نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا، گروه مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان(خوراسگان)، اصفهان، ایران.

2 عضو هیئت علمی، مرکز تحقیقات مدیریت و اقتصاد سلامت، دانشکده مدیریت و اطلاع رسانی پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.

3 عضو هیئت علمی، گروه آموزش بهداشت و ارتقای سلامت، دانشکده علوم و فناوری های پزشکی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران.

چکیده

آموزش استاندارد مبتنی بر شایستگی بر مفهوم جامع آموزش که اعطای دانش را با پرورش توانایی و بهبود کیفیت ادغام می‌کند، استوار است. مطالعه حاضر باهدف طراحی و اعتباریابی مدل شایستگی برای توسعه آموزش مبتنی بر شایستگی در رشته کارشناسی پرستاری و با رویکرد اکتشافی متوالی انجام شد. بخش کیفی با مشارکت 35 نفر از خبرگان پرستاری از طریق مصاحبه‌های نیمه ساختار یافته و به روش نمونه‌گیری هدفمند انجام شد. تجزیه ‌و تحلیل داده‌ها به شیوه تحلیل مضمون با مدل آتراید-استرلینگ صورت گرفت. تأیید روایی در بخش کیفی، از طریق راهبردهای گوبا و لینکلن؛و سنجش پایایی از طریق پایایی بازآزمون و پایایی بین دو کدگذار ارتقای یافت. بخش کمّی به روش پیمایشی با ابزار پرسشنامه (با شاخص کل روایی محتوایی93/.) و با نظرسنجی از 300 خبره پرستاری به روش نمونه‌گیری غیر احتمالی انجام شد. نهایتاً داده‌ها از طریق تحلیل عاملی تأییدی با نرم‌افزار SPSS وSmart PLS آنالیز و مدل نهایی تأیید شد. نتایج نشان داد که مدل مطلوب شایستگی پرستاری شامل9 مضمون فراگیر است. در این میان شایستگی­های رهبری و مدیریتی با بار عاملی89/. از بیشترین اثر تبیین‌کنندگی در این مدل برخوردار بودند. سپس به ترتیب شایستگی­های اجتماعی و فرهنگی؛ بین حرفه‌ای و جهانی؛آموزشی و پژوهشی هرسه با بار عاملی87/.؛ شایستگی­های بین فردی و ارتباطی با بار عاملی86/.؛ شایستگی­های فناوری اطلاعات و مدیریت دانش با بار عاملی82/.؛ شایستگی­های فردی با بار عاملی81/.؛ شایستگی­های حرفه­ای و تخصصی با بار عاملی79/. و شایستگی­های اخلاقی و رفتاری با بار عاملی75/. در مرتبه‌های بعدی قرار گرفتند.

کلیدواژه‌ها

عنوان مقاله [English]

Designing and validating a competency model for the development of competency-based education in an undergraduate nursing program

نویسندگان [English]

  • Mahnaz Movaghar 1
  • Mohammad Hossein Yarmohammadian 2
  • Zahra Jalili 3

1 PhD Student, Department of Educational Sciences & Psychology, Isfahan (Khorsgan) Branch, Islamic Azad University , Isfahan, Iran

2 Faculty Member, Health Management and Economics Research Center, Faculty of Medical Management and Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran.

3 Faculty member, Department of Health Education and Promotion, Faculty of Medical Sciences and Technologies, Islamic Azad University Tehran Science and Research Branch, Tehran, Iran.

چکیده [English]

Standard competency-based education is based on the comprehensive concept of education that integrates knowledge delivery with the development of competency and quality improvement. The aim of this study was to design and validate a competency model for the development of competency-based education in an undergraduate nursing program using a sequential exploratory (qualitative-quantitative) approach. The qualitative phase was conducted using semi-structured interviews with 35 nursing experts who had been selected using purposeful sampling. Data analysis was done by thematic analysis using Attride-Stirling model. Validation in the qualitative phase was enhanced following Guba and Lincoln strategies, while reliability was evaluated using retest reliability and intercoder reliability measurements. The quantitative phase was conducted using a survey method with a questionnaire (with S-CVI=0.93) and by surveying 300 nursing experts selected by non-probability sampling method. Finally, the data were analyzed by confirmatory factor analysis using SPSS and Smart PLS software, and the final model was confirmed. The results showed that the desirable model for nursing competency consists of 9 global themes. In the meantime, leadership and management competencies with a factor load of 0.89 had the most impact on this model followed by social and cultural competency, inter-professional and globalcompetency, and educational and research competency all of which with a factor load of 0.87, interpersonal and communication competency with a factor load of 0.86, information technology and knowledge management competency with a factor load of 0.82, individual competency with a factor load of 0.81, apecialized and professional competency with a factor load of 0.79, and ethical and behavioral competency with a factor load of 0.75.

کلیدواژه‌ها [English]

  • Competency model
  • Competency-based education
  • Undergraduate nursing program
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