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Effective Course Design with Interactive Course Form: Continuous Improvement Example

Year 2022, Volume: 4 Issue: 2, 97 - 102, 12.08.2022
https://doi.org/10.48071/sbuhemsirelik.1110914

Abstract

The Covid-19 pandemic has caused some changes in a wide area from the education methods used in nursing education to the measurement-evaluation process of education. Interactive Course Design Forms can be used to realize this change. In the study, it is aimed to evaluate the Interactive Course Design Training organized within the scope of Dokuz Eylul University Nursing Faculty trainers' training and its results, followed by the creation and use of Interactive Course Designs and then sharing the results. In order to support continuous improvement, a two full days of trainer training was held with the participation of all teaching staff (n:66) between 10-11 September 2020. In the workshop part of the trainer's training, the instructors were asked to redesign the courses they chose with an interactive course design form. 84% of the instructors stated that the education is clear and understandable, 82% of them is compatible with the objectives of the training content, 90% of the trainers have a good command of the subject, 64% of them stated that the training period is sufficient and 82% contributes to their professional development. After the interactive course design forms created were used during the term, it was determined that time management was provided and satisfaction increased in the courses with the interactive course design forms in the verbal and written feedbacks received from the instructors. In addition, the instructors stated that they had difficulties in the process of redesigning the courses and that they needed continuous support. It was also determined that the students were satisfied with the interaction-oriented design of the courses and that more interactive courses should be done in the distance education process. With this study, it is predicted that the interactive lesson design form can be used by nurse educators as a tool to make the lessons effective and efficient.

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development (HERD), 34(1), 1-14. doi: 10.1080/07294360.2014.934336.
  • Active learning. (2021). Erişim adresi (15.02.2022): https://cei.umn. edu/active-learning.
  • Afghani, B. (2021). COVID-19 pandemic: a catalyst for transformation of a summer online research program. Medical Education Online, 26(1), 1886029. doi: 10.1080/10872981.2021.1886029.
  • Alnajdi, S. M. (2018). The effectiveness of designing and using a practical Interactive lesson based on ADDIE Model to enhance students’ learning performances in university of tabuk. Journal of Education and Learning, 7(6), 212-221. doi: 10.5539/jel.v7n6p212.
  • Balan, A. K., Jacintos, A. R., & Montemayor, T. (2020). The influence of online learning towards the attention span and motivation of college students. In: Academic Press. Mapúa University.
  • Buckley, H. (2020). Faculty development in a pandemic: So close-yet so far. Medical Education. doi : 10.1111/medu.14250.
  • Gaffney, M. K., Chargualaf, K. A., & Ghosh, S. (2021). COVID-19 disruption of nursing education and the effects on students’ academic and professional confidence. Nurse Educator, 46(2), 76-81. doi:10.1097/nne.0000000000000986.
  • Gardner, S. S. (2014). From learning to teach to teaching effectiveness: Nurse educators describe their experiences. Nursing Education Perspectives, 35(2), 106-111. doi: 10.5480/12-821.1.
  • Geri, N., Winer, A., & Zaks, B. (2017). A learning analytics approach for evaluating the impact of interactivity in online video lectures on the attention span of students. Interdisciplinary Journal of E-Learning and Learning Objects, 13(1), 215-228.
  • Hicks, E. B., Kirwan, J. T., O’Brien, C. T., & Higgins, M. F. (2021). Innovating medical education—Bringing the clinical environment online. Medical Education, 55(11), 1320-1321. doi: 10.1111/medu.14652.
  • Hsieh, H. Y., Hsu, Y. Y., Ko, N. Y., & Yen, M. (2020). Nursing education strategies during the COVID-19 epidemic. Chinese Journal of Nursing, 67(3), 96-101. doi: 10.6224/JN.202006_67(3).13. Ioannidis, J. P. A. (2021). Educating educators on research on research. Perspectives on Medical Education. doi:10.1007/s40037-021-00662-z.
  • Ito, A., Watanabe, K., Fukuzawa, Y., Mitani, K., Fujimoto, S., Matsuda, T., Ban, N. (2021). Development of Kampo Traditional Japanese Medicine e-learning program: evaluation of the flipped classroom for medical students. Medical Education Online, 26(1), 1938504. doi: 10.1080/10872981.2021.1938504.
  • Jowsey, T., Lee, J., & Piggin, G. (2021). Redesigning face to face simulation into interactive online learning. Medical Education. doi: 10.1111/ medu.14496.
  • Juszczyk, S. (2013). The bologna process and the european higher education area. Korean Journal of European Integration, 7, 89-115.
  • Ligon, B., Turner, T., & Thammasitboon, S. (2017). Highlighting common pitfalls to avoid when writing the medical education manuscript [version 1]. MedEdPublish, 6(94). doi:10.15694/mep.2017.000094.
  • Lira, A., Adamy, E. K., Teixeira, E., & Silva, F. V. D. (2020). Nursing education: challenges and perspectives in times of the COVID-19 pandemic. Revista Brasileira de Enfermagem, 73(suppl 2), e20200683. doi:10.1590/0034-7167-2020-0683.
  • Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Journal of Interdisciplinary Health Sciences, 23(1), 1-9. Prideaux, D. (2003). Curriculum design. British Medical Journal,326(7383), 268-270. doi: 10.1136/bmj.326.7383.268.
  • Romanelli, F., Cain, J., & McNamara, P. J. (2014). Should TED talks be teaching us something? American Journal of Pharmaceutical Education, 78(6). doi: 10.5688/ajpe786113.
  • Shun, S.-C. (2021). COVID-19 Pandemic: The challenges to the professional Identity of nurses and nursing education. Journal of Nursing Research, 29(2), e138. doi:10.1097/jnr.0000000000000431.
  • Silva, C. M., Toriyama, A. T. M., Claro, H. G., Borghi, C. A., Castro, T. R., & Salvador, P. I. C. A. (2021). COVID-19 Pandemic, emergency remote teaching and nursing now: Challenges for nursing education. Revista Gaúcha de Enfermagem, 42(spe). doi:10.1590/1983-1447.2021.20200248.
  • Smith, P. L., & Ragan, T. J. (2004). Instructional design: John Wiley & Sons.
  • Tavares, W., Dichter, R., Leong, Y. C., & Huiskamp, M. (2020). A pandemic means rethinking performance-based assessments. Medical Education, 54(11), 1073-1074. doi: 10.1111/medu.14310.
  • Tigli, A., Altıntaş, A., & Aytar, A. (2020). Effects of posture and ergonomics training for students receiving distance education during the covid-19 pandemic on musculoskeletal pain, exercise behavior decision-making balance, and physical activity level. Journal of Exercise Therapy and Rehabilitation, 7(2), 137-144.
  • Yükseköğetim Kurumu (2020) Küresel salgında yeni normalleşme süreci. Erişim adresi (01.02.2022): https://www.yok.gov.tr/Sayfalar/ Haberler/2020/kuresel-salginda-yeni-normallesme-sureci-kilavuzu. aspx.

Etkileşimli Ders Formu ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği

Year 2022, Volume: 4 Issue: 2, 97 - 102, 12.08.2022
https://doi.org/10.48071/sbuhemsirelik.1110914

Abstract

Covid-19 pandemisi hemşirelik eğitiminde kullanılan eğitim yöntemlerinden, eğitimin ölçmedeğerlendirme sürecine kadar geniş bir alanda bazı değişimlere neden olmuştur. Bu değişimi gerçekleştirmek için Etkileşimli Ders Tasarım Formları kullanılabilmektedir. Çalışmada, Dokuz Eylül Üniversitesi Hemşirelik Fakültesi eğitici eğitimleri kapsamında düzenlenen etkileşimli ders tasarımı eğitimi ve sonuçlarının değerlendirilmesi, devamında etkileşimli ders tasarımlarının oluşturulması, kullanılması ve sonrasında sonuçlarının paylaşılması amaçlanmaktadır. Sürekli iyileştirmeyi desteklemek amaçlı 10-11 Eylül 2020 tarihleri arasında iki tam günlük tüm öğretim elemanlarının katılımı (n:66) ile eğitici eğitimi gerçekleştirilmiştir. Eğitici eğitiminin çalıştay bölümünde öğretim elemanlarının kendi belirledikleri dersleri etkileşimli ders tasarım formu ile yeniden tasarlamaları istenmiştir. Öğretim elemanlarının %84’ü eğitimin açık ve anlaşılır, %82’si eğitim içeriğinin  hedefleriyle uyumlu, %90’ı eğiticilerin konuya hâkim, %64’ü eğitim süresinin yeterli ve %82’si mesleki gelişimine katkısı olduğunu belirtmişlerdir. Oluşturulan Etkileşimli Ders Tasarım Formları dönem içinde kullanıldıktan sonra, öğretim elemanlarından sözel ve yazılı alınan geribildirimlerde etkileşimli ders tasarım formları ile derslerde zaman yönetiminin sağlandığı, memnuniyetin arttığı  belirlenmiştir. Ek olarak öğretim elemanları dersleri yeniden tasarlama sürecinde zorlandıklarını ve sürekli destek verilmesine gereksinim duyduklarını belirtmişlerdir. Öğrencilerin geribildirimlerinden, derslerin etkileşim odaklı tasarımından dolayı memnun oldukları ve uzaktan eğitim sürecinde etkileşimli derslerin daha fazla yapılması gerektiği saptanmıştır. Bu çalışma ile etkileşimli ders tasarım formunun hemşire eğiticiler tarafından derslerin etkin ve etkili hale getirilmesinde bir araç olarak kullanılabileceği öngörülmektedir.

References

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development (HERD), 34(1), 1-14. doi: 10.1080/07294360.2014.934336.
  • Active learning. (2021). Erişim adresi (15.02.2022): https://cei.umn. edu/active-learning.
  • Afghani, B. (2021). COVID-19 pandemic: a catalyst for transformation of a summer online research program. Medical Education Online, 26(1), 1886029. doi: 10.1080/10872981.2021.1886029.
  • Alnajdi, S. M. (2018). The effectiveness of designing and using a practical Interactive lesson based on ADDIE Model to enhance students’ learning performances in university of tabuk. Journal of Education and Learning, 7(6), 212-221. doi: 10.5539/jel.v7n6p212.
  • Balan, A. K., Jacintos, A. R., & Montemayor, T. (2020). The influence of online learning towards the attention span and motivation of college students. In: Academic Press. Mapúa University.
  • Buckley, H. (2020). Faculty development in a pandemic: So close-yet so far. Medical Education. doi : 10.1111/medu.14250.
  • Gaffney, M. K., Chargualaf, K. A., & Ghosh, S. (2021). COVID-19 disruption of nursing education and the effects on students’ academic and professional confidence. Nurse Educator, 46(2), 76-81. doi:10.1097/nne.0000000000000986.
  • Gardner, S. S. (2014). From learning to teach to teaching effectiveness: Nurse educators describe their experiences. Nursing Education Perspectives, 35(2), 106-111. doi: 10.5480/12-821.1.
  • Geri, N., Winer, A., & Zaks, B. (2017). A learning analytics approach for evaluating the impact of interactivity in online video lectures on the attention span of students. Interdisciplinary Journal of E-Learning and Learning Objects, 13(1), 215-228.
  • Hicks, E. B., Kirwan, J. T., O’Brien, C. T., & Higgins, M. F. (2021). Innovating medical education—Bringing the clinical environment online. Medical Education, 55(11), 1320-1321. doi: 10.1111/medu.14652.
  • Hsieh, H. Y., Hsu, Y. Y., Ko, N. Y., & Yen, M. (2020). Nursing education strategies during the COVID-19 epidemic. Chinese Journal of Nursing, 67(3), 96-101. doi: 10.6224/JN.202006_67(3).13. Ioannidis, J. P. A. (2021). Educating educators on research on research. Perspectives on Medical Education. doi:10.1007/s40037-021-00662-z.
  • Ito, A., Watanabe, K., Fukuzawa, Y., Mitani, K., Fujimoto, S., Matsuda, T., Ban, N. (2021). Development of Kampo Traditional Japanese Medicine e-learning program: evaluation of the flipped classroom for medical students. Medical Education Online, 26(1), 1938504. doi: 10.1080/10872981.2021.1938504.
  • Jowsey, T., Lee, J., & Piggin, G. (2021). Redesigning face to face simulation into interactive online learning. Medical Education. doi: 10.1111/ medu.14496.
  • Juszczyk, S. (2013). The bologna process and the european higher education area. Korean Journal of European Integration, 7, 89-115.
  • Ligon, B., Turner, T., & Thammasitboon, S. (2017). Highlighting common pitfalls to avoid when writing the medical education manuscript [version 1]. MedEdPublish, 6(94). doi:10.15694/mep.2017.000094.
  • Lira, A., Adamy, E. K., Teixeira, E., & Silva, F. V. D. (2020). Nursing education: challenges and perspectives in times of the COVID-19 pandemic. Revista Brasileira de Enfermagem, 73(suppl 2), e20200683. doi:10.1590/0034-7167-2020-0683.
  • Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Journal of Interdisciplinary Health Sciences, 23(1), 1-9. Prideaux, D. (2003). Curriculum design. British Medical Journal,326(7383), 268-270. doi: 10.1136/bmj.326.7383.268.
  • Romanelli, F., Cain, J., & McNamara, P. J. (2014). Should TED talks be teaching us something? American Journal of Pharmaceutical Education, 78(6). doi: 10.5688/ajpe786113.
  • Shun, S.-C. (2021). COVID-19 Pandemic: The challenges to the professional Identity of nurses and nursing education. Journal of Nursing Research, 29(2), e138. doi:10.1097/jnr.0000000000000431.
  • Silva, C. M., Toriyama, A. T. M., Claro, H. G., Borghi, C. A., Castro, T. R., & Salvador, P. I. C. A. (2021). COVID-19 Pandemic, emergency remote teaching and nursing now: Challenges for nursing education. Revista Gaúcha de Enfermagem, 42(spe). doi:10.1590/1983-1447.2021.20200248.
  • Smith, P. L., & Ragan, T. J. (2004). Instructional design: John Wiley & Sons.
  • Tavares, W., Dichter, R., Leong, Y. C., & Huiskamp, M. (2020). A pandemic means rethinking performance-based assessments. Medical Education, 54(11), 1073-1074. doi: 10.1111/medu.14310.
  • Tigli, A., Altıntaş, A., & Aytar, A. (2020). Effects of posture and ergonomics training for students receiving distance education during the covid-19 pandemic on musculoskeletal pain, exercise behavior decision-making balance, and physical activity level. Journal of Exercise Therapy and Rehabilitation, 7(2), 137-144.
  • Yükseköğetim Kurumu (2020) Küresel salgında yeni normalleşme süreci. Erişim adresi (01.02.2022): https://www.yok.gov.tr/Sayfalar/ Haberler/2020/kuresel-salginda-yeni-normallesme-sureci-kilavuzu. aspx.
There are 24 citations in total.

Details

Primary Language Turkish
Subjects Nursing
Journal Section Derleme Makaleleri
Authors

Şeyda Seren İntepeler 0000-0001-8615-9765

Taner Onay 0000-0002-9078-6988

Early Pub Date August 9, 2022
Publication Date August 12, 2022
Published in Issue Year 2022 Volume: 4 Issue: 2

Cite

APA Seren İntepeler, Ş., & Onay, T. (2022). Etkileşimli Ders Formu ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi, 4(2), 97-102. https://doi.org/10.48071/sbuhemsirelik.1110914
AMA Seren İntepeler Ş, Onay T. Etkileşimli Ders Formu ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği. UHSJN. August 2022;4(2):97-102. doi:10.48071/sbuhemsirelik.1110914
Chicago Seren İntepeler, Şeyda, and Taner Onay. “Etkileşimli Ders Formu Ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği”. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 4, no. 2 (August 2022): 97-102. https://doi.org/10.48071/sbuhemsirelik.1110914.
EndNote Seren İntepeler Ş, Onay T (August 1, 2022) Etkileşimli Ders Formu ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 4 2 97–102.
IEEE Ş. Seren İntepeler and T. Onay, “Etkileşimli Ders Formu ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği”, UHSJN, vol. 4, no. 2, pp. 97–102, 2022, doi: 10.48071/sbuhemsirelik.1110914.
ISNAD Seren İntepeler, Şeyda - Onay, Taner. “Etkileşimli Ders Formu Ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği”. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 4/2 (August 2022), 97-102. https://doi.org/10.48071/sbuhemsirelik.1110914.
JAMA Seren İntepeler Ş, Onay T. Etkileşimli Ders Formu ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği. UHSJN. 2022;4:97–102.
MLA Seren İntepeler, Şeyda and Taner Onay. “Etkileşimli Ders Formu Ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği”. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi, vol. 4, no. 2, 2022, pp. 97-102, doi:10.48071/sbuhemsirelik.1110914.
Vancouver Seren İntepeler Ş, Onay T. Etkileşimli Ders Formu ile Etkili Ders Tasarımı: Sürekli İyileştirme Örneği. UHSJN. 2022;4(2):97-102.

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