Karamanoğlu Mehmet Bey Üniversitesi Farklı Bölüm Öğrencilerinin Anatomi Dersine Olan Öz-Yeterlilik Durumlarının Karşılaştırılması
Yükleniyor...
Tarih
2009
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Betimleyici türdeki çalışma Karamanoğlu Mehmet Bey Üniversitesi 2008–2009 Eğitim-Öğretim yılı güz döneminde yapılmıştır. Karamanoğlu Mehmet Bey Üniversitesinde Sağlık Yüksekokulu Hemşirelik bölümü ve BESYO Beden Eğitimi ve Spor Öğretmenliği bölümlerinin 2, 3 ve 4. sınıflarında öğrenim gören ve anatomi dersi almış olan 264 üniversite öğrencinin tamamı araştırmanın evrenini oluşturmuştur. Araştırmaya 106 Beden Eğitimi ve Spor Öğretmenliği öğrencisi ile 158 hemşirelik öğrencisi olmak üzere toplam 264 öğrenci katılmıştır. Öğrencilerin %58.8’i Hemşirelik bölümünde eğitim görmekte , % 41.2’si ise Beden Eğitimi ve Spor Öğretmenliği bölümünde eğitim görmektedir. Hemşirelik bölümünde öğrenim gören öğrencilerin anatomi dersine olan öz-yeterlilikleri Beden Eğitimi ve Spor Öğretmenliği bölümünde öğrenim gören öğrencilerin anatomi dersine olan öz-yeterliliklerinden daha yüksek bulunmuştur.
Self-effectiveness-ability which is one of the basic concepts that Bandura thinks it has effect on behavior is one of the components of social-learning concept. Healthy developing programme which has been argued in our country recently was developed by Pender as based on Bandura’s social learning concept. This model defines the elements which develope the health and predicted casual mechanism by explaining (Jhonson et al., 1993; Pender, 1987). Self –effectiveness-ability is a concept as spacial faith for condition and sensation. However one’s Self–effectiveness-ability sensation helps the speacial expectation for condition (Sherer et al., 1982). Individual mat transfer his or her self–effectiveness-ability sensation to another person. For instance; in a searchment (Chan, 2003) the diabetic children of mothers who have high self–effectiveness-ability sensation is better when compared with the group which has low self-care and self-ability time. The aim of this searchment to measure the self-ability condition of Karamanoğlu Mehmet Bey University‘s students’ selfability condition whose branches are physical education and sport academy and nursing and students’ who took anatomy lesson self-ability condition. When evalauting the datums SPSS 10.0 programme was used. This descriptive searchment was carried out Karamanoğlu Mehmet Bey University 2008-2009 Academic year in fall. This searchment includes Karamanoğlu Mehmet Bey University health academy nursing department and physical education and sport academy‘s students who are at 2. ,3. and 4. year at university and 264 students who took anatomy lesson. Only this school was included because there are 2 school in university which have anatomy lesson. When collecting the datums age and sex which are socio-demographic datums, when measureing the datums involvement to anatomy lesson, positive or negative behaviours in anatomy lesson, prejudice for anatomy lesson which are interrogated in Equal Periodic Likert Anatomy Attitude criterion was carried out. Bahçeci in postgraduate theses, 35 sentence were defined which effects the students’ self-ability for anatomy lesson and then they were changed into a criterion which is Equal Periodic Likert style 5 level classification criterion. This criterion was evaluated and it has 30 question in the end. This 30 question had factor analyses, questions whose burden is lower than 0,40 were excluded and finallyu 26 question is in our hand Factor 1: Sensation of trust for information saving in anatomy Factor 2: Being aware of implementation ability abaut anatomy Factor 3: Changing the teoric information into life ability The developed criterion’s inner consistency was calculated as Cronbach alfa (?)=0,75 and it is enough safe to be used in searchment (Bahçeci, 2006). Searchment’s datums were collected by questionnaire which based on student’s self-notice in class, crowded area and under supervision of researcher between 17-21 november. 106 phsycal education and sport academy students, 158 nursing and total 264 students were included into searchment. The avarage age is 22.79 ± 1.87 in searchment. % 62.2 of participant is woman, % 33.8 is man % 58.8 of participants’ branch is nursing, % 23 .0 is at 2. Class, % 18.5 at 3. Class and % 17.3 is at 4. Class, % 41.2 of participant’s branch is phsycal education and sport academy, % 16.7 second class, % 11.7 third class and % 12.8 4th class students. Students’ self –ağabeylity for anatomy lesson has a difference according to their branch [t (251)= 7.32, p<,01]. Students attitude whose branch is Nursing (X=81.53), phsycal education and sport academy students are more positive in self-ability (X=72.63). The most important reason of this can be commented as the idea of students who will be a nurse in the future thinks that their lessons have a connection with anatomy and when they will be a nurse they will be surrounded by anatomy informatons and they will need anatomy information forever. This condition can be commented as there is a connection between the branch and self ability for anatomy lesson. The first factor which effects the self-ability for anatomy lesson was defined as the trust sensation for information saving in anatomy. In nursing students trust sensation is more higher than (X=79.84) education and sport academy students (X =61.75). The second factor was defined as being aware of application ability. In nursing the behaviour of being aware of application ability (X=82.61) is more positive than education and sport academy students (X=66,53). Furthermore in nursing students are more positive than education and sport academy students when applying the things they learnt. The third factor was defined as Changing the teoric information into life ability. Students whose branches are nursing the behaviour of Changing the teoric information into life ability (X= 78.37) is more positive than education and sport academy students (X=63.77). Nursing students can apply an information which they learnt theoretically easly when they are compared with the education and sport academy students. The difference between the ability of transferring the therotical information from the class to real life is defined as meaningfully (p<,05). According to Altunçekiç and et al searchment, Science, math and class teachership’s candidates have some difference for science teaching in self-ability faith (F=13,652; p<0,01). Scientist candidates thinks they have more chance than other teachers. The most important reason of this that they take their lesson about science and when they are a scientist they think they are the teacher of that branch. This condition can be defined as they have more self-ability in science. In our study nursing students’ selfability condition for anatomy lesson is beter th Altunçekiç an phsycal education and sport academy students’ condition. We can say that it is consistent with and ark’s searchment. In this study the self-ability of nursing students and phsycal education and sport academy students for anatomy lesson was studied. Nursing students’ self ability condition is beter than phsycal education and sport academy students’ condition according to study. Nursing students’ high self-ability sensation can be commented as it will be used every area of life. Phsycal education and sport academy students did not take anatomy lesson as nursing students took but they will need information which they learnt from this lesson in their occupational life. As in other searchments the sensation of self-ability is an important feature (Koray, 2003; Yaman, 2003). An individual whose self-ability sensation is high about an ordinary event,they struggle more harder to carry out their duty. When they have some problem, they struggle until give an end to that problem (Dorman, 2001; Ritter et al., 2001). Todays it is an important factor that just like in every area in nursing and phsycal education and sport academy there is a need for high self-ability sensation.
Self-effectiveness-ability which is one of the basic concepts that Bandura thinks it has effect on behavior is one of the components of social-learning concept. Healthy developing programme which has been argued in our country recently was developed by Pender as based on Bandura’s social learning concept. This model defines the elements which develope the health and predicted casual mechanism by explaining (Jhonson et al., 1993; Pender, 1987). Self –effectiveness-ability is a concept as spacial faith for condition and sensation. However one’s Self–effectiveness-ability sensation helps the speacial expectation for condition (Sherer et al., 1982). Individual mat transfer his or her self–effectiveness-ability sensation to another person. For instance; in a searchment (Chan, 2003) the diabetic children of mothers who have high self–effectiveness-ability sensation is better when compared with the group which has low self-care and self-ability time. The aim of this searchment to measure the self-ability condition of Karamanoğlu Mehmet Bey University‘s students’ selfability condition whose branches are physical education and sport academy and nursing and students’ who took anatomy lesson self-ability condition. When evalauting the datums SPSS 10.0 programme was used. This descriptive searchment was carried out Karamanoğlu Mehmet Bey University 2008-2009 Academic year in fall. This searchment includes Karamanoğlu Mehmet Bey University health academy nursing department and physical education and sport academy‘s students who are at 2. ,3. and 4. year at university and 264 students who took anatomy lesson. Only this school was included because there are 2 school in university which have anatomy lesson. When collecting the datums age and sex which are socio-demographic datums, when measureing the datums involvement to anatomy lesson, positive or negative behaviours in anatomy lesson, prejudice for anatomy lesson which are interrogated in Equal Periodic Likert Anatomy Attitude criterion was carried out. Bahçeci in postgraduate theses, 35 sentence were defined which effects the students’ self-ability for anatomy lesson and then they were changed into a criterion which is Equal Periodic Likert style 5 level classification criterion. This criterion was evaluated and it has 30 question in the end. This 30 question had factor analyses, questions whose burden is lower than 0,40 were excluded and finallyu 26 question is in our hand Factor 1: Sensation of trust for information saving in anatomy Factor 2: Being aware of implementation ability abaut anatomy Factor 3: Changing the teoric information into life ability The developed criterion’s inner consistency was calculated as Cronbach alfa (?)=0,75 and it is enough safe to be used in searchment (Bahçeci, 2006). Searchment’s datums were collected by questionnaire which based on student’s self-notice in class, crowded area and under supervision of researcher between 17-21 november. 106 phsycal education and sport academy students, 158 nursing and total 264 students were included into searchment. The avarage age is 22.79 ± 1.87 in searchment. % 62.2 of participant is woman, % 33.8 is man % 58.8 of participants’ branch is nursing, % 23 .0 is at 2. Class, % 18.5 at 3. Class and % 17.3 is at 4. Class, % 41.2 of participant’s branch is phsycal education and sport academy, % 16.7 second class, % 11.7 third class and % 12.8 4th class students. Students’ self –ağabeylity for anatomy lesson has a difference according to their branch [t (251)= 7.32, p<,01]. Students attitude whose branch is Nursing (X=81.53), phsycal education and sport academy students are more positive in self-ability (X=72.63). The most important reason of this can be commented as the idea of students who will be a nurse in the future thinks that their lessons have a connection with anatomy and when they will be a nurse they will be surrounded by anatomy informatons and they will need anatomy information forever. This condition can be commented as there is a connection between the branch and self ability for anatomy lesson. The first factor which effects the self-ability for anatomy lesson was defined as the trust sensation for information saving in anatomy. In nursing students trust sensation is more higher than (X=79.84) education and sport academy students (X =61.75). The second factor was defined as being aware of application ability. In nursing the behaviour of being aware of application ability (X=82.61) is more positive than education and sport academy students (X=66,53). Furthermore in nursing students are more positive than education and sport academy students when applying the things they learnt. The third factor was defined as Changing the teoric information into life ability. Students whose branches are nursing the behaviour of Changing the teoric information into life ability (X= 78.37) is more positive than education and sport academy students (X=63.77). Nursing students can apply an information which they learnt theoretically easly when they are compared with the education and sport academy students. The difference between the ability of transferring the therotical information from the class to real life is defined as meaningfully (p<,05). According to Altunçekiç and et al searchment, Science, math and class teachership’s candidates have some difference for science teaching in self-ability faith (F=13,652; p<0,01). Scientist candidates thinks they have more chance than other teachers. The most important reason of this that they take their lesson about science and when they are a scientist they think they are the teacher of that branch. This condition can be defined as they have more self-ability in science. In our study nursing students’ selfability condition for anatomy lesson is beter th Altunçekiç an phsycal education and sport academy students’ condition. We can say that it is consistent with and ark’s searchment. In this study the self-ability of nursing students and phsycal education and sport academy students for anatomy lesson was studied. Nursing students’ self ability condition is beter than phsycal education and sport academy students’ condition according to study. Nursing students’ high self-ability sensation can be commented as it will be used every area of life. Phsycal education and sport academy students did not take anatomy lesson as nursing students took but they will need information which they learnt from this lesson in their occupational life. As in other searchments the sensation of self-ability is an important feature (Koray, 2003; Yaman, 2003). An individual whose self-ability sensation is high about an ordinary event,they struggle more harder to carry out their duty. When they have some problem, they struggle until give an end to that problem (Dorman, 2001; Ritter et al., 2001). Todays it is an important factor that just like in every area in nursing and phsycal education and sport academy there is a need for high self-ability sensation.
Açıklama
Anahtar Kelimeler
Öğrenciler, Beden Eğitimi ve Spor Öğretmenliği, Hemşirelik, Öz-yeterlilik, students, phsycal education and sport academy, nursing, self-ability
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
21
Künye
Lök, S., Taşğın, Ö., Lök, N., Yıldız, M., (2009). Karamanoğlu Mehmet Bey Üniversitesi Farklı Bölüm Öğrencilerinin Anatomi Dersine Olan Öz-Yeterlilik Durumlarının Karşılaştırılması. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 339-345.
