شیوع شناسی اهمال کاری تحصیلی و ارتباط آن با اختلالات خلقی دانشجویان علوم پزشکی کرمان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه پرستاری داخلی جراحی، دانشگاه علوم پزشکی رفسنجان

2 مرکز تحقیقات پرستاری، دانشگاه علوم پزشکی کرمان

3 عضو هیات علمی گروه مامایی

4 عضو هیات علمی گروه داخلی جراحی، مرکز تحقیقات پرستاری، دانشگاه علوم پزشکی کرمان

5 دانشجویی کارشناسی دانشکده پرستاری مامایی

6 دانشجوی کارشناسی

چکیده

اهمال کاری تحصیلی تمایل غالب و همیشگی فراگیران برای به تعویق انداختن فعالیت های تحصیلی است که با اختلالات خلقی همراهاست، این مطالعه با هدف شیوع شناسی اهمال کاری تحصیلی و ارتباط آن با اختلالات خلقی در دانشجویان علوم پزشکی کرمان صورت گرفت. این پژوهش مطالعه ای مقطعی از نوع توصیفی همبستگی است. جامعه ی آماری این مطالعه 5285 بود که 338 نفر از دانشجویان علوم پزشکی کرمان با روش نمونه گیری خوش های در آن شرکت داشتند ؛ ابزارهای گردآوری اطلاعات متشکل از دو بخش اهمال کاری تحصیلی و اختلالات خلقی بود. روایی پرسشنامه ها با نظر اساتید متخصص مورد بررسی قرار گرفت که مورد تأیید بود، و ضریب آلفا کرونباخ برای پرسشنامه ی اهمال کاری اهمال کاری عمدی 81/0، خستگی 75/0،بی برنامه گی 73/0 و کل 88/ و0پرسشنامه ی اختلالات استرس82/0، اضطراب 81/0 و افسردگی 83 /0 برآورد گردید. اطلاعات با استفاده از آزمون های توصیفی و تحلیلی، تجزیه و تحلیل شد. میانگین نمره ی اهمال کاری در سه حیطه از بیشترین به کمترین به ترتیب به ابعاد بی-برنامگی (72/0±)37/2، عمدی(66/0±)24/2 و خستگی (67/0±) 18/2اختصاص داشته است. علاوه بر این بیشتر دانشجویان فاقد هر یک از اختلالات خلقی یا دارای اختلال خفیف بودند. مقایسه ی نمره ی کل و نمرات سه حیطه ی اهمال کاری با وضعیت اختلالات خلقی(استرس، اضطراب و افسردگی ) دانشجویان تفاوت معناداری را نشان داد (0001/0P<) به طوری که با افزایش اختلالات خلقی، اهمال کاری نیز افزایش داشته است. با توجه به نتایج پژوهش و وجود ارتباط بین اختلالات خلقی و اهمال کاری تحصیلی، توصیه می شود تادر جهت ارتقاء سلامت روانی دانشجویان برای مقابله با اهمال کاری که برتمام جنبه های زندگی تأثیرگذار است، ارائه گردد تا به دنبال آن میزان اختلالات خلقی کاهش یابد.

کلیدواژه‌ها


عنوان مقاله [English]

Prevalence of Academic Negligence and its Relationship with Students’Mood DisordersatKerman University of Medical Sciences

نویسندگان [English]

  • Aazam Heidarzadeh 1
  • Sekineh Mohammad Alizadeh 2
  • Jila Soltan Ahmad 3
  • mansooreh forouzi 4
  • Fatemeh Sadat HashemiNasab 5
  • Hasan Abas zadeh 6
1 Department of Medical Surgical Nursing, Rafsanjan University of Medical Sciences, Rafsanjan. Iran.
2 Research Center Of Nursing, Kerman University of Medical Sciences, Kerman, Iran.
3 Faculty member Department of Midwifery, Research Center Of Nursing, Kerman University of Medical Sciences, Kerman, Iran
4 Faculty member, Internal-Surgical department, Neuroscience Research Center and Neuropharmacological Institute, Kerman University of Medical Sciences, Kerman, Iran.
5 Department of Medical-Surgical Nursing, research center of nursing, Kerman University of Medical Sciences, Kerman, Iran
6 Midwifery nursing students of Kerman. Iran
چکیده [English]

Educational negligenceis a dominant and continuingtendency withinlearners for
Postponing academic activities that itis associatedwithmood disorders.Hence, the presentstudy
was done to explore prevalence ofstudies onacademic negligence and its relationship with mood
disorders amongMedical Sciences Students of Kerman. This Cross-sectional study was a
descriptive- correlationalresearch.Statistical population of this study was 5285 members that
only 338 students were participatedbased on cluster sampling method. Moreover,data collection
tool was consistedof two parts; academic negligence and Mood disorders.Validity was
subsequently evaluated by the professors and was approved;also Cronbach's alpha coefficient
ofstress disorder questionnaires 0/82, anxiety 0/81, and depression 0/83 have been
assessedrespectively. Afterwards, data was analyzed throughdescriptive and analytical
tests;mean score in three domains of academic negligence fromhighest to lowest order was
accounted 2/37(±0/72) for Lack of planning domain , 2/24 (±0/66) for Intentional domain, and
2/18 (±0/67) for Fatigue domain. In addition, most students even didn’t have any mood
disorders or had mild mood disorder. Comparisonof total score and scores ofthree domainsof
academic negligence with psychological disorders of students (Stress, Anxiety, and Depression)
showed a significantdifference (P< 0/0001). According to theseresults and the relationship
between mood disorders and academic negligence, it is recommended to designeducational
programthat to promote mental health and also reduce academic negligence.

کلیدواژه‌ها [English]

  • Academic Negligence
  • Mood disorders
  • Student
  • Kerman
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