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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Attitude of Nursing, Midwifery and Operating Room Students about Effective Factors on Clinical Education
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Attitude of Nursing, Midwifery and Operating Room Students about Effective Factors on Clinical Education

机译：护理，助产士和手术室学生对临床教育影响因素的态度

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Clinical education is a mutual process. Learners and instructors have same partnership. Clinical education is series of instructing and learning facilitator's activities in clinical environment with the aim of creation of measurable changes in learners for presenting their clinical care. This is a cross sectional analytical qualitative study in which 102 senior undergraduate students (field trainees) of nursing, midwifery, and operating room were selected from an educational centre in Rasht, Iran. To reach objectives of this work, a questionnaire was designed by the author. The questionnaire consisted of two parts including demographic specifications plus questions concerning the effective factors on clinical education process which were classified into 5 groups including: characteristics of the clinical instructors, educational programming, conditions and facilities of the clinical education, learners’ conditions and characteristics, evaluating system. Scientific reliability of the tool was proved using content validity and through calculation of α-Cronbach's coefficient (0.827). The data were imported to SPSS (version 16) software package and then using descriptive statistical indexes (frequency, mean, and variance) and appropriate nonparametric tests (Mann–Whitney and Kruskal–Wallis) the data were analysed. There was a significant correlation between samples major and their attitude toward the role of educational programming (p = 0.00), conditions and facilities of the educational environment (p = 0.003), and conditions and characteristics of the learners (p=0.03) were observed. Whereas clinical education process is important as a foundation of professional identity formation for learners and due to findings of this study, educational programmers should do their best try to reinforcement and facilitate of clinical education process via codification structural program, proper storage clinical environment and fast reflection of problems.
机译：临床教育是一个相互的过程。学习者和讲师有着相同的伙伴关系。临床教育是一系列指导和学习辅导员在临床环境中的活动的目的，目的是在学习者中创建可测量的变化以提供临床护理。这是一项横断面的定性分析研究，从伊朗拉什特的一个教育中心中选出了102名护理，助产士和手术室的高级本科生（现场实习生）。为了达到这项工作的目的，作者设计了一个调查表。问卷包括人口统计学说明以及有关临床教育过程中有效因素的问题两部分，共分为5组：临床教员的特征，教育计划，临床教育的条件和设施，学习者的条件和特征，评估系统。通过内容有效性和计算α-Cronbach系数（0.827）证明了该工具的科学可靠性。将数据导入SPSS（16版）软件包，然后使用描述性统计指标（频率，均值和方差）和适当的非参数检验（Mann-Whitney和Kruskal-Wallis）进行数据分析。样本专业与他们对教育计划的作用的态度（p = 0.00），教育环境的条件和设施（p = 0.003），学习者的条件和特征（p = 0.03）之间存在显着相关性。 。尽管临床教育过程对于作为学习者专业身份形成的基础很重要，并且由于这项研究的结果，但教育程序员应该尽最大努力通过编纂结构化程序，适当的存储临床环境和快速反映来加强和促进临床教育过程。问题。

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