نویسندگان

1 عضو هیات علمی و دانشجوی دکترای پژوهشی مرکز تحقیقات گوارش و کبد گیلان، دانشگاه علوم پزشکی گیلان، رشت، ایران

2 مدرس گروه پرستاری، دانشکده پرستاری مامایی-پیراپزشکی شرق گیلان، دانشگاه علوم پزشکی گیلان، رشت، ایران

3 عضو هیات علمی، گروه آمار، دانشگاه علوم پزشکی گیلان، رشت، ایران

چکیده

برای بهبود و ارتقای کیفیت آموزش بالینی و رفع مشکلات، وضعیت آن همواره بایستی مورد ارزیابی قرار گیرد. لذا پژوهش حاضر با هدف ارزیابی دیدگاه دانشجویان پرستاری و مامایی دانشکده ی شرق گیلان در خصوص وضعیت آموزش بالینی صورت گرفت. در این مطالعه ی تحلیلی-مقطعی150نفر از دانشجویان ترم دوم تا هشتم کارشناسی پرستاری و مامایی دانشکده ی پرستاری و مامایی شرق گیلان به روش سرشماری مورد مطالعه قرار گرفتند. ابزار گردآوری داده ها پرسشنامه ای روا و پایا شامل دو بخش (اطلاعات دموگرافیک و وضعیت آموزش بالینی)بود.پس ازجمع آوری داده ها، اطلاعات با نرم افزار Spss v.16 و با استفاده از آزمون های آماری توصیفی و تحلیلی تجزیه و تحلیل شد. مهمترین عوامل مؤثر بر وضعیت آموزش بالینی از دیدگاه دانشجویان مورد مطالعه به ترتیب مربوط به مربی، اهداف و برنامه ریزی آموزشی (78.6 درصد)، نظارت و ارزشیابی(42.2 درصد) و دانشجو و امکانات (24.7 درصد) بودند. آزمونT اختلاف معناداری بین دیدگاه دانشجویان پرستاری و مامایی در خصوص مؤلفه های حیطه های مربی(0.04p

کلیدواژه‌ها

عنوان مقاله [English]

Evaluating the Viewpoints of Guilaneast Faculty of Nursing and Midwifery Students on Their Clinical Educational Status

نویسندگان [English]

  • Roya Mansour-Ghanaei 1
  • kokab Babaee‎ 2
  • zahra Atrkarroushan 3

1 Faculty Member and PHD-by-research Student,Research Center for Gastroenterology and Liver Diseases, GuilanUniversity of Medical Sciences, Rasht,Iran.

2 Lecturer at Nursing and Midwifery- Paramedical Faculty, GuilanUniversity of Medical Sciences, Rasht, Iran.

3 Faculty Member, Biostatistic Department,Guilan University of Medical Sciences, Rasht, Iran..

چکیده [English]

Continuousevaluation of clinical education’ quality and solving clinical problems to improve the conditions is critical. Hence, the current study was performed to assess the viewpoints of nursing and midwifery students about the clinical education in Guilan East College. In this descriptive-analytical study,150 nursing and midwifery students studying in various nursing bachelorprogram from 2nd to 8thsemesters were studied by census method. Data collection were executed using a researcher-made questionnaire, and thenthe data were analyzed with descriptive and inferential statistics with applying SPSS Ver.16. Accordingly, from the viewpoints of the students, the most affecting factors on clinical education were reported educator's Characteristics, educational objectives and courses (78.6%), supervision and evaluating components (%42.2), and Studentsandfacilities (24.7%),respectively.The t-test showed a significant difference between viewpoints of nursing and midwifery students on educator's characteristics (P

کلیدواژه‌ها [English]

  • Clinical Education
  • evaluation
  • Nursing students
  • MidwiferyStudents
1-Abedini, S, Abedini, S, Aghamolaei, T, et al 2008, Clinical education problems from the viewpoint of nursing and midwifery students in Hormozgan university of medical sciences, J Hormozgan Med, Vol.12, No.4, Pp. 249-253[in persian].
     
2-Antohe, I, Riklikiene, O, Tichelaar, E, et al 2015, Clinical education and training of student nurses in four moderately new European Union countries: Assessment of students' satisfaction with the learning environment, Nurse Educ Pract, Vol.17, Pp.139-144.
     
3-Baraz, S, Memarian, R, Vanaki, Z 2015, Learning challenges of nursing students in clinical environments: A qualitative study in Iran, Journal of education and health promotion, Vol.4, No.52.
     
4-Bartz, C, Dean-Baar, S 2003, Reshaping clinical nursing education: an academic-service partnership, Journal of Professional Nursing, Vol.19, No.4, Pp.216-222.
     
5-Bos, E, Alinaghizadeh, H, Saarikoski, M, et al 2015, Factors associated with student learning processes in primary health care units: A questionnaire study, Nurse education today, Vol.35, No.1, Pp. 170-175.
     
6-Chehrzad, M, Reza Masoleh, SH 2010, Clinical training by nursing teachers and clinical nurses: graduates and students point of view,Journal of Babol University of Medical Sciences,Vol.12, No.1, Pp.95-99. [in persian].
     
7-Dale, B, Leland, A, Dale, JG 2013, What Factors Facilitate Good Learning Experiences in Clinical Studies in Nursing: Bachelor Students’ Perceptions, ISRN nursing, Vol.2013, Pp.1-7.
     
8-Darabi, F 2007, Evalutation of clinical training from the wiewpoit of kermanshah students last term comparedwiht nursing and midwifery students, yazd univ med sci J, Vol.15, No.5, Pp. 23-29[in persian].
     
9-Delaram, M, Aein, F, safdari dahcheshmeh, F 2006, Clinical education from the viewpoints of nursing and midwifery students in Shahre kord University of Medical Sciences, Iran J Med Edu, Vol.6, No.2, Pp. 20-24[in persian].
     
10-Dunn, SV, Hansford, B 1997, Undergraduate nursing students' perceptions of their clinical learning environment, ,Journal of advanced nursing, Vol.25, No.6, Pp. 1299-1306.
     
11-Farrokhi, F, Khdivzadeh,T 2003, Common errors in evaluating student performance in clinical courses from the viewpoint of students daily and nightly School of Nursing and Midwifery Mashhad. First International Conference on management reform. Changes in medical education (sixth national conference of medical education). Tehran: Shahid Beheshti University of Medical Sciences. [in persian].
     
12-Ghafourifard, M, Bayandor, A, Zirak, M 2016, The Status of Clinical Education in Teaching Hospitals Affiliated with Zanjan University of Medical Sciences from the Viewpoints of Nursing and Midwifery Students, Journal of Medical Education Development, Vol.8, No.20, Pp. 9-20[in persian].
     
13-Homauonfar, N, foadi, N, rostamnegad, M, et al 2010, Viewpoints of Nursing and Midwifery Students about Their Clinical Educational Status, J Nursing and Midwifery ardabil, Vol.12, No.3, Pp. 46-51. [in persian].
     
14-Kamjo, A, Shahi, A, Dabiri, F, et al 2012, Assessment of the condition of clinical education from theviewpoints of nursing and midwifery bandarabas students, (Twelfth national conference of medical education, Mashhad university of medical Sciences),Horizons Of Medical Education Development,Vol.4, No.2. [in persian].
     
15-Karagözoğlu, Ş 2009, Nursing students’ level of autonomy: A study from Turkey, Nurse Education Today, Vol.29, No.2, Pp. 176-187.
     
16-Lambert, V, Glacken, M 2004, Clinical support roles: a review of the literature, Nurse education in practice, Vol.4 ,No.3, Pp. 177-183.
     
17-Lambert, V, Glacken, M 2005, Clinical education facilitators: a literature review, Journal of Clinical Nursing,Vol.14, No.6, Pp. 664-673
     
18-Mahmoudifar, Y 2009, Field clinical educations in the view of educational instructors and nursing students, Education Strategies in Medical Sciences, Vol.2, No.1, Pp. 5-6. [in persian].
     
19-Melender, H-L, Jonsén, E, Hilli, Y 2013, Quality of clinicaleducation–Comparison of experiences of undergraduate student nurses in Finland and Sweden, Nurse education in practice, Vol.13, No.4, Pp. 256-261.
     
20-Nahas, VL, Nour, V, Al-Nobani, M 1999, Jordanian undergraduate nursing students’ perceptions of effectiveclinical teachers, Nurse education today, Vol.19, No.8, Pp. 639-648.
     
21-Nielsen, AE, Noone, J, Voss, H, et al 2013, Preparing nursing students for the future: An innovative approach to clinical education, Nurse education in practice, Vol.13, No.4, Pp. 301-30.
     
22-Peyman, H, Darash, M, Sadeghifar, J, et al 2011, Evaluating the viewpoints of nursing and midwifery students about their clinical educational status, Iranian Journal of Medical Education, Vol.10, No.5, Pp. 1121-1130. [in persian].
     
23-Pournamdar, Z, Salehiniya, H, Shahrakipoor, M 2015, Nurse and Midwifery Students' Satisfaction of Clinical Education in Hospitals of Zahedan, Research in Medical Education, Vol.7, No.2, Pp. 45-51. [in persian].
     
24-Ramzani, M, Kermanshahi, S 2011, A survey of the quality of clinical education in nursing, Journal of Jahrom university of medical sciences,Vol.9, Pp.14-21.
     
25-Saarikoski, M, Warne, T 2002, Clinical learning environment and supervision: testing a research instrument in an international comparative study, Nurse Education Today, Vol.22, No.4, Pp. 340-349.
     
26-salehi golafshani, F, bagheri, M, pahlevani, s 2015, Assessment of the condition of clinical education from the viewpoints of nursing students ,Schoolof Nursing and Midwifery, Mashhad, (the first national conference of Methods of teaching and learning in Science), Vol.1, No.1. [in persian].
     
27-Shahbazi, L, Salimi, T 2000, Clinical Education from the viewpoint of nursing and midwifery students, Journal of Yazd university Medical Sciences, Vol.8, No.2, Pp. 97-103. [in persian].
     
28-Sharif, F, Jahanpour, F, Salsali, M, et al 2010, Clinical decision making process in last year nursing students: A qualitative study,Iranian Journal Of Nursing Research, Vol.5, No.16, Pp.21-31. [in persian].
     
29-Shirazi, M, Akbari, L, Babaee, M 2013, Assessment of the condition of clinical education from the viewpoints of undergraduate nursing students: presentation of problem-oriented stratagies, Journal of Nursing Education, Vol.2, No.2, Pp. 30-38. [in persian].
     
30-Tanda, R, Denham, SA 2009, Clinical instruction and student outcomes, Teaching and Learning in Nursing, Vol.4, No.4, Pp. 139-147.
     
31-Vahabi, S, Ebadi, A, Rahmani, R, et al 2011, Comparison of the status of clinical education in the views of nursing educators and students, Education Strategies in Medical Sciences, Vol.3, No.4, Pp. 179-182. [in persian].
     
32-Williams, AF 1999, An antipodean evaluation of problem-based learning by clinical educators, Nurse Education Today, Vol.19, No.8, Pp. 659-667.
     
33-Wotton, K, Gonda, J 2004, Clinician and student evaluation of a collaborative clinical teaching model, Nurseeducation in practice, Vol.4, No.2, Pp. 120-127.
     
34-Yazıcı, S 2010, Midwifery students’ demographic characteristics and the effect of clinical education on preparation for professional life in Turkey, Nurse Education in Practice, Vol.10, No.6, Pp. 367-373.