مقایسه تأثیر آموزش مبتنی بر شبیه‌سازی، تلفیقی و سخنرانی بر مهارت شناختی ماماها در اداره پره‌اکلامپسی و اکلامپسی

نوع مقاله : اصیل پژوهشی

نویسندگان

1 کارشناس ارشد مامایی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران.

2 استادیار گروه مامایی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران.

3 استادیار گروه زنان و مامایی، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران.

4 دانشیار گروه آمار زیستی و اپیدمیولوژی، دانشکده بهداشت، دانشگاه علوم پزشکی مشهد، مشهد، ایران.

5 استادیار گروه بهداشت باروری، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران.

چکیده

مقدمه: پره‌اکلامپسی به عنوان یک مشکل جهانی سلامت زنان مطرح شده است. آموزش ماماها جهت کسب صلاحیت لازم برای مدیریت بحران­های مامایی از جمله پره‌اکلامپسی و اکلامپسی ضروری می­باشد، لذا مطالعه حاضر با هدف مقایسه تأثیر آموزش مبتنی بر شبیه‌سازی، تلفیقی و سخنرانی بر مهارت شناختی ماماها در اداره پره‌اکلامپسی و اکلامپسی انجام شد.
روش‌کار: این مطالعه کارآزمایی بالینی در سال 1395 بر روی 90 ماما در بیمارستان­های منتخب شهر مشهد انجام شد. ماماها با استفاده از جدول اعداد تصادفی به سه گروه آموزش شبیه‌سازی، تلفیقی و سخنرانی تقسیم شدند. گروه شبیه‌سازی به مدت 6 ساعت در مرکز مهارت‌های بالینی، گروه تلفیقی به مدت 4 ساعت سخنرانی و سپس به مدت یک هفته از طریق وب سایت آموزشی و گروه سخنرانی به مدت 6 ساعت به صورت سخنرانی آموزش دیدند. قبل و 2 هفته بعد از مداخله، آزمون مهارت شناختی گرفته شد. تجزیه و تحلیل داده­ها با استفاده از نرم‌افزار آماری SPSS (نسخه 23) و آزمون­های تی زوجی، آنالیز واریانس یک‌طرفه، ویلکاکسون و کروسکال والیس انجام شد. میزان p کمتر از 05/0 معنی‌دار در نظر گرفته شد.
یافته‌ها: میانگین نمره مهارت شناختی ماماها در هر سه گروه قبل از آموزش تفاوت آماری معنی‌داری نداشت (05/0<p). میانگین نمره مهارت شناختی ماماها 2 هفته بعد از آموزش در هر سه گروه افزایش معنی‌داری داشت (001/0>p) و بر اساس نتایج مقایسه بین‌گروهی، میانگین نمره مهارت شناختی در گروه تلفیقی و سخنرانی به‌طور معنی‌داری بیشتر از گروه شبیه‌سازی بود (001/0>p)، اما اختلاف معنی‌داری در میانگین نمره مهارت شناختی بین دو گروه تلفیقی و سخنرانی وجود نداشت (869/0=p).
نتیجه‌گیری: آموزش مبتنی بر شبیه‌سازی، تلفیقی و سخنرانی، باعث افزایش مهارت شناختی ماماها در اداره پره‌اکلامپسی و اکلامپسی گردید که در گروه آموزش تلفیقی و سخنرانی بیشتر از گروه شبیه‌سازی بود و با توجه به اینکه روش تلفیقی، روشی فعال و فراگیر محور است، بنابراین می­توان از روش تلفیقی برای آموزش اورژانس­های مامایی استفاده کرد.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the Effects of Simulation-Based Training, Compilation Training, and Lectures on the Cognitive Skills of Midwives in the Management of Preeclampsia and Eclampsia

نویسندگان [English]

  • Maryam Tabatabaeian 1
  • Masoumeh Kordi 2
  • Salmeh Dadgar 3
  • Habibollah Esmaily 4
  • Talat Khadivzadeh 5
1 M.Sc. in Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
2 Assistant Professor, Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
3 Assistant Professor, Department of Obstetrics and Gynecology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
4 Associate Professor, Department of Biostatistics and Epidemiology, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran.
5 Assistant Professor, Department of Reproductive Health, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
چکیده [English]

Introduction: Preeclampsia is a global health concern in women. Midwifery education is essential to acquiring the necessary skills to manage midwifery crises, such as preeclampsia and eclampsia. The present study aimed to compare the effects of simulation-based training, compilation training, and lectures on the cognitive skills of midwives in the management of preeclampsia and eclampsia.
Methods: This clinical trial was conducted on 90 midwives employed in the hospitals in Mashhad, Iran in 2016. Participants were divided into three groups of simulation-based training, compilation training, and lecture using a random number table. The simulation group received training for six hours at the Center for Clinical Skills. Subjects in the compilation group were trained for four hours through lectures and an educational website for a week. Participants in the lecture group received training for six hours through lectures. Before and two weeks after the intervention, a cognitive skills test was performed on the midwives. Data analysis was performed in SPSS version 23 using descriptive statistics (frequency distribution, frequency percentage, standard deviation, mean), paired t-test, one-way ANOVA, Wilcoxon test, and Kruskal-Wallis test at the significance level of P<0.05.
Results: Before the training, mean score of cognitive skills was not significant in the study groups (P<0.05), while it increased significantly in all the groups after two weeks of training (P<0.001). In addition, mean score of cognitive skills was significantly higher in the compilation training and lecture groups compared to the simulation-based training group (P<0.001). However, no significant difference was observed in the mean score of cognitive skills between the compilation training and lecture groups (P=0.869).
Conclusion: According to the results, simulation, compilation, and lectures could effectively enhance the cognitive skills of midwives in the management of preeclampsia and eclampsia, while the improvement was more significant in the compilation training and lecture groups compared to the simulation group. Considering that compilation training is an active, learner-oriented method, it is recommended for the training of midwives in emergencies.

کلیدواژه‌ها [English]

  • Simulation-based Training
  • Lectures
  • Midwifery
  • Preeclampsia
  • Eclampsia

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مجله زنان، مامایی و نازایی ایران
دوره 21، شماره 2
اردیبهشت 1397
صفحه 30-39

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