دوره 12، شماره 2 - ( 1399 )                   جلد 12 شماره 2 صفحات 20-10 | برگشت به فهرست نسخه ها


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گروه آموزشی پرستاری، واحد لاهیجان، دانشگاه آزاد اسلامی، لاهیجان، ایران ، motaharimaryam@yahoo.com
چکیده:   (6237 مشاهده)
مقدمه:خودکارآمدی و انگیزه پیشرفت تحصیلی دو عامل کلیدی در فرآیند آموزش بالینی پرستاری به شمار می­ روند. این پژوهش با هدف تعیین ارتباط بین خودکارآمدی بالینی و انگیزه پیشرفت تحصیلی در دانشجویان رشته پرستاری دانشکده ­های شرق گیلان انجام شد.
روش ها: این مطالعه توصیفی- همبستگی درسال 1396 بر روی 105 نفر از دانشجویان سال چهارم رشته پرستاری دانشکده ­های پرستاری شرق گیلان انجام شد. روش نمونه ­گیری تصادفی خوشه­ ای بود. ابزار گردآوری داده­ ها، فرم مشخصات فردی، پرسشنامه­ های خودکارآمدی بالینی و انگیزه پیشرفت تحصیلی مک اینرنی بود. داده­ ها با استفاده از آمار توصیفی و آزمون­ های ضریب همبستگی اسپیرمن، آنالیز واریانس، t-test، کای اسکوئر، یو من ­ویتنی از طریق نرم ­افزار SPSS درسطح معنی­ داری 0/05 مورد تجزیه و تحلیل قرار گرفت.
یافته ها: نتایج نشان داد 67 نفر از دانشجویان رشته پرستاری (63/8 درصد) دارای خودکارآمدی در سطح بالا بودند و میانگین نمره خودکارآمدی بالینی 15/48±115/56 و انگیزه پیشرفت تحصیلی 28/05±108/30 بود. بین سطح خودکارآمدی بالینی دانشجویان رشته پرستاری و انگیزه پیشرفت تحصیلی آنان رابطه معنی­ دار و مثبت وجود دارد (0/02=p و 0/21=r). بین سطح خودکارآمدی بالینی با متغیرهای محل سکونت (F=5/2 p=0/007) و محل تحصیل(Z=3/9 p=0/002) رابطه معنی­ دار وجود داشت و هم چنین بین علاقه به رشته پرستاری و انگیزه پیشرفت تحصیلی رابطه معنی­ دار (Z=1/99 p=0/04) مشاهده شد.
نتیجه گیری: طبق نتایج پژوهش، دانشجویان رشته پرستاری از خودکارآمدی بالا و انگیزه پیشرفت تحصیلی متوسطی برخوردار و انگیزه پیشرفت تحصیلی نیز با خودکارآمدی بالینی در ارتباط بود. همچنین بین انگیزه پیشرفت و علاقه به رشته پرستاری ارتباط وجوداشت. لذا شناسایی و بکارگیری راهکارهای موثر جهت افزایش علاقه، انگیزه پیشرفت تحصیلی و خودکارآمدی دانشجویان رشته پرستاری توصیه می ­گردد.
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نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي

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