Journal of Nursing Education
روان پرستاری
IJPN
Medical Sciences
http://ijpn.ir
279
admin
2345-2501
2345-2528
7
10.22034/ijpn
14
8888
13
fa
jalali
1403
1
1
gregorian
2024
4
1
12
1
online
1
fulltext
fa
تاثیر آموزش مهارت های ارتباطی برکیفیت مراقبت و خودکارآمدی پرستاران شاغل در اورژانس
The Effect Of Communication Skills Training On The Quality Of Care And Self-Efficacy Of Nurses Working In The Emergency Department
تخصصي
Special
پژوهشي
Research
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مقدمه</span></span></b><b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">: </span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">برقراری ارتباط یک مهارت بالینی می باشد که نقش کلیدی در ارائه خدمات مناسب درمان دارد. نداشتن مهارت ارتباطی کافی میتواند باورهای خود کارآمدی پرستار را تحت تأثیر قرار دهد و بر کیفیت مراقبت از بیمار لطمه وارد کند. لذا مطالعه حاضر با هدف تعیین تاثیر آموزش مهارت های ارتباطی برکیفیت مراقبت و خودکارآمدی پرستاران شاغل در اورژانس بیمارستان های شهر ماهشهر انجام شد. </span></span> </span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">روش کار:</span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> این<b> </b>مطالعه نیمه تجربی بر روی 42 نفر از پرستاران شاغل در اورژانس بیمارستان های ماهشهر در سال 1402 انجام</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">شد.</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نمونه ها با در نظر گرفتن معیارهای ورود به دو گروه آزمون (21 نفر) و کنترل (21 نفر) تقسیم شدند. </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">آموزش مهارت های ارتباطی به گروه آزمون طی4جلسه 2 ساعته داده شد. گروه کنترل، آموزشی دریافت نکردند. ابزار گردآوری اطلاعات شامل پرسشنامه دموگرافیک، پرسشنامه </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">کیفیت مراقبت پرستاری (</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">QUALPAC</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) و پرسشنامه خودکارآمدی (</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">GSE-17</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">بود</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">. </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">جهت تجزیه و تحلیل داده ها از نرم افزار </span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">SPSS</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> نسخه 2</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">۶</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> و آمار توصیفی و استنباطی استفاده شد. </span></span> </span></span></span></span></span><br>
<span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">یافته ها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:"> نتایج </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:.25pt">آزمون تی زوجی نشان داد بین </span></span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">نمره بُعد روانی اجتماعی، بُعد ارتباطی و بُعد جسمی کیفیت مراقبت در گروه آزمون قبل و بعد از مداخله تفاوت معنادار بود (001/0></span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">). در گروه کنترل تفاوت معنادار در بُعد</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">روانی اجتماعی (295/0=</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">)،</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:"> بُعد ارتباطی </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">(469/0=</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">)، بُعد جسمی (460/0=</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">) نبود.</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:.25pt">بین نمره کل کیفیت مراقبت در گروه آزمون قبل و بعد از مداخله تفاوت معناداربود(001/0></span></span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.25pt">P</span></span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:.25pt">). در گروه کنترل قبل و بعد از مداخله تفاوت معنادار نبود(958/0=</span></span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.25pt">P</span></span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:"><span style="letter-spacing:.25pt">). همچنین بین </span></span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">نمره کل خودکارآمدی در گروه آزمون <a name="_Hlk163391115">قبل و بعد از مداخله تفاوت معنادار بود(001/0></a></span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">). در گروه کنترل تفاوت معنادار نبود (05/0=</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" mitra="" style="font-family:">). </span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نتیجه گیری:</span></span></b> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">با توجه به تأثیر مثبت آموزش مهارت های ارتباطی، برکیفیت مراقبت و خودکارآمدی پرستاران در این مطالعه، لازم است سیاست گذاران حوزه سلامت جهت ارتقای کیفیت مراقبت و خودکارآمدی پرستاران برنامه ریزی نمایند.</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br>
<br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""> </span></span></span></b></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">Introduction:</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"> Communication within clinical settings is a skill that plays a key role in providing appropriate care services. Not having sufficient communication skills can affect the nurse's self-efficacy beliefs and thus harm the quality of patient care. Therefore, the present study aimed to determine the effect of communication skills training on the quality of care and self-efficacy of nurses working in the emergency department of Mahshahr hospitals. </span></span></span><span style="color:#222222"></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">Methods:</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"> This quasi-experimental study was conducted on 42 nurses working in the emergency department of Mahshahr hospitals in 2023. Based on the inclusion criteria, the participants were divided into intervention (n=21) and control (n=21) groups. The intervention group received communication skills training during four 2-hour sessions. The control group did not receive any training. Data collection tools included a demographic questionnaire, the Quality Patient Care Scale (QUALPAC), and the General Self-Efficacy Scale (GSE-17). Descriptive and inferential statistics were used to analyze the data in SPSS version 26.</span></span></span><span style="color:#222222"></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">Results:</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"> The results of the paired t-test showed that there was a significant difference between the scores of the psychosocial, communication, and physical dimensions of the quality of care in the test group before and after the intervention (P<0.001). In the control group, however, there was no significant difference in the psychosocial dimension (P=0.295), communication dimension (P=0.469), and physical dimension (P=0.460). There was a significant difference between the total quality of care score in the test group before and after the intervention (P<0.001). However, no significant difference was observed in the control group before and after the intervention (P=0.958) in this respect. Finally, there was a significant difference between the total score of self-efficacy in the test group before and after the intervention (P<0.001) whereas no such significant difference was observed in the control group (P=0.05).</span></span></span><span style="color:#222222"></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">Conclusion:</span></span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"> Given the positive effect of communication skills training on the quality of care and self-efficacy of nurses in this study, health policymakers must devise careful plans to improve the quality of care and self-efficacy of nurses.</span></span></span><span style="color:#222222"></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><span style="font-size:12.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br>
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آموزش, مهارت های ارتباطی, کیفیت مراقبت, خودکارآمدی, پرستاری اورژانس
Keywords: Training, Communication skills, Care quality, Self Efficacy, Emergency Nursing
40
49
http://ijpn.ir/browse.php?a_code=A-10-2343-1&slc_lang=fa&sid=1
Hossein
Komeili Sany
حسین
کمیلی ثانی
hossein148@ymail.com
27900319475328460017917
27900319475328460017917
No
Ahvaz Jundishapur University of Medical Sciences
دانشگاه علوم پزشکی جندی شاپور اهواز
Bahman
Dashtbozorgi
بهمن
دشت بزرگی
bahnurse@ajums.ac.ir
27900319475328460017918
27900319475328460017918
No
Ahvaz Jundishapur University of Medical Sciences
دانشگاه علوم پزشکی جندی شاپور اهواز
Mohammad Hossein
Haghighizadeh
محمدحسین
حقیقی زاده
haghighy-mh@ajums.ac.ir
27900319475328460017919
27900319475328460017919
No
Ahvaz Jundishapur University of Medical Sciences
دانشگاه علوم پزشکی جندی شاپور اهواز
Ghodrat
Kord
قدرت
کرد
ghodratkord13555@gmail.com
27900319475328460017920
27900319475328460017920
Yes
Ahvaz Jundishapur University of Medical Sciences
دانشگاه علوم پزشکی جندی شاپور اهواز