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The Effect of Student-Centered Blended Teaching Method on Nursing Students' Self-Assessment, Satisfactionand Self-Confidence

Year 2024, Volume: 13 Issue: 1, 185 - 192, 27.03.2024
https://doi.org/10.37989/gumussagbil.1272375

Abstract

Generation Z students need active learning methods. It is recommended that several methods be used together in acquiring competencies for knowledge, skills and attitudes in nursing education. In this study, it was conducted in a descriptive type in order to determine the effect of student-centered learning-based blended teaching method on students' knowledge, satisfaction and self-confidence in the learning of basic nursing skills. The sample of the study consisted of 166 nursing students studying in the nursing department of a university, having their first clinical internship experience, and volunteering to participate in the research. Data were collected in September 2022. Personal information form prepared by the researchers, Student Satisfaction and Self-Confidence in Learning Scale were used to collect the data. In addition, students were asked to rate their knowledge and skills out of 10 before and after the education. The students participating in the study were divided into groups of five by simple random sampling method. Each group was transferred to the first station using standardized patients, and then to the second station using an intermediate simulator. It was determined that patient acceptance and nursing process self-evaluations of the students participating in the study were 5.5±2.8 before education and 5.9±2.5 after education, and there was a statistically significant difference between before and after education. It was determined that students' vital signs measurement and evaluation self-assessment was 6.3±3.0 before the education and 6.4±2.8 after the education, and there was a statistically significant difference between the two evaluations. In this study, it was determined that blended teaching methods increased the knowledge, self-confidence and satisfaction of nursing students. In this direction, it can be suggested that blended teaching methods should be disseminated in nursing education and integrated into the education curriculum.

References

  • 1. Lin, H. C, Hwang, G. J. and Hsu, Y. D. (2019). ''Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions''. Computers & Education, 139, 207-221. https://doi.org/10.1016/j.compedu.2019.05.014
  • 2.Turaç, N, Çalışkan, N. ve Gülnar, E. (2017). ''Comparison of mastery learning model and WhatsApp assisted learning in teaching psychomotor skills: A triangulation study".14 (3), 2601-2615.
  • 3.Cattaneo, K.H. (2017). '' Telling active learning pedagogies apart: From theory to practic''. Journal of New Approaches in Educational Research (NAER Journal), 6 (2),144-152.
  • 4.Gates, M.G, Parr, M.B. and Hughen, J.E. (2012). ''Enhancing Nursing Knowledge Using High-Fidelity Simulation''. Journal of Nursing Education, 51 (1), 9-15. https://doi.org/10.3928/01484834-20111116-01
  • 5. Bleske, B.E, Remington, T.L, Wells, T.D, Klein, K.C, Guthrie, S.K, Tingen, J.M,. and Dorsch, M.P. (2016). "Takım tabanlı öğrenme ve ders formatının öğrenme çıktıları üzerinde rastgele bir çapraz karşılaştırması". American Journal of Pharmaceutical Education, 80 (7), 1-5.
  • 6.Crocco, F, Offenholley, K. and Hernandez, C. (2016). ''A proof-of-concept study of game-based learning in higher education''. Simulation & Gaming, 47 (4),403-422.
  • 7. Bussard, M. (2015). "The nature of clinical judgment development in reflective journals". Journal of Nursing Education, 54 (8), 451-454. https://doi.org/10.3928/01484834-20150717-05
  • 8.McCarthy, J. (2016). '' Reflections on a flipped classroom in first year higher education''. Issues in Educational Research, 26 (2), 332-350.
  • 9.Lumpkin, A, Achen, R.M. and Dodd, R.K. (2015).''Student perceptions of active learning''. College Student Journal, 49 (1), 121-133.
  • 10.Powell Kennedy, H., Fisher, L., Fontaine, D., & Martin-Holland, J. (2008). Evaluating diversity in nursing education: A mixed method study. Journal of Transcultural Nursing, 19(4), 363-370.
  • 11.Fernández-Peña, R., Fuentes-Pumarola, C., Malagón-Aguilera, M. C., Bonmatí-Tomàs, A., Bosch-Farré, C., & Ballester-Ferrando, D. (2016). The evaluation of reflective learning from the nursing student's point of view: A mixed method approach. Nurse Education Today, 44, 59-65.
  • 12.Jeffries, P.R. and Rizzolo, M.A. (2006).''Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study''. New York, NY: National League for Nursing, 5 (11), 500-505.
  • 13. Unver, V, Basak, T, Watts, P, Gaioso, V, Moss, J, Tastan, S. and Tosun, N. (2017). ''The reliability and validity of three questionnaires: the student satisfaction and self-confidence in learning scale, simulation design scale, and educational practices questionnaire''.Contemporary nurse, 53 (1),60-74. https://doi.org/10.1080/10376178.2017.1282319
  • 14.Kol, E. and İnce, S. (2018). '' Determining the opinions of the first-year nursing students about clinical practice and clinical educators''. Nurse Education in Practice, 31,35-40. https://doi.org/10.1016/j.nepr.2018.04.009
  • 15.Karaöz, S.(2013).''Hemşirelik eğitiminde klinik değerlendirmeye genel bakış: Güçlükler ve öneriler''. Dokuz Eylül Üniversitesi Hemirelik Yüksekokulu Dergisi, 6 (3), 149-158.
  • 16.Eyikara, E. and Baykara, Z.G. (2017). ''The importance of simulation in nursing education''. World Journal on Educational Technology: Current Issues, 9 (1), 02-07.
  • 17. Lee, B.O, Liang, H.F, Chu, T.P. and Hung, C.C. (2019). ''Effects of simulation-based learning on nursing student competences and clinical performance''. Nurse education in practice, 41 (102646), 1-7. https://doi.org/10.1016/j.nepr.2019.102646
  • 18.Mulyadi, M, Tonapa, S.I, Pompas, S.S,Wang, R.H, Lee, B.O. (2021). ''Effects of simulation technology-based learning on nursing students' learning outcomes: a systematic review and meta-analysis of experimental studies''. Nurse Education Today, 107 (105127), 1-10. https://doi.org/10.1016/j.nedt.2021.105127
  • 19. Gemuhay, H.M, Kalolo, A, Mirisho, R, Chipwaza, B. and Nyangena, E. (2019). "Factors affecting performance in clinical practice among preservice diploma nursing students in Northern Tanzania".Nursing Research and Practice, 2019, 1-9.https://doi.org/10.1155/2019/3453085
  • 20.Kunst, E.L, Mitchell, M. and Johnston A.N. (2017). ''Using simulation to improve the capability of undergraduate nursing students in mental health care''. Nurse Education Today, 50, 29-35. https://doi.org/10.1016/j.nedt.2016.12.012
  • 21.Hart, P.L, Spiva, L. and Mareno, N. (2014). ''Psychometric properties of the clinical decision-making self-confidence scale''. Journal of Nursing Measurement, 22 (2), 312-322. https://doi.org/10.1891/1061-3749.22.2.312)
  • 22.Adib-Hajbaghery, M. and Sharifi, N. (2017). ''Effect of simulation training on the development of nurses and nursing students' critical thinking: A systematic literature review''. Nurse education today, 50,17-24. https://doi.org/10.1016/j.nedt.2016.12.011
  • 23.Oh, P.J, Jeon, K.D. and Koh, M.S. (2015). ''The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis''.Nurse education today, 35 (5), e6-e15. https://doi.org/10.1016/j.nedt.2015.01.019.
  • 24.Cho, H.Y. (2015). ''The effect of Simulation-based learning scenario using standardized repiratory patients on learning satisfaction, clinical skill competency and self-efficacy in Health-related department students''. Journal of the Korea Academia-Industrial cooperation Society, 16 (3), 2100-2108. https://doi.org/10.5762/KAIS.2015.16.3.2100
  • 25.Hsu, L.L, Chang,W.H. and Hsieh, S.I. (2015). ''The effects of scenario-based simulation course training on nurses' communication competence and self-efficacy: a randomized controlled trial''. Journal of Professional Nursing, 31 (1), 37-49. https://doi.org/10.1016/j.profnurs.2014.05.007
  • 26.Lapkin, S, fernandez, R, Jones, T.L. and Bellchambers, H. (2010). ''Effectiveness of patient simulation manikins in teaching clinical reasoning skills to undergraduate nursing students: A systematic review''. Clinical simulation in nursing, 6 (6), e207-e222. https://doi.org/10.1016/j.ecns.2010.05.005
  • 27.Gardner, R. and Raemer, D.B. (2008). '' Simulation in obstetrics and gynecology''. Obstetrics and gynecology clinics of North America,35 (1), 97-127. https://doi.org/10.1016/j.ogc.2007.12.008
  • 28.Terzioğlu, F., et al. (2012). ''Simülasyon yöntemine ilişkin hemşirelik öğrencilerinin görüşleri''. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 19 (1), 16-23.
  • 29. Boyde, M, Cooper, E, Putland, H, Stanton, R, Harding, C, Learmont, B. and Nicholls, L. (2018). "Simulation for emergency nurses (SIREN): A quasi-experimental study". Nurse Education Today, 68, 100-104. https://doi.org/10.1016/j.nedt.2018.05.030
  • 30. Fernando, A, Attoe, C, Jaye, P, Cross, S, Pathan, J. and Wessely, S. (2017). "Improving interprofessional approaches to physical and psychiatric comorbidities through simulation". Clinical Simulation in Nursing, 13 (4), 186-193. https://doi.org/10.1016/j.ecns.2016.12.004
  • 31.Cooper, A. (2015). ''High-fidelity simulation for neonatal nursing education: an integrative review of the literature''. Neonatal Network, 34 (6), 345-354. https://doi.org/10.1891/0730-0832.34.6.345)
  • 32.Lubbers, J. and Rossman,C. (2017). ''Satisfaction and self-confidence with nursing clinical simulation: Novice learners, medium-fidelity, and community settings''. Nurse Education Today, 48,140-144. https://doi.org/10.1016/j.nedt.2016.10.010
  • 33.Bambini, D, Washburn, J. and Perkins, R. (2009). ''Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment''. Nursing education perspectives, 30 (2), 79-82.
  • 34.Brannan, J.D, White, A. and Bezanson, J.L. (2008). ''Simulator effects on cognitive skills and confidence levels''. Journal of Nursing Education, 47 (11), 495-500. https://doi.org/10.3928/01484834-20081101-01
  • 35.Soucy, E.C. (2011). ''The Effects of High-Fidelity Simulators on Nursing Students' Critical Thinking and Self-Confidence''. Prescott Valley/ Arizona:Northcentral University ProQuest Dissertations Publishing.

Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi

Year 2024, Volume: 13 Issue: 1, 185 - 192, 27.03.2024
https://doi.org/10.37989/gumussagbil.1272375

Abstract

Z kuşağı öğrencileri aktif öğrenme yöntemlerine ihtiyaç duymaktadırlar. Hemşirelik eğitiminde bilgi, beceri ve tutuma yönelik yeterliliklerin kazanılmasında birkaç yöntemin birlikte kullanılması önerilmektedir. Bu çalışmada, öğrenci merkezli öğrenmeye dayalı karma öğretim yönteminin temel hemşirelik becerilerinin öğreniminde öğrencilerin bilgi, memnuniyet ve özgüveni üzerindeki etkisini saptamak amacıyla tanımlayıcı tipte yapılmıştır. Araştırmanın örneklemini bir üniversitenin hemşirelik bölümünde öğrenim gören, ilk klinik staj deneyimini yaşayan, araştırmaya katılmaya gönüllü 166 hemşirelik öğrencisi oluşturmuştur. Veriler 2022 Eylül ayında toplanmıştır. Verilerin toplanmasında araştırmacılar tarafından hazırlanan kişisel bilgi formu, Öğrenci Memnuniyeti ve Öğrenmede Kendine Güven Ölçeği kullanılmıştır. Ayrıca eğitim öncesi ve eğitim sonrası öğrencilerin kendi bilgi, becerilerini 10 üzerinden puanlaması istenmiştir. Çalışmaya katılan öğrenciler, basit rastgele örneklem yöntemi ile beşerli gruplara bölünmüştür. Her grup sırasıyla standardize hasta kullanılan birinci istasyona ve sonrasında orta düzey simülatör kullanılan ikinci istasyona alınmıştır. Araştırmaya katılan öğrencilerin hasta kabulü ve hemşirelik süreci öz değerlendirmeleri eğitim öncesi 5.5±2,8, eğitim sonrası 5,9±2,5 olduğu, eğitim öncesi ve sonrası arasında istatistiksel olarak anlamlı farklılık olduğu saptanmıştır. Öğrencilerin yaşam bulguları ölçme ve değerlendirme öz değerlendirmesi eğitim öncesi 6,3±3,0, eğitim sonrası ise 6,4±2,8 olduğu, iki değerlendirme arasında istatistiksel olarak anlamlı farklılık olduğu belirlenmiştir. Bu araştırmada karma öğretim yöntemlerinin hemşirelik öğrencilerinin bilgi, özgüven ve memnuniyetini arttırdığı belirlenmiştir. Bu doğrultuda hemşirelik eğitiminde karma öğretim yöntemlerinin yaygınlaştırılması ve eğitim müfredatına entegrasyonu önerilebilir.

References

  • 1. Lin, H. C, Hwang, G. J. and Hsu, Y. D. (2019). ''Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions''. Computers & Education, 139, 207-221. https://doi.org/10.1016/j.compedu.2019.05.014
  • 2.Turaç, N, Çalışkan, N. ve Gülnar, E. (2017). ''Comparison of mastery learning model and WhatsApp assisted learning in teaching psychomotor skills: A triangulation study".14 (3), 2601-2615.
  • 3.Cattaneo, K.H. (2017). '' Telling active learning pedagogies apart: From theory to practic''. Journal of New Approaches in Educational Research (NAER Journal), 6 (2),144-152.
  • 4.Gates, M.G, Parr, M.B. and Hughen, J.E. (2012). ''Enhancing Nursing Knowledge Using High-Fidelity Simulation''. Journal of Nursing Education, 51 (1), 9-15. https://doi.org/10.3928/01484834-20111116-01
  • 5. Bleske, B.E, Remington, T.L, Wells, T.D, Klein, K.C, Guthrie, S.K, Tingen, J.M,. and Dorsch, M.P. (2016). "Takım tabanlı öğrenme ve ders formatının öğrenme çıktıları üzerinde rastgele bir çapraz karşılaştırması". American Journal of Pharmaceutical Education, 80 (7), 1-5.
  • 6.Crocco, F, Offenholley, K. and Hernandez, C. (2016). ''A proof-of-concept study of game-based learning in higher education''. Simulation & Gaming, 47 (4),403-422.
  • 7. Bussard, M. (2015). "The nature of clinical judgment development in reflective journals". Journal of Nursing Education, 54 (8), 451-454. https://doi.org/10.3928/01484834-20150717-05
  • 8.McCarthy, J. (2016). '' Reflections on a flipped classroom in first year higher education''. Issues in Educational Research, 26 (2), 332-350.
  • 9.Lumpkin, A, Achen, R.M. and Dodd, R.K. (2015).''Student perceptions of active learning''. College Student Journal, 49 (1), 121-133.
  • 10.Powell Kennedy, H., Fisher, L., Fontaine, D., & Martin-Holland, J. (2008). Evaluating diversity in nursing education: A mixed method study. Journal of Transcultural Nursing, 19(4), 363-370.
  • 11.Fernández-Peña, R., Fuentes-Pumarola, C., Malagón-Aguilera, M. C., Bonmatí-Tomàs, A., Bosch-Farré, C., & Ballester-Ferrando, D. (2016). The evaluation of reflective learning from the nursing student's point of view: A mixed method approach. Nurse Education Today, 44, 59-65.
  • 12.Jeffries, P.R. and Rizzolo, M.A. (2006).''Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study''. New York, NY: National League for Nursing, 5 (11), 500-505.
  • 13. Unver, V, Basak, T, Watts, P, Gaioso, V, Moss, J, Tastan, S. and Tosun, N. (2017). ''The reliability and validity of three questionnaires: the student satisfaction and self-confidence in learning scale, simulation design scale, and educational practices questionnaire''.Contemporary nurse, 53 (1),60-74. https://doi.org/10.1080/10376178.2017.1282319
  • 14.Kol, E. and İnce, S. (2018). '' Determining the opinions of the first-year nursing students about clinical practice and clinical educators''. Nurse Education in Practice, 31,35-40. https://doi.org/10.1016/j.nepr.2018.04.009
  • 15.Karaöz, S.(2013).''Hemşirelik eğitiminde klinik değerlendirmeye genel bakış: Güçlükler ve öneriler''. Dokuz Eylül Üniversitesi Hemirelik Yüksekokulu Dergisi, 6 (3), 149-158.
  • 16.Eyikara, E. and Baykara, Z.G. (2017). ''The importance of simulation in nursing education''. World Journal on Educational Technology: Current Issues, 9 (1), 02-07.
  • 17. Lee, B.O, Liang, H.F, Chu, T.P. and Hung, C.C. (2019). ''Effects of simulation-based learning on nursing student competences and clinical performance''. Nurse education in practice, 41 (102646), 1-7. https://doi.org/10.1016/j.nepr.2019.102646
  • 18.Mulyadi, M, Tonapa, S.I, Pompas, S.S,Wang, R.H, Lee, B.O. (2021). ''Effects of simulation technology-based learning on nursing students' learning outcomes: a systematic review and meta-analysis of experimental studies''. Nurse Education Today, 107 (105127), 1-10. https://doi.org/10.1016/j.nedt.2021.105127
  • 19. Gemuhay, H.M, Kalolo, A, Mirisho, R, Chipwaza, B. and Nyangena, E. (2019). "Factors affecting performance in clinical practice among preservice diploma nursing students in Northern Tanzania".Nursing Research and Practice, 2019, 1-9.https://doi.org/10.1155/2019/3453085
  • 20.Kunst, E.L, Mitchell, M. and Johnston A.N. (2017). ''Using simulation to improve the capability of undergraduate nursing students in mental health care''. Nurse Education Today, 50, 29-35. https://doi.org/10.1016/j.nedt.2016.12.012
  • 21.Hart, P.L, Spiva, L. and Mareno, N. (2014). ''Psychometric properties of the clinical decision-making self-confidence scale''. Journal of Nursing Measurement, 22 (2), 312-322. https://doi.org/10.1891/1061-3749.22.2.312)
  • 22.Adib-Hajbaghery, M. and Sharifi, N. (2017). ''Effect of simulation training on the development of nurses and nursing students' critical thinking: A systematic literature review''. Nurse education today, 50,17-24. https://doi.org/10.1016/j.nedt.2016.12.011
  • 23.Oh, P.J, Jeon, K.D. and Koh, M.S. (2015). ''The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis''.Nurse education today, 35 (5), e6-e15. https://doi.org/10.1016/j.nedt.2015.01.019.
  • 24.Cho, H.Y. (2015). ''The effect of Simulation-based learning scenario using standardized repiratory patients on learning satisfaction, clinical skill competency and self-efficacy in Health-related department students''. Journal of the Korea Academia-Industrial cooperation Society, 16 (3), 2100-2108. https://doi.org/10.5762/KAIS.2015.16.3.2100
  • 25.Hsu, L.L, Chang,W.H. and Hsieh, S.I. (2015). ''The effects of scenario-based simulation course training on nurses' communication competence and self-efficacy: a randomized controlled trial''. Journal of Professional Nursing, 31 (1), 37-49. https://doi.org/10.1016/j.profnurs.2014.05.007
  • 26.Lapkin, S, fernandez, R, Jones, T.L. and Bellchambers, H. (2010). ''Effectiveness of patient simulation manikins in teaching clinical reasoning skills to undergraduate nursing students: A systematic review''. Clinical simulation in nursing, 6 (6), e207-e222. https://doi.org/10.1016/j.ecns.2010.05.005
  • 27.Gardner, R. and Raemer, D.B. (2008). '' Simulation in obstetrics and gynecology''. Obstetrics and gynecology clinics of North America,35 (1), 97-127. https://doi.org/10.1016/j.ogc.2007.12.008
  • 28.Terzioğlu, F., et al. (2012). ''Simülasyon yöntemine ilişkin hemşirelik öğrencilerinin görüşleri''. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 19 (1), 16-23.
  • 29. Boyde, M, Cooper, E, Putland, H, Stanton, R, Harding, C, Learmont, B. and Nicholls, L. (2018). "Simulation for emergency nurses (SIREN): A quasi-experimental study". Nurse Education Today, 68, 100-104. https://doi.org/10.1016/j.nedt.2018.05.030
  • 30. Fernando, A, Attoe, C, Jaye, P, Cross, S, Pathan, J. and Wessely, S. (2017). "Improving interprofessional approaches to physical and psychiatric comorbidities through simulation". Clinical Simulation in Nursing, 13 (4), 186-193. https://doi.org/10.1016/j.ecns.2016.12.004
  • 31.Cooper, A. (2015). ''High-fidelity simulation for neonatal nursing education: an integrative review of the literature''. Neonatal Network, 34 (6), 345-354. https://doi.org/10.1891/0730-0832.34.6.345)
  • 32.Lubbers, J. and Rossman,C. (2017). ''Satisfaction and self-confidence with nursing clinical simulation: Novice learners, medium-fidelity, and community settings''. Nurse Education Today, 48,140-144. https://doi.org/10.1016/j.nedt.2016.10.010
  • 33.Bambini, D, Washburn, J. and Perkins, R. (2009). ''Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment''. Nursing education perspectives, 30 (2), 79-82.
  • 34.Brannan, J.D, White, A. and Bezanson, J.L. (2008). ''Simulator effects on cognitive skills and confidence levels''. Journal of Nursing Education, 47 (11), 495-500. https://doi.org/10.3928/01484834-20081101-01
  • 35.Soucy, E.C. (2011). ''The Effects of High-Fidelity Simulators on Nursing Students' Critical Thinking and Self-Confidence''. Prescott Valley/ Arizona:Northcentral University ProQuest Dissertations Publishing.
There are 35 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Original Article
Authors

Ebru Turhal 0000-0003-4781-4944

Fulya Batmaz 0000-0002-5599-639X

Yeter Kurt 0000-0002-3673-1417

Publication Date March 27, 2024
Published in Issue Year 2024 Volume: 13 Issue: 1

Cite

APA Turhal, E., Batmaz, F., & Kurt, Y. (2024). Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 13(1), 185-192. https://doi.org/10.37989/gumussagbil.1272375
AMA Turhal E, Batmaz F, Kurt Y. Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi. March 2024;13(1):185-192. doi:10.37989/gumussagbil.1272375
Chicago Turhal, Ebru, Fulya Batmaz, and Yeter Kurt. “Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi”. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi 13, no. 1 (March 2024): 185-92. https://doi.org/10.37989/gumussagbil.1272375.
EndNote Turhal E, Batmaz F, Kurt Y (March 1, 2024) Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi 13 1 185–192.
IEEE E. Turhal, F. Batmaz, and Y. Kurt, “Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi”, Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, vol. 13, no. 1, pp. 185–192, 2024, doi: 10.37989/gumussagbil.1272375.
ISNAD Turhal, Ebru et al. “Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi”. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi 13/1 (March 2024), 185-192. https://doi.org/10.37989/gumussagbil.1272375.
JAMA Turhal E, Batmaz F, Kurt Y. Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi. 2024;13:185–192.
MLA Turhal, Ebru et al. “Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi”. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, vol. 13, no. 1, 2024, pp. 185-92, doi:10.37989/gumussagbil.1272375.
Vancouver Turhal E, Batmaz F, Kurt Y. Öğrenci Merkezli Karma Öğretim Yönteminin Hemşirelik Öğrencilerinin Öz Değerlendirme, Memnuniyet Ve Özgüveni Üzerindeki Etkisi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi. 2024;13(1):185-92.