این ارزشیابی کمک شود. واژه‌های کلیدی: آزمون، آزمون پایان دوره، ارزشیابی، صلاحیت بالینی، پرستاری، تکنیک دلفی 2 Evaluation is a principle of educational processes Comprehensive examination is one of evaluation types that is recently considered in undergraduate nursing, but its structure has not been specified and universities are responsible for examining it. The aim of this study is to design a comprehensive and practical test for undergraduate nursing students. Methods: This modified classic Delphi method was conducted in two stages in 2016. The participants were academics of the nursing and midwife school, educational supervisors, head nurses, nurses and students of Mashhad University of Medical Sciences. Thirty six participants were selected based on major purpose. The first part was designed in order to extract indexes and components of comprehensive examination by literature review and deep interviews after a comprehensive examination was codified in three rounds (face to face and online). The collected data were analyzed based on the percentage of agreement and IQR methods. Result: In this study, the framework of the comprehensive test was codified based on four sections including content, assessment methods, holding conditions of exam and acceptance criteria. Content was included adult and elderly nursing courses, pediatric nursing, maternal and child health, family health nursing, psychiatry and ethics. The OSCE and DOPS methods were determined as the most appropriate method for evaluating clinical skills. Passing mark was considered 14/20. In addition, other criteria for acceptance and rejection, appropriate examination centers, duration, execution time and implementation team. Conclusion: Indices comprehensive test have been adjusted according to the perspectives of nursing and education experts, global trends and local conditions can be used for the nursing and midwife School in order to facilitate accessing desired goals in this evaluation. Keywords: Examination, Final Examination, Evaluation, Clinical Competence, Nursing, Delphi Technique 16 30 2018/05/222017/10/112017/05/20 1396/2/30 2018/05/222017/11/292017/11/29 1396/9/8 سمیه اسدی somayeh asadi 1- دانشجوی کارشناس ارشد آموزش پرستاری ، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران asadis91182@gmail.com سید رضا مظلوم Seyed Reza Mazlom مربی گروه داخلی-جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران. ایران MazlomR@mums.ac.ir فرزانه حسن زاده Farzaneh Hasan zadeh 3- مربی گروه داخلی-جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران. ایران HasanzadehF@mums.ac.ir زهرا سادات منظری Zahra sadat Manzari 4- استادیار گروه داخلی-جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران ایران ManzariZ@mums.ac.ir Comprehensive examination Evaluation Clinical Competence Nursing Delphi Technique واژه‌های کلیدی: آزمون آزمون پایان دوره ارزشیابی صلاحیت بالینی پرستاری تکنیک دلفی 1- Moghimi M MHS, Karimi Z,Moghimi M A,Naimi E,Mohammadi S,Behroozi M. 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تأثیر آموزش راهبردهای فراشناختی در بهبود پیشرفت تحصیلی و کاهش اضطراب امتحان دانشجویان پرستاری The Effect of Teaching Metacognitive Strategies on Improving Academic Achievement and Reducing Test Anxiety in Nursing Students 1 1 مقدمه: دانشجویان هر کشوری از سرمایه های فکری و معنوی آن کشور به شمار می‌روند. از معیارهای کارایی هر نظام آموزشی میزان پیشرفت تحصیلی فراگیران آن است، اضطراب امتحان اثری منفی بر پیشرفت تحصیلی می‌گذارد. از آنجا که راهبردهای فراشناختی به عنوان جنبه‌های اصلی و مهم راهبردهای یادگیری قلمداد می‌شود. هدف پژوهش حاضر بررسی تأثیر آموزش راهبردهای فراشناختی در بهبود پیشرفت تحصیلی و کاهش اضطراب امتحان دانشجویان پرستاری بود. روش بررسی: این پژوهش، از حیث هدف کاربردی و براساس شیوه اجرا، از نوع تجربی که از طرح پیش آزمون و پس آزمون با گروه شاهد استفاده شده است. جامعه پژوهش دانشجویان کارشناسی نیمسال تحصیلی 97-1396 دانشکده پرستاری و مامایی دانشگاه علوم پزشکی مشهد بودند که تعداد 40 نفر (20 نفر گروه آزمایش و 20 نفر گروه کنترل) با استفاده از روش تصادفی منظم به عنوان نمونه آماری انتخاب شدند. در پژوهش حاضر از مقیاس اضطراب امتحان ابوالقاسمی و همکاران استفاده شد. جهت تعیین پیشرفت تحصیلی از معدل پایان ترم در دو نیمسال متوالی استفاده شد. جهت رعایت ملاحظات اخلاقی، به گروه نمونه اطمینان داده شد که اطلاعات آنان محرمانه باقی خواهد ماند، همچنین قبل از ارائه پرسشنامه‌ها، با بیان توضیحات روشن، اطلاعات مربوط به پژوهش به اطلاع دانشجویان رسید و پژوهشگر به آزمودنی‌ها اعلام کرد که می‌توانند در هر زمان که مایل باشند از شرکت در تحقیق انصراف دهند.  برای تجزیه و تحلیل داده‌ها از شاخص‌های توصیفی و روش تجزیه و تحلیل کوواریانس استفاده شد. نتایج: تعداد کل نمونه در این پژوهش 40 نفر بود که 64 درصد آنها زن و 36 درصد آنها مرد بودند، از نظر سنی 89 درصد گروه نمونه 19-21 ساله با میانگین سنی 54/19 سال بودند و 68 درصد بومی و 32 درصد غیر بومی و ساکن خوابگاه بودند، 85 درصد مجرد و 15 درصد متاهل بودند. نتایج تحلیل کوواریانس نشان داد که آموزش راهبردهای فراشناختی بصورت معناداری میزان پیشرفت تحصیلی دانشجویان را افزایش (54/7=F و 001/0 p≤)، و همچنین اضطراب امتحان دانشجویان را کاهش داد  (12/10=F و 001/0 p≤). نتیجه‌گیری: استفاده از راهبردهای فراشناختی به وسیله دانشجویان می تواند بر کاهش اضطراب امتحان تأثیرگذار بوده و در خیلی از موارد از اضطراب امتحان جلوگیری کرده و همچنین موجب بهبود پیشرفت تحصیلی گردد. واژه‌های کلیدی: راهبردهای فراشناختی، پیشرفت تحصیلی، اضطراب امتحان   2 Introduction: Students from any country are considered to be intellectual and Spiritual assets of that country. The effectiveness of each educational system is the degree to which students learn their academic achievement, test anxiety negatively affects academic achievement. Since metacognitive strategies are considered as the main and important aspects of learning strategies. The purpose of this study was to investigate the effect of teaching metacognitive strategies on improving academic achievement and reducing test anxiety in nursing students. Methods: This research was applied to the target and based on the method of a semi-experimental that was used for the pre-test and post-test design with the control group. The research population consisted of undergraduate students studying semester 2017-18 in the Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences. 40 patients (20 in the experimental group and 20 in the control group) were selected by systematic random sampling. In this study, the test anxiety scale was used by Abolghasemi et al. To determine academic achievement, mean of the end of the two consecutive semesters was used. In order to remark ethical considerations, the sample group was assured that their information would remain confidential, also before submitting the questionnaires, by providing clear explanations, the information about the research was communicated to the students, and the researcher told the subjects that they could withdraw from the research at any time. Descriptive indices and covariance analysis were used to analyze the data. Result: The total number of samples in this study was 40, of which 64% were women and 36% were male. In terms of age, 89% of the sample group were 19-21 years old with an average age of 19/54 years, and 68% native, and 32% were non-natives and residents of the dormitory. 85% were single and 15% were married. The results of covariance analysis showed that the training of metacognitive strategies significantly increased the academic achievement of students (F = 7.54 and p>0.001) and also reduced students' test anxiety (F = 10.12, p>0.001). Conclusion: Using metacognitive strategies by students can have an effect on the reduction of test anxiety and in many cases it prevents test anxiety and also improves academic achievement. Keywords: Metacognitive Strategies, Academic Achievement, Test Anxiety, Nursing Students       31 41 2018/05/222017/10/112017/05/202017/12/18 1396/9/27 2018/05/222017/11/292017/11/292018/04/11 1397/1/22 حسین فرخی Hossein Farokhi . دانشجوی دکتری روانشناسی، گروه روانشناسی، دانشگاه فردوسی، مشهد، ایران ایران hossein.farrokhi110@gmail.com امیر کرمی Amir Karami دانشجوی دکتری روانشناسی، گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران ایران karamiamir70@gmail.com فضل اله میردریکوند Fazlollah Mir Drikvand نویسنده مسئول: دانشیار روانشناسی، گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران ایران mirderikvand.f@lu.ac.ir Keywords: Metacognitive Strategies Academic Achievement Test Anxiety Nursing Students واژه‌های کلیدی: راهبردهای فراشناختی پیشرفت تحصیلی اضطراب امتحان 1- Akhavan tafti M, Valizadeh Z. Comparison of mental health and academic performance of university students at the beginning and end of university. Science Journal of Education Research. 2005; 2(7): 1-16. [Persian]##2- Mohaddesi H, Feizi A, Salem Safy RA. Comparison of teachers and students opinions toward effective teaching standards in Urmia University of Medical Sciences. Journal of Urmia Nursing Midwifery Fac. 2012; 9(6): 464-71. [Persian]##3- Ruban LM, McCoach DB. Gender differences in explaining gradesusing structural equation modeling. The Review of Higher Education. 2005; 28(4): 475-502.##4- Zimmerman BJ, Schunk DH. Self-regulated Learning and Academic Achievement: Theoretical Perspectives. 2nd ed. Mahwah (NJ): Erlbaum; 2001.##5- Yazdani F. Test anxiety and academic performance in female nursing students. Journal of Nursing Management. 2012; 1(1): 47-58. [Persian]##6- Hill KT. Debilitation motivation and testing. New York: Academic Press; 1984. ##7- Varasteh H, Ghanizadeh A, Akbari O. The role of task value, effort-regulation, and ambiguity tolerance in predicting EFL learners’ test anxiety, learning strategies,and language achievement. Psychological Students. 2016; 61(1): 2-12.##8- Thomas CL, Cassady JC, Finch WH. Identifying severity standards on the Cognitive Test Anxiety Scale: Cut score determination using latent class and cluster analysis. Journal of Psychoeducational Assessment. 2017; 1: 1-17.##9- Driscoll R, Evans G, Ramsey G, Wheeler S. High test anxiety among nursing students. ERIC. 2009; 1-3. ##10- Beggs C, Shields D, Janiszewski Goodin H. Using guided reflection to reduce test anxiety in nursing students. Journal of Holistic Nursing. 2011; 29: 140-147.##11- Mohammadi B. The relationship between metacognitive reading strategies, test anxiety in students of occupational health. Journal of Development Strategies in Medical Education. 2015; 2(2): 55-64. [Persian]##12- Fardanesh H. Theoretical Basis of Educational Technology. Tehran: Position; 2009.##13- Stavrianopoulos K. Adolescents' metacognitive knowledge monitoring and academic help. College Student Journal. 2007; 41(2): 444-453.##14- Good TL, Brophy J. Contemporary Educational Research (2nd Ed.). New York: Appleton-Century-Crofts; 1995.##15- Erfani N. Developing Measurement Model of Cognitive and Metacognitive Learning Strategies. Res in School and Virtual Learning. 2016; 3(12): 7-16. [Persian]##16- Mehrabizadeh M, Abolghasmi A, Najarian B, Shokrkon H. The relationship between self-efficacy and control place and intelligence. Journal Education Science Psychology Ahvaz Uni. 2007; 21: 52-72. [Persian]##17- Besharat M, Abbaspour Dopplanes T. The Relationship between Metacognitive Strategies and Creativity with Resilience in Students. New Findings in Psychology (Social Psychology). 2010; 5(14): 109-124. [Persian]##18- Khaksar M, Seif AA. Effectiveness of cognitive and metacognitive strategies to reduce test anxiety. Journal of Educational Psychology. 2008; 4(13): 72-88. [Persian]##19- Vitae T. Meta cognition is the awareness and control of one's own cognition. University of Maryland, Baltimore County, and Baltimore, MD, USA; 2010.##20- Kareshki H, Amineyazdi SA, Ekhteraee Toosi G. Comparing effectiveness of training emotional intelligence and training on study skills to decrease anxiety-test. Foundations of Education. 2011; 1(2): 105-118. [Persian]##21- Burns DJ. Anxiety at the time of the final exam: Relationships with expectations and performance. Journal of Education for Business. 2004; 80(2):119-124.##22- Sattary Najaf Abady R, Heidary H. The effectiveness of meta-cognitive treatment on test anxiety in students. Journal of Behavioral Science. 2015; 9(1): 27-32. [Persian]##23- Mohammadi Y, Kazemi S, Tahan H, Lalozaee S. Relationship between Metacognitive Learning Strategies, Goal Orientation, and Test Anxiety among Students at Birjand University of Medical Sciences. Journal of Medical Education. 2017; 16(1): 44-50. [Persian]##24- Keyvani GM, Mousavi SA, Dehghani Y. Study of Meta-Cognitive Beliefs and Learning Methods and Their Relationship with Exam Anxiety in High School Students Bandar Abbas City, 2014. Avicenna Journal of Neuro Psych Physiology. 2016; 3(3): 1-8.##25- Santrock JW. Educational Psychology. America: MC grew- Hill Publication; 2008.##26- Safari Y, Mohamad jani S. A Study of Metacognitive Strategies Use in Students’ Experience and its Relationship with Academic Achievement. Journal of Management System. 2011; 2(7): 41-56. [Persian]##27- Kurnaz MA, Çimer SO. How do students know that they have learned? An investigation of students’ strategies. Procedia Social and Behavioral Science. 2010; 2(2): 3666-72.##28- Rasouli Khorshidi F, Kadivar P, Sarami GR, Tanha Z. The Study of Relationship between Metacognition, Achievement Goals, Study Strategies and Academic Achievement. Journal of Educational Psychology Student. 2015; 10(18): 103-122. [Persian]##29- Mohammadi Y, Kaykha A, Sadeghi A, Kazemi S, Raeisoon MR. Relationship of Metacognition Learning Strategy and Locus of Control with Academic Achievement of Students. Education Strategies in Medical Science. 2015; 8(5): 323-328. [Persian]##30- Noori A, Sanagoo A, Amini M, Adib M, Jouybari L. The Effect of Teaching Metacognitive Strategies on Students’ Metacognitive Awareness and Academic Performance of Students. Journal of Development Strategies in Medical Education. 2016; 3(1): 11-19. [Persian]##31- Broadbent J, Poon WL. Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet and Higher Education. 2015; 27: 1-13.##32- Chang M. Effects of self-monitoring on web-based language learner's performance and motivation. CALICO Journal. 2010; 27(2): 298-310.##33- Hodges CB, Kim C. Email, self-regulation, self-efficacy, and achievement in a college online mathematics course. Journal of Educational Computing Research. 2010; 43(2): 207-223.#### ##

تعیین روابط ساختاری خودکارآمدی و حمایت اجتماعی با بهزیستی ذهنی دانشجویان علوم پزشکی دانشگاه تهران: نقش میانجی خستگی هیجانی و مشغولیت تحصیلی The Structural Relations of self-efficacy and social support with subjective well-being in Medical Students: mediator role of emotional exhaustion and academic engagement 1 1 مقدمه: بررسی عوامل مرتبط با مسائل آموزشی و تعیین پیشامدها و پیامدهای موجود، منجر به بهبود عملکرد تحصیلی و بهزیستی دانشجویان می‌شود. هدف از انجام پژوهش حاضر، تعیین روابط ساختاری بهزیستی ذهنی، خودکارآمدی و حمایت اجتماعی با خستگی هیجانی و نقش میانجی مشغولیت تحصیلی خواهد بود. روش بررسی: نمونه مورد بررسی این مطالعه، شامل 310 دانشجوی پزشکی (142 زن و 168 مرد) بود که در دامنه سنی 24 تا 47 سال قرار داشتند و با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. شرکت‌کنندگان به پرسشنامه‌های بهزیستی ذهنی (رضایت از زندگی، عاطفه مثبت و منفی)، مقیاس خستگی هیجانی، پرسشنامه مشغولیت تحصیلی، مقیاس خودکارآمدی و پرسشنامه حمایت اجتماعی پاسخ دادند. برای تحلیل داده‌ها از روش تحلیل مسیر برای آزمون مدل فرضی استفاده شد. نتایج: یافته‌ها نشان داد که خستگی هیجانی به‌طور مستقیم بر روی بهزیستی اثر ساختاری دارد. همچنین، حمایت اجتماعی نیز با واسطه‌گری خستگی هیجانی اثر غیر مستقیم بر بهزیستی دارد. به‌علاوه، متغیرهای خودکارآمدی و حمایت اجتماعی بر متغیرهای مشغولیت تحصیلی و خستگی هیجانی اثر مستقیم دارند. از سوی دیگر، این دو متغیر با واسطه‌گری مشغولیت تحصیلی بر خستگی هیجانی اثر غیر مستقیم نیز دارند. نتیجه‌گیری: ارتقاء سطح منابع درونی مثل بهزیستی، مشغولیت و خودکارآمدی از طریق مداخلات انگیزشی و نیز ایجاد حمایت اجتماعی دانشجویان باعث میشود تا افراد با انجام تکالیف مطابق با شایستگی‌های خود، نیازهای تحصیلی محیط خود را برآورده سازند بدون اینکه احساس خستگی هیجانی کنند. واژه‌های کلیدی: بهزیستی ذهنی، خستگی هیجانی، مشغولیت تحصیلی، خودکارآمدی، حمایت اجتماعی.   2 Introduction: Evaluation of relationships among effective factors on educational issues of medical students is important. The aim of this study was to determine the structural relationships among subjective well-being, self-efficacy and social support with emotional exhaustion by mediating academic engagement. Methods: The study sample consisted of 310 medical students (142 females and 168 males) who were 24 to 47 years old according to cluster random sampling. Participants completed subjective well-being questionnaires including; life satisfaction, positive affect and negative, emotional exhaustion, academic engagement, self-efficacy and social support. Data were analyzed by path analysis using LISREL software. Result: Mean age of participants was 23.2±2.0. Most students were female (71.8 percent), single (85.9 percent) and live in dormitories (69 percent). Level of motivation in most subjects was average and had significant relation with age, sex, parents’ education level, field of study, welfare, faculty education, Training centers and job future (p <0.001). Conclusion: The results showed that emotional exhaustion has a structural effect on well-being, directly. Also, emotional exhaustion has a mediator role in relation between social support and well-being. In addition, self-efficacy and social support have direct effects on academic engagement and emotional exhaustion. On the other hand, academic engagement has a mediator role between these two variables and emotional exhaustion. Keywords: Self-efficacy, social support, subjective well-being, emotional exhaustion, academic engagement.   42 57 2018/05/222017/10/112017/05/202017/12/182017/11/28 1396/9/7 2018/05/222017/11/292017/11/292018/04/112018/04/11 1397/1/22 ثریا حکیمی Soraya Hakimi 1- دانشجوی دکترای روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان ، ایران. ایران ahkimi.sorayya@semnan.ac.ir سیاوش طالع پسند Siavash Talepasand 2- دانشیار گروه روانشناسی تربیتی دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان ، ایران ایران Stalepasand@semnan.ac.ir Keywords: Self-efficacy social support subjective well-being emotional exhaustion academic engagement واژه‌های کلیدی: بهزیستی ذهنی خستگی هیجانی مشغولیت تحصیلی خودکارآمدی حمایت اجتماعی. 1- Maslach C, Schaufeli WB, Leiter MP. Job burnout. Annual review of psychology. 2001; 52(1): 397-422.##2- Maslach C. Burnout: The cost of caring. ISHK; 1982.##3- Rigg J, Day J, Adler H. Emotional exhaustion in graduate students: The role of engagement, self-efficacy and social support. Journal of Educational and Developmental Psychology. 2013 3(2):138-152. ##4- Jacobs SR, Dodd D. Student burnout as a function of personality, social support, and workload. Journal of College Student Development. 2003; 44(3):291-303.##5- Zhang Y, Gan Y, Cham H. Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences. 2007 43(6):1529-1540.##6- Salmela-Aro K, Savolainen H, Holopainen L. Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence. 2009; 38(10):1316-1327.##7- Uludag O, Yaratan H. The effects of justice and burnout on achievement: An empirical investigation of university students. Croation Journal of Education. 2013; 15(2):97-116.##8- Abazari F, Abbaszadeh A, Arab M. 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همدلی با بیمار و عوامل مرتبط با آن در دانشجویان عمومی و دستیاران دندانپزشکی Patient empathy and related factors in undergraduate and postgraduate dental students 1 1 مقدمه: ارتباط موثر با بیمار، اولین قدم برای آغاز همدلی در کلینیک می باشد. همدلی دارای دو جنبه شناختی و عاطفی بوده که نقش مهمی را در عملکرد کلینیکی پزشکان ایفا می کند. لذا مطالعه حاضر با هدف بررسی میزان همدلی با بیمار در دانشجویان عمومی و دستیاران دندانپزشکی دانشگاه علوم پزشکی شهید صدوقی یزد در سال 1395انجام شد. روش  بررسی: در این مطالعه توصیفی-مقطعی، 312 دانشجوی دندانپزشکی، شامل 252 دانشجوی دوره عمومی و 60 دستیار تخصصی در دانشگاه علوم پزشکی شهید صدوقی یزد ، نوع HP پرسشنامه همدلی جفرسون را تکمیل نمودند. آنالیز داده ها در نــرم افـزار آماری SPSS17 و با استفاده از آزمونهای آماری T.test و ANOVA انجام گرفت. سطح معنی داری 05/0≥P تعیین گردید. نتایج: در مطالعه حاضر 177(7/56درصد) مرد و 135 (3/43 درصد) زن، با میانگین سنی 06/3±99/24سال با دامنه سنی 21 تا 45 سال، شرکت داشتند. میانگین نمره همدلی 75/8± 61/86 با دامنه 69 تا 118بود. ارتباط آماری معنی داری بین میانگین نمره همدلی بر حسب سن،جنس، وضعیت پذیرش و ترم تحصیلی مشاهده نشد(05/0<P). اما  بین میانگین نمره همدلی با وضعیت تاهل (050/0=P).و مقطع تحصیلی (017/0=P) و گذراندن واحد مهارتهای ارتباطی بالینی(004/0=P)  وجود داشت. نتیجه گیری: بر اساس نتایج مطالعه حاضر عوامل بسیاری بر  میزان همدلی در دانشجویان دندانپزشکی موثر هستند. از آنجایی که میزان همدلی در مطالعه حاضر رضایت بخش نمی باشد، بنابراین برنامه ریزی مناسب آموزشی در جهت ارتقای سطح همدردی در دانشجویان دندانپزشکی ضروری و لازم به نظر می رسد. کلمات کلیدی: آموزش، دانشجویان، دندانپزشکی، همدلی   2 Introduction: Communicating effectively with patients is the first step to begin clinical empathy. Empathy is a cognitive and behavioral attribute that plays an important role in the clinical performance of health care professionals. The aim of the present study was to evaluate empathy in undergraduate and postgraduate dental students of Shahid Sadoughi University of Medical Science. Materials & Methods: In this descriptive cross-sectional study 312 dental students, 252 undergraduates and 60 postgraduates, were completed the HP version of the Jefferson Scale of Physician Empathy. Data were analyzed by SPSS17 using T-test and ANOVA. The significance level was set as P≤ 0.05. Results: Overall, 177(56.7%) men and 135(43.3%) women, with the mean age as 25.0±3.1 and age range between 21.0-45.0 participated in the study. The mean empathy scores was 86.6±8.8 (ranged between (69.0-118.0). The means of empathy scores was not significantly related with age, sex, university admission status and educational level (P< 0.05). In contrast, there were statistically significant correlation between empathy and marital status (P=0.05), education level (P=0.017) and passing the “communication skills” course (P=0.004). Conclusion: Based on the results of the present study, many factors could affect the empathy levels in dental students. Since the empathy scores in the present study are not satisfactory, a proper educational program to improve the empathy levels in dental students seems to be necessary. Keywords: Dentistry, Education, Empathy, Students   58 67 2018/05/222017/10/112017/05/202017/12/182017/11/282018/01/16 1396/10/26 2018/05/222017/11/292017/11/292018/04/112018/04/112018/04/11 1397/1/22 مریم کاظمی پور maryam kazemi poor 1. استادیار ، بخش اندودانتیکس، دانشکده دندانپزشکی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی، یزد، ایران ایران dr.kazemipoor@gmail.com سپهر ستار بروجنی sepehr sattar boroujeni دندانپزشک ، بخش اندودانتیکس ، دانشکده دندانپزشکی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی، یزد، ایران ایران sepehrsatar@yahoo.com رقیه حکیمیان roghayeh hakimian 3. کارشناس کتابداری، دانشکده دندانپزشکی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی شهید صدوقی، یزد، ایران ایران hakimianr@gmail.com Keywords: Dentistry Education Empathy Students آموزش دانشجویان دندانپزشکی همدلی 1. Chen D, Lew R, Hershman W, Orlander J. A cross-sectional measurement of medical student empathy. J Gen Intern Med 2007;22(10):1434-8.##2. Hojat M, Vergare MJ, Maxwell K, Brainard G, Herrine SK, Isenberg GA, et al. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med 2009;84(9):1182-91.##3. Simpson M, Buckman R, Stewart M, Maguire P, Lipkin M, Novack D, et al. Doctor-patient communication: the Toronto consensus statement. BMJ 1991;303(6814):1385-7.##4. Squier RW. A model of empathic understanding and adherence to treatment regimens in practitioner-patient relationships. Soc Sci Med 1990;30(3):325-339.##5. Stewart MA. Effective physician-patient communication and health outcomes: a review. CMAJ 1995;152(9):1423-33.##6. More ES, Milligan MA. The empathic practitioner: Empathy, gender, and medicine. New Brunswick, NJ: Rutgers University Press; 1994.##7. Hojat M, Gonnella JS, Nasca TJ, Mangione S, Vergare M, Magee M. Physician empathy: definition, components, measurement, and relationship to gender and specialty. Am J Psychiatry 2002;159(9):1563-9.##8. 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Berk SN, Moore ME, Resnick JH. Psychosocial factors as mediators of acupuncture therapy. J Consult Clin Psychol 1977;45(4):612-9.##15. Thomas MR, Dyrbye LN, Huntington JL, Lawson KL, Novotny PJ, Sloan JA, et al. How do distress and well-being relate to medical student empathy? A multicenter study. J Gen Intern Med 2007;22(2):177-83.##16. Di Blasi Z, Harkness E, Ernst E, Georgiou A, Kleijnen J. Influence of context effects on health outcomes: a systematic review. Lancet 2001;357(9258):757-62.##17. Beckman HB, Markakis KM, Suchman AL, Frankel RM. The doctor-patient relationship and malpractice. Lessons from plaintiff depositions. Arch Intern Med 1994;154(12):1365-70.##18. Levinson W. Physician-patient communication. A key to malpractice prevention. JAMA 1994;272(20):1619-20.##19. Kulich KR, Berggren U, Hallberg LR. A qualitative analysis of patient-centered dentistry in consultations with dental phobic patients. J Health Commun 2003;8(2):171-87.##20. Jabarifar SE, Khalifesoltani FS, Nilchian F, Yousefi A, Hoseinpour K. Empathy levels in undergraduate and postgraduate dental students in Isfahan Faculty of Dentistry in 2011. J Isfahan Dent Sch 2011;7(5):753-62.##21. Prabhu S, Kumar V, Prasanth S, Kishore S. Standing in patients' shoes—survey on empathy among dental students in India. J Educ Ethics Dent 2014;4(2):69-73.##22. Hemmerdinger JM, Stoddart SD, Lilford RJ. A systematic review of tests of empathy in medicine. BMC Med Educ 2007;7:24.##23. Magalhaes E, Salgueira AP, Costa P, Costa MJ. Empathy in senior year and first year medical students: a cross-sectional study. BMC Med Educ 2011;11:52.##24. Spencer J. Decline in empathy in medical education: how can we stop the rot? Med Educ 2004;38(9):916-8.##25. Colliver JA, Willis MS, Robbs RS, Cohen DS, Swartz MH. Assessment of empathy in a standardized-patient examination. Teaching and Learning in Medicine 1998;10(1):8-11.##26. Marzola R, Derbabian K, Donovan TE, Arcidiacono A. 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اثر نهادینه شدن دانش تئوریک با اجرای فرایند صحیح کارآموزی در دانشجویان مهندسی بهداشت محیط The effect of apprenticeship on the knowledge and function of students of environmental health engineering 1 1 سابقه و هدف: ایجاد فرصت های بهینه برای یادگیری تجربی و آموزش عملی، عامل مهمی است که کیفیت آموزش را بهبود می بخشد. هدف از این مطالعه شناسایی و تجزیه و تحلیل مکانیسم بهبود دوره کارآموزی برای دانشجویان مهندسی بهداشت محیط در دانشکده بهداشت کرمانشاه بود. روش کار: این مطالعه بر اساس مقایسه کیفیت آموزش در دوره های کارآموزی به صورت قبل و بعد صورت گرفت. افراد شرکت کننده دانشویانی بودند که دوره کارآموزی را در نیمه اول  سال 1394-1395 (32 نفر) گذراندند. تجزیه و تحلیل داده ها با استفاده ازSPSS v.16 انجام شد. یافته ها: میانگین نمرات دانشجویان پسر قبل از کارآموزی به ترتیب 0.41 ± 2.02 و پس از آن 0.44 ± 2.82 و میانگین نمرات دانشجویان دختر قبل و بعد از کارآموزی به ترتیب 0.34 ± 1.9 و 0.37 ± 2.84 بدست آمد. سطح آموزش در طول دوره کارآموزی بر افزایش دانش در دانشجویان مهندسی بهداشت محیط تاثیر می گذارد. نتیجه گیری: براساس نتایج عوامل مؤثر در بهبود فرایند کارآموزی تحت تاثیر عوامل زیر روش تحقیق، نقش موثر واحدهای آموزشی، نقش موثر در دوره کارآموزی، فعالیت های آموزشی اضافی در زمان خدمت و نقش موثر در انجام کارآفرینی است. واژگان کلیدی: دانش نظری؛ کار آموزی؛ مهندسی بهداشت محیط   2 Introduction: Creating optimized opportunities for experiential learning and practical training is an important factor that improves the quality of education. This study aims to identify and analyze the mechanism of improving apprenticeship course for the students of Environmental Health Engineering at School of public Health in Kermanshah. Methods: This study is based on comparing the quality of education in apprenticeship courses by before – after study. The participants were the students who passed the apprenticeship course in the first semester of 2014 -2015 (32 students). The SPSS v.16 and the statistical T-test were used for statistical analysis. Results: The average scores for men before apprenticeship was 2.02±0.41 and after the apprenticeship was 2.82 ±0.44, and the average scores for women before and after the apprenticeship were respectively 1.9±0.34 and 2.84±0.37, respectively. The level of training during the apprenticeship course influence on increasing knowledge in the students of environmental health engineering. Conclusion: Analyzing the effective factors on improving the apprenticeship course influenced by the following factors: implementation method of effective roles of the educating units, playing an effective role in apprenticeship course, supplementary training activities during the serving time and playing an effective role be apprentices. Keywords: Theoretical knowledge; Apprenticeship; Environmental Health Engineering   68 76 2018/05/222017/10/112017/05/202017/12/182017/11/282018/01/162017/11/11 1396/8/20 2018/05/222017/11/292017/11/292018/04/112018/04/112018/04/112018/04/11 1397/1/22 علیرضا موسوی Alireza Mousavi 2- مرکز تحقیقات عوامل محیطی موثر بر سلامت، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران ایران پرویز محمدی parviz mohammadi 1- گروه مهندسی بهداشت محیط، دانشکده بهداشت، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران ایران علی الماسی Ali Almasi 1- گروه مهندسی بهداشت محیط، دانشکده بهداشت، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران ایران مقداد پیرصاحب Meghdad Pirsahb 1- گروه مهندسی بهداشت محیط، دانشکده بهداشت، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران ایران هیوا حسینی Hiwa Hosaini 1- گروه مهندسی بهداشت محیط، دانشکده بهداشت، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران ایران فاطمه اسدی Fatemeh Asadi 1- گروه مهندسی بهداشت محیط، دانشکده بهداشت، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران ایران مریم خشیج Maryam Khashij 3- گروه مهندسی بهداشت محیط، دانشکده بهداشت، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران 4- مرکز تحقیقات علوم زیست محیطی، گروه مهندسی بهداشت محیط، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران ایران m.khashij@yahoo.com Keywords: Theoretical knowledge Apprenticeship Environmental Health Engineering واژگان کلیدی: دانش نظری؛ کار آموزی؛ مهندسی بهداشت محیط 1. 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معرفی پروژه ارتقاء کیفیت یادگیری بالینی دانشجویان مامایی با بکارگیری مدل آموزش یک به یک Introducing a project to improve the quality of clinical learning of midwifery students using one-to-one teaching model 1 1 بدون چکیده 81 85 2018/05/222017/10/112017/05/202017/12/182017/11/282018/01/162017/11/112017/06/302018/01/10 1396/10/20 2018/05/222017/11/292017/11/292018/04/112018/04/112018/04/112018/04/112018/04/282018/05/13 1397/2/23 بهناز انجذاب behnaz enjezab دانشیار، مرکز تحقیقات مراقبت های پرستاری و مامایی، دانشکده پرستاری مامایی، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران ایران enjezabbehnaz@yahoo.com مهشید بکایی mahshid bokaie استادیار مرکز تحقیقات مراقبت های پرستاری و مامایی، دانشکده پرستاری مامایی، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران ایران mah_bokaie@yahoo.com مریم دافعی maryam dafei استادیار ، مرکز تحقیقات مراقبت های پرستاری و مامایی، دانشکده پرستاری مامایی، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران ایران محمود نوری شادکام mahmood noorishadkam استاد گروه اطفال، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران ایران محمدرضا حیدری mohammadreza heidari کارشناس آموزش، دانشگاه علوم پزشکی شهید صدوقی یزد، یزد، ایران ایران کلید واژه: همکار آموزشی مامایی مطالعه اقدام پژوهی یادگیری بالینی Bahrain M. Effect of Clinical Teaching Partner Model on clinical skills in nursing students of Bushehr University of Medical Sciences. Journal of Nursing Education. 2017; 6(1):49-55.##2. Mitchell M, Theobald K. Mentoring: improving transition to practice . Australian Journal of Advanced Nursing, The. 2002; 20(1):27-33.##3. Fullerton JT, Thompson JB, Johnson P. Competency-based education: The essential basis of pre-service education for the professional midwifery workforce. Midwifery. 2013; 29(10): 1129-36.##4. Harris P, Snell L, Talbot M, Harden RM. Competency-based medical education: implications for undergraduate programs. Medical Teacher. 2010; 32(8):646-50.##5. Hayes EF. Approaches to mentoring: how to mentor and be mentored. Journal of the American Association##of Nurse Practitioners. 2005; 17(11): 442-5.##6. Farahani LA, Asadi-Lari M, Mohammadi E, Parvizy S, Haghdoost AA, Taghizadeh Z. Community-based physical activity interventions among women: a systematic review. Bio Medical Journal of open. 2015; 5(4): 1-12.##7. Green J, Thorogood N. In-depth interviews. Qualitative methods for health research. 2006; 7(2): 93-122.##8. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today. 2004; 24(2): 105-12.##9. Baskerville RL, Wood-Harper AT. A critical perspective on action research as a method for information systems research. Enacting Research Methods in Information Systems. 2016; 2(2): 169-90.##10. Koshy V. Action research for improving educational practice: A step by-step guide. SAGE Journal of Management in Education. 2010; 24(2): 88-88##11. Janani F, Kohan S, Taleghani F, Ghafarzadeh M, Tarrahi MJ. Improve the Quality of Physiologic Childbirth Program : A Participatory Action Research: Isfahan University of Medical Sciences; 2016.## ##