کاربست هوش مصنوعی در آموزش پرستاران

نویسندگان

  • سید هادی سجادی متخصص بیهوشی، بیمارستان علامه بهلول گنابادی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی گناباد، گناباد، ایران. https://orcid.org/0000-0002-0736-8284
  • فرزانه رباطی گروه آموزش و بهسازی منابع انسانی، دانشگاه علم و فرهنگ، تهران، ایران. https://orcid.org/0009-0007-2271-6834
  • سید محمد سجادی * گروه برنامه‌ریزی درسی، دانشگاه خوارزمی، تهران، ایران. https://orcid.org/0009-0007-6701-6778

https://doi.org/10.48313/asemel.v2i4.96

چکیده

هدف: آموزش پرستاری در قرن بیست و یکم با چالش‌های بی‌سابقه‌ای مانند کمبود شدید و مداوم نیروی پرستار ماهر، پیچیدگی مراقبت‌های بهداشتی با پیشرفت فناوری‌های پزشکی، افزایش بار بیماری‌های مزمن، ضرورت ارایه مراقبت‌های مبتنی بر شواهد، کمبود اساتید مجرب و باتجربه مواجه است. هدف این پژوهش "بررسی کاربست هوش مصنوعی در آموزش پرستاران" است.

روش‌شناسی پژوهش: این پژوهش با استفاده از روش کیفی تحلیل مضمون به بررسی مضامین اصلی در کاربست هوش مصنوعی در آموزش پرستاران در مقالات منتشرشده بین سال‌های ۲۰۱۵ تا ۲۰۲۵ می‌پردازد.

یافته‌ها: با بررسی ۴۲ مقاله معتبر، پنج مضمون اصلی شناسایی شد: 1- شبیه‌سازی‌های مبتنی بر هوش مصنوعی و محیط‌های یادگیری مجازی، 2- سیستم‌های آموزش شخصی‌سازی‌شده و تطبیقی، 3- تحلیل پیش‌بینی کننده و مداخلات آموزشی زودهنگام، 4- چالش‌های اخلاقی و حریم خصوصی و 5- آماده‌سازی پرستاران برای محیط‌های کاری هوشمند. یافته‌ها نشان می‌دهد که هوش مصنوعی پتانسیل قابل‌توجهی برای افزایش کیفیت آموزش پرستاری دارد اما نیازمند رویکردی متعادل با توجه به ملاحظات اخلاقی و انسانی است.

اصالت/ارزش‌افزوده علمی: این مطالعه با بررسی پژوهش‌های پیشین در زمینه کاربرد هوش مصنوعی در آموزش پرستاران جایگاه، نقش و کاربرد این فناوری نوین را برای جامعه پرستاری آشکار می‌سازد تا از در دستاوردهای آن در این جامعه دچار چالش بهره ببرند.

کلمات کلیدی:

هوش مصنوعی، آموزش پرستاری، تحلیل مضمون، فناوری آموزشی

مراجع

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دانلود

چاپ شده

2025-12-22

شماره

دوره 2 شماره 4 (1404): مطالعات کاربردی در مدیریت آموزشی و یادگیری الکترونیکی

نوع مقاله

مقالات شماره جاری

ارجاع به مقاله

سجادی س. ه. ., رباطی ف. ., & سجادی س. م. (2025). کاربست هوش مصنوعی در آموزش پرستاران. مطالعات کاربردی در مدیریت آموزشی و یادگیری الکترونیکی, 2(4), 249-262. https://doi.org/10.48313/asemel.v2i4.96
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