بررسي ارتباط خودكارآمدي باليني و انگيزه پيشرفت تحصيلي در دانشجويان رشته پرستاري

The Relationship between Clinical Self-Efficacy and Academic Achievement Motivation in Nursing Students

خودكارآمدي و انگيزه پيشرفت تحصيلي دو عامل كليدي در فرآيند آموزش باليني پرستاري به شمار مي­ روند. اين پژوهش با هدف تعيين ارتباط بين خودكارآمدي باليني و انگيزه پيشرفت تحصيلي در دانشجويان رشته پرستاري دانشكده ­هاي شرق گيلان انجام شد. روش ها: اين مطالعه توصيفي- همبستگي درسال 1396 بر روي 105 نفر از دانشجويان سال چهارم رشته پرستاري دانشكده ­هاي پرستاري شرق گيلان انجام شد. روش نمونه ­گيري تصادفي خوشه­ اي بود. ابزار گردآوري داده­ ها، فرم مشخصات فردي، پرسشنامه­ هاي خودكارآمدي باليني و انگيزه پيشرفت تحصيلي مك اينرني بود. داده­ ها با استفاده از آمار توصيفي و آزمون­ هاي ضريب همبستگي اسپيرمن، آناليز واريانس، t-test، كاي اسكوئر، يو من ­ويتني از طريق نرم ­افزار SPSS درسطح معني­ داري 0/05 مورد تجزيه و تحليل قرار گرفت. يافته ها: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ 67 ﻧﻔﺮ از داﻧﺸﺠﻮﯾﺎن رﺷﺘﻪ ﭘﺮﺳﺘﺎري )63/8 درﺻﺪ( داراي ﺧﻮدﮐﺎرآﻣﺪي در ﺳﻄﺢ ﺑﺎﻻ ﺑﻮدﻧﺪ و ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮه ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻟﯿﻨﯽ 115/56±15/48 و اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ 108/30±28/05 ﺑﻮد. ﺑﯿﻦ ﺳـﻄﺢ ﺧﻮدﮐﺎرآﻣـﺪي ﺑـﺎﻟﯿﻨﯽ داﻧﺸـﺠﻮﯾﺎن رﺷﺘﻪ ﭘﺮﺳﺘﺎري و اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ آﻧﺎن راﺑﻄﻪ ﻣﻌﻨﯽدار و ﻣﺜﺒﺖ وﺟﻮد داﺷﺖ )0/02=p و 0/21=r(. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﺳﻄﺢ ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻟﯿﻨﯽ ﺑﺎ ﻣﺘﻐﯿﺮﻫﺎي ﻣﺤﻞ ﺳﮑﻮﻧﺖ )0/007=F=5/2 p( و ﻣﺤﻞ ﺗﺤﺼﯿﻞ )0/002=Z=-3/09 p( راﺑﻄﻪ ﻣﻌﻨﯽدار وﺟﻮد دارد و ﻫﻤﭽﻨﯿﻦ ﺑﯿﻦ ﻋﻼﻗﻪ ﺑﻪ رﺷﺘﻪ ﭘﺮﺳﺘﺎري و اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﻧﯿﺰ راﺑﻄﻪ ﻣﻌﻨﯽدار )0/04=Z=-1/99 p( ﻣﺸﺎﻫﺪه ﺷﺪ نتيجه گيري: طبق نتايج پژوهش، دانشجويان رشته پرستاري از خودكارآمدي بالا و انگيزه پيشرفت تحصيلي متوسطي برخوردار و انگيزه پيشرفت تحصيلي نيز با خودكارآمدي باليني در ارتباط بود. همچنين بين انگيزه پيشرفت و علاقه به رشته پرستاري ارتباط وجوداشت. لذا شناسايي و بكارگيري راهكارهاي موثر جهت افزايش علاقه، انگيزه پيشرفت تحصيلي و خودكارآمدي دانشجويان رشته پرستاري توصيه مي ­گردد.

Self-efficacy and academic achievement motivation are two key factors in the process of clinical nursing education. The purpose of this study was to determine the relationship between clinical self-efficacy and academic achievement motivation in nursing students of East Guilan Nursing Universities. Methods: This descriptive-correlational study was conducted on 105 fourth year nursing students of East Guilan Nursing Universities in 2017.The method was cluster random sampling. Data collection tools were demographic data form, clinical self-efficacy and McInerney academic achievement motivation questionnaires.Data were analyzed using descriptive statistics, Spearman correlation coefficient, ANOVA,t-test, Chi-square and Kruskal-Wallis with SPSS at the significant level of 0.05. Results: The results showed that 67 nursing students (63.8%) had high self-efficacy and the mean percentage of clinical self-efficacy was (115.56±15.4 ) and the mean percentage of academic achievement motivation was (108.30 ± 28.05). There was a significant relationship between the level of clinical self-efficacy of nursing students and their academic achievement motivation (r = 0.21, p = 0.02). There was a relationship between variables of residence (F=5.2 p=0.007) and place of study (z=-3.09 p=0.002) with clinical self-efficacy and interest in the field of study and motivation to progress (z=-1.99 p=0.04). Conclusion: According to the results of the study, nursing students had high self-efficacy and moderate academic achievement motivation, and academic achievement motivation was also associated with clinical self-efficacy. There was also a relationship between motivation for development and interest in nursing .Therefore, identifying and applying effective strategies to increase interest, academic achievement motivation and self-efficacy of nursing students is recommended.