Military Caring Sciences
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MCS
Medical Sciences
http://mcs.ajaums.ac.ir
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2026
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مقایسه تأثیر آموزش مبتنی بر شبیه سازی و چند رسانه ای احیای قلبی ریوی پیشرفته بر دانش دانشجویان پرستاری یک دانشکده منتخب
Comparison of the Effects of Simulation-Based and Multimedia-Based Advanced Cardiopulmonary Resuscitation Training on Nursing Students’ Knowledge at a Selected Military Nursing Facullty
تخصصي
Special
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">مقدمه:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> آموزش احیای قلبی ریوی پیشرفته یکی از ارکان کلیدی در ارتقای سطح دانش پرستاران به شمار می‌رود.</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">هدف:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> این مطالعه با هدف تعیین تأثیر دو روش آموزشیِ شبیه‌سازی و چندرسانه‌ای بر دانش دانشجویان پرستاری در زمینه احیای پیشرفته انجام شده است.</span></span></span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="FA" nazanin="" style="font-family:">مواد و روش‌ها:</span></b><span b="" lang="FA" nazanin="" style="font-family:"> این پژوهش یک کار آزمایی بالینی تصادفی کنترل شده است که در سال ۱۴۰۳ بر روی ۹۰ دانشجوی ترم هفتم کارشناسی پرستاری یک دانشکده نظامی اجرا شد. شرکت‌کنندگان به صورت تصادفی </span><span b="" lang="AR-SA" nazanin="" style="font-family:">به </span><span b="" lang="FA" nazanin="" style="font-family:">سه گروه برابر شامل آموزش مبتنی بر شبیه‌سازی، آموزش چندرسانه‌ای و گروه کنترل تقسیم شدند. دانش دانشجویان نسبت به احیای قلبی ریوی پیشرفته قبل و دو هفته پس از مداخله، با استفاده از پرسشنامه محقق ساخته گردآوری شد. گروه شبیه‌سازی، دو جلسه ۶۰ دقیقه‌ای آموزش عملی با استفاده از مانکن پیشرفته و گروه چندرسانه‌ای نیز همان محتوای آموزشی را به صورت مولتی مدیا دریافت نمود. داده‌ها با نرم‌افزار </span>SPSS<span b="" nazanin="" style="font-family:"> نسخه ۲۶ </span><span b="" lang="AR-SA" nazanin="" style="font-family:">و سطح معنی‌داری کمتر از</span> <span b="" lang="FA" nazanin="" style="font-family:">5</span><span b="" lang="AR-SA" nazanin="" style="font-family:"> 0/0 تحلیل شدند.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">یافته‌ها:</span></span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">میانگین سن شرکت کنندگان 83/22 بود. 4/54 واحدهای مورد پژوهش زن بودند. یافته‌ها نشان دادند که قبل و بعد از مداخله، تفاوت معناداری در نمرات دانش بین سه گروه مشاهده شد </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">(0/001</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P<</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">). میزان دانش در گروه آموزش مبتنی بر شبیه‌سازی، قبل (31/2</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span cambria="" style="font-family:">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">8) و بعد از مداخله (57/4</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span cambria="" style="font-family:">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">30/19) به طور معنی‌داری افزایش یافته بود (0/001</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P<</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">).</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> همچنین، </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">دانش در گروه چند</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">رسانه‌ای نیز، قبل (2/37 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span cambria="" style="font-family:">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">9/46) و بعد از مداخله (2/96 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span cambria="" style="font-family:">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">11/43) به طور معنی‌داری افزایش یافته بود (0/006</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P=</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">). </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">نمره دانش در گروه کنترل</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> قبل (2/72</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span cambria="" style="font-family:">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">9/56) و بعد از مداخله (3/30 </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span cambria="" style="font-family:">±</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">8/23) به</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">طور معنی‌داری کاهش یافته بود (0/09</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P=</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">). </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">بین دو گروه آزمون تفاوت معنی‌داری از نظر نمره دانش وجود نداشت (</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">0/816</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P =</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">).</span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">نتیجه‌گیری:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> روش‌های آموزشی شبیه‌سازی و چندرسانه‌ای هر دو موجب افزایش سطح دانش دانشجویان در زمینه احیای قلبی ریوی پیشرفته شدند.</span></span></span></span></span></span></span></span><br>
</div>
<div style="text-align: justify;"><strong>Introduction:</strong> Advanced Cardiopulmonary Resuscitation (ACLS) training is one of the key components in enhancing nurses' knowledge and competence.<br>
<strong>Objective:</strong> This study aimed to determine the effectiveness of two educational methods-simulation-based and multimedia-based—on nursing students’ knowledge regarding advanced resuscitation.<br>
<strong>Material and Methods:</strong> This randomized controlled clinical trial was conducted in 2024 (1403 in the Iranian calendar) on 90 sixth-semester undergraduate nursing students at military Nursing School. Participants were randomly assigned into three equal groups: simulation-based training, multimedia-based training, and a control group. The students’ knowledge of advanced cardiopulmonary resuscitation was assessed before and two weeks after the intervention using a researcher-developed Advanced Cardiopulmonary Resuscitation Knowledge Questionnaire. The simulation group received two 60-minute practical training sessions using high-fidelity manikins in the clinical skills center. The multimedia group received the same educational content through an interactive software program. The control group received no intervention. Data were analyzed using SPSS version 26 and a significance level of less than 0.5.<br>
<strong>Results:</strong> The mean age of the participants was 22.83. The majority of the study participants were female (54.4%). The findings showed that before and after the intervention, a significant difference was observed in the knowledge scores between the three groups (P<0.001). The level of knowledge in the simulation-based training group increased significantly before (8.2 ±31) and after the intervention (19.30±4.57) (P<0.001). Also, the knowledge in the multimedia group increased significantly before (9.46±2.37) and after the intervention (11.43±2.96) (P= 0.006). The knowledge score in the control group decreased significantly before (9.56±2.72) and after the intervention (8.23±30) (P=0.09). There was no significant difference in the knowledge score between two training groups (P=0.816).<br>
<strong>Conclusion: </strong>Both simulation-based and multimedia-based training methods effectively improved students’ knowledge of advanced cardiopulmonary resuscitation, with the simulation method demonstrating a greater impact.</div>
احیای قلبی ریوی, چند رسانه‌ای, دانشجوی پرستاری, شبیه سازی
Cardiopulmonary Resuscitation, Nursing Students, Simulation, Multimedi
117
126
http://mcs.ajaums.ac.ir/browse.php?a_code=A-10-757-1&slc_lang=fa&sid=1
Mohsen
Amraei
محسن
امرایی
mohsenamraei.nurse1400@gmail.com