Journal of Hayat
حیات
Hayat
Medical Sciences
http://hayat.tums.ac.ir
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1735-2215
2008-188X
fa
jalali
1402
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2023
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تببین نقش برنامه درسی پنهان در فرآیند هویتیابی دانشجویان کارشناسی پرستاری
The role of hidden curriculum in the formation of professional identity among undergraduate nursing students
مراقبتهاي پرستاري
Nursing Care
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">زمینه و هدف: </span></span></span></span></i></b><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="letter-spacing:-.2pt">عوامل متعددی بر فرآیند هویتیابی دانشجویان پرستاری اثرگذار است، اما یکی از مهم­ترین عوامل، نقش برنامه درسی پنهان در این فرآیند بوده و البته این فرآیند هنوز ناشناخته است. مطالعه حاضر با هدف تببین نقش برنامه درسی پنهان در فرآیند هویت­یابی دانشجویان کارشناسی پرستاری انجام گرفته است</span></span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">.</span></span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="color:black"><span style="letter-spacing:-.2pt"></span></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.1pt">روش بررسی:</span></span></span></span></i></b><i> </i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">مطالعه حاضر، پژوهش کیفی از نوع گراندد تئوری است. </span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">در این مطالعه 35 دانشجوی کارشناسی پرستاری در سال</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">های 1400-1399 دانشگاههای علوم پزشکی تهران با مصاحبههای نیمه ساختارمند، مصاحبه شدند. مدت زمان هر مصاحبه 60-30 دقیقه بود. سپس مصاحبهها دست</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">نویس و با رویکرد اشتروس و کوربین (2008) تجزیه و تحلیل شد</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.1pt">.</span></span></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="tab-stops:163.05pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">یافتهها</span></span></span></span></i></b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">: </span></span></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">پس از تجزیه و تحلیل داده­های مطالعه، در نهایت سه طبقه اصلی و 12 زیرطبقه </span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">ظاهر شد. نظریه مرتبط در این پژوهش با </span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">طبقه مرکزی تزلزل هویت</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">­</span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">یابی در حرفه پرستاری شکل گرفته است. ابهام و بی­انگیزگی در حرفه­ای شدن طبقه اصلی، طبقه حکمرانی فرهنگ تبعیض</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">آمیز فرآیند شکل گرفته در این مطالعه و ترویج بی­انگیزگی به­واسطه الگوهای ناکارآمد زمینه این مطالعه را تشکیل دادند</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.2pt">.</span></span></span></span></i></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.1pt">نتیجهگیری: </span></span></span></span></i></b><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">براساس یافتههای مطالعه می­توان فرآیند هویت­یابی را به مثابه یک رود تشبیه کرد که ابرهای تبعیض بر فراز این رود از یک سو و صاعقههای ناکارآمدی الگوها از سوی دیگر، رود هویت</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">یابی را مشوش می­کند و در این اثنا بستر سنگلاخ رود که بی</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""></span></span></i><i><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut"">انگیزگی فراگیران برای حرفهای شدن است، این بستر را برای هویت­یابی نامناسب­تر و متزلزل می­کند</span></span></i><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"><span style="letter-spacing:-.1pt">.</span></span></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><i><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Yagut""><span style="color:black"></span></span></span></i></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="vertical-align:top"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:-.3pt">Background & Aim:</span></span></span></span></b> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">Various factors play a significant role in shaping the professional identity of nursing students, and among these factors, the impact of the hidden curriculum holds utmost importance. However, this process remains still unknown. The aim of the study is to explore the role of hidden curriculum in the formation of professional identity among undergraduate nursing students</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:-.3pt">.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="vertical-align:top"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:-.1pt">Methods & Materials:</span></span></span></span></b> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">This is a qualitative research using the grounded theory approach. The participants in this study included 35 undergraduate nursing students from Tehran University of Medical Sciences during the 2020-2021 academic year who participated in semi-structured interviews. The interviews lasting between 30 and 60 minutes were conducted with each participant. Subsequently, the interviews were transcribed and analyzed following the framework proposed by Strauss and Corbin in 2008</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="letter-spacing:-.1pt">.</span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="vertical-align:top"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:-.2pt"><span style="layout-grid-mode:line">Results:</span></span></span></span></span></b> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">After analyzing the data, three main categories and 12 subcategories have emerged. The theory developed in this research was formed through the core category of “identity instability within the nursing profession”. The main categories that emerged were “ambiguity and lack of motivation in professionalization”. The study identified "the governance of a discriminatory culture" as the underlying process, while “the promotion of demotivation resulting from inefficient patterns” served as the basis of this study</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:-.2pt">.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:-.3pt"><span style="layout-grid-mode:line">Conclusion:</span></span></span></span></span></b> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">Based on the study's findings, the process of developing a professional identity can be metaphorically likened to a river. In this analogy, discrimination serves as the clouds hovering over this river, casting a shadow on the identity development process. While inefficient patterns can be likened to lightning bolts that further complicate the process. Furthermore, the rocky bed of the river, symbolizing the lack of motivation among learners towards professionalism, makes it even more challenging to build a strong professional identity</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black">.</span></span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:black"><span style="letter-spacing:-.3pt"></span></span></span></span></span></span></span></span></span><br>
برنامه درسی پنهان, هویتیابی, کارشناسی پرستاری, تحقیق کیفی, گراندد تئوری
curriculum, identification, baccalaureate nursing, qualitative research, grounded theory
171
185
http://hayat.tums.ac.ir/browse.php?a_code=A-10-1731-5&slc_lang=fa&sid=1
Fatemeh
Keshmiri
فاطمه
کشمیری