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

پژوهش در برنامه ریزی درسی

دوره 17، شماره 65، شهریور 1399، صفحه 74-90   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2020.1878461.1460

نویسندگان

آزیتا دلفان آذری¹؛ مجید علی عسکری^{* 2}؛ کامیان خزایی کوهپر³؛ جواد سلیمانپور⁴

¹دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد علوم تحقیقات تهران، تهران، ایران.

²دانشیار گروه برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران

³استادیار، گروه روان‌شناسی، دانشگاه آزاد اسلامی واحد چالوس، چالوس، ایران.

⁴استادیار، گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد تنکابن، تنکابن، ایران.

چکیده

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.

کلیدواژه‌ها

مؤلفه؛ برنامه درسی حل مسئله؛ آموزش پرستاری

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