سام اظ آىّ ّب هغلََه جَ زُ است.
جدول 1 – فطا اًًی ًوطات زضس اصََل ٍ هْْبضت ّبی پطستبضی زا طجَزاًطجَیبَیبى زض حیغِ ضٌٌبذتی
فطاٍ اًًی عجقعجقِ
زضصس تؼساز 68/2 15 ًسجتبًسجتبً هغلََه
31/8 7 هغلَه
100 22 جوغ

آهَظشز
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جدول 2- فطا اًًی ًوطات زضس اصََل ٍ هْْبضت ّبی پطستبضی زا طجَزاًطجَیبىَیبى زض حیغِ هْبضت
فطاٍ اًی عجقعجقِ
زضصس تؼساز 52/4 11 ًسجتبًسجتبً هغلََه
47/6 10 هغلَه
100 21 جوغ

جدول 3- فطا افطاٍاًیًی ًوطاتًوطات زضس اصاصَلَل ٍ ههْبضتْبضت ّبیّبی پطستبضی زا طجزاًطجَیبىَیبى زض حیغحیغِ ػبعفی
فطا افطاٍاًیًی عجقعجقِ
زضصس تؼساز 28/6 8 بهغلًبهغلَهَه
71/4 20 ًسجتبًسجتب هغلهغلَهَه
100 28 جوغ

بحث

یبفتِ ّب ًطبىًطبى هی ززّسّس ککِ زض حیغحیغِ ضضٌبذتیٌبذتی ٍضؼیتٍضؼیت زا طجزاًطجَیبىَیبى ًسجتبًسجتب هغلهغلَهَه ث زثَزُ ٍ زض حیغحیغِ ههْبضتْبضت ًیعًیع ککِ ثطاسبس ذذَزَزاضظیبثی ثِ زست آهسآهسُ، ٍضؼیتٍضؼیت زا طجزاًطجَیبىَیبى ًسجتبًسجتب هغلهغلَهَه ث زَزُ است. صیطیبًصیطیبًیًی ٍ ّوکبضاىّوکبضاى ًیعًیع زض هغبلؼِ ای تحت ػػٌَاىَاى «ذذَزاضظیبثیَزاضظیبثی زازاًص آههَذتگبىَذتگبى پطستبضی اظ کست ههْبضتْبضت ّبیّبی ثبلیثبلیٌیٌی زض ثرص ّبی زاذلی جطاحی» تیجًتیجِ گطفتگطفتٌسٌس ککِ ثطثطًبهًبهِ ّبی آهآهَظشَظش ضایج فطصت کبفی ثطای اضتقبی ث جثْجَزَز آگببّیّی ٍ ههْبضتْبضت زازاًص آههَذتگبىَذتگبى ضا تبحسی فطافطاّنّن هی سبظز ٍلٍلی کبهل ًیستًیست. فطافطاّنّن سبظی فطصتی ثطای توطیی ههْبضتْبضت ّبیّبی ههَضزَضز ًیبظًیبظ قجل اظ زازاًص آههَذتگیَذتگی، ثطگعاضی اهتحباهتحبًبتًبت ثبلیثبلیٌیٌی زقیق اظ ػولکطز زا ص آهََذتگبى زض پبیبى زٍ ضُ تحصیلی پیطٌ ْبز هی گطزز )14(.
وچٌٌیی زض حیغِ ػبعفی ٍضؼیت سجتبً هغلََه ث زُ، ٍلی ٍضؼیت ّیچ کسام اظ آًًبى زض ایی حیغِ هغلََه ج زُ است .Chesser-Smyth ًیع زض هغبلؼِ ای تحت ػ َاى «تجطثیبت ظ سُ زا طجََیبى پطستبضی اظ اٍٍلیی ثطذََضز ثبلیٌٌٍی» 5 تن ذَ زآگبّّی، اػتوبز، اضغطاه ،تسْْیلات هسبیل حطف ای ضا ثِ زست آٍٍضز )7(. هحوََزی ضاز ّوکبضاى ًیع زض هغبلؼ ای تجبضه زا طجََیبى ٍ هطثیبى پطستبضی اظ زضس اصََِل ف َى پطستبضی ضا ثب یک هغبلؼهغبلؼِ کیفی ثطضسی کطزکطزًسًس ٍ تیجًتیجِ گطفتگطفتٌسٌس ککِ ًقصًقص اضتجبعبت زض هحیظ آهآهَظضیَظضی ٍ ًقصًقص تؼبهل ثیی استبز ٍ زا طجزاًطجَ زض پبییی ثثَزىَزى سغح ا گیعاًگیعُ زض ثیی هطثیبى ٍ زا طجزاًطجَیبىَیبى پطستبضی است ککِ اظ اصاصَلَل اسبسی ثطای یبزگیطی ٍ آهآهَظشَظش ستّستٌسٌس )15(.

نتیجهگیری

ثب ت جتَجِ ثثِ ایی ککِ زضس اصاصَلَل ٍ ههْبضتْبضت ّبیّبی پطستبضی اظ زضزضٍسٍس پبیپبیِ پطستبضی هحسهحسَهَه هی ضضَزَز پیطپیطٌْبزْبز هی ضضَزَز ثب ثِ کبضگیطی ض یکطزضٍیکطزّبیّبی ًَییَیی تسضیس زازاًصًص ًظطیًظطی زا طجزاًطجَیبىَیبى اضتقب یبفتیبفتِ ٍ ههْبضتْبضت ّبیّبی آآًبىًبى ثب توطیی ٍ تکطاض ث جثْجَزَز یبثس ٍ ثط بهثطًبهِ زضسی ثب ت جتَجِ ثثِ ًیبظًیبظّبیّبی آآًبىًبى تٌٌظین گطزز تب اظ اعویٌٌبى لاظم ثطای ضٍز ثِ ػطصِ ثبلیٌٌی ثطذََضزاض گطزًس. تکطاض ایی پژٍ ّص ثب وًَوًَِ ّبی ثیطتط ٍ زض زا طگبُ ّبی زیگط ًیع تَ صیِ هی ضََز.

تشکر و قدردانی

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پژٍ ّطگط هطاتت تقسیط ٍ تطکط ذََز ضا اظ گطٍگطٍُ هحتطم اصََل ٍ فٌ َى پطستبضی زا طکسُ پطستبضی ٍ هبهبیی هطْْس ثِ یژُ جٌٌبه آقبی ضًٍَضٍظیٍظی هسیط هحتطم گطٍگطٍُ کِ ّوکبضی لاظم ضا ثب ایی عطح زاضتٌٌس اػلام هی زاضز.
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منابع

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04
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Assessment of students’ achievement to the goals of the fundamental of nursing course

Mojalli1 M (MSc.) – Mahram2 B (Ph.D).

Introduction: Nursing as a profession focuses on the provision of help to people to achieve the maximum health. Nursing education is crucial to supply the necessary work force to meet the needs of the society through educating and training efficient graduates. To ensure the achievement to this goal, there is a need to provide feedbacks on the results of education. The purpose of this research was to assess the achievement of nursing students to the goals of the fundamental of nursing course.
Methods: To assess the cognitive domains related to of the course syllabus and objectives, multiple-choice questions were selected. To assess the psycho-motor domain, a set of skills using the Likert scale was devised. To assess the emotional domain, an attitudes’ questionnaire was developed. A self-administered questionnaire was used for data gathering. Descriptive and inferential statistics was used for data analysis.
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در این سایت فقط تکه هایی از این مطلب با شماره بندی انتهای صفحه درج می شود که ممکن است هنگام انتقال از فایل ورد به داخل سایت کلمات به هم بریزد یا شکل ها درج نشود

شما می توانید تکه های دیگری از این مطلب را با جستجو در همین سایت بخوانید

ولی برای دانلود فایل اصلی با فرمت ورد حاوی تمامی قسمت ها با منابع کامل

اینجا کلیک کنید

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Results: It was shown that in the cognitive domain (68.2%), emotional domain (71.4%) and psycho-motor domain (52.4%), the students were in a relatively condition good. None of the students were in the bad condition in the psycho-motor and cognitive domains. In addition, none of them was in the very good condition in the emotional domain.
Conclusion: There is a need to the curriculum revision in order to meet students’ emotional needs during education. Opportunities should be provided for students to improve their knowledge and skills to reach the desired educational condition.

Key words: Fundamental of nursing, assessment, nursing students

4 – Corresponding author: Ph.D Candidate