ghaderi, M., merzaei, R. (2017). Relationship between Perceptions of Clinical Learning Environment and Emotional Intelligence in Medical students of Jiroft University. Educational Development of Judishapur, 8(3), 325-334.
musab ghaderi; reza merzaei. "Relationship between Perceptions of Clinical Learning Environment and Emotional Intelligence in Medical students of Jiroft University". Educational Development of Judishapur, 8, 3, 2017, 325-334.
ghaderi, M., merzaei, R. (2017). 'Relationship between Perceptions of Clinical Learning Environment and Emotional Intelligence in Medical students of Jiroft University', Educational Development of Judishapur, 8(3), pp. 325-334.
ghaderi, M., merzaei, R. Relationship between Perceptions of Clinical Learning Environment and Emotional Intelligence in Medical students of Jiroft University. Educational Development of Judishapur, 2017; 8(3): 325-334.
Relationship between Perceptions of Clinical Learning Environment and Emotional Intelligence in Medical students of Jiroft University
1M.Sc. student in Medical-Surgical Nursing, Student Research Committee, University of Medical Sciences, Tabriz, Iran. And researcher of Student Research Committee Jiroft medical of University, Jiroft, Iran.
2جیرفت
Abstract
EI (Emotional Intelligence) is a collection of cognitive and emotional abilities that are interconnected and help individuals to understand, evaluate and precise expression of emotional excitement that is thought to facilitate the understanding and the balance between their own thoughts and emotions, and had Rational Decisions and responsible action. The aim of this study was to evaluate relationship between perceptions of clinical learning environment and emotional intelligence in students of Jiroft medical university in 2014-2015. This study was a cross-sectional research; and the research tool included a checklist of demographic characterizes, a questionnaire of perception the clinical learning environment, and Emotional Intelligence Questionnaire Bradbry- Graves. After data collection, using software SPSS 17 and statistical test, t test, ANOVA analysis, data analysis was performed. To determine the relationship between emotional intelligence and understanding of clinical learning environment, Pearson's correlation coefficient was used. Significant level of 0.05 was considered too; and the average age of students was 20.98 ± 2.13 years. The results of this study showed that the mean score of emotional intelligence and perception of clinical learning environment were 2.37 ± 0.66 and 89.12 ± 15.98, respectively which indicated statistically significant correlation between emotional intelligence and perception of clinical learning environment (p>0.001, r=0.367). The results of this study showed a significant correlation between emotional intelligence and perception of clinical learning environment. Having the probable environment can be an important role in strengthening emotional intelligence and social skills in student
ارتباط ادراک از محیط یادگیری بالینی و هوش هیجانی در دانشجویان علوم پزشکی جیرفت
Authors [Persian]
مصعب قادری1; رضا میرزایی2
1دانشجوی کارشناسی‌ارشد پرستاری داخلی- جراحی، کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی تبریز، تبریز، ایران. پژوهشگر مرکز تحقیقات دانشگاه علوم پزشکی جیرفت، جیرفت، ایران.
2عضو هیأت علمی، گروه داخلی جراحی، دانشکده پرستاری-مامایی، دانشگاه علوم پزشکی جیرفت، جیرفت، ایران.
Abstract [Persian]
هوش هیجانی مجموعه‌ای از توانایی‌های شناختی و هیجانی است که به فرد کمک می‌کند تا با برقراری توازن میان افکار و هیجان‌های خود، تصمیم‌گیری‌های عاقلانه و رفتاری مسؤولانه داشته باشد. هدف از انجام این مطالعه بررسی ارتباط بین ادراک از محیط یادگیری بالینی دانشجویان با هوش هیجانی در دانشجویان دانشگاه علوم پزشکی جیرفت در سال 1393 می‌باشد. این مطالعه یک پژوهش مقطعی است که بر روی دانشجویان مشغول به تحصیل در دانشگاه علوم پزشکی جیرفت انجام شد. ابزار پژوهش شامل؛ چک لیست مشخصات جمعیت شناختی، پرسشنامه هوش هیجانی برادبری- گریوز و پرسشنامه پژوهشگر ساخته درک محیط یادگیری بالینی بود. تجزیه و تحلیل داده‌ها با استفاده از نرم‌افزار 17 spss انجام شد. برای رسیدن به اهداف مطالعه از آزمونهای تی تست، آزمون آنووا و برای تعیین ارتباط بین درک محیط یادگیری بالینی و هوش هیجانی از ضریب همبستگی پیرسون استفاده شد. سطح معناداری 05/0 در نظر گرفته شد. میانگین سنی دانشجویان 13/2 98/20 بود. نتایج حاصل از این مطالعه نشان داد که میانگین نمره درک محیط یادگیری بالینی و هوش هیجانی به‌ترتیب 66/37 0/2 و 98/15±12/89 بود. آزمون آماری پیرسون ارتباط معناداری بین هوش هیجانی و درک محیط یادگیری نشان داد (367/0=r، 001/0>p). نتایج حاصل از این مطالعه نشان داد که ارتباط معناداری بین هوش هیجانی و درک محیط یادگیری بالینی وجود دارد. داشتن محیط مناسب می‌تواند نقش مهمی در تقویت هوش هیجانی و مهارت‌های اجتماعی ایفا کند.
Keywords [Persian]
محیط یادگیری، هوش هیجانی، دانشجو، دانشگاه علوم پزشکی
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