Military Caring Sciences
علوم مراقبتی نظامی
MCS
Medical Sciences
http://mcs.ajaums.ac.ir
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بررسی تأثیر آموزش نامحسوس اخلاق بر حساسیت و شجاعت اخلاقی دانشجویان پرستاری اورژانس در رابطه با بیمار نمای مبتلا به سو مصرف مواد در بیمارستان‌های منتخب در تهران
Investigating the effect of implicit moral education on the sensitivity and moral courage of emergency nursing students in relation to patients suffering from substance abuse in selected AJA hospitals in Tehran.
آموزش پرستاری
Nursing education
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:12pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="line-height:115%"><span b="" nazanin="" style="font-family:">م</span></span></b><b><span lang="AR-SA" style="line-height:115%"><span b="" nazanin="" style="font-family:">قدمه:</span></span></b><span lang="AR-SA" style="line-height:115%"><span b="" nazanin="" style="font-family:"> پرستاران و دانشجویان پرستاری در بخش اورژانس با چالش</span></span><span dir="LTR" style="line-height:115%"></span><span lang="AR-SA" style="line-height:115%"><span b="" nazanin="" style="font-family:">های اخلاقی متعددی روبرو می‌شوند و پایبندی آن‌ها نسبت به اصول اخلاقی در گرو ارتقای حساسیت و شجاعت اخلاقی آن‌ها</span></span><span lang="FA" style="line-height:115%"><span b="" nazanin="" style="font-family:"> ا</span></span><span lang="AR-SA" style="line-height:115%"><span b="" nazanin="" style="font-family:">ست.</span></span><span dir="LTR" style="line-height:115%"></span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="AR-SA" nazanin="" style="font-family:">هدف:</span></b> <span b="" lang="FA" nazanin="" style="font-family:">مطالعه‌‌ی حاضر با هدف تعیین تأثیر آموزش نامحسوس اخلاق بر حساسیت و شجاعت اخلاقی دانشجویان پرستاری در رابطه با بیمار نمای مبتلا به سوء مصرف مواد در بیمارستان منتخب در تهران انجام شد.</span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="AR-SA" nazanin="" style="font-family:">مواد و روش‌ها:</span></b> <span b="" lang="FA" nazanin="" style="font-family:">این کارآزمایی کنترل</span><span calibri="" dir="LTR" style="font-family:"></span><span b="" lang="FA" nazanin="" style="font-family:">دار تصادفی</span><span calibri="" dir="LTR" style="font-family:"></span><span b="" nazanin="" style="font-family:"> با طرح پیش‌آزمون</span><span arial="" lang="FA" style="font-family:">-</span><span b="" lang="FA" nazanin="" style="font-family:">پس‌آزمون در سال 03-1402 بر روی</span> <span b="" lang="FA" nazanin="" style="font-family:">36 دانشجوی پرستاری به روش تمام شماری و با روش تصادفی ساده به دو گروه آزمون و کنترل انجام شد. اصول اخلاقی در مواجهه با یک بیمار مبتلا به سوء مصرف مواد به دانشجویان گروه آزمون به طور نامحسوس طی یک جلسه دو ساعته در بخش اورژانس بیمارستان منتخب آموزش داده شد. داده‌ها از طریق پرسشنامه اطلاعات فردی، پرسشنامه استاندارد حساسیت اخلاقی و پرسشنامه شجاعت اخلاقی حرفه‌ای قبل، بلافاصله بعد و یک ماه بعد از مداخله جمع‌آوری و با نرم‌افزار </span>SPSS<span b="" nazanin="" style="font-family:"> آنالیز شد.</span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:115%"><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:">یافته‌ها:</span></b> <span b="" lang="FA" nazanin="" style="font-family:">میانگین و انحراف معیار نمره حساسیت اخلاقی دانشجویان گروه آزمون، قبل، بلافاصله و یک ماه بعد از مداخله به ترتیب (7/46</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">60/06، 8/12</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">53/94 و 6/22</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">59/29؛ 0/050=</span>F<span b="" lang="FA" nazanin="" style="font-family:">=</span><span b="" lang="FA" nazanin="" style="font-family:">3/292 ،</span>df<span b="" lang="FA" nazanin="" style="font-family:">=2 ،</span>P<span b="" lang="FA" nazanin="" style="font-family:">) و در گروه کنترل (5/6</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">60/78، 5/58</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">59/56 و 6/71</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">61/11؛ 0/459=</span>F<span b="" lang="FA" nazanin="" style="font-family:">=0/623 ،</span>df<span b="" lang="FA" nazanin="" style="font-family:">=</span><span b="" lang="FA" nazanin="" style="font-family:">1/131 ،</span>P<span b="" lang="FA" nazanin="" style="font-family:">) بود. با کنترل اثر زمان، دو گروه در سه مرحله از نظر حساسیت اخلاقی تفاوت معنی‌داری نداشتند (0/835=</span>P<span b="" lang="FA" nazanin="" style="font-family:">). همچنین، </span><span b="" lang="FA" nazanin="" style="font-family:">میانگین و انحراف معیار نمره شجاعت اخلاقی دانشجویان گروه آزمون در سه مرحله به ترتیب (6/11</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">58/72، 6/36</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">60/77 و 6/59</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">59/44؛ 0/259=</span>P<span b="" lang="FA" nazanin="" style="font-family:">=1/405 ،</span>df<span b="" lang="FA" nazanin="" style="font-family:">=</span><span b="" lang="FA" nazanin="" style="font-family:">2 ،</span>P<span b="" lang="FA" nazanin="" style="font-family:">) و در گروه کنترل (7/67</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">59/72، 6/75</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">58/05 و 6/82</span><span calibri="" lang="FA" style="font-family:">±</span><span b="" lang="FA" nazanin="" style="font-family:">57/33؛ 0/121=</span>P<span b="" lang="FA" nazanin="" style="font-family:">=2/645 ،</span>df<span b="" lang="FA" nazanin="" style="font-family:">=</span><span b="" lang="FA" nazanin="" style="font-family:">1/030 ،</span>P<span b="" lang="FA" nazanin="" style="font-family:">) بود. با کنترل اثر زمان دو گروه در سه مرحله از نظر شجاعت اخلاقی تفاوت معنی‌داری نداشتند (0/093=</span>P<span b="" lang="FA" nazanin="" style="font-family:">).</span><s><span lang="AR-SA" style="font-family:"B Nazanin""></span></s></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="AR-SA" nazanin="" style="font-family:">نتیجه‌گیری:</span></b> <span b="" lang="FA" nazanin="" style="font-family:">با توجه به نتایج مطالعه افزایش مدت زمان مداخله، استفاده از سناریوهای غنی‌تر و استفاده از سایر روش</span><span calibri="" dir="LTR" style="font-family:"></span><span b="" lang="FA" nazanin="" style="font-family:">های فعال آموزشی در مطالعات آتی توصیه می</span><span calibri="" dir="LTR" style="font-family:"></span><span b="" lang="FA" nazanin="" style="font-family:">شود.</span><span lang="AR-SA" style="font-family:"B Nazanin""></span></span></span></span></span></span><br>
</div>
<pre aria-label="متن ترجمه‌شده" data-placeholder="ترجمه" data-ved="2ahUKEwinwtelmrSIAxU6T6QEHVIbCS4Q3ewLegQIBxAS" dir="ltr" id="tw-target-text">
<span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:115%">Introduction:</span></b><span style="line-height:115%"> Nurses and nursing students in emergency departments face numerous ethical challenges. Adherence to ethical principles depends, in part, on strengthening moral sensitivity and moral courage.</span></span></span></span></span>
<span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:115%">Objective:</span></b><span style="line-height:115%"> This study aimed to determine the effect of implicit ethics education on nursing students’ moral sensitivity and moral courage in caring for a standardized patient with substance use disorder at a selected hospital in Tehran.</span></span></span></span></span>
<span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:115%">Materials and Methods:</span></b><span style="line-height:115%"> This randomized controlled trial used a pretest–posttest design and was conducted during 2023–2024. The 36 nursing students were recruited through census sampling and randomly assigned to intervention and control groups. The intervention group received implicit ethics education on caring for a patient with substance use disorder during a single two-hour session in the emergency department of a selected hospital. Data were collected using a demographic questionnaire, a standardized moral sensitivity questionnaire, and a professional moral courage questionnaire before the intervention, immediately afterward, and one month later. Data were analyzed using SPSS.</span></span></span></span></span>
<span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:115%">Results:</span></b><span style="line-height:115%"> In the intervention group, mean moral sensitivity scores (mean±SD) at baseline, immediately after the intervention, and one month later were 60.06±7.46, 53.94±8.12, and 59.29±6.22, respectively (F=3.292, df=2, P= 0.050). The corresponding scores in the control group were 60.78±5.60, 59.56±5.58, and 61.11± 6.71 (F=0.623, df= 1.131, P = 0.459). After controlling for the effect of time, the groups did not differ significantly in moral sensitivity across the three assessments (P=0.835).</span> <span style="line-height:115%">In the intervention group, mean moral courage scores at the three assessments were 58.72±6.11, 60.77±6.36, and 59.44±6.59, respectively (F=1.405, df=2, P=0.259). The corresponding scores in the control group were 59.72±7.67, 58.05±6.75, and 57.33± 6.82 (F=2.645, df=1.030, P=0.121). After controlling for the effect of time, no significant between-group difference in moral courage was found across the three assessments (P=0.093).</span></span></span></span></span>
<span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span style="line-height:115%">Conclusion:</span></b><span style="line-height:115%"> Given these findings, future studies should consider extending the intervention, incorporating richer scenarios, and using other active teaching methods.</span></span></span></span></span>
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آموزش, اخلاق, اورژانس, پرستاری, دانشجو
Education, Ethics, Emergency Services, Nursing, Students
127
137
http://mcs.ajaums.ac.ir/browse.php?a_code=A-10-699-1&slc_lang=fa&sid=1
Saeid
Mansouri
سعید
منصوری
m.ebadi@ajaums.ac.ir