دوره 21، شماره 3 - ( خرداد 1402 )                   جلد 21 شماره 3 صفحات 237-226 | برگشت به فهرست نسخه ها


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Heydari M, Ghelichi Z, Etemadifar S, Raeisi Shahraki H. THE EFFECT OF INTERVENTIONAL PROGRAMME BASED ON SELF DETERMINATION THEORY (SDT) ON ACADEMIC SELF-REGULATION OF NURSING INTERN STUDENTS IN SHAHREKORD UNIVERSITY OF MEDICAL SIENCES IN 2022. Nursing and Midwifery Journal 2023; 21 (3) :226-237
URL: http://unmf.umsu.ac.ir/article-1-4873-fa.html
حیدری محمد، قلیچی زهرا، اعتمادی‌فر شهرام، رئیسی شهرکی هادی. تأثیر برنامه مداخله‌ای مبتنی بر تئوری خودفرمانی بر خودتنظیمی تحصیلی دانشجویان کارورز پرستاری در دانشگاه علوم پزشکی شهرکرد. مجله پرستاری و مامایی. 1402; 21 (3) :226-237

URL: http://unmf.umsu.ac.ir/article-1-4873-fa.html


1- استادیار پرستاری، دانشکده پرستاری و مامایی علوم پزشکی شهرکرد، شهرکرد، ایران
2- دانشجوی کارشناسی ارشد پرستاری داخلی -جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی شهرکرد، شهرکرد، ایران
3- دانشیار پرستاری، دانشکده پرستاری و مامایی علوم پزشکی شهرکرد، شهرکرد، ایران (نویسنده مسئول) ، sh.etemadifar@gmail.com
4- استادیار آمار زیستی، دانشکده بهداشت دانشگاه علوم پزشکی شهرکرد، شهرکرد، ایران
چکیده:   (472 مشاهده)
پیش‌زمینه و هدف: دانشجویان کارورز پرستاری بایستی بتوانند بین مفاهیم تئوری با دانش بالینی خود ارتباط برقرار کنند و باهدف‌گذاری و برنامه‌ریزی از طریق خودتنظیمی موجب رشد حرفه‌ای و علمی خود گردند. لذا این مطالعه باهدف تعیین تأثیر برنامه مداخله‌ای مبتنی بر تئوری خودفرمانی بر خودتنظیمی تحصیلی دانشجویان کارورز پرستاری در دانشگاه علوم پزشکی شهرکرد انجام شد.
مواد و روش کار: روش پژوهش نیمه تجربی با طرح پیش‌آزمون-پس‌آزمون و گروه کنترل و مداخله پیگیری بود. جمعیت موردمطالعه کلیه دانشجویان کارورز پرستاری دانشگاه علوم پزشکی شهرکرد و بروجن در سال 1401 بودند. 60 دانشجو با نمونه‌گیری در دسترس انتخاب شدند و سپس با تخصیص تصادفی به دو گروه مداخله و کنترل تقسیم شدند. گروه مداخله تحت آموزش خودفرمانی قرار گرفت و داده‌ها با پرسشنامه خودتنظیمی جمع‌آوری شدند سپس داده‌ها با آزمون‌های آمار توصیفی و تحلیلی توسط نرم‌افزار SPSS نسخه 23 تحلیل شد.
یافته‌ها: میانگین نمره خودتنظیمی در ابتدا تفاوت معنی‌داری بین دو گروه نداشت (05/0<P). بلافاصله پس از پایان مداخله و دوره پیگیری تفاوت معنی‌داری بین دو گروه در میانگین نمره خودتنظیمی یافت شد (0001/0P<). آنالیز واریانس با اندازه‌های تکراری نشان داد در گروه مداخله اثر زمان‌بر میانگین خودتنظیمی معنی‌دار بود (05/0P<).
 بحث و نتیجه‌گیری: با توجه به تأثیر آموزش خودفرمانی بر ارتقاء خودتنظیمی می‌توان از آن به‌عنوان روشی کارآمد جهت ارتقاء خودتنظیمی دانشجویان پرستاری و پرستاران بهره گرفت.
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نوع مطالعه: پژوهشي | موضوع مقاله: آموزش علوم پزشکی

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