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
1396
6
1
gregorian
2017
9
1
4
3
online
1
fulltext
fa
مقایسه دو روش آموزش سخنرانی و چند رسانهای بر رفتار بهداشتی دهان و دندان دانش آموزان شهر تهران
Comparison of the Effect of Lecture and Multimedia Screening on Oral Health Behavior of Students in Tehran
تخصصي
Special
كاربردي
Applicable
<strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">مقدمه: </span></span></span></strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">آموزش یکی از روش</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">های افزایش آگاهی، ایجاد نگرش و عملکرد صحیح در دانش آموزان است و انتخاب روش</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">های آموزشی مؤثر از جمله اهداف و عناصر اصلی در برنامه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ریزی</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">های آموزشی محسوب می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">شود.</span></span></span><br>
<strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">هدف: </span></span></span></strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">هدف از این مطالعه مقایسه دو روش آموزشی سخنرانی و چند رسانه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ای بر رفتار بهداشتی دهان و دندان دانش آموزان شهر تهران می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">باشد.</span></span></span><br>
<strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">مواد و روش</span></span></span></strong><strong><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:11.0pt;"></span></span></span></span></strong><strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">ها: </span></span></span></strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">مطالعه حاضر از نوع مداخله</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ای نیمه تجربی است و جامعه آماری آن شامل کلیه دانش آموزان پایه سوم ابتدایی مدارس منطقه 14 آموزش و پرورش شهر تهران در سال تحصیلی 95-94 می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">باشد. حجم نمونه با روش نمونه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">گیری تصادفی ساده، 90 نفر تعیین گردید. ابزار گردآوری اطلاعات پرسشنامه محقق ساخته، با آلفا کرونباخ 0/8 بود. این پرسشنامه که شامل 27 سؤال برای دانش آموزان (7 سؤال آگاهی، 7 سؤال نگرش و 3 سؤال عملکرد مابقی دموگرافیک) بود، قبل و بعد از آموزش در اختیار نمونه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ها قرار گرفت. برای آنالیز داده</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ها از نرم</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">افزار </span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:gn times,serif;">SPSS</span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> نسخه 24 و آزمون</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">های آماری تی مستقل و آنوا در سطح معناداری 0/05 استفاده گردید.</span></span></span><br>
<strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">یافته</span></span></span></strong><strong><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:11.0pt;"></span></span></span></span></strong><strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">ها: </span></span></span></strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">در گروه سخنرانی میزان آگاهی بلافاصله و یک ماه بعد از مداخله به ترتیب (0/25</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">2/93) و (0/00</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">3)، نگرش (0/25</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">2/93) و (0/00</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">3)، عملکرد (0/58</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">2/66) و (0/59</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">2/30) افزایش یافت که از نظر آماری معنادار نیست (0/05</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:gn times,serif;">P></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">). در گروه چند رسانه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ای بلافاصله بعد از مداخله میزان آگاهی (0/00</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">3)، نگرش (0/00</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">3) و عملکرد (0/3</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">2/90) بود. همچنین میزان نگرش (0/00</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">3) و عملکرد (0/00</span></span></span> <span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;">±</span></span></span> <span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">3) یک ماه بعد از آن هم افزایش یافت که از نظر آماری معنی</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">دار می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">باشد (0/05</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:gn times,serif;">P></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">). تغییر میزان عملکرد نیز یک ماه بعد از مداخله در گروه چند رسانه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ای (0/57+) نسبت به گروه سخنرانی، از نظر آماری معنادار و بیشتر بود (0/05</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:gn times,serif;">P></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">).</span></span></span><br>
<strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">بحث و نتیجه</span></span></span></strong><strong><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:11.0pt;"></span></span></span></span></strong><strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:11.0pt;">گیری: </span></span></span></strong><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">یافته</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ها نشان می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">دهد که نه تنها آموزش در ارتقای رفتار بهداشت دهان و دندان مؤثر می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">باشد، بلکه نوع آموزش در ارتقای آن نقش بسزایی دارد. به طوری که در همه مراحل روش آموزشی چند رسانه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:calibri,sans-serif;"><span style="font-size:12.0pt;"></span></span></span></span><span style="color:black;"><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">ای از روش سخنرانی مؤثرتر بود.</span></span></span><br>
<div style="text-align: justify;"><strong>Introduction: </strong>Education is one of the ways to increase awareness, and improve attitude and practice amongst students. Therefore, selecting effective educational methods is one of the main goals and objectives in educational planning.<br>
<strong>Objective: </strong>The main goal of this study was to compare the effects of the lecture education method and multimedia method on oral health behaviors of students in Tehran.<br>
<strong>Materials and Methods: </strong>The present research was a quasi-experimental study. The study population included third grade students of primary schools in Region 14 of the education department of Tehran. The sample included 90 students, who were chosen by random sampling. The data collection tool was a self-constructed questionnaire, which had 27 questions. Cronbach’s alpha was 0.8. Questionnaires were available both before and after training. For data analysis, the SPSS software version 24 was used. Independent t and Analysis of Variance (ANOVA) tests were used at 0.05 significance level.<br>
<strong>Results: </strong>Knowledge, attitude, and performance were improved immediately one month after the intervention in the lecture groups and the results were respectively 2.93 ± 0.25 and (3 ± 0.0 for knowledge, 2.930 ± 0.25 and 3 ± 0.0 for attitude, and 2.66 ± 0.58 and 2.30 ± 0.59 for performance, which were not statistically significant (P>0.05). In the multimedia groups, knowledge (3 ± 0.00), attitude (3 ± 0.00), and performance (2.90 ± 0.3) improved immediately after the intervention and also after 1 month, attitude (3 ± 0.00) and practice (3 ± 0.00) showed improvement once again, which was statistically significant (P<0.05). Comparing the results of the 2 multimedia and lecture groups, only 1 month after the intervention, showed that performance change rate was +0.57, which was statistically significant in the multimedia group (P<0.05). Immediately after the intervention in the multimedia group, knowledge (3 ± 0.00), attitude (3.00 ± 0.00) and performance (2.90 ± 0.3), and attitude (3 ± 0.00) and exercise ± 0.001 increased after one month, which was statistically significant (P<0.05)<br>
<strong>Discussion and Conclusion: </strong>The results showed that training was effective in promoting oral health behavior, and the type of training had an important role in this promotion. Therefore, the videos at all stages of educational methods were more effective than lectures.</div>
آگاهی, سخنرانی, عملکرد, نگرش, نمایش فیلم ویدیویی.
Awareness, Attitude, Behavior, Performance Lectures, Video Screenings.
213
220
http://mcs.ajaums.ac.ir/browse.php?a_code=A-10-118-3&slc_lang=fa&sid=1
Fatemeh
Andarkhora
فاطمه
اندرخورا
mrbahrani@yahoo.com
10031947532846009717
10031947532846009717
Yes
MSc in General Psychology, Iran, Assaluyeh, International Center University, Psychiatry Department.
کارشناسی ارشد روانشناسی عمومی، ایران، عسلویه، دانشگاه مرکز بین الملل عسلویه، دانشکده روانشناسی، گروه روانشناسی.
Mohammad Reza
Bohrani
محمدرضا
بحرانی
andarkhora7779@gmail.com
10031947532846009718
3554-2465-0002-0000
No
PhD in Psychology, Assistant Professor, Iran, Assaluyeh, International Center University, Psychiatry Department.
دکترای تخصصی روانشناسی، استادیار، ایران، عسلویه، دانشگاه پیام نور، گروه روانشناسی
Azam
Goodarzi
اعظم
گودرزی
azamgoodarzy98@gmail.com
10031947532846009719
10031947532846009719
No
PhD Student in Health Education and Health Promotion, Iran, Tehran, Tarbiat Modarres University, Faculty of Medical Sciences.
دانشجوی دکترای تخصصی آموزش بهداشت و ارتقای سلامت، ایران، تهران، دانشگاه تربیت مدرس، دانشکده علوم پزشکی.