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بررسی تاثیر نقشه مفهومی بر میزان یادگیری دانشجویان کارشناسی هوشبری دانشگاه علوم پزشکی البرز در سال1400

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد پرستاری مراقبت‌های ویژه، دانشکده پرستاری و مامایی علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران

2 استادیار گروه پرستاری و مامایی، عضو هیئت علمی گروه داخلی جراحی، دانشکده پرستاری و مامایی علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران

3 مربی گروه پرستاری و مامایی، دانشکده پرستاری و مامایی علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

زمینه و هدف: امروزه آموزش به دانشجویان علوم پزشکی نیازمند بهره‌گیری از روش‌های نوین آموزشی مانند نقشه‌های مفهومی، در کنار روش‌های تدریس سنتی است که باعث افزایش تمایل فراگیران به یادگیری، تمرکز بر نکات کلیدی و سازماندهی مطالب می‌شود بنابراین مطالعه حاضر با هدف بررسی تأثیر نقشه مفهومی بر میزان یادگیری دانشجویان کارشناسی هوشبری انجام شد..
مواد و روش‌ها: این مطالعه شبه‌تجربى با طرح پیش‌آزمون- پس‌آزمون بر روی دانشجویان ترم 6 کارشناسی هوشبری دانشگاه علوم پزشکی البرز در سال1400 انجام شد. 40 نفر از دانشجویان به روش سرشماری و براساس معیارهای ورود انتخاب، سپس به‌صورت تصادفی ساده در دو گروه قرار گرفتند. در گروه کنترل از روش سخنرانی و در گروه مداخله از روش سخنرانی همراه با ابزار نقشه مفهومی برای آموزش تفسیر گازهای خون شریانی استفاده شد. میزان یادگیری دانشجویان قبل و یک ماه پس از مداخله با استفاده از آزمون چهارگزینه‌ای سنجیده شد.
یافته‌ها: میانگین نمرات دانشجویان، پیش از مداخله در گروه آزمون 3/95 ± 12/95  و در گروه کنترل 3/82 ± 13/10 بود (0/09=P). پس از مداخله در گروه آزمون به 4/28 ± 18/95 و در گروه کنترل به 2/83 ± 14/05رسید که این تفاوت در گروه مداخله به‌طور معنی‌دار بیشتر بود (0/001>P).
نتیجه‌گیری: تدوین نقشه مفهومی به‌عنوان یک استراتژی تحلیل‌گر در آموزش، در کنار استفاده از روش سخنرانی می‌تواند در ارتقای میزان یادگیری دانشجویان مؤثر باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating The Effect of Concept Map on Undergraduate Students of Anesthesia Learning in Alborz University of Medical Sciences

نویسندگان [English]

  • Fatemeh Edalattalab 1
  • Nooshin Abbasi 2
  • Soheila Mashouf 3

1 M.Sc. Student of Intensive Care Nursing, School of Nursing and Midwifery, Tehran, Islamic Azad University, Tehran, Iran.

2 Assistant Professor of Midwifery Nursing Department, Faculty member of Internal Medicine - Surgery Department, School of Nursing and Midwifery, Tehran, Islamic Azad University, Tehran, Iran

3 Instructor of Nursing and Midwifery Department, Tehran School of Nursing and Midwifery Medical Sciences, Islamic Azad University, Tehran, Iran

چکیده [English]

Introduction: Nowadays, teaching medical students needs to use new educational methods such as concept maps, along with traditional teaching methods. Which increases learners' desire to learn, focus on key points and organize content. Therefore, the present study was conducted to investigate the effect of concept map on the learning rate of anesthesiology undergraduate students.
Materials and Methods: This quasi-experimental study with pre-test-post-test design was performed on 6th semester undergraduate students of Alborz University of Medical Sciences in 2021. Forty students were selected by census method and based on inclusion criteria, then randomly divided into two groups. In the control group, the lecture method and in the intervention group, the lecture method with a concept map tool was used to teach the interpretation of arterial blood gases. Students' learning before and one month after the intervention was measured using a four-choice test.
Results: The mean scores of students before the intervention were 12.95± 3.95 in the experimental group and 13.10±   3.82 in the control group (P = 0.90). After the intervention, it reached 18.95 ± 4.28 in the experimental group and 14.05 ± 2.83 in the control group, which was significantly higher in the intervention group (P <0.001).
Conclusion: Developing a concept map as an analytical strategy in education, along with the use of lecture method can be effective in promoting student learning.

کلیدواژه‌ها [English]

  • concept map
  • lecture
  • learning
  • student
  • Universit
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مجله دانشگاه علوم پزشکی سبزوار
دوره 29، شماره 6
بهمن و اسفند 1401
صفحه 799-810
فایل ها
سابقه مقاله
  • تاریخ دریافت: 17 خرداد 1401
  • تاریخ بازنگری: 20 شهریور 1401
  • تاریخ پذیرش: 20 شهریور 1401
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