مجله توسعه آموزش جندی شاپور اهواز

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بررسی تأثیر دو رویکرد آموزش استادمحور و مسأله محور در بروز خطاهای گزارش نویسی پرستاران

نویسندگان

دانشگاه علوم پزشکی مشهد، مشهد، ایران.

چکیده

خطا و اشتباهات در ثبت گزارشات پرستاری مانع ارائه مراقبت پرستاری باکیفیت می‌شود، لذا در مطالعه ای نیمه تجربی به بررسی تأثیر دو رویکرد آموزش استاد محور و مسأله محور در بروز خطاهای گزارش نویسی پرستاران در بیمارستان های شهرستان تربت حیدریه در سال 1393 پرداخته شد. 93 نفر در 3 گروه 31 نفری آموزش مسأله محور، استادمحور و شاهد طبقه بندی شدند. محتوای آموزشی برای دو گروه مداخله طی شش جلسه 45 دقیقه ای توسط یک مدرس ارائه گردید. ابزار گردآوری داده‌ها پرسشنامه محقق ساخته ای بود که روایی محتوایی آن توسط اساتید با ضریب 76/0 و پایایی آن با استفاده ازروش آلفای کرونباخ و ضریب 84/0 تأیید شد. پرسشنامه قبل و 2 ماه بعد از آموزش، توسط پرستاران تکمیل گردید و داده‌ها توسط نرم افزار SPSS تحلیل گردید. در هر دو گروه آموزش استاد محور (قبل: 05/1 و بعد 51/0) و مسأله محور (قبل: 89/0 و بعد: 54/0) میانگین خطا قبل و بعد از مداخله اختلاف معنی دار آماری را نشان داد و میانگین خطای پرستاران بعد از مداخله کاهش داشت. اما در گروه شاهد اختلاف معنی داری مشاهده نشد (قبل: 79/0 و بعد 47/0). میزان رضایت پرستاران از روش مسأله محور بیشتر از استاد محور بود. با توجه به نتایج حاصل از این مطالعه، آموزش با رویکرد مسأله محور و آموزش به رویکرد استاد محور در هر دو گروه مؤثر و تأثیر مثبتی داشت اما با توجه به میزان رضایت و علاقه مندی پرستاران از آموزش مسأله محور پیشنهاد می شود از این رویکرد در کلاس های آموزش حین خدمت و آموزش روش های مقابله با انواع دیگر خطاهای پرستاری از قبیل خطاهای دارویی و درمانی استفاده شود.

کلیدواژه‌ها

عنوان مقاله [English]

A Survey on Effects of Teacher-Centered Teaching and Problem-Based Learning Methods in Incidence of Nursing Documentation Errors

نویسندگان [English]

  • Hamid Vafaee
  • Abbas Makarem
  • Eshag Ildarabadi
  • Ali Khalafi
  • Hosein Karimi Moonaghi

Facullty Member, Evidence- Based Caring Research Center,Department of Medical Surgical Nursing, School of Nursing and Midwifery, & Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

چکیده [English]

Today, with the development of the nursing process, reporting was expanded as a framework of and requirements and the need to provide and evaluated a nursing care and treatment. Nursing reports in record indicate medical treatment, nursing care and reactions of patient to its care. Illegible or incomplete records may block the nursing care and make difficult the detection of important changes in the patient health condition and behavior. However; the purpose of this study was to assess the effects of teacher-centered teaching and problem-based learning methods in incidence of nursing documentation errors in hospitals of Torbat Heydariyeh.This was a quasi-experimental study which was conducted among nurses in Torbat Heydariyeh hospitals during 2014. 93 nurses were classified into 3 groups (n=31), problem-based learning for the first group, teacher training for the second group, and the third group was the control group. Educational content for each group was presented by an instructor in the six 45-minute sessions for six consecutive days. Data collection tool was a questionnaire whose content validity (0.76) was confirmed by the researchers and reliability coefficient factor (0.84) was calculated using Cronbach alpha coefficient formula. The questionnaire was completed by nurses before and 2 months after training. Data were analyzed by SPSS software and Friedman, one-way ANOVA, Kruskal-Wallis, Mann-Whitney and independent and dependent t-test, Wilcoxon, Pearson and Spearman correlation and chi-square tests. The teacher-centered teaching method, the average error before and after treatment showed a significant statistical difference (P= 0.000), so, the average error was reduced after the intervention in nurses. Also, in problem based learning, the training of nurses after the intervention had a positive effect and it reduced the average error (P= 0.000). But, in the control group there was not a significant difference. Also satisfaction of nurses in problem based learning was more than teacher-centered teaching.Based on the results of this study, teacher-centered teaching and problem-based learning methods had a positive effect in both groups, but given the level of satisfaction and interest of nurses, the problem-based learning proposed. This method is more recommended especially, for service training courses and teaching to deal with other types

کلیدواژه‌ها [English]

  • teacher
  • centered teaching
  • Problem
  • based learning
  • documentation errors
  • Nurses
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مجله توسعه آموزش جندی شاپور اهواز
دوره 7، شماره 4
دی 1395
صفحه 355-365
فایل ها
هم رسانی
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