شناسایی و اعتباربخشی مؤلفه‌های برنامه درسی حل مسئله به‌منظور آموزش دانشجویان پرستاری

محورهای موضوعی : پژوهش در برنامه ریزی درسی

آزیتا دلفان آذری ¹ (دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد علوم تحقیقات تهران، تهران، ایران.)
مجید علی عسکری ² (دانشیار گروه برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران)
کامیان خزایی کوهپر ³ (استادیار، گروه روان‌شناسی، دانشگاه آزاد اسلامی واحد چالوس، چالوس، ایران.)
جواد سلیمانپور ⁴ (استادیار، گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد تنکابن، تنکابن، ایران.)

تاریخ دریافت : 1398/06/18 تاریخ پذیرش : 1398/10/14 تاریخ انتشار : 1399/06/01

کلید واژه: برنامه درسی حل مسئله, مؤلفه, آموزش پرستاری,

چکیده مقاله :

پژوهش حاضر با هدف شناسایی و اعتباربخشی مؤلفه‌های برنامه درسی حل مسئله به‌منظور آموزش دانشجویان پرستاری انجام پذیرفت. روش پژوهش، ترکیبی بوده (کیفی از نوع اکتشافی و کمی از نوع پیمایشی) بدین‌صورت که ابتدا از طریق فیش‌برداری متون و مصاحبه نیمه‌ساختاریافته با 12 نفر (6 متخصص برنامه درسی و 6 مدرس پرستاری) که به روش هدفمند ملاک محور نمونه‌گیری شده بودند مؤلفه‌های برنامه درسی شناسایی و سپس از طریق توزیع پرسشنامه بین 40 نفر (20 متخصص برنامه درسی که به‌صورت هدفمند ملاک محور انتخاب شده بودند و 20 مدرس پرستاری که مورد سرشماری قرار گرفتند) مورد اعتباربخشی قرار گرفت. لازم به ذکر است که روایی پرسشنامه از طریق سنجش خبرگان (که سبب حذف 22 مؤلفه از 77 مؤلفه شد) و پایایی آن از طریق ضریب آلفای کرونباخ (بیش از 92/.) مشخص شد. به‌منظور تجزیه‌وتحلیل داده‌ها نیز از آمار توصیفی (جداول، نمودار و ...) و آمار استنباطی (خی دو) استفاده شد. در پایان یافته‌های پژوهش نشان داد که بیش از 85 درصد متخصصان برنامه درسی و مدرسان پرستاری، 55 مؤلفه باقی‌مانده از 77 مؤلفه مربوط به اهداف، محتوا، روش‌های یاددهی-یادگیری و ارزشیابی در الگوی مذکور را تأیید نموده‌اند؛ بنابراین الگوی تهیه شده می‌تواند در پرورش مهارت‌های حل مسئله دانشجویان نقش بسزایی داشته باشد.

چکیده انگلیسی:

The present study was conducted with the aim of designing and validating the components of problem solving curriculum for nursing students in Iran. The present study is a mixed method research (qualitative and quantitative) that its qualitative section was Identification of problem solving curriculum components and this section was conducted through taking notes of texts and semi-structured interview with 12 people (6 curriculum specialists and 6 nursing instructors) who were sampled in a targeted way. Its quantitative section was used to validate the curriculum and it was surveyed by distributing questionnaires between 40 people (20 curriculum specialists who have been chosen purposefully and 20 nursing instructors who were counted). It should be noted that the validity of the questionnaire was determined through experts’ assessment (which eliminated 22 components from 77 components) and its reliability was determined through the Cronbach’s alpha coefficient (more than 92%). Descriptive statistics (tables, charts, etc.) and inferential statistics (Chi-square) were used to analyze the data. In the end, the findings of the research indicated that more than 85% of curriculum specialists and nursing instructors have approved 55 remaining components of 77 components related to goals, content, teaching and learning methods, and evaluation in the model. Therefore, the model can play a great role in developing students’ problem-solving skills.

منابع و مأخذ:

Abedi, M. (2017). Nursing from a student's viewpoint in Iran university of medical sciences, 1- 2, taken from: www.kanoon.ir

Barghi, E., Maleki, H., Abbas Pour, A., Zareai Zawaraki, I., Seraji, F. (2014). Designing and validating a desirable problem-based curriculum model in electronic universities; Combined study, Journal of Medical Strategies Education, 7 (1), 63-68.

Bahrami, N. (2016). Problem-solving skills in rational approach, taken from: http://eprints. qums.ac.ir

Bayindir cevik، A. Olgun، N. (2015). Do problem-solving skills affect success in nursing process applications? An application among Turkish nursing students، international journal of nursing knowledge، volume 26، issue 2، pages 90–95

 Duris, F. (2018). Arguments for the effectiveness of human problem solving, iologically Inspired Cognitive Architectures, 24(1), 31-34.

Ebrahim Pur Kumeleh, S., Naderi, E., Seif Naraghi, M. (2016). Designing and validating a desirable model of curriculum with emphasis on developing students’ problem solving skills in Iranian elementary school social studies course, Journal of Leadership and Educational Management, Islamic Azad University of Garmsar, 10(3), 9-27.

Eichmann, B. Goldhammer, F. Griff, S. Pucite, L. Naumann, J. (2019). The role of planning in complex problem solving, Computers & Education, 128(1),1-12.

Enroll, E. (2016). bachelor of Nursing, taken from: https://enrol.wintec.ac.nz/ario nmain/ courseInfo/information/qualifications etails/qual details.aspx?id=627#programmeInfo

Fathi Wajargah, K. (2016). Basic principles and concepts of curriculum planning, Tehran: The science of professors’ publication, 5-200.

Feizi Kenjini, L. et al. (2016). Nursing students' problem solving skills and its related factors, comprehensive nursing and Midwifery, 25 (8), 86-95.

Gharebaghi, R., Kavusi, T. (2016). Developing a problem solving approach for evaluating the public administration curriculum and its implementation in Islamic Azad university, Public Administration Mission Journal, 7, 215-232.

Gonc, V. Lorber, M. Nerat, J. (2015). nursing student satisfaction with problem-based learning, obzornik zdravstvene nege, 49(3), pp. 205–213

Gooch, K. (2015). 5 of the biggest issuesnurses face today available at:

https://www.beckershospitalreview.com

Haji Babaei, F., Ashrafizadeh, H. (2019). A comprehensive review of problem solving learning in Iranian nursing education, Iranian Journal of Nursing, 32(118), 12-28.

Kaiser, H. (2019). What Is Problem Solving?، available at: https://www.mindtools.com/ pages/article/newTMC_00.htm

kim،H.R and et all. (2016). effects of team-based learning on problem-solving، knowledge and clinical performance of Korean nursing students، nurse educ. today. Mar; 38:115-118

Mahmoudi, F. (2016). Problem-based design patterns, Iranian curriculum encyclopedia, taken from: www.daneshnamehicsa.ir

Mirza Beigi, M., Givery, A. (2016). Description of the general and specialized duties of the nursing staff, p. 2 taken from: http:// medcare.bums.ac.ir

Mohsen Pour, k., Fathi, H., Wajargah, K., Arefi, M., Khorasani, A. (2017). Explaining the consequences of promoting the curriculum culture in universities and higher education institutions, Journal of Curriculum Research, 14 (55), 52-66.

Mousavi Uori, A. (2016). Focused group discussion: A problem solving method in nursing, Journal of Developmental Strides in Medical Education, 13 (3), 29-288.

Nourbakhsh Moghaddam, A. (2018). Problem solving skills, taken from:

https://public-psychology.ir

Nursing department of deakin university. (2016). bachelor of nursing, taken from: http://www.deakin.edu.au/course/bachelor-of-nursing-and-midwifery

Nursing department of north carolina. (2019). Curriculum, taken from: https://nursing. unc.edu

Nursing department of pennsyl vania state university. (2019). Bachelor of science in nursing curriculum, taken from: https:// behrend.psu.edu

Nursing department of pittsburg university. (2019). Baccalaureate Program in Nursing Curriculum (Currently Enrolled Students), available at: https://www. nursing. pitt.edu

Nursing department of Vermont university. (2016). bachelor of science in nursing، available at: http://www.uvm.edu/~cnhs/ nursing/?page=undergraduate.html

Okhovat, A. M., Ahmadi, Gh., Foroughi, A. A. (2017). The impact of science-based teaching on academic achievement and problem solving skills for elementary sixth grades students in area one of Yazd, Journal of Research in Curriculum, 14 (27), 147-159.

Ponnusami, V. (2015). Curriculum Development Using Problem Based Learning Techniques, Management Studies and Economic Systems, 2(1), 51-58.

 Salsabili, N. (2012). Application of problem solving approach in designing and developing a social studies curriculum in secondary School, Journal of Curriculum Studies, 1 (3), 67-104.

 Shamsai, F., Cheraghi, F. (2016). Critical thinking and problem solving skills in nursing, p. 1, taken from: http://re.umsha.ac.ir

Yousefi Afrakati, R., Samadi, P. (2017). The effectiveness of Islamic life course nabits and skills (Dignity Plan) on Students' Problem Solving Skills, Quarterly Journal of Research in Curriculum Planning, 13(25), 141-153.

 

منابع مورد استفاده برای شناسایی مؤلفه‌های برنامه درسی حل مسئله

Abbas Asl, M., Zahed Babelan, A., Naamvar, J. (2011). Investigating the factors related to the use of ICT by teachers in teaching -Learning Processes, Journal of Educational Sciences, 4(13), 95-106.

Abedini Beltarark, M. (2014). Constructivist curriculum elements in medical education: A review study, Iranian Journal of Medical Education, 10(14), No.14, 888-897.

Adib, J., Rhodesian, L., Azimi, M. (2015). The Effect of school enhancement on interaction with information and communication technology attitude on promoting learning outcome and academic self-Efficacy, New Approach in educational management, 6(1), 41-21.

Ahdians, M. (2014). Introduction to Educational Technology, Tehran: Bashari, 17-17.

Amini Aghbolaghi, Z. (2012). The Impact of power point presentation-based teaching and activity-based power point teaching on Fifth elementary experimental science learning, Journal of Educational Engineering, 1(1), 9-18. http://www.mazaherih.ir

Ansari, M. (2017). History curriculum definitions, and its elements, taken from:

http://www.mazaherih.ir

 

Armand, M. (2014). Dewey, J. Iranian Curriculum Encyclopedia, taken from: www.daneshnamehicsa.ir

Bahrami, N. (2016). Problem-solving skills in the rational approach, taken from: http://eprints. qums.ac.ir

Daniel, E. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum, 7(15), 91-100.

Fathi Wajargah, k. (2011). Principles of curriculum planning, Tehran: Iran Zaman Publication, 9-178.

Fathi Wajargah, k. (2014). Basic principles and concepts of curriculum planning, Tehran: Tadbir. 130-134.

Farnia, M. A., Aqdas, A. N., Shushtari, Vadud. (2013). Investigating the effect of feedback on formative evaluation on academic achievement in mathematics lesson of fifth elementary female students in Miandoab city, 2010-2011, Journal of Education and Evaluation, 6(24), 67-78.

Ghanei, M., Khalil Abadi, M. R., Moradi, K. (2016). Problem types and the components affecting problem solving, taken from: https://www.civilica.com

Gharibi, H. Bahari Zar, K. (2015). The effectiveness of problem solving skills training on students' academic self-regulation and mathematical anxiety, Journal of Education and Evaluation, 8(32), 61-78.

Gholizadeh, A., Ghanbari Talab, M., Ghanbari, A. (2012). Investigating the impact of evaluation types on academic achievement in Science Course for students in third grades of elementary school in Lordegan, Research in Curriculum, 9(5), 82-94.

 Hilderran, D. (2018). John Dewey, taken from: https://plato.stanford.edu

ICT Optimizer (2017), Problem solving, taken from: Oitc.ir

Iran Information Technology Organization. (2013). The concept of problem solving, p. 1, taken from: www.ictstartups.ir

Iran Psychological Home. (2014). Problem solving, steps and types of problem, taken from: http://www.iranpsy.ir

Jafarian, S (2013). Investigating the impact of electronic content of information literacy on student problem solving skills, Journal of Research and Planning in Higher Education, 21(3), 57-70.

 Jordon, A. (2018). John Dewey on education, taken from: https://study.com

Kafuri, E., Maleji, K., Khosravi, H., Babadi, A. (2015). Investigating the role of Klein's curriculum elements in the secondary school mathematics curriculum from the perspective of the curriculum partners. Curriculum Research Journal, Year 12(17), 50-62.

Kashani, V., Afrooz, L., Shokoohi, Gh. A.,Yekta, M., Kharazi, K., Bonab dust, B. (2016). Designing and developing an interpersonal problem solving training program with a creative Approach and evaluating its effectiveness on improving the social skills of smart Students, Journal of Social Cognition, 5(2), 8-23.

 Kaiser, H. (2019). What Is Problem Solving, taken from: https://www.mindtools.com

Mahmoudi, F. (2016). Problem-based design patterns, Iranian Curriculum Encyclopedia, taken from: www.daneshnamehicsa.ir

Maleki, H. (2015). Fundamentals of secondary education curriculum, Tehran: Samt, 94-99.

Maleki, H. (2016). Curriculum planning (practical guide), Tehran: Cultural Institute of Borhan School, 187-190.

Members of the internship management group and affiliated schools. (2014). Designing learning activities in curriculum: Internship 2 - Lesson 2, Tehran: Farhangian University, pp. 2 and 12.

Momeni Mahmuiee, H., Zangoui, A., Dehghani, M. R. (2014). The impact of George Polia's problem solving strategies on self-esteem and mathematical academic achievement of male students in fifth grades in elementary school (47-48), Journal of Research in Curriculum Planning, 11(16), 46-57.

Mommy, Sh. Safari, A. M., Mansourian, M., Ghorbani, M., Kikhavani, Sattaar. (2016). Reducing marital conflicts by problem-solving skills training in referrals to the Imam relief committee counseling center in Ilam, Rahavard Salamat Journal, 2(1), 29-29.

Momtaaz, A. A. (2015), Problem-solving and decision-making skills, Tehran: Hadi Institute of Higher Education, 4-21.

Moshfegh Arani, B., Taymouri,A., Hassan, M. (2012). Production and Application of Educational Materials, Tehran, Iranian Printing and Publishing Company, 12-13.

Mousavi Uori, A. (2016). Focused Group Discussion: A Problem Solving Method in Nursing, Journal of Developmental Strides in Medical Education, 13(3), 29-288.

Narimani, M. R. (2016). Educational evaluation and its processes, Tehran, National Center for Health Management, 1-85.

Nourbakhsh Moghaddam, A. (2018). Problem solving skills, taken from: https://public –psychology.ir

Ostvaar, N., Gholam Azad, S. Mesr Abadi, J. (2012). The effect of education on Students' Advancement Devision (STAD) method on cognitive, meta-cognitive and emotional attributes in Math learning. Journal of Educational Innovation, 11(41), 29-50.

Qasempour Moghaddam, H. (2014). Content, Selection and Organization, Iranian Curriculum Encyclopedia, taken from: www.daneshnamehicsa.ir

Rahimi, H (2014). Analysis of simple and multiple relationships between thinking skills and entrepreneurial and problem solving skills in students of Kashan university of medical sciences, Journal of Educational Management Innovations, Eleventh year,2(42), 45-58.

Ravaan Avaa consulting center. (2015). Problem Solving Skills, 1-5, taken from: http://www. ravanava.com

Ravan, S.A. (2011). The amount of observance of general criteria for selecting and organizing the content of elementary school textbooks of Iran education system, Iranian Curriculum Studies Journal, 6(22), 97-116.

Rezaie, M. (2013). The Role of the teacher in education / teaching, Iranian Curriculum Encyclopedia, taken from: www.daneshnamehicsa.ir

Salahiyan, A. Pelahang, H. (2016). Investigating the effectiveness of problem solving group training on marital satisfaction and improving the life quality of addictive patients in Shahrekord, Journal of Shahrekord University of Medical Sciences, 18(14), 132-142.

Samimi Ardestani, S. M. (2014). What is the problem solving skill?, 1-2, taken from: http://rasekhoon.net

Seif, A. A. (2015). Educational measurement, assessment and evaluation, Sixth Edition, Tehran: Doran Publication, 129-575.

Shah alizadeh, M., Dehghani, Sajjad., Bani Hashem, S. K., Rahimi, A. (2015). Designing and implementing integration of problem solving training with principles of constructivism and investigating its impact on creative learning and thinking, Journal of Initiative and Creativity in Human sciences, 5(3), 83-117.

Shamsaai, F., Cheraghi, F. (2016). Critical Thinking and Problem Solving Skills in Nursing, p. 1, taken from: http://re.umsha. ac.ir

Shokuhi, Y, Sharifi, M., Motamed, A., Yeganeh, N. (2015). The effectiveness of problem solving skills training on parent-child interaction, Journal of Evolutionary Psychology: Iranian Psychology, 12(45), 3-14.

Soleimanpur, J. (2009). Modern teaching skills of general teaching methods and techniques with emphasis on the use of critical thinking and creativity, Tehran: Ahsan. 112- 117.

Soleimanpur, J. (2010). Curriculum planning with emphasis on active curriculum content and application of content analysis, Tehran: Ahsan, p. 95.

Tajeri, B. (2016). The effectiveness of problem solving training on interpersonal sensitivity and student aggression, School Psychology Journal, 5(3), 39-55.