Hemşirelik öğrencilerinde vaka temelli öğretim yönteminin algilanan öz-yeterlilik ve eleştirel düşünme düzeylerine etkisi: Karma yöntem
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Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Hemşirelik öğrencilerinde öz-yeterlilik ve eleştirel düşünme düzeylerinin genellikle orta/düşük olduğu, hem öz-yeterlilik hem de eleştirel düşünme düzeylerinin bazı özel girişimlerle yükseltilebileceği belirtilmektedir. Bu nedenle, klasik ve vaka temelli öğretim yönteminin hemşirelik öğrencilerinin algıladıkları öz-yeterlilik durumu ve eleştirel düşünme düzeylerine etkisini değerlendirmek ve öğrencilerin vaka temelli öğretim yöntemi hakkında düşünce ve önerilerini belirlemek amacıyla bu araştırma yapılmıştır. Araştırmada; randomize, öntest kontrollü deneysel bir tasarım ve karma yöntemlerden; açımlayıcı sıralı desen kullanılmıştır. Çalışma,2017-2018 yılı eğitim öğretim döneminde Selçuk Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik Bölümü 2. Sınıf öğrencileri ile gerçekleştirilmiştir. Randomizasyon uygulanarak müdahale ve kontrol grubu belirlenmiş, kontrol grubuna girişim uygulanmazken müdahale grubuna dört oturum halinde vaka temelli öğretim programı uygulanmıştır. Çalışma grubu; 37 müdahale, 37 kontrol olmak üzere 74 kişiden oluşmuştur. Vaka temelli öğretimde kullanılan vakalar, Dünya Sağlık Örgütü'nün belirttiği önemli hastalık başlıklarını içerecek şekilde seçilmiştir. Gerekli tüm izinler alındıktan sonra veriler; Veri Toplama Formu, Genelleştirilmiş Algılanan Öz Yeterlilik Ölçeği, Eleştirel Düşünme Eğilimi Ölçeği ve Yapılandırılmış Görüşme Formu ile toplanmıştır. İstatistikler; SPSS 22 ve OpenMeta (analyst) programında yapılmıştır. İstatistiklerde sayı, yüzde, standart sapma, ki kare, t testi, Pearson Korelasyon Analizi, Hedge's formülü kullanılmıştır. Müdahale ve kontrol grubunda; yaş, cinsiyet, aile yapısı, anne/baba eğitimi, algılanan ekonomik durum, en uzun yaşanılan yer, bölümü isteyerek seçme, mezuniyet sonrası planı ve algılanan okul başarısı benzer dağılım göstermektedir (p>0.05). Eğitim sonrası müdahale grubunda hem öz-yeterlilik puanı hem de eleştirel düşünme puanı yükselmiştir. Puanlardaki yükseliş anlamlı (p<0.05) bulunmuş ve etki büyüklüğü (0.20
In nursing students, it can be said that self-efficacy and critical thinking levels are generally moderate or low, both self-efficacy and critical thinking can be increased with some special initiatives. Therefore, this study was conducted to evaluate the effect of classical and case-based teaching method on the perceived self-efficacy and critical thinking levels of nursing students and to determine their thoughts and suggestions about case-based teaching method. In the study; randomized, pretest-controlled experimental design, and one of the mixed methods, exploratory sequential pattern, is used. The study was held with sophomore students of Selcuk University Faculty of Health Sciences Department of Nursing in 2017-2018 academic year. Intervention group and control group was determined by randomization, no intervention was applied to the control group and case study was applied to theintervention group in four sessions. Working group consists of 74 people as 37 intervention group members and 37 control group members. Those cases used at case-based learning method were selected among cases containing the major disease headings of the World Health Organization. After all necessary permissions are taken, all data were collected with Data Collection Form, Generalized Perceived Self-efficacy Scale, Critical Thinking Dispozition Scale and Structured Vision Form. Statistics are created via those programs, SPSS 22 and OpenMeta (analyst). In statistics, number, percentage, standard deviation, chi-square, t-test, Pearson Correlation Analysis, and Hedge's formula were used. In the intervention and control group; age, gender, family structure, parents' education, perceived economic situation, place where family has lived the most, the condition of choosing this university department voluntarily or not, post-graduation plan and perceived school achievement have shown similar distribution (p>0.05). In the intervention group subjected to the education, the self-sufficiency score and the critical thinking score were also increased (p<0.05). The increase of scores were found considerable (p<0.05) and also the magnitude of the effect was determined moderately (0.20
In nursing students, it can be said that self-efficacy and critical thinking levels are generally moderate or low, both self-efficacy and critical thinking can be increased with some special initiatives. Therefore, this study was conducted to evaluate the effect of classical and case-based teaching method on the perceived self-efficacy and critical thinking levels of nursing students and to determine their thoughts and suggestions about case-based teaching method. In the study; randomized, pretest-controlled experimental design, and one of the mixed methods, exploratory sequential pattern, is used. The study was held with sophomore students of Selcuk University Faculty of Health Sciences Department of Nursing in 2017-2018 academic year. Intervention group and control group was determined by randomization, no intervention was applied to the control group and case study was applied to theintervention group in four sessions. Working group consists of 74 people as 37 intervention group members and 37 control group members. Those cases used at case-based learning method were selected among cases containing the major disease headings of the World Health Organization. After all necessary permissions are taken, all data were collected with Data Collection Form, Generalized Perceived Self-efficacy Scale, Critical Thinking Dispozition Scale and Structured Vision Form. Statistics are created via those programs, SPSS 22 and OpenMeta (analyst). In statistics, number, percentage, standard deviation, chi-square, t-test, Pearson Correlation Analysis, and Hedge's formula were used. In the intervention and control group; age, gender, family structure, parents' education, perceived economic situation, place where family has lived the most, the condition of choosing this university department voluntarily or not, post-graduation plan and perceived school achievement have shown similar distribution (p>0.05). In the intervention group subjected to the education, the self-sufficiency score and the critical thinking score were also increased (p<0.05). The increase of scores were found considerable (p<0.05) and also the magnitude of the effect was determined moderately (0.20
Açıklama
Anahtar Kelimeler
eleştirel düşünce
Kaynak
WoS Q Değeri
Scopus Q Değeri
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Künye
Burucu, R. (2019). Hemşirelik Öğrencilerinde Vaka Temelli Öğretim Yönteminin Algilanan Öz-Yeterlilik Ve Eleştirel Düşünme Düzeylerine Etkisi: Karma Yöntem. ( Doktora Tezi). Selçuk Üniversitesi, Sağlık Bilimleri Enstitüsü, Konya.
