Razi Journal of Medical Sciences

fa تأثیر یادگیری مبتنی بر شواهد بر ارتقا کیفیت آموزشی و خودکارآمدی دستیاران و پرستاران دانشگاه علوم پزشکی بابل The Effect of Evidence-Based Learning on Improving the Educational Quality and Self-Efficacy of Assistants and Nurses of Babol University of Medical Sciences روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: به طور کلی یادگیری مبتنی بر شواهد به معنای ادغام شواهد تحقیقاتی، تجربیات بالینی و ارزش‌های بیمار در فرآیند آموزش و تصمیم‌گیری بالینی است. این رویکرد نه تنها به ارتقای کیفیت آموزشی کمک می‌کند، بلکه می‌تواند به افزایش خودکارآمدی دستیاران و پرستاران نیز منجر شود لذا هدف این مطالعه تأثیر یادگیری مبتنی بر شواهد بر ارتقا کیفیت آموزشی و خودکارآمدی دستیاران و پرستاران دانشگاه علوم پزشکی بابل بود. روش کار: پژوهش حاضر با رویکرد آمیخته (کیفی و کمی) با طرح اکتشافی انجام شد. جامعه آماری در بخش کیفی شامل مدیران ارشد و اساتید دانشگاه علوم پزشکی بابل که به تعداد 20 نفر شناسایی و از نظرات آنان استفاده شد. جامعه آماری در بخش کمی شامل دستیاران و پرستاران دانشگاه علوم پزشکی بابل به تعداد 774  نفر بود. در بخش کیفی با استفاده از روش نمونهگیری هدفمند و با در نظر گرفتن قانون اشباع به تعداد 10 نفر به عنوان نمونه آماری انتخاب شدند. در بخش کمی بر اساس فرمول کوکران تعداد 247 نفر با روش نمونه گیری تصادفی طبقهای انتخاب شدند. برای جمعآوری دادههای کیفی از مصاحبههای نیمه ساختار یافته و در بخش کمی براساس پرسشنامه محقق ساخته یادگیری مبتنی بر شواهد، پرسشنامه کیفیت آموزشی صادقی و همکاران (1396) و خودکارآمدی شرر و همکاران (1982) استفاده شد. برای تجزیه و تحلیل دادهها، از آزمونهای تحلیل عاملی اکتشافی، تحلیل عاملی تاییدی و معادلات ساختاری استفاده شده است. یافته‌ها: نتایج نشان می‌دهد که رابطه بین یادگیری مبتنی بر شواهد و ارتقاء کیفیت آموزشی و نیز رابطه بین یادگیری مبتنی بر شواهد و خودکارآمدی از لحاظ آماری معنی‌دار است. نتیجه‌گیری: به طور کلی می‌توان بیان کرد که به‌کارگیری یادگیری مبتنی بر شواهد در محیط‌های آموزشی نه تنها به بهبود کیفیت آموزش کمک می‌کند، بلکه موجب تقویت اعتماد به نفس و خودکارآمدی دانشجویان شده و آن‌ها را برای مواجهه با چالش‌های پیچیده‌تر در حرفه‌هایشان آماده‌تر می‌سازد. بنابراین، توصیه می‌شود که یادگیری مبتنی بر شواهد به‌عنوان رویکردی مؤثر در برنامه‌های آموزشی مورد توجه قرار گیرد.</div> <div style="text-align: justify;"> Background & Aims: Scientific and technological advances in the field of medicine and treatment have increased the complexity and rapid changes in care methods and standards. Therefore, the need to provide high-quality and evidence-based training for assistants and nurses is felt more than before. As one of the main pillars in providing health care, this group has heavy responsibilities and must have the ability to face complex and variable clinical conditions. Therefore, continuous updating of their knowledge and skills is necessary to maintain and improve the quality of care provided to patients. In this regard, traditional educational methods alone may not be able to meet today's complex needs. Assistants and nurses need knowledge that is not only based on basic scientific principles but also following the latest research evidence and clinical experience. For this reason, evidence-based learning (EBL: Evidence-Based Learning) has been proposed as a new approach to medical education. This educational approach allows students and medical staff to make decisions based on the latest scientific findings and the best available evidence and improve their clinical practice. In general, evidence-based learning means the integration of research evidence, clinical experiences, and patient values in the process of teaching and clinical decision-making. This approach not only helps to improve educational quality but can also lead to increasing the self-efficacy of assistants and nurses, so the aim of this study was to the effect of evidence-based learning on improving the educational quality and self-efficacy of assistants and nurses of Babol University of Medical Sciences. Methods: The present research was conducted with a mixed approach (qualitative and quantitative) with an exploratory design. The statistical population in the qualitative section includes senior managers and professors of Babol University of Medical Sciences, who were identified as 20 people and their opinions were used. The statistical population in the quantitative section included 774 assistants and nurses of Babol University of Medical Sciences. In the qualitative section, 10 people were selected as a statistical sample using the purposeful sampling method and considering the saturation law. In the quantitative part, according to Cochran's formula, 247 people were selected by stratified random sampling method. In order to collect qualitative data, semi-structured interviews and the quantitative part based on the evidence-based learning questionnaire, Sadeghi et al.'s educational quality questionnaire (2016) and Sherer et al.'s self-efficacy (1982) became. For data analysis, exploratory factor analysis, confirmatory factor analysis, and structural equation tests were used. Results: The results show that the relationship between evidence-based learning and improving educational quality, as well as the relationship between evidence-based learning and self-efficacy, is statistically significant. According to graphs 1 and 2 and the results of the path analysis in Table 1, between the exogenous latent variable (evidence-based learning) and the endogenous latent variable (self-efficacy), based on the path coefficients, there is a factor loading of 0.224. Also because the t-value (3.602) is outside the range (2.58 and -2.58). Because the t-value is outside the critical range (-2.58 and 2.58), it means that the relationship between evidence-based learning and self-efficacy is statistically significant. A very high t-value (3.602) indicates that the probability of this relationship is very low by chance and it can be said with more confidence that evidence-based learning significantly affects self-efficacy. In other words, increasing the quality and effectiveness of evidence-based learning leads to improved self-efficacy. Self-efficacy, which refers to a person's confidence in his abilities to perform various tasks, plays an important role in increasing performance and personal development. In this way, paying attention to evidence-based learning as an educational strategy not only improves the quality of learning but also helps to develop the self-efficacy of people, which in turn can lead to personal and professional improvements. Conclusion: In general, it can be stated that the application of evidence-based learning in educational environments not only helps to improve the quality of education, but also strengthens the self-confidence and self-efficacy of students and makes them more ready to face more complex challenges in their careers. Therefore, it is recommended that evidence-based learning be considered as an effective approach in educational programs. This relationship shows that evidence-based learning is not only effective in strengthening the knowledge and skills of students or medical personnel, but also helps to improve the overall structure of education. As an educational approach based on research and scientific data, evidence-based learning increases the quality of education by creating opportunities for deeper and more applied learning. In other words, strengthening this type of learning allows teachers and students to make better educational decisions by relying on valid evidence and scientific research, and thus the education process goes beyond the mere transfer of knowledge and leads to the development of critical thinking skills and detailed analysis. to be These results suggest that investment in strengthening evidence-based learning can directly affect the improvement of the overall quality of education. Therefore, it is recommended that universities and educational institutions actively implement this approach in their educational programs to improve both the quality of learning and educational outcomes. One of the main reasons for this meaningful relationship is that evidence-based learning creates an active and analytical approach in the educational process. This type of learning emphasizes the use of research and scientific evidence to solve problems and make educational and clinical decisions. Rather than merely conveying information, evidence-based learning encourages students and assistants to approach issues in a critical and action-oriented manner. This helps them not only to deepen their theoretical knowledge, but also to strengthen their practical and practical abilities in real situations. Improving educational quality through evidence-based learning occurs in several ways. First, this type of learning ensures that the educational content is always up-to-date and based on the best available scientific evidence. This matter is of great importance in areas such as medical sciences and nursing, where new scientific methods and findings are constantly changing. </div> مهارت های یادگیری, خود کارآمدی , ارتقا کیفیت آموزشی, دانشجویان تحصیلات, دانشگاه علوم پزشکی بابل Learning Skills, Self-Efficacy, Educational Quality Improvement, Education Students, Babol University of Medical Sciences 1 12 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7455-1&slc_lang=fa&sid=1 Mohammad Ali Makhani محمدعلی مکانی 3900319475328460089844 3900319475328460089844 No PhD Student of Educational Administration, Faculty of Humanities, Islamic Azad University, Babol Branch, Babol, Iran دانشجوی دکتری مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد بابل، بابل، ایران Seyyedah Zahra Hosseini Daron Kolai سیده زهرا حسینی درون کلائی s.zahra.hoseini61@gmail.com 3900319475328460089845 3900319475328460089845 Yes Assistant Professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran استادیار، گروه علوم تربیتی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Babak Hosseinzadeh بابک حسین زاده 3900319475328460089846 3900319475328460089846 No Assistant Professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran استادیار، گروه علوم تربیتی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران