آموزش و اخلاق در پرستاری
Education and Ethics In Nursing ISSN: 2322-5300

واکاوی تأثیر یادداشت ­های تأملی بر همدلی دانشجویان پرستاری در کارآموزی آنکولوژی: یک مطالعة ترکیبی

https://doi.org/10.22034/ethic.2025.2063270.1179
دوره 14، شماره 2
مهر 1404
صفحه 40-50
آموزش و اخلاق در پرستاری

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

الهه آشوری 1
مریم باقری 1
نیره ناصری 2
اکرم محمدی 3

1 مرکز تحقیقات مراقبت‌های پرستاری و مامایی، گروه پرستاری داخلی جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران

2 دانشگاه آزاد اسلامی، واحد نجف‌آباد، پرستاری پزشکی-جراحی، اصفهان، ایران.

3 دانشگاه علوم پزشکی اصفهان، بیمارستان کلیشاد، اصفهان، ایران

چکیده
مقدمه: همدلی، یک جزء حیاتی در رابطة پرستار و بیمار و یک ویژگی شناختی است که به درک تجربیات، نگرانی‌ها و دیدگاه‌های بیمار کمک می‌کند و توسعة آن در آموزش پرستاری، بسیار مهم معرفی شده؛ اگرچه حمایت، آمادگی دانشجو، توسعة مهارت‌های ارتباطی، تدوین برنامه‌ها و استراتژی‌های آموزشی باعث تجربه و نگرش بهتر در میان دانشجویان و مراقبت بهتر در بخش‌های سرطان گشته؛ اما بیشتر دانشجویان پرستاری، مراقبت از بیماران مبتلا به سرطان را با درمان‌های پیچیده، چالش‌برانگیز می‌دانند؛ بنابراین پژوهش حاضر، با هدف واکاوی تأثیر یادداشت­ های تأملی، بر همدلی دانشجویان پرستاری در کارآموزی پرستاری سرطان انجام شد.
روش کار: پژوهش حاضر، با طرح پیش‌آزمون - پس‌آزمون تک‌ گروهی انجام شد و تحلیل محتوای کیفی برای بررسی دیدگاه‌های دانشجویان پرستاری، از طریق نوشتارهای تأملی صورت گرفت. نمونه ­گیری از طریق در دسترس و در مجموع 65 دانشجوی پرستاری ترم پنجم و هفتم (در نیم­سال دوم تحصیلی 1398) در  بیمارستان سیدالشهدای اصفهان،  از دو دانشگاه علوم پزشکی اصفهان و دانشگاه آزاد واحد نجف آباد شرکت کردند. دانشجویان پرستاری، قبل و بعد از مداخله، نسخة فارسی پرسشنامة همدلی جفرسون را تکمیل کردند؛ همچنین جهت بررسی ادراکات دانشجویان، تحلیل نوشتارهای تأملی با روش تحلیل محتوای مرسوم گرانهایم و لوندمن (2004)  انجام شد.
یافته­ ها: نتایج پژوهش حاضر، تفاوت آماری معناداری در میزان همدلی دانشجویان پرستاری، در طی کارآموزی پرستاری سرطان نشان نداد. (0/05P>) در بررسی کیفی نیز سه طبقة اصلی (تأثیرپذیری از محیط، تاب‌آوری غیرمؤثر و همدلی عاطفی) و هشت زیر طبقه به دست آمد.
نتیجه‌گیری: پژوهش حاضر، پیشنهاد می­ کند که پیچیدگی‌های آموزش بالینی و تعامل با بیماران سرطان، نیازمند تدوین برنامه­ های حمایتی در طول کارآموزی پرستاری سرطان، برای دانشجویان است؛ همچنین توجه به ابعاد روانشناختی و ویژگی­ های شخصیتی دانشجویان، در تدوین برنامه ­ای حمایتی متمرکز بر توسعة همدلی شناختی و خودآگاهی در طول این کارآموزی توصیه می ­گردد. 

کلیدواژه‌ها

آموزش بالینی
سرطان
دانشجو
پرستاری
همدلی
موضوعات

عنوان مقاله English

Analyzing the effect of reflective notes on the empathy of nursing students in oncology internship: a mixed study

نویسندگان English

Elaheh Ashori 1
Maryam Bagheri 1
Nayereh Naseri 2
Akram Mohammadi Pelarti 3
1 Nursing and Midwifery Care Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
2 Islamic azad university, najafabad branch, medical surgical nursing, Isfahan, Iran
3 Isfahan University of Medical Sciences, Klishad Hospital, Isfahan, Iran
چکیده English

Introduction: Empathy is a vital component of the nurse–patient relationship and a cognitive attribute that facilitates understanding of patients’ experiences, concerns, and perspectives. Its development is essential in nursing education. While supportive interventions, student preparedness, communication skills, and well-designed educational strategies contribute to improved attitudes and experiences among nursing students in cancer care settings, many still find caring for cancer patients undergoing complex treatments to be challenging. Therefore, this study aimed to explore the impact of a reflective intervention on the empathy levels of nursing students during oncology internships.
Method and Materils: This single-group pre-test/post-test study utilized qualitative content analysis to examine the perspectives of nursing students through reflective writing. A total of 65 fifth- and seventh-semester nursing students were recruited via convenience sampling from Isfahan University of Medical Sciences and Najafabad Azad University during the second academic semester of 2019–2020. The students completed the Persian version of the Jefferson Scale of Empathy for Nursing Students before and after the intervention. Their written reflections were analyzed using the conventional content analysis method described by Graneheim and Lundman (2004).
Results: The findings revealed no statistically significant difference in empathy scores before and after the oncology internship (P > 0.05). Content analysis of barriers identified three main categories—environmental influences, ineffective resilience, and emotional empathy—with eight subcategories.
Conclusion: This study suggests that the complexities of clinical education and the interaction with cancer patients require structured support programs for nursing students during oncology internships. It also recommends that psychological dimensions and personal characteristics of students be considered in designing interventions that foster cognitive empathy and self-awareness throughout clinical education.
 

کلیدواژه‌ها English

  • Clinical education
  • Oncology ward
  • Nursing students
  • Empathy
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