تاثير آموزش مبتني بر يادگيري تأملي بر مهارت اداره پره اكلامپسي در دانشجويان مامايي

The Effect of Teaching Based on Reflective Education on Management Skills of Preeclampsia in Midwifery Students

يادگيري از موضوعات اساسي در آموزش باليني و نيازمند استراتژي­ هاي جديد آموزشي است. آموزش از طريق يادگيري تأملي از شيوه­ هاي آموزشي فعال محسوب مي­ شود كه باعث ارتقاء توانمندي و مهارت باليني فرد در حرفه خود مي ­شود. از اين رو مطالعه حاضر با هدف تأثير آموزش مبتني بر يادگيري تأملي بر مهارت اداره پره اكلامپسي در دانشجويان مامايي انجام گرديد. روش ها: اين مطالعه از نوع نيمه­ تجربي با طرح دو در گروه آموزش به روش يادگيري تأملي و گروه آموزش به روش سنتي دانشگاه­ ها، قبل و بعد از آموزش، كه بر روي دانشجويان مامايي، دانشكده پرستاري و مامايي مشهد در نيمه دوم سال 95 انجام گرديد. جامعه پژوهش را كليه دانشجويان كارشناسي مامايي، كارشناسي ارشد و مشاوره در مامايي كه واجد شرايط ورود به مطالعه بودند را تشكيل مي­ دادند. نمونه­ هاي پژوهش تعداد 60 نفر از دانشجويان ترم 6 و 8 كارشناسي مامايي، ترم 2 و 4 كارشناسي ارشد مامايي و مشاوره بودند. در ابتدا نمونه ­گيري به صورت در دسترس انجام و سپس نمونه­ ها به روش تخصيص تصادفي، در دو گروه آموزش به روش يادگيري تأملي و روش سنتي دانشگاه ­ها تقسيم شدند. مهارت باليني اداره پره اكلامپسي در هر دو گروه قبل و يك هفته بعد از مداخله با استفاده از آزمون باليني ساختارمند عيني (شش ايستگاه) سنجيده شد. داده­ ها با استفاده از آزمون­ هاي من ويتني و ويلكاكسون و از طريق نرم ­افزار آماري SPSSتجزيه و تحليل شدند. يافته ها: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮه ﻣﻬـﺎرت ﺑـﺎﻟﯿﻨﯽ اداره ﭘـﺮه اﮐﻼﻣﭙﺴـﯽ داﻧﺸـﺠﻮﯾﺎن در ﻫـﺮ دو ﮔـﺮوه آﻣـﻮزش )ﯾـﺎدﮔﯿﺮي ﺗﺄﻣﻠﯽ0/8± 29/5 و ﺳﻨﺘﯽ 29/5±0/5( ﯾﮏ ﻫﻔﺘﻪ ﺑﻌﺪ از ﻣﺪاﺧﻠﻪ ﻧﺴﺒﺖ ﺑﻪ ﻗﺒﻞ از ﻣﺪاﺧﻠﻪ )ﯾـﺎدﮔﯿﺮي ﺗـﺄﻣﻠﯽ 56/2±0/3 و ﺳـﻨﺘﯽ 9/4± 42/2( ﺗﻔﺎوت ﻣﻌﻨﯽداري وﺟﻮد دارد )0/5

Teaching-learning process is one of the essential topics in clinical education and it requires modern educational strategies. Teaching based on Reflective Education is one of the active learning methods which helps students to enhance students ’ability and clinical skills in health care professions. Therefore, this study aims to assessing teaching based on Reflective Education on management of preeclampsia in Midwifery students. Methods: In this quasi experimental study with designing in two groups including teaching based on reflective education and traditional teaching before and after education on midwifery students of nursing & midwifery school of Mashhad University of Medical sciences has been done. Statistical population consists of all bachelors’ students of Midwifery and MSc students of Midwifery and advisory course. Samples include 60 students from 6th and 8th semester of Midwifery at bachelor degree also 2nd and 4th semesters of MSc students of Midwifery and advisory. We used random sampling of students whom were accessible and willing to participate and divided in two groups randomly. Group of teaching based on Reflective Education and group of learning based on University traditional group teaching method. Management skills of the both groups on preeclampsia has been measured before and one week after intervention by help of Objective Structured Clinical Examination (OSCE) in 6 Stations. Data were analyzed using of Wilcoxon and Mann- Whitney tests through SPSS. Results: Outcomes demonstrate that average skill score between two groups in posttest were different. (p<0.05) which shows significant statistical increment in skill scores of teaching based on Reflective Education group. Conclusion: Teaching based on Reflective Education will enhance the clinical skills of the students in the caring process which can be used in promoting quality of clinical education.