Military Caring Sciences
علوم مراقبتی نظامی
MCS
Medical Sciences
http://mcs.ajaums.ac.ir
1
admin
2383-4072
2538-3566
10.52547/mcs
en
jalali
1400
9
1
gregorian
2021
12
1
8
4
online
1
fulltext
fa
بررسی مقایسهای تأثیر آموزش راهکارهای تطابقی به دو روش حل مسئله و ایفای نقش بر میزان تاب آوری پرستاران بخش اورژانس مراکز تابعه نیروهای مسلح شهر کرمانشاه
Comparative Study of The Effect of Adaptive Strategies Training in Problem solving and Role Playing on Resiliency of Emergency Department Nurses in Armed Forces Affiliated Centers of Kermanshah
پرستاری داخلی - جراحی
Internal-surgery Nursing
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:10pt"><span style="line-height:20.0pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">مقدمه: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">پرستاران شاغل در بخش</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">های اورژانس به دلیل ماهیت تنش</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">زای شغلی خود، نیاز مبرم به یادگیری راهکارهای تطابقی تاب آوری جهت مواجهه و مقابله با شرایط خاص حرفه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">ای دارند.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:20.0pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">هدف: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">این مطالعه با هدف مقایسه تأثیر آموزش راهکارهای تاب</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">آوری به دو روش ایفای نقش و حل مسئله در پرستاران بخش اورژانس بیمارستان</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">های نظامی شهر کرمانشاه انجام شد.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:20.0pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">مواد و روش</span></span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span></b><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">ها: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">این مطالعه نیمه تجربی، مقایسه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">ای و به شکل پیش آزمون و پس آزمون است که بر روی 62 نفر پرستار داوطلب در سال 98 انجام شده است. نمونه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">ها به صورت در دسترس انتخاب و با تخصیص تصادفی به دو گروه آموزشی حل مسئله و ایفای نقش تقسیم شدند. برای مداخله، ابتدا پرسش</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">نامه دموگرافیک و تاب آوری کونور-دیویدسون توسط شرکت</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">کنندگان دو گروه تکمیل شد. مداخله طی 8 جلسه یک ساعته در گروه آموزشی حل مسئله و 4 جلسه 2 ساعته در گروه آموزشی ایفای نقش انجام گرفت. پس از اتمام مداخله، مجدداً پرسشنامه تاب آوری کونور-دیویدسون تکمیل گردید. تحلیل داده</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">ها با استفاده از نرم</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">افزار </span></span></span><span dir="LTR" gn="" style="font-family:" times=""><span style="color:black">SPSS</span></span><span style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> نسخه 23 انجام شد و سطح معناداری کمتر از 0/05 در نظر گرفته شد.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:20.0pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">یافته</span></span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span></b><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">ها: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">هر دو گروه قبل از مداخله از نظر میزان تاب آوری اختلاف معناداری نداشتند (0/091</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span dir="LTR" gn="" style="font-family:" times=""><span style="color:black">P=</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">). مقایسه میانگین نمرات تاب آوری شرکت کنندگان گروه حل مسئله بعد از آموزش (8/588</span></span></span><span calibri="" dir="LTR" style="font-family:"><span style="color:black">±</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">77/225)، نسبت به قبل (9/477</span></span></span><span calibri="" dir="LTR" style="font-family:"><span style="color:black">±</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">73/032) افزایش معنی</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">داری داشت. در گروه ایفای نقش نیز، نمرات تاب آوری (13/001</span></span></span><span calibri="" dir="LTR" style="font-family:"><span style="color:black">±</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">72/419)، نسبت به قبل (14/539</span></span></span><span calibri="" dir="LTR" style="font-family:"><span style="color:black">±</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">68/838) به طور معنی</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">داری افزایش یافت. نتایج آزمون تی مستقل نشان داد که تفاوت میانگین نمره پس آزمون بین دو گروه به لحاظ آماری معنادار است (0/021=</span></span></span><span dir="LTR" gn="" style="font-family:" times=""><span style="color:black">P</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">) و در گروه آموزشی حل مسئله بیشتر بود.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:20.0pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">بحث و نتیجه</span></span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span></b><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">گیری: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">آموزش راهکارهای تطابقی تاب آوری به دو شیوه حل مسئله و ایفای نقش می</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">تواند سبب ارتقاء توانایی پرستاران در کنار آمدن با موقعیت</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">های تنش</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:"><span style="color:black"></span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">زای شغلی شود.</span></span></span></span></span></span></span></span></span></span><br>
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<div style="text-align: justify;"><span style="font-size:10pt"><span style="line-height:15.0pt"><span style="tab-stops:11.35pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span new="" roman="" style="font-family:" times=""><b><span style="color:black">Introduction: </span></b><span style="color:black">Due to the stressful nature of nursing, nurses working in emergency departments need to learn adaptive resiliency training to deal with specific occupational conditions.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:15.0pt"><span style="tab-stops:11.35pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span new="" roman="" style="font-family:" times=""><b><span style="color:black">Objective: </span></b><span style="color:black">The present study aimed to compare the effect of teaching adaptive resilience strategies by role-playing and problem-solving methods in emergency department of military hospitals in Kermanshah.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:15.0pt"><span style="tab-stops:11.35pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span new="" roman="" style="font-family:" times=""><b><span style="color:black">Material and Methods: </span></b><span style="color:black">This quasi-experimental study is a comparative study in the form of pre-test and post-test performed on 62 volunteer nurses in 2019. In this study, researchers selected samples by convenience sampling and randomly assigned to two problem-solving educational groups and assigned roles. The intervention was performed during eight one-hour sessions in the problem-solving training group and 2-4 hour sessions in the role-playing training group. At the end of the intervention, the Connor-Davidson resilience questionnaire was completed again. Data analysis was performed using SPSS 23, and the significance level was considered less than 0.05 (P<0.05).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:15.0pt"><span style="tab-stops:11.35pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span new="" roman="" style="font-family:" times=""><b><span style="color:black">Results: </span></b><span style="color:black">The results showed that both groups did not differ significantly in resilience before the intervention (P= 0.091). Comparison of the mean resilience scores of the participants in the problem-solving group after training (77.225±8.588) showed a significant increase compared to before training (73.032±9.477). In the role-playing group, resilience scores (72.419±13.001) increased significantly compared to before training (68.838±14.539). The independent t-test showed that the difference in the mean post-test score between both groups was statistically significant (P= 0.021) and higher in the problem-solving training group.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:15.0pt"><span style="tab-stops:11.35pt"><span style="text-autospace:none"><span style="vertical-align:middle"><span new="" roman="" style="font-family:" times=""><b><span style="color:black">Discussion and Conclusion: </span></b><span style="color:black">According to this study, teaching adaptive resilience strategies in problem-solving and role-playing can improve the ability of nurses to cope with stressful job situations.</span></span></span></span></span></span></span></div>
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ایفای نقش, بخش اورژانس, پرستاران, تاب آوری, حل مسئله
Emergency Department, Nurses, Problem Solving, Resiliency, Role Playing
362
372
http://mcs.ajaums.ac.ir/browse.php?a_code=A-10-279-1&slc_lang=fa&sid=1
Ali Reza
Zamanifard
علیرضا
زمانی فرد
zamanialireza359@gmail.com
100319475328460011657
100319475328460011657
No
MSc Student Emergency Nursing, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran
دانشجوی کارشناسی ارشد پرستاری اورژانس، دانشکده پرستاری آجا، دانشگاه علوم پزشکی آجا، تهران، ایران
Nasrin
Jafari Golestan
نسرین
جعفری گلستان
Jafari_golestan_nurse@yahoo.com
100319475328460011658
100319475328460011658
Yes
Ph.D. in Nursing, Assistant Professor, Nursing Management Department, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran
دکترای تخصصی پرستاری، استادیار، گروه مدیریت پرستاری، دانشکده پرستاری آجا، دانشگاه علوم پزشکی آجا، تهران، ایران
Seyed Amir hosein
Pishgooei
سید امیرحسین
پیشگویی
apishgooie@yahoo.com
100319475328460011659
100319475328460011659
No
Ph.D. in Nursing, Associate Professor, Critical Care Nursing Department, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran
دکترای تخصصی پرستاری، دانشیار، گروه مراقبت ویژه، دانشکده پرستاری آجا، دانشگاه علوم پزشکی آجا، تهران، ایران