نشریه پرستاری ایران، جلد ۳۵، شماره ۱۳۶، صفحات ۰-۰
عنوان فارسی ارزشیابی اثر یادگیری الکترونیک در زمینه ایمنی بیمار بر شایستگی پرستاران بخش‌های مراقبت ویژه
چکیده فارسی مقاله زمینه و هدف: حفظ ایمنی بیمار یکی از وظایف حرفه­ای و اخلاقی تمام ارائه دهندگان خدمات سلامت می­باشد. با توجه به نقش قابل توجه پرستاران در اثرگذاری بر کیفیت مراقبت­های بهداشتی درمانی و لزوم شایستگی آن­ها در مورد ایمنی بیمار، اهمیت آموزش پرستاران در این زمینه محرز می­باشد. مطالعه حاضر با هدف "ارزشیابی اثربخشی یادگیری الکترونیک مبتنی بر ایمنی بیمار بر شایستگی پرستاران بخش­های مراقبت ویژه" انجام گردید. روش بررسی: ­مطالعه حاضر یک پژوهش نیمه تجربی یک گروهی از نوع پیش آزمون- پس آزمون می­باشد که در سال  1399 انجام شد. شرکت­کنندگان 50 پرستار شاغل در بخش مراقبت­های ویژه بودند که به روش طبقه­ای از بخش­های مراقبت ویژه از مراکز آموزشی-درمانی حضرت رسول اکرم و فیروزگر وابسته به دانشگاه علوم پزشکی ایران انتخاب شدند. محتوای یادگیری الکترونیک با تمرکز بر موضوعات ایمنی بیمار؛ از طریق فضای مجازی در اختیار شرکت­کنندگان قرار گرفت. قبل و سه ماه بعد از مداخله، داده ها با استفاده از پرسشنامه خود ارزشیابی شایستگی در ایمنی بیمار، جمع آوری شد. داده­ها با نسخه ی 22 نرم افزار spss توسط آزمون­های آماری توصیفی و استنباطی مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها: میانگین نمرات دانش، نگرش و مهارت بعد از مداخله به طور معنی­داری بالاتر از قبل از مداخله بود (001/0P<). در حالت کلی میانگین نمره شایستگی و سه حیطه آن بعد از مداخله به طور معنی داری بالاتر از قبل از مداخله بود به طوری که آموزش باعث 86/17 درصد بهبود در شایستگی پرستاران گردید. نتیجه‌گیری: با در نظر گرفتن نتایج حاصل از این مطالعه که نشان دهنده تأثیر مثبت یادگیری الکترونیکی بر شایستگی پرستاران در زمینه ایمنی بیمار بود، لذا استفاده از این روش یادگیری در پرستاران شاغل در بخش­های مراقبت ویژه به خصوص در بحران­های همه­گیری همچون کووید - 19پیشنهاد می­گردد.
کلیدواژه‌های فارسی مقاله شایستگی، ایمنی بیمار، محتوای الکترونیک، یادگیری الکترونیک، پرستاران، بخش مراقبت ویژه
عنوان انگلیسی Evaluating the Effectiveness of Electronic Learning on Patient Safety Competency of Nurses In Intensive Care Unit: A Quasi- Experimental Study
چکیده انگلیسی مقاله Aim and Scope: Keeping patient safety is one of all health care providers' professional and ethical obligations. As the most outstanding professional organisation in the health system, nurses have potential and significant strength in influencing health care quality. Their competence in patient safety is essential to assure high quality and safe care. Nursing activities to "minimize the risk of injury to patients and providers through system effectiveness and individual performance". Defined as patient safety competency. Training plays a vital role in improving safety and providing high-quality health care and nursing. Training is done in several conventional methods and e-learning. It is manifest that educational strategies, in addition to consolidating knowledge and skills, need to motivate, encourage learner interaction, facilitate learning, and have the necessary flexibility. E-learning is a combination of educational content and methods provided through computers to facilitate the spread of knowledge and skills. In this method, knowledge acquisition and understanding is made through offline and online interactive technology. There are various methods such as online learning or web-based learning, computer-assisted learning and virtual classes for e-learning. But in addition to the mentioned advantages of this method; Disadvantages such as lack of proper communication with the teacher, challenge in using the system and interface with technology, the necessity for active involvement of the individual in training and increasing the time required to get feedback from homework. This study aimed "to evaluate the effectiveness of e-learning based on patient safety on the competence of nurses in intensive care units". Method: The present study is a semi-experimental study of a pre-test post-test group conducted in 1399 in Tehran. Participants were 50 nurses working in the intensive care unit selected by stratified [Alavi1] method from the intensive care units of the educational and medical centers of the Hazrate Rasoole Akram Hospital and Firoozgar affiliated to Iran University of Medical Sciences. Criteria for inclusion in this study include having at least a bachelor's degree in nursing, having at least six months of clinical experience in the intensive care unit, computer skills or having a smartphone for intervention group nurses, Internet access for intervention group nurses and exclusion criteria included leaving the intensive care unit before completing the study for any reason and not using e-learning content. E-learning content was provided to participants through cyberspace, focusing on patient safety issues. These learning contents included text, audio, image, animation and video. It also had a test designed to assess the nurses' learning in the intervention group, which was given to the nurses of the intervention group once every four days for two months. Before and three months after the intervention, data were collected using a demographic questionnaire and a self-assessment questionnaire on patient safety. The Patient Safety Self-Assessment Questionnaire has three dimensions of knowledge, attitude and skill in patient safety: In the knowledge dimension, two areas, "Concept of patient safety culture components, the concept of error and cause analysis" in six items, in attitude dimension, four areas, "Promotion of patient safety/prevention strategy, the responsibility of health care's professionals for patient safety culture, disclosure and error reporting Components of patient safety culture "in 14 items, and in the skill dimension of 6 areas" error reporting, and error response, error-related communication, use of evidence-based resources/practice, safe nursing practice, infection prevention, accurate communication upon delivery "Shift work" is assessment in 21 items. The total score range is between 41-205. The highest score in each dimension indicates high knowledge, high skill and a good attitude. [Alavi2] The highest overall score indicates the individual's high competence in patient safety. The present study first translated the questionnaire using the standard Forward-Backward method and then translated it into English.  The face validity of the instrument was collected by consulting 20 nurses, and the necessary corrections were made. The validity of the content of the questionnaire was determined by using the comments of three specialists. The instrument's reliability was calculated by determining the internal stability by calculating Cronbach's alpha, which was calculated in the knowledge dimension of 0.868, the attitude dimension of 0.824, the skill dimension of 0.911 and the total of 0.922. Data were analysed by descriptive statistics (absolute and relative frequency, mean and standard deviation) and inferential statistics (paired t-test, Wilcoxon test) with SPSS software version 22. Results: The mean age of the nurses was 32.7± 5.73 years. Most of the nurses in this study, 88% and 56% respectively, were females and married. The average work experience in the intensive care unit [Alavi3] was 2.57 ± 3.47 years. 46% of the nurses were employed, and 68% were in shift work. 62% stated that they had an experience of in-service training related to patient safety. The previous in-service training program on patient safety among nurses who had completed these courses was 2.62 ± 2.28 years. Furthermore, 80% of the nurses surveyed stated that they had not made any mistakes in patient care during the last three months. The results of the present study revealed that the mean scores of knowledge (21.75 ± 3.28), attitude (61.52 ± 4.19) and skill (84.66 ±7.53) after the intervention were significantly higher than was before the intervention (P < 0.001). In general, the mean competency score (167.11 ± 93.61) and its three areas after the intervention were significantly higher than before the intervention, so that training caused a 17.86% improvement in nurses' competence. The greatest impact of education was in terms of knowledge, then skills and finally attitudes. Conclusion: According to the results of the study, e-learning increases knowledge, skills and desirable attitudes and ultimately promotes the competence of nurses in the field of patient safety. Nursing managers, considering the effectiveness of e-learning as an effective educational method, can use this method to implement in-service training and retraining courses on familiarity with safety concepts, which typically leads to the identification and correct management of medical errors. It is trained by nurses. Therefore, the employ of this learning method is recommended in nurses working in intensive care units, especially in epidemic crises such as Covid-19.
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کلیدواژه‌های انگلیسی مقاله Competence, Patient Safety, E-Content, E-Learning, Nurse, Intensive Care Unit
نویسندگان مقاله طاهره نجفی قزلجه | Tahereh Najafi Ghezeljeh
School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی ایران، تهران، ایران.

زهره صمدی بیرام | Zohreh Samadi Beiram
School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی ایران، تهران، ایران.

صغری عمرانی | Soghra Omrani
School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی ایران، تهران، ایران.

شیما حقانی | Shima Haghani
School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی ایران، تهران، ایران.

نشانی اینترنتی http://ijn.iums.ac.ir/browse.php?a_code=A-10-2769-1&slc_lang=fa&sid=1
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