نوع مقاله: مقاله پژوهشی

نویسندگان

چکیده

مقدمه: آموزش بالینی جز حیاتی برنامه پرستاری است. برنامه پریسپتورشیپ ممکن است با فراهم کردن جو یادگیری مناسب بتواند در ارتقا توانمندی‌های حرفه‌ای دانشجویان پرستاری موثر باشد. به علاوه فراگیرانی که از خودپنداره بهتری برخوردار هستند، ممکن است بیشتر به موفقیت دست یابند. پژوهش حاضر با هدف تعیین خودپنداره تحصیلی و درک دانشجویان پرستاری از جو یادگیری بعد از تجربه برنامه پریسپتورشیپ و همبستگی این دو متغیر انجام شد.مواد و روش: مطالعه حاضر به صورت مقطعی و همبستگی و بر روی دانشجویان پرستاری که تجربه برنامه پریسپتورشیپ را داشتند، انجام شد. اطلاعات با استفاده از مقیاس خودپنداره تحصیلی و پرسشنامه جو یادگیری جمع‌آوری شد. تجزیه و تحلیل داده‌ها با استفاده از نرم افزار SPSS نسخه 20 و آزمون تی تست، آنوا و ضریب همبستگی پیرسون انجام شد.یافته‌ها: نتایج نشان داد که میانگین نمره خودپنداره دانشجویان پرستاری بعد از تجربه برنامه پریسپتورشیپ 01/10±86/108 بود. بدین معنا که میانگین نمره خودپنداره دانشجویان از دوسوم کل نمره مورد انتظار، بالاتر بود. میانگین نمره جو یادگیری 49/77 (52/17) بود و این نمره از دوسوم نمره مورد انتظار بالاتر بود. بین میانگین جو یادگیری با وضعیت تأهل و ترم تحصیلی ارتباط وجود داشت و دانشجویان متأهل و دانشجویان ترم 7 و 8 درک بهتری از جو یادگیری داشتند. اما همبستگی خودپنداره تحصیلی و جو یادگیری در دانشجویان پرستاری بعد از تجربه برنامه پریسپتورشیپ معنی‌دار نبود (16/0=P و 18/0=r).بحث و نتیجه‌گیری: یافته‌های این مطالعه نشان داد میانگین نمره خودپنداره تحصیلی دانشجویان و درک دانشجویان از جو یادگیری بعد از تجربه برنامه پریسپتورشیپ از دو سوم نمره مورد انتظار بالاتر بود. لذا دنبال کردن این برنامه در برنامه آموزشی پرستاری پیشنهاد می شود. انجام مطالعات بیشتر به منظور شناسایی نقاط قوت و ضعف برنامه می‌تواند کمک‌کننده باشد.

کلیدواژه‌ها

عنوان مقاله [English]

The Correlation between Academic Self-Concept and Learning Climate in Nursing Students after Experiencing Preceptorship Program

نویسندگان [English]

  • Camelia Torabizadeh
  • Roya Dokoohaki
  • Masoume Rambod
  • Farahnaz Raeiskarimian

چکیده [English]

Background: Clinical training is a critical component of nursing program. Preceptorship program might be effective in improving nursing students’ professional competencies by providing a suitable learning environment. In addition, learners with better self-concept may be more likely to succeed. This study aimed to determine nursing students' academic self-concept and their understanding of learning climate after experiencing preceptorship program and assess the correlation between these two variables.
Methods: This cross-sectional, correlational study was performed on the nursing students who had experienced preceptorship program. The data were collected by academic self-concept scale and learning climate questionnaire. Then, the data were entered into the SPSS statistical software, version 20 and were analyzed using t-test, ANOVA, and Pearson’s correlation coefficient.
Results: The results showed that the nursing students' mean score of academic self-concept was 108.86±10.01 after experiencing preceptorship program. This means that the students' mean score of self-concept was higher than two-thirds of the expected total score. Besides, the mean score of learning climate was 77.49+17.52, which was higher than two-thirds of the expected score. Moreover, learning climate was associated with marital status and educational term, such a way that married students and those in the 7th and 8th terms had a better understanding of learning climate. However, no significant correlation was found between academic self-concept and learning climate after the preceptorship program (r=0.18, p=0.16).
Conclusion: The findings of this study indicated that the students’ mean score of self-concept and perception of learning climate after experiencing the preceptorship program were higher than two-thirds of the expected score. Therefore, this program is suggested to be used in nursing education. Yet, further studies have to be conducted to recognize the strengths and weaknesses of the program.

کلیدواژه‌ها [English]

  • Students
  • Nursing
  • Self-concept
  • Learning climate
  • Preceptorship program

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