مقایسه آموزش ارتباط توسط همتا و مدرس بر آگاهی پرستاران و رضایتمندی بیماران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد مراقبت ویژه، گروه داخلی جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی رفسنجان، رفسنجان، ایران.

2 دانشیار، گروه داخلی و جراحی، مرکز تحقیقات بیماریهای غیر واگیر، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی رفسنجان، رفسنجان، ایران.

3 استادیار، گروه مامایی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی رفسنجان، رفسنجان، ایران.

4 مربی، گروه روانپرستاری، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی رفسنجان، رفسنجان، ایران.

چکیده

مقدمه: اخیراً آموزش و یادگیری از همتایان در آموزش پرستاری از اهمیت روزافزونی برخوردار شده است. لذا این مطالعه با هدف مقایسه آموزش پروتکل ارتباطی توسط همتا و مدرس  بر آگاهی پرستاران و رضایتمندی بیماران طراحی و انجام شد.
مواد و روش ­ها: در این مطالعه تجربی، سه بیمارستان پیامبر اعظم (ص)، شفا و افضلی پور شهر کرمان به ‌طور تصادفی ساده از بیمارستان‌های کرمان انتخاب شدند. پرستاران این بیمارستان‌ها به‌ صورت سرشماری و 330 نفر از بیماران بستری در این سه بیمارستان به‌ صورت تصادفی ساده وارد مطالعه  شدند. سه بیمارستان تصادفی به سه گروه آموزش همتا محور، مدرس محور و کنترل  تقسیم گردیدند. قبل و بعد از مداخله سطح آگاهی پرستاران با استفاده از پرسشنامه مهارت‌های ارتباطی و رضایتمندی بیماران با استفاده از پرسشنامه رضایتمندی سنجیده شد. اطلاعات با استفاده از آزمون‌های آماری آنوا و تی زوج  مقایسه شدند.
یافته­ ها: در مقایسه میزان آگاهی پرستاران بین سه گروه قبل از مداخله با بعد از مداخله  تفاوت معنی‌داری مشاهده نگردید. اما در مقایسه سطح رضایتمندی بیماران قبل و بعد از آموزش ارتباط به پرستاران در دو گروه مداخله، تفاوت معنی‌دار مشاهده شد و رضایتمندی ارتقا پیدا کرد. سطح رضایتمندی بیماران گروه کنترل بعد از مداخله افزایش  نداشت.
نتیجه‌گیری: در این پژوهش گرچه آگاهی پرستاران بعد از مداخله در سه گروه  تفاوت نداشت اما میزان رضایتمندی بیماران در دو گروه مداخله تفاوت معنی‌دار نشان داد. برگزاری کلاس‌های ضمن خدمت توسط خود پرستاران پیشنهاد می‌گردد.

کلیدواژه‌ها

عنوان مقاله [English]

Comparing the Effectiveness of Teaching Communication by Peer and Teacher on Nurses’ Awareness and Patients’ Satisfaction

نویسندگان [English]

  • T Ranjbar 1
  • M kazemi 2
  • M loripoor 3
  • A Ansarigjaberi 4
1 MSc in Critical Care Nursing, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.
2 Associate prof, Dept of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Non-Communicable Disease Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
3 Assistant prof, Dept of Midwifery and Reproductive health, School of Nursing and Midwifery, Geriatric Care Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
4 Educator, Dept of Mental Health Nursing, Nursing & Midwifery School, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.
چکیده [English]

Introduction: Recently, peer-assisted teaching and learning has become very important in nursing. Therefore, the present study aims to explore the effect of peer-assisted teaching of a communication protocol on nurses' awareness and patients' satisfaction. 
Materials and Methods: Nurses of the three hospitals Payambar-e-A'zam, Shafa and Azali Pour in the city of Kerman and 330 hospitalized patients in these three hospitals participated in this empirical study. At first, the awareness level of the nurses and the patients' satisfaction of these three hospitals were measured. Then, the three hospitals were assigned to one of the three categories of peer-centered, teacher-centered and the control. After teaching, satisfaction and awareness levels of the patients and the nurses were measured again. The collected data were compared in the SPSS software using ANOVA tests and paired t-tests.
Results: There was a significant difference between the patients' satisfaction level before and after teaching the communication protocol to the nurses in the two intervention groups, and satisfaction level increased. However, satisfaction level of the control group after the intervention not only did not increase but also significantly decreased. Also, there was no significant difference in the nurses' awareness before and after the intervention in the three groups. However, awareness after the intervention was different, in a way that the peer-assisted and the teacher groups had higher levels of awareness than the control group.
Conclusion: In this study, teaching by teachers and peers increased patients’ satisfaction. However, the awareness of the nurses in the intervention groups was not different.

کلیدواژه‌ها [English]

  • teaching
  • peer
  • satisfaction
  • communication
  • nurse
  • knowledge

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