fa مقایسه‌ی تأثیر آموزش هموویژلانس به روش آموزش مجازی و نقشه‌ی مفهومی بر دانش پرستاران شاغل در بیمارستان منتخب آجا تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-family:IRANyekanlight;"><span style="font-size:10pt"><span style="line-height:20.0pt"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">مقدمه: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">هموویژولانس با حذف عوارض تزریق خون موجب ارتقاء مراقبت</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">های پرستاری و افزایش رضایت بیماران می</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">شود. انجام صحیح هموویژلانس به حدی ضروری است که انجام و اطلاع از آن می</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">تواند به معنای نجات جان یک انسان باشد. به همین دلیل تأکید زیادی بر آموزش در این زمینه شده است.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:20.0pt"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">هدف: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">مطالعه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">ی حاضر با هدف مقایسه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">ی تأثیر آموزش هموویژلانس به روش آموزش مجازی و نقشه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">ی مفهومی بر دانش پرستاران شاغل در یک بیمارستان منتخب آجا انجام شد.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:20.0pt"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">مواد و روش</span></span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span calibri=""><span style="color:black">‌</span></span></span></b><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">ها: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">مطالعه حاضر یک مطالعه نیمه تجربی و سه گروهی (آموزش مجازی، کنترل و نقشه مفهومی) است که در سال 1399 بر روی 69 نفر از پرستاران شاغل در یک بیمارستان نظامی در شهر تهران انجام شد. میزان تأثیر آموزش در حیطه دانش (قبل از آموزش و بعد از آموزش) مورد بررسی قرار گرفت. ابزار اندازه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">گیری، پرسشنامه دانش هموویژلانس و پرسشنامه اطلاعات جمعیت شناختی محقق ساخته بود. جهت تجزیه و تحلیل داده</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">ها از نرم</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">افزار </span></span></span><span dir="LTR" gn="" times=""><span style="color:black">SPSS</span></span><span style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black"> نسخه 21 استفاده شد. سطح معنی</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">داری (0/05</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span dir="LTR" gn="" times=""><span style="color:black">P></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">) می</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">باشد.</span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:20.0pt"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">یافته</span></span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span calibri=""><span style="color:black">‌</span></span></span></b><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">ها: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">آزمون آنوای یک طرفه نشان داد که میانگین نمره دانش قبل از مداخله در هر سه گروه از نظر آماری تفاوت معنی</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">داری نداشت (0/445=</span></span></span><span dir="LTR" gn="" times=""><span style="color:black">P</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">)، اما در دو هفته بعد از مداخله آموزشی تفاوت معنی</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">داری مشاهده شد (0/001</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span dir="LTR" gn="" times=""><span style="color:black">P<</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">) و در آزمون تی زوجی در نمره دانش پرستاران در دو گروه آموزش مجازی و گروه نقشه مفهومی قبل و بعد از مداخله تفاوت معناداری مشاهده گردید (0/001</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span dir="LTR" gn="" times=""><span style="color:black">P<</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">) اما در گروه کنترل نمرات قبل و بعد تفاوت معناداری وجود نداشت (0/386=</span></span></span><span dir="LTR" gn="" times=""><span style="color:black">P</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">). همچنین سطح دانش در گروه آموزش مجازی نسبت به نقشه مفهومی نیز بالاتر بود (0/001</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span dir="LTR" gn="" times=""><span style="color:black">P<</span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">).</span></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:20.0pt"><span style="vertical-align:middle"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" times=""><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">نتیجه</span></span></span></b><b><span dir="LTR" style="font-size:11.0pt"><span calibri=""><span style="color:black">‌</span></span></span></b><b><span lang="AR-YE" style="font-size:11.0pt"><span b="" nazanin=""><span style="color:black">گیری: </span></span></span></b><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">با توجه به نتایج تحقیق روش آموزش به شیوه آموزش مجازی جهت دستیابی به اهداف حیطه دانش مؤثرتر از روش نقشه</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">ی مفهومی است و پیشنهاد می</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">شود از روش آموزش مجازی در بیمارستان</span></span></span><span dir="LTR" style="font-size:12.0pt"><span calibri=""><span style="color:black">‌</span></span></span><span lang="AR-YE" style="font-size:12.0pt"><span b="" nazanin=""><span style="color:black">ها جهت آموزش به کادر درمان در شرایط پاندمی کرونا استفاده شود.</span></span></span></span></span></span></span></span></span></span></div> <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">Haemovigilance improves nursing care and increases patients&rsquo; satisfaction by eliminating the adverse effects of blood transfusion. Proper performance and knowledge of haemovigilance are essential since they can save a human life. Therefore, much emphasis has been placed on education in this field.</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">This study aimed to compare the effects of haemovigilance training through virtual education and concept map methods on the knowledge of nurses working in a given Aja hospital.</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">Materials and Methods: </span></b><span style="color:black">This quasi-experimental study with three groups (virtual education, concept map, and control) was performed in 2019 on 69 nurses working in a military hospital in Tehran. The effect of education (before and after education) was investigated in the domain of knowledge. The measurement tools included a researcher-made haemovigilance knowledge questionnaire and a demographic characteristics form. Data were analyzed using SPSS software (version 21) at a significance level of 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">One-way ANOVA test showed that the mean scores of knowledge before intervention were not statistically significant in all study groups (P=0.445); however, a significant difference was observed between the study groups two weeks after the educational intervention (P<0.001). In addition, the results of paired t-test showed a significant difference in the score of nurses&rsquo; knowledge in two groups of virtual education and the concept map before and after intervention (P<0.001). However, no significant difference was observed in the scores obtained by the control group before and after intervention (P=0.386). Moreover, the level of knowledge in the e-learning group was higher than that in the concept map group (P<0.001).</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">Conclusion: </span></b><span style="color:black">Based on the obtained results, the virtual training method was more effective than the concept map method in achieving the goals in the domain of knowledge. Therefore, it is suggested to use the virtual training method in hospitals to train the medical staff in the COVID-19 pandemic condition.</span></span></span></span></span></span></span> آموزش, انتقال خون, پرستار, دانش, مجازی Blood transfusions, Education, Knowledge, Nurse, Virtual 45 55 http://mcs.ajaums.ac.ir/browse.php?a_code=A-10-476-1&slc_lang=fa&sid=1 Saeedeh Aghaei سعیده آقایی saeidehaghayi1367@gmail.com 100319475328460013345 100319475328460013345 No MSc Student of Military Nursing, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran دانشجوی کارشناسی ارشد پرستاری نظامی، دانشکده پرستاری، دانشگاه علوم پزشکی آجا، تهران، ایران Seyed Amir Hossein Pishgooie سید امیر حسین پیشگویی apishgooie@yahoo.com 100319475328460013346 100319475328460013346 Yes   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 پرستاری مراقبت ویژه، دانشکده پرستاری، دانشگاه علوم پزشکی آجا، تهران، ایران Effat Afaghi عفت آفاقی afaghi8181@gmail.com 100319475328460013347 100319475328460013347 No MSc in Nursing, Instructor, Critical Care Nursing Department, Faculty of Nursing, Aja University of Medical Science, Tehran, Iran کارشناس ارشد پرستاری، مربی، گروه پرستاری مراقبت ویژه، دانشکده پرستاری، دانشگاه علوم پزشکی آجا، تهران، ایران