عنوان به زبان ديگر :
Investigation of Relationship between Moral Intelligence and Clinical Self-Efficacy among Nursing Students of School of Nursing and Midwifery in Urmia, Iran, in 2019
كليدواژه :
ﭘﺮﺳﺘﺎر , ﺧﻮدﮐﺎرآﻣﺪي , داﻧﺸﺠﻮ , ﻫﻮش اﺧﻼﻗﯽ
چكيده فارسي :
سابقه و هدف: تربيت پرستاران شايسته و توانمند با صلاحيت اخلاقي و حرفه‌اي مطلوب از اهداف اصلي آموزش پرستاري است. در اين راستا خودكارآمدي و هوش اخلاقي در محيط‌هاي آموزشي به‌عنوان يكي از مهم‌ترين عوامل تأثيرگذار بر رفتار انسان‌ها اهميت بسزايي دارد؛ بنابراين، هدف اين مطالعه تعيين ارتباط هوش اخلاقي با خودكارآمدي باليني دانشجويان پرستاري دانشكده پرستاري و مامايي اروميه است.
مواد و روش‌‌ها: اين پژوهش توصيفي مقطعي به‌صورت تمام‌شماري روي 216 دانشجوي پرستاري دانشكده پرستاري و مامايي اروميه در سال 1398 انجام شد. داده‌ها با استفاده از پرسش‌نامه سه بخشي شامل مشخصات دموگرافيك، هوش اخلاقي Lennick و Kiel و خودكارآمدي عملكرد باليني جمع‌آوري شد. ﺑﻪﻣﻨﻈﻮر تجزيه‌وتحليل دادهﻫﺎ از آزﻣﻮن آﻣﺎري تي مستقل و براي اعتبار رگرسيون از آزمون تحليل واريانس و ﺿﺮﻳﺐ ﻫﻤﺒﺴﺘﮕﻲ ﭘﻴﺮﺳﻮن اﺳﺘﻔﺎده ﺷﺪ.
يافته‌ها: نتايج اين پژوهش نشان داد بين هوش اخلاقي با خودكارآمدي رابطه مثبت و معناداري وجود دارد. راﺑﻄﻪ ﺑﯿﻦ ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎ ﻫﻮش اﺧﻼﻗﯽ 0/469 ﺑﻮد )P=0/000(. ﻫﻤﭽﻨﯿﻦ ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﻫﻮش اﺧﻼﻗﯽ ﺑﺎ ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻟﯿﻨﯽ داﻧﺸﺠﻮﯾﺎن 0/314 )P=0/000( و ﺿﺮﯾﺐ ﺗﺒﯿﯿﻦ 0/307 ﺑﻮد. درﻧﻬﺎﯾﺖ 30/7 درﺻﺪ از ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻟﯿﻨﯽ داﻧﺸﺠﻮﯾﺎن ﺑﺎ اﺳﺘﻔﺎده از ﻣﺘﻐﯿﺮ ﻫﻮش اﺧﻼﻗﯽ ﻗﺎﺑﻞ ﺗﺒﯿﯿﻦ اﺳﺖ )P=0/001(. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﯾﻨﮑﻪ ﻫﻮش اﺧﻼﻗﯽ ﭘﯿﺶﺑﯿﻨﯽﮐﻨﻨﺪه ﻣﻨﺎﺳﺒﯽ ﺑﺮاي اﺣﺴﺎس ﺧﻮدﮐﺎرآﻣﺪي اﺳﺖ، ﻣﺴﺌﻮﻻن ﺑﺎﯾﺪ ﺑﻪﻣﻨﻈﻮر ﺑﻬﺒﻮد و ارﺗﻘﺎي اﺣﺴﺎس ﺧﻮدﮐﺎرآﻣﺪي داﻧﺸﺠﻮﯾﺎن ﺑﻪ ﻣﺆﻟﻔﻪ اﺳﺎﺳﯽ ﻫﻮش اﺧﻼﻗﯽ ﺗﻮﺟﻪ ﮐﻨﻨﺪ و از ﻃﺮﯾﻖ آﻣﻮزش ﻋﻤﻠﯽ ﺳﻌﯽ در ارﺗﻘﺎي آن داﺷﺘﻪ ﺑﺎﺷﻨﺪ ﺗﺎ ﻫﺴﺘﻪﻫﺎي ﻧﯿﺮوﻣﻨﺪي ﺑﺎ ﺗﻮاﻧﺎﯾﯽﻫﺎي اﺧﻼﻗﯽ در ﺣﻮزه درﻣﺎﻧﮕﺮي ﺑﺎﻟﯿﻨﯽ ﭘﺪﯾﺪ آﯾﺪ.
چكيده لاتين :
Background and Objective: Training competent nurses with ethical and professional qualifications is one of the main goals of nursing education. In this regard, self-efficacy and moral intelligence in educational environments are among the most important factors affecting human behaviors. Therefore, this study aimed to determine the relationship between moral intelligence and clinical self-efficacy among the nursing students of Urmia School of Nursing and Midwifery, Urmia, Iran, during 2019.
Materials and Methods: This descriptive study was performed on a total of 216 nursing students of Urmia School of Nursing and Midwifery In 2019. The data were collected using a 3-part questionnaire, including demographic characteristics, Lennick and Kiel moral intelligence, and self-efficacy of nursing studentsʼ clinical performance. The Pearsonʼs correlation coefficient, independent t-test, analysis of variance, and Chi-square test were used in order to analyze the data.
The obtained results of the present study showed that there was a positive and significant relationship between moral intelligence and self-efficacy, and the relationship between self-efficacy and moral intelligence was reported as 0.469 (P=0.000). In addition, the correlation coefficient of moral intelligence with clinical self-efficacy was 0.314 (P=0.000), and the explanatory coefficient was 0.307. Finally, based on the obtained results it can be stated that 30.7% of the clinical self-efficacy of the students could be explained using the moral intelligence variable (P=0.001).
Conclusion: The results of this study demonstrated that moral intelligence is a good predictor of emotional self-efficacy, and the integration of ethical intelligence and self-efficacy enables powerful bases to emerge from ethical abilities in the field of clinical therapy. Therefore, to improve and enhance the studentsʼ sense of self-efficacy, the authorities should pay attention to the essential component of moral intelligence and try to promote it through practical training.
