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

بررسی ارتباط خودپنداره حرفه‌ای با هوش هیجانی در دانشجویان دوره کارورزی (اینترنشیپ) پرستاری: یک مطالعه مقطعی

10.22034/ethic.2026.2084465.1220
دوره 15، شماره 1
فروردین 1405
صفحه 57-63
آموزش و اخلاق در پرستاری

نوع مقاله : مقاله پژوهشی اصیل

نویسندگان

ریحانه عسکری 1
محمد یوسفیان 1
شهلا محمدی ریزی 2

1 گروه پرستاری،مرکز تحقیقات توسعه علوم پرستاری و مامایی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران

2 گروه پرستاری مراقبت‌های ویژه، مرکز تحقیقات مراقبت های پرستاری و مامایی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.

چکیده
مقدمه: خودپنداره حرفه‌ای و هوش هیجانی از عوامل کلیدی مؤثر بر شایستگی بالینی و رشد حرفه‌ای دانشجویان پرستاری به شمار می‌روند، به‌ویژه در دوره اینترنشیپ که دانشجویان در حال گذار به ایفای نقش مستقل حرفه‌ای در محیط‌های بالینی هستند. این مطالعه با هدف بررسی ارتباط بین خودپنداره حرفه‌ای و هوش هیجانی در دانشجویان اینترنشیپ سال آخر پرستاری دانشگاه علوم پزشکی اصفهان انجام شد.
روش کار: این مطالعه مقطعی از نوع توصیفی–همبستگی در دو سال تحصیلی ۱۴۰۱–۱۴۰۲ بر روی 150 دانشجوی اینترنشیپ پرستاری سال آخر دانشگاه علوم پزشکی اصفهان انجام شد. با توجه به محدود بودن جامعه پژوهش، نمونه‌گیری به روش سرشماری انجام گرفت. داده‌ها با استفاده از پرسشنامه خودگزارشی مشتمل بر سه بخش شامل مشخصات دموگرافیک(5 آیتم)، پرسشنامه خودپنداره پرستاری کوین (36 گویه در 6 بعد) و پرسشنامه هوش هیجانی شات (41 آیتم) جمع‌آوری شد. پس از جمع‌آوری و کدگذاری داده‌ها، تجزیه و تحلیل آماری با استفاده از نرم‌افزار SPSS نسخه 16 انجام شد. برای تحلیل داده‌ها از آمار توصیفی (میانگین، انحراف معیار و فراوانی) و آمار استنباطی (ضریب همبستگی پیرسون) استفاده شد. سطح معنی‌داری 0/05 و فاصله اطمینان 0/95 در نظر گرفته شد.
یافته‌ها:یافته‌ها نشان داد میانگین سنی دانشجویان 1/80±21/80 سال و میانگین معدل کل آن‌ها 1/23±16/20 بود. اکثریت شرکت‌کنندگان زن (۶۳٪)، مجرد (۸۹٪) و ساکن شهر اصفهان (۶۱٪) بودند. میانگین نمره کل خودپنداره حرفه‌ای ۱9/12±173/76 و میانگین نمره هوش هیجانی 6/76±130/40 به دست آمد. نتایج آزمون همبستگی پیرسون نشان داد که بین خودپنداره حرفه‌ای و هوش هیجانی دانشجویان اینترنشیپ پرستاری، رابطه مثبت و معنی‌داری وجود داشت(p=/001- r=0/41).
نتیجه‌گیری: یافته‌های این مطالعه نشان داد که بین خودپنداره حرفه‌ای و هوش هیجانی در دانشجویان اینترنشیپ سال آخر پرستاری رابطه مثبت و معنی‌داری وجود دارد. تقویت خودپنداره حرفه‌ای در دوره اینترنشیپ می‌تواند به ارتقای هوش هیجانی، بهبود مهارت‌های ارتباطی بالینی و تسهیل سازگاری دانشجویان با محیط‌های بالینی کمک کند.

کلیدواژه‌ها

خودپنداره حرفه‌ای
هوش هیجانی
دانشجویان اینترنشیپ پرستاری
آموزش بالینی
آموزش پرستاری
موضوعات

عنوان مقاله English

Professional Self-Concept and Its Association with Emotional Intelligence Among Final-Year Nursing Internship Students in Isfahan University of Medical Sciences: A Cross-Sectional Study

نویسندگان English

Reyhaneh askari 1
mohammad yosefian 1
SHAHLA mohamadirizi 2
1 1. Department of Nursing, Development Research Center,, Islamic Azad University, Najafabad, Iran.
2 nursing and midwifery care research center, Isfahan University of Medical Sciences, Isfahan, Iran.
چکیده English

ABSTRACT
Introduction: Professional self-concept and emotional intelligence are key determinants of clinical competence and professional development among nursing students, particularly during the internship period when they transition to independent clinical practice. This study aimed to investigate the relationship between professional self-concept and emotional intelligence among Final-Year Nursing Internship Students in Isfahan University of Medical Sciences
Method: This descriptive-correlational cross-sectional study was conducted in 2023 on 150 final-year nursing intern students at Isfahan University of Medical Sciences using a census (available sampling) method. Data were collected using a self-report questionnaire consisting of three sections: demographic characteristics, Kevin’s Nursing Self-Concept Questionnaire (36 items across 6 dimensions), and Schutte’s Emotional Intelligence Questionnaire (41 items across 3 dimensions). After data collection and coding, statistical analysis was performed using SPSS version 22. Descriptive statistics (mean, standard deviation, frequency) and inferential tests (Pearson correlation coefficient) were applied. A significance level of 0.05 and 95% confidence interval were considered.
Results: The mean age of participants was 21.8 ± 0.8 years, and the mean GPA was 16.21 ± 0.2. Most participants were female (63%), single (89%), and residents of Isfahan city (61%). The mean total score of professional self-concept was 173.76 ± 12.19, and the mean emotional intelligence score was 146.93 ± 9.68. Pearson correlation analysis showed a statistically significant positive relationship between professional self-concept and emotional intelligence among nursing intern students (r = 0.31, p = 0.05).
Conclusion: The findings indicate a significant positive relationship between professional self-concept and emotional intelligence among final-year nursing intern students. Strengthening professional self-concept during the internship period may contribute to improved emotional intelligence and clinical communication skills in nursing students and facilitate their adaptation to clinical practice environments.
Keywords: Professional self-concept; Emotional intelligence; Nursing intern students; Clinical education; Nursing education

کلیدواژه‌ها English

  • iran
  • self-concept, nursing, emotional intelligence
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