fa بررسی ارتباط کیفیت زندگی و پیشرفت تحصیلی دانشجویان دانشکده پرستاری آجا بر حسب جنسیت(1401) عمومى General پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:">مقدمه و هدف:</span></span></b> <span lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:">تحصیل در رشته‌های علوم پزشکی فرآیندی است که طی آن کیفیت زندگی دانشجویان تغییر نموده و بر پیشرفت تحصیلی دانشجویان تأثیر می‌گذارد.<b> </b>این مطالعه با هدف بررسی ارتباط پیشرفت تحصیلی و کیفیت زندگی دانشجویان دانشکده پرستاری علوم پزشکی آجا انجام شد.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:14.0pt"><span style="font-family:"B Nazanin""></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">مواد و روش&shy;ها: </span></span></span></b><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">در این مطالعه توصیفی تحلیلی، 136 دانشجوی رشته پرستاری دانشگاه علوم پزشکی آجا در سال 1401 با استفاده از جدول مورگان انتخاب </span></span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">و بر اساس نمونه&shy;گیری مبتنی بر هدف وارد مطالعه</span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> شدند. </span></span></span><span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">ابزار گردآوری داده‌ها شامل سه بخش اطلاعات جمعیت شناختی دانشجویان، پرسشنامه </span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">کیفیت زندگی </span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:107%">&nbsp;SF-36</span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">و پرسشنامه پیشرفت تحصیلی درتاج بود. در نهایت تجزیه‌وتحلیل داده‌ها با در نظر گرفتن سطح معنی‌داری 05/0 توسط نرم‌افزار </span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:107%">SPSS-24</span></span> <span lang="AR-SA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">با روش‌های آماری توصیفی و استفاده از آزمون&shy;های استنباطی </span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:107%">T</span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> مستقل و همبستگی پیرسون انجام شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">یافته</span></span></span></b><b> </b><b><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">ها<span style="color:#0d0d0d">:</span> </span></span></span></b><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">73 دانشجوی خانم (7/53 %) و 63 دانشجوی آقا (3/46%)&nbsp; در این مطالعه مشارکت داشتند.<b> </b>نمره پیشرفت تحصیلی دانشجویان پسر و دختر به ترتیب 39/142، 05/142 بوده که با یکدیگر تفاوت معناداری ندارند(09/0=</span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:107%">P</span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">). همچنین در بین مولفه&shy;های کیفیت زندگی، اختلال نقش به خاطر سلامت روحی در مردان و زنان تفاوت معناداری دارد(01/0=</span></span></span><span dir="LTR" style="font-size:14.0pt"><span style="line-height:107%">P</span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">)، به طوری که زنان نمره کمتری را نسبت به مردان کسب کردند.&nbsp;&nbsp; <b><span style="color:red"></span></b></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:">بحث و نتیجه&shy;گیری<span style="color:#0d0d0d">:</span></span></span></b><span lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:"> کیفیت زندگی کلی با عملکرد تحصیلی دانشجویان در حرفه‌های پزشکی و بهداشتی ارتباط مثبت دارد. بنابراین درک بهتر کیفیت زندگی ممکن است باعث بهبود یادگیری در دانشجویان علوم پزشکی و بهداشت شود.</span></span><b><span lang="FA" style="font-size:14.0pt"><span b="" nazanin="" style="font-family:"><span style="color:#0d0d0d"></span></span></span></b></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><span style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">&nbsp;<b>Introduction and purpose:</b> </span></span></span><span lang="EN" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Studying in medical sciences is a process during which the quality of life of students changes and affects the academic progress of students. This study was conducted with the aim of investigating the relationship between academic achievement and quality of life of Aja Medical Sciences Nursing Faculty students.</span></span></span><span style="font-size:14.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Materials and methods:</span></span></span></b> <span lang="EN" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">In this descriptive-analytical study, 136 nursing students of Ajah University of Medical Sciences were selected using Morgan&#39;s table and entered the study based on purpose-based sampling.</span></span></span> <span lang="EN" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">The data collection tool included three sections of students&#39; demographic information, SF-36 quality of life questionnaire and DOrtaj academic achievement questionnaire.</span></span></span> <span lang="EN" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Finally, data analysis was done by considering the significance level of 0.05 by SPSS-24 software with descriptive statistical methods and using inferential independent T-tests and Pearson&#39;s correlation.</span></span></span><span style="font-size:14.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Findings:</span></span></span></b> <span lang="EN" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">73 female students (53.7%) and 63 male students (46.3%) participated in this study. The academic progress scores of male and female students were 142.39 and 142.05, respectively, which are not significantly different from each other (P=0.09).</span></span></span> <span lang="EN" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Also, among the components of quality of life, role disorder due to mental health has a significant difference in men and women (P=0.01), so that women got a lower score than men.</span></span></span><span style="font-size:14.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span><br> <b><span style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Discussion and conclusion:</span></span></span></b> <span lang="EN" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">The overall quality of life has a positive relationship with the academic performance of students in medical and health professions. Therefore, a better perception of the quality of life may improve learning in medical and health sciences students</span></span></span> پیشرفت تحصیلی, کیفیت زندگی, دانشجو پرستاری academic progress, quality of life, student, nursing 30 37 http://npwjm.ajaums.ac.ir/browse.php?a_code=A-10-4546-1&slc_lang=fa&sid=1 AmirMohamad Zarei امیرمحمد زارعی Amir.zarei121@gmail.com 10031947532846006501 10031947532846006501 No Tehran, AJA Faculty of nursing دانشکده پرستاری ارتش Roghayeh Seyedi رقیه سیدی Roghaye_seyedi@yahoo.com 10031947532846006502 10031947532846006502 Yes Tehran, AJA Faculty of nursing دانشکده پرستاری ارتش Yazdan Ahmadi یزدان احمدی j_sh_13@yahoo.com 10031947532846006503 10031947532846006503 No Tehran, AJA Faculty of nursing دانشکده پرستاری ارتش Nasim Beinaghi نسیم بینقی Nassim.beinaghi@gmail.com 10031947532846006504 10031947532846006504 No Tehran, AJA Faculty of nursing دانشکده پرستاری ارتش AmirHosein Pishgooei امیرحسین پیشگویی apishgooie@yahoo.com 10031947532846006505 10031947532846006505 No Tehran, AJA Faculty of nursing دانشکده پرستاری ارتش Reza Momen رضا مومن Rezamomen88@yahoo.com 10031947532846006506 10031947532846006506 No Tehran, AJA Faculty of nursing دانشکده پرستاری ارتش Faezeh Baniyaghoobi فائضه بنی یعقوبی Faeze.banyiaghoobi@gmail.com 10031947532846006507 10031947532846006507 No Tehran, AJA Faculty of nursing دانشکده پرستاری ارتش saeed ghasemi سعید قاسمی saeedghasemi5575@gmail.com 10031947532846006508 10031947532846006508 No