fa بررسی عوامل استرس‌زای آموزش بالین دانشجویان مامایی دانشگاه آزاد اسلامی خراسان شمالی تخصصي Special پژوهشي Orginal <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">مقدمه</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">خدمات رشته مامایی دربردارنده سلامت جامعه است. داﻧﺸﺠﻮ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ی</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ﺎن این رشته ﻋﻼوه ﺑﺮ ﺗﻨﺶ‌ﻫﺎی ﻣﺤ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ﯿ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ﻂ آﻣﻮزﺷﯽ در ﻣﻌﺮض تنش‌های ﻣﺤ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ﯿ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ﻂ ﺑﺎﻟ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ﯿ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">ﻨﯽ هم ﻗﺮار دارﻧﺪ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻫﻤﻴﺖ آﻣـﻮزش ﻣﺎﻣﺎﻳﻲ، ﺗﺤﻘﻴﻖ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف تعیین ﻋﻮاﻣﻞ استرس زا در آﻣﻮزش ﺑﺎﻟﻴﻨﻲ داﻧﺸﺠﻮﻳﺎن ﻣﺎﻣـﺎﻳﻲ اﻧﺠﺎم ﮔﺮدید</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">.</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt"></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">روش‌ها</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">این مطالعه‌ی مقطعی به صورت مبتنی بر هدف در پاییز 1400 انجام شد. اﺑﺰارﻫﺎی ﺗﺤﻘﯿﻖ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ‌ی اﻃﻼﻋﺎت ﻓﺮدی و ﭘﺮﺳﺸﻨﺎﻣﻪ‌ی ﺑﺮرﺳﯽ ﻋﻮاﻣﻞ ﺗﻨﺶ‌زا در آﻣﻮزش بالین ﺷﺎﻣﻞ ﻋﻮاﻣﻞ ﺗﻨﺶزا در ﻫﺸﺖ ﺣﯿﻄﻪ بود که بین 85 دانشجوی مامایی استان خراسان شمالی، توزیع گردید.</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt"> سپس داده‌ها از طریـق نـرم‌افـزار آماری</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="letter-spacing:-.5pt">SPSS </span></span>&nbsp;<span lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">و شا</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">خص‌های آماری میانگین و انحراف معیار و توزیع فراوانی و کای اسکوئر</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt"> تجزیه و تحلیل گردید.</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt"></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">یافته‌ها</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">:</span></span></span></span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">از 85 دانشجو، 80 نفر پرسشنامه‌ها را تکمیل کردند. </span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">عوامل استرس‌زای بالین </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">به صورت کلی با نمره 189 در رتبه استرس کم قرار گرفت. </span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">حیطه‌های احساسات ناخوشایند و تجربیات بالینی، بیمار، محیط آموزشی، </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">مهارت دانشجو به ترتیب</span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt"> با نمرات 196، 145، 17<span style="color:#000000;">4و 171 در رتبه با استرس کم&nbsp;و حیطه‌های ﻣﺮﺑﯽ ﺑﺎﻟﯿﻨﯽ و تجربیات بالینی با نمرات 225 و 254 در رتبه با استرس متوسط</span>&nbsp;و حیطه‌ی شخصیت دانشجو با نمره 132 در رتبه بدون استرس قرار گرفت.</span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">نتیجه</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">‌<b>گیری</b>: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">با توجه به میزان استرس بالاتر در حیطه‌های مربی بالینی و تجربیات بالین، </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">بـرای کـاهش تنش لازم اسـت، با منابع تنش‌زا مقابله شده تـا دانشجویان بتوانند پس از فراغت از تحصیل به عنوان یک نیروی با ثبـات و کارآمـد بـه انجـام</span></span></span> <span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt">وظایف بپردازنـد.</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.5pt"></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:10.0pt"><span style="line-height:115%">Introduction</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%">: </span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">Midwifery services comprise community health. In addition to the tensions of the educational environment, the students of this field are also exposed to the tensions of the clinical environment. With consideration to the importance of midwifery education, the current research was conducted with the aim of determining the stress factors in the clinical education of midwifery students.</span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:10.0pt"><span style="line-height:115%">Methods</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%">: </span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">This cross-sectional goal-oriented study was conducted in the fall of 1400. The research tools consisted of a personal information questionnaire and a survey questionnaire on stress factors in clinical education, including stress factors in eight areas, which were distributed among 85 midwifery students in North Khorasan province. Then, the data were analyzed using the statistical software SPSS 23 and statistical indicators of mean, standard deviation, frequency distribution and Chi-square.</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black"><span style="letter-spacing:-.4pt"></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">Results</span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">: </span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">80 out of 85 students completed the questionnaires. Clinical stressors were generally ranked as low stress with a score of 189. The areas of unpleasant feelings and clinical experiences, patient, educational environment and student&rsquo;s skills were ranked as low stress with the respective scores of 196, 145, 174, 171. Clinical instructor and clinical experiences areas with scores of 225 and 254 ranked as medium stress. The student&#39;s personality was ranked as stress-free with a score of 132</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">.</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt"></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">Conclusion</span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">: </span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">Considering the higher level of stress in the areas of the instructor and clinical experiences, it is necessary to reduce the tension by dealing with its sources so that the students can perform their duties as stable and efficient forces after graduation</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">.</span></span></span><b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt"></span></span></span></b></span></span></span></span><br> &nbsp; عوامل استرس‌زا, آموزش بالینی, دانشجویان مامایی. Stressful Factors, Clinical Education, Midwifery Students. 54 64 http://dsme.hums.ac.ir/browse.php?a_code=A-12-446-1&slc_lang=fa&sid=1 roya jajvandian رویا جاجوندیان jajvandianr@gmail.com 10031947532846007439 10031947532846007439 No MSc, Physiology, Department of Nursing, Faculty of Nursing and Midwifery. Bojnourd Branch, Islsmic Azad University, Bojnourd, Iran. کارشناسی ارشد، فیزیولوژی، گروه پرستاری، دانشکده پرستاری مامایی، دانشگاه آزاد اسلامی، واحد بجنورد، بجنورد، ایران. Mitra Mahdavian میترا مهدویان mitramahdavian1971@gmail.com 10031947532846007440 10031947532846007440 Yes PhD, Reproductive Health, Department of Midwifery, Faculty of Nursing and Midwifery. Bojnourd Branch, Islsmic Azad University, Bojnourd, Iran. دکترای تخصصی، بهداشت باروری، گروه مامایی، دانشکده پرستاری مامایی، دانشگاه آزاد اسلامی، واحد بجنورد، بجنورد، ایران. akram aslani اکرم اصلانی akramaslani92@gmail.com 10031947532846007441 10031947532846007441 No MSc, Midwifery, Department of Midwifery, Faculty of Nursing and Midwifery. Bojnourd Branch, Islsmic Azad University, Bojnourd, Iran. کارشناسی ارشد، مامایی، گروه مامایی، دانشکده پرستاری مامایی، دانشگاه آزاد اسلامی، واحد بجنورد، بجنورد، ایران. somaye makvandi سمیه مکوندی smakvandi@gmail.com 10031947532846007442 10031947532846007442 No PhD, Reproductive Health, Department of Midwifery, Faculty of Nursing and Midwifery. Ahvaz Branch, Islsmic Azad University, Ahvaz, Iran. دکترای تخصصی، بهداشت باروری، گروه مامایی، گروه مامایی، دانشکده پرستاری مامایی، دانشگاه آزاد اسلامی، واحد اهواز، اهواز، ایران. leila karimi لیلا کریمی leilakarimi1487@gmail.com 10031947532846007443 10031947532846007443 No PhD, Reproductive Health, Department of Nursing, Faculty of Nursing. Baghiatallah University, Tehran, Iran. دکترای تخصصی، بهداشت باروری، گروه پرستاری، دانشکده پرستاری مامایی، دانشگاه علوم پزشکی بقیه‌الله، تهران، ایران.