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Pandemi Sürecinde Cerrahi Hastalıkları Hemşireliği Dersi Klinik Uygulama Eğitiminde Vakaya Dayalı Öğrenme Yöntemi Kullanım Sonuçlarının Değerlendirilmesi

Year 2022, Volume: 5 Issue: 1, 29 - 40, 28.04.2022
https://doi.org/10.54537/tusebdergisi.1073322

Abstract

COVID 19 pandemisinin ilan edilmesiyle birlikte dünyada olduğu gibi ülkemizde de yüksek eğitim kurumları uzaktan eğitim sistemine geçmiştir. Geleneksel eğitim yöntemlerinin uygulanamadığı bir dönemde; klinik senaryoları ile öğrencilerin gerçek öğrenme deneyimlerini desteklemek için kullanılan vakaya dayalı öğrenme yönteminin Cerrahi Hastalıkları Hemşireliği Klinik Uygulama Eğitiminde kullanımının yararlı olacağı değerlendirilmiştir. Bu araştırma COVID-19 sürecinde uzaktan eğitimle yürütülen Cerrahi Hastalıkları Hemşireliği Klinik Uygulama Eğitiminde vakaya dayalı öğrenme yöntemi kullanılmasına ilişkin deneyimlerin paylaşılması ve sonuçlarının değerlendirilmesi amacıyla yapıldı.
Retrospektif ve tanımlayıcı nitelikteki bu çalışma, Ankara’da bir hemşirelik fakültesinde 2019-2020 Eğitim-Öğretim yılında öğrenim gören, toplam 176 ikinci sınıf öğrencisiyle yürütüldü. Uzaktan eğitim yönteminde öğrencilere iki vaka sunulmuş ve bu vakalara dayalı bakım planı hazırlamaları istenmiştir. Öğrenciler vaka çözümlemesi için 17-18 kişilik 11 küçük gruba ayrıldı. Küçük grup çalışmalarının yürütülmesinde her grupta bir öğretim elemanı olacak şekilde 11 öğretim elemanı görev aldı.
Öğrencilerin bakım planlarından aldıkları puanlar arasında istatistiksel açıdan bir fark olmadığı bulundu (p>0.05). Öğrencilerin vakaya dayalı öğrenme yöntemine ilişkin memnuniyet puan ortalamalarının 7 puanın üzerinde olduğu, uygulama eğitimi değerlendirmesine yönelik olumlu görüşleri olduğu saptandı. Öğrencilerin COVID-19 sürecinde uzaktan eğitimle yürütülen Cerrahi Hastalıkları Hemşireliği Uygulama Eğitiminde vakaya dayalı öğrenme yöntemi uygulamasında başarı notlarının ve memnuniyetlerinin yüksek olduğu vaka uygulamasının tekrarlanmasının başarıyı ve memnuniyeti etkilemediği belirlenmiştir. Ders kapsamında, uzaktan eğitim sürecinde cerrahi hastalıkları hemşireliği uygulamasında vakaya dayalı öğrenme yönteminin kullanılmasını yüz yüze eğitimde ise eğitimin destekçisi olarak kullanılması önerilmektedir.

Supporting Institution

YOK

Thanks

YOK

References

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  • Basit, G., & Korkmaz, F. (2021). The Effect of Web-Based Nursing Process Teaching on Senior Nursing Students’ Care Planning Skills. International Journal of Nursing Knowledge, 32(1), 4–19. https://doi.org/10.1111/2047-3095.12283/FORMAT/PDF
  • Benson, G., Noesgaard, C., & Drummond-Young, M. (2001). Facilitating small group learning. Transforming Nursing Education through Problem-Based Learning, 75–102.
  • Chan, A., Sit, J., Wong, E., Lee, D., & Fung, O. (2016). Case-based web learning versus face-to-face learning: a mixed-method study on University nursing students. Journal of Nursing Research, 24(1), 31–40. https://doi.org/doi: 10.1097/jnr.000000000000000104
  • Chipps, J., Brysiewicz, P., & Mars, M. (2012). A systematic review of the effectiveness of videoconference‐based tele‐education for medical and nursing education. Worldviews on Evidence‐Based Nursing, 9(2), 78–87. https://doi.org/10.1111/j.1741-6787.2012.00241.x
  • Cong, X., Yang, Y., Xu, S., & Management, S. L. (2013). The teaching situation design and implementation effect of adult surgical nursing based on working process. Chinese Nursing Management, 13(5), 50–52.
  • Cook, D. A. (2007). Web-based learning: pros, cons and controversies. Clinical Medicine, 7(1), 37. https://doi.org/10.7861/CLINMEDICINE.7-1-37
  • Crombie, A., Brindley, J., Harris, D., Marks-Maran, D., & Thompson, T. M. (2013). Factors that enhance rates of completion: What makes students stay? Nurse Education Today, 33(11), 1282–1287. https://doi.org/https://doi.org/10.1016/j.nedt.2013.03.020
  • Çelik, S.Ş., Karadağ, A. (2019). Hemşirelik bakım planları: Tanılar, girişimler ve sonuçlar. İstanbul: Akademi Basın ve Yayıncılık.
  • D’Souza, M., Karkada, S., & Parahoo, K. (2015). Perception of and satisfaction with the clinical learning environment among nursing students. Nurse Education Today, 35(6), 833–840. https://doi.org/https://doi.org/10.1016/j.nedt.2015.02.005
  • Dewart, G., Corcoran, L., Thirsk, L., & Petrovic, K. (2020). Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Education Today, 92, 104471. https://doi.org/10.1016/j.nedt.2020.104471
  • Dijken, P. C. V., Thévoz, S., Jucker-Kupper, P., Feihl, F., Bonvin, R., &, & Waeber, B. (2008). Evaluation of an online, case-based interactive approach to teaching pathophysiology. Taylor & Francis, 30(5), 131–136. https://doi.org/10.1080/01421590801932210
  • Dimitriadou, M., Papastavrou, M., Efstathiou, G., & Theodorou, M. (2014). Baccalaureate nursing students’ perceptions of learning and supervision in the clinical environment. Nursing & Health Sciences, 17(2), 236–242. https://doi.org/10.1111/nhs.12174
  • Dwyer, T., & Searle, K. . (2009). Web-enhanced and on-line learning: a comparison of first year undergraduate nursing students’ learning. Stud. Learn. Eval. Innov. Dev, 6(2), 16–28.
  • Forsgren, S., Christensen, T., & Hedemalm, A. (2014). Evaluation of the case method in nursing education. Nurse Education in Practice, 14(2), 164–169. https://doi.org/10.1016/J.NEPR.2013.08.003
  • Geneviève, Gagnon, M.-P., Côté, J., Payne-Gagnon, J., Hudson, E., Dubois, C.-A., & Bouix-Picasso, J. (2019). Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. Journal of Medical Internet Research, 21(10), e15118. https://doi.org/10.2196/15118
  • Haigh, J. (2007). Expansive learning in the university setting: The case for simulated clinical experience. Nurse Education in Practice, 7(2), 95–102. https://doi.org/https://doi.org/10.1016/j.nepr.2006.04.013
  • Hamshire, C., Willgoss, T. G., & Wibberley, C. (2012). ‘The placement was probably the tipping point’ – The narratives of recently discontinued students. Nurse Education in Practice, 12(4), 182–186. https://doi.org/10.1016/J.NEPR.2011.11.004
  • Hong, S., & Studies, P. Y. (2017). Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students’ critical thinking ability: A. International Journal of Nursing Studies, 68, 16–24. https://doi.org/10.1016/j.ijnurstu.2016.12.008
  • Horiuchi, S., Yaju, Y., Koyo, M., Sakyo, Y., & Nakayama, K. (2009). Evaluation of a web-based graduate continuing nursing education program in Japan: A randomized controlled trial. Nurse Education Today, 29(2), 140–149. https://doi.org/https://doi.org/10.1016/j.nedt.2008.08.08.09
  • Isman, A., & Dabaj, F. (2005). Diffusion of distance education in North Cyprus. Turkish Online Journal of Distance Education, 6(4), 59–65.
  • Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44, 102775. https://doi.org/10.1016/J.NEPR.2020.102775
  • Kala, S., Isaramalai, S., & Pohthong, A. (2010). Electronic learning and constructivism: A model for nursing education. Nurse Education Today, 30(1), 61–66. https://doi.org/https://doi.org/10.1016/j.nedt.2009.006.002
  • Kelly, P., & Stevens, C. (2009). Narrowing the distance: using e-learner support to enhance the student experience. European Journal of Open, Distance and E-Learning, 12(2).
  • Knapp, S., & Byers, J. (2008). Use of the Internet in staff development and its application in helping critical care nurses to lower family stress. Journal for Nurses in Professional Development, 24(1), E1–E8. https://doi.org/doi: 10.1097/01.NND.0000300860.37126.37
  • Li, S., Ye, X., & Chen, W. (2019). Practice and effectiveness of “nursing case-based learning” course on nursing student’s critical thinking ability: A comparative study. Nurse Education in Practice, 36, 91–96. https://doi.org/10.1016/J.NEPR.2019.03.007
  • McKimm, J., Jollie, C., BMJ, P. C.-, & 2003, U. (2003). ABC of learning and teaching: Web based. BMJ, 326, 870–873. https://doi.org/10.1136/bmj.326.7394.870
  • Morin, K. H. (2020). Nursing education after COVID-19: Same or different? Journal of Clinical Nursing, 29(17–18), 3117–3119. https://doi.org/10.1111/jocn.15322
  • Öztürk, D., & Dinç, L. (2014). Effect of web-based education on nursing students’ urinary catheterization knowledge and skills. Nurse Education Today, 34(5), 802–808. https://doi.org/https://doi.org/10.1016/j.nedt.2013.08.007
  • Phillips, J., Piza, M., & Ingham J. (2012). Continuing professional development programmes for rural nurses involved in palliative care delivery: an integrative review. Nurse Education Today, 32(4), 385–392. Retrieved from https://www.sciencedirect.com/science/article/pii/S0260691711001055
  • Şahan, H. H. (2015). İnternet tabanlı öğrenme. Demirel, Ö. (Ed.), In Eğitimde yeni yönelimler (pp. 238–250). Ankara: Pegem Akademi.
  • Tomietto, M., Comparcini, D., Simonetti, V., & Cicolini, G. (2020). Nursing Education: challenges and perspectives in a COVID-19 age. Professioni Infermieristiche, 73(3). https://doi.org/10.7429/pi.2020.733131
  • Veredas, F. J., Ruiz-Bandera, E., Villa-Estrada, F., Rufino-González, J. F., & Morente, L. (2014). A web-based e-learning application for wound diagnosis and treatment. Computer Methods and Programs in Biomedicine, 116(3), 236–248. https://doi.org/10.1016/j.cmpb.2014.06.005
  • YÖK. (2020). Retrieved from Yükseköğretim Kurulu. Basın Açıklaması (18 Mart 2020). website: https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx
  • Yoo, M.-S., & Park, H.-R. (2015). Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students. Nursing & Health Sciences, 17(2), 166–172. https://doi.org/10.1111/NHS.12151
Year 2022, Volume: 5 Issue: 1, 29 - 40, 28.04.2022
https://doi.org/10.54537/tusebdergisi.1073322

Abstract

References

  • Abouelfettoh, A., and, S. A. M.-J. of S. R., & 2015, undefined. (2015). Nursing students’ satisfaction with their clinical placement. Journaljsrr.Com, 4(1), 490–500. https://doi.org/10.9734/JSRR/2015/12046
  • Admi, H., Moshe-Eilon, Y., Sharon, D., & Mann, M. (2018). Nursing students’ stress and satisfaction in clinical practice along different stages: A cross-sectional study. Nurse Education Today, 68, 86–92. https://doi.org/10.1016/J.NEDT.2018.05.027
  • Bahar, A. (2015). Temel Hemşirelik Becerisi Eğitiminde Bir Yenilik: Web Tabanlı. Dolu Hemşirelik ve Sağlık Bilimleri Dergisi, 18(4), 304–311.
  • Basit, G., & Korkmaz, F. (2021). The Effect of Web-Based Nursing Process Teaching on Senior Nursing Students’ Care Planning Skills. International Journal of Nursing Knowledge, 32(1), 4–19. https://doi.org/10.1111/2047-3095.12283/FORMAT/PDF
  • Benson, G., Noesgaard, C., & Drummond-Young, M. (2001). Facilitating small group learning. Transforming Nursing Education through Problem-Based Learning, 75–102.
  • Chan, A., Sit, J., Wong, E., Lee, D., & Fung, O. (2016). Case-based web learning versus face-to-face learning: a mixed-method study on University nursing students. Journal of Nursing Research, 24(1), 31–40. https://doi.org/doi: 10.1097/jnr.000000000000000104
  • Chipps, J., Brysiewicz, P., & Mars, M. (2012). A systematic review of the effectiveness of videoconference‐based tele‐education for medical and nursing education. Worldviews on Evidence‐Based Nursing, 9(2), 78–87. https://doi.org/10.1111/j.1741-6787.2012.00241.x
  • Cong, X., Yang, Y., Xu, S., & Management, S. L. (2013). The teaching situation design and implementation effect of adult surgical nursing based on working process. Chinese Nursing Management, 13(5), 50–52.
  • Cook, D. A. (2007). Web-based learning: pros, cons and controversies. Clinical Medicine, 7(1), 37. https://doi.org/10.7861/CLINMEDICINE.7-1-37
  • Crombie, A., Brindley, J., Harris, D., Marks-Maran, D., & Thompson, T. M. (2013). Factors that enhance rates of completion: What makes students stay? Nurse Education Today, 33(11), 1282–1287. https://doi.org/https://doi.org/10.1016/j.nedt.2013.03.020
  • Çelik, S.Ş., Karadağ, A. (2019). Hemşirelik bakım planları: Tanılar, girişimler ve sonuçlar. İstanbul: Akademi Basın ve Yayıncılık.
  • D’Souza, M., Karkada, S., & Parahoo, K. (2015). Perception of and satisfaction with the clinical learning environment among nursing students. Nurse Education Today, 35(6), 833–840. https://doi.org/https://doi.org/10.1016/j.nedt.2015.02.005
  • Dewart, G., Corcoran, L., Thirsk, L., & Petrovic, K. (2020). Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Education Today, 92, 104471. https://doi.org/10.1016/j.nedt.2020.104471
  • Dijken, P. C. V., Thévoz, S., Jucker-Kupper, P., Feihl, F., Bonvin, R., &, & Waeber, B. (2008). Evaluation of an online, case-based interactive approach to teaching pathophysiology. Taylor & Francis, 30(5), 131–136. https://doi.org/10.1080/01421590801932210
  • Dimitriadou, M., Papastavrou, M., Efstathiou, G., & Theodorou, M. (2014). Baccalaureate nursing students’ perceptions of learning and supervision in the clinical environment. Nursing & Health Sciences, 17(2), 236–242. https://doi.org/10.1111/nhs.12174
  • Dwyer, T., & Searle, K. . (2009). Web-enhanced and on-line learning: a comparison of first year undergraduate nursing students’ learning. Stud. Learn. Eval. Innov. Dev, 6(2), 16–28.
  • Forsgren, S., Christensen, T., & Hedemalm, A. (2014). Evaluation of the case method in nursing education. Nurse Education in Practice, 14(2), 164–169. https://doi.org/10.1016/J.NEPR.2013.08.003
  • Geneviève, Gagnon, M.-P., Côté, J., Payne-Gagnon, J., Hudson, E., Dubois, C.-A., & Bouix-Picasso, J. (2019). Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. Journal of Medical Internet Research, 21(10), e15118. https://doi.org/10.2196/15118
  • Haigh, J. (2007). Expansive learning in the university setting: The case for simulated clinical experience. Nurse Education in Practice, 7(2), 95–102. https://doi.org/https://doi.org/10.1016/j.nepr.2006.04.013
  • Hamshire, C., Willgoss, T. G., & Wibberley, C. (2012). ‘The placement was probably the tipping point’ – The narratives of recently discontinued students. Nurse Education in Practice, 12(4), 182–186. https://doi.org/10.1016/J.NEPR.2011.11.004
  • Hong, S., & Studies, P. Y. (2017). Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students’ critical thinking ability: A. International Journal of Nursing Studies, 68, 16–24. https://doi.org/10.1016/j.ijnurstu.2016.12.008
  • Horiuchi, S., Yaju, Y., Koyo, M., Sakyo, Y., & Nakayama, K. (2009). Evaluation of a web-based graduate continuing nursing education program in Japan: A randomized controlled trial. Nurse Education Today, 29(2), 140–149. https://doi.org/https://doi.org/10.1016/j.nedt.2008.08.08.09
  • Isman, A., & Dabaj, F. (2005). Diffusion of distance education in North Cyprus. Turkish Online Journal of Distance Education, 6(4), 59–65.
  • Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice, 44, 102775. https://doi.org/10.1016/J.NEPR.2020.102775
  • Kala, S., Isaramalai, S., & Pohthong, A. (2010). Electronic learning and constructivism: A model for nursing education. Nurse Education Today, 30(1), 61–66. https://doi.org/https://doi.org/10.1016/j.nedt.2009.006.002
  • Kelly, P., & Stevens, C. (2009). Narrowing the distance: using e-learner support to enhance the student experience. European Journal of Open, Distance and E-Learning, 12(2).
  • Knapp, S., & Byers, J. (2008). Use of the Internet in staff development and its application in helping critical care nurses to lower family stress. Journal for Nurses in Professional Development, 24(1), E1–E8. https://doi.org/doi: 10.1097/01.NND.0000300860.37126.37
  • Li, S., Ye, X., & Chen, W. (2019). Practice and effectiveness of “nursing case-based learning” course on nursing student’s critical thinking ability: A comparative study. Nurse Education in Practice, 36, 91–96. https://doi.org/10.1016/J.NEPR.2019.03.007
  • McKimm, J., Jollie, C., BMJ, P. C.-, & 2003, U. (2003). ABC of learning and teaching: Web based. BMJ, 326, 870–873. https://doi.org/10.1136/bmj.326.7394.870
  • Morin, K. H. (2020). Nursing education after COVID-19: Same or different? Journal of Clinical Nursing, 29(17–18), 3117–3119. https://doi.org/10.1111/jocn.15322
  • Öztürk, D., & Dinç, L. (2014). Effect of web-based education on nursing students’ urinary catheterization knowledge and skills. Nurse Education Today, 34(5), 802–808. https://doi.org/https://doi.org/10.1016/j.nedt.2013.08.007
  • Phillips, J., Piza, M., & Ingham J. (2012). Continuing professional development programmes for rural nurses involved in palliative care delivery: an integrative review. Nurse Education Today, 32(4), 385–392. Retrieved from https://www.sciencedirect.com/science/article/pii/S0260691711001055
  • Şahan, H. H. (2015). İnternet tabanlı öğrenme. Demirel, Ö. (Ed.), In Eğitimde yeni yönelimler (pp. 238–250). Ankara: Pegem Akademi.
  • Tomietto, M., Comparcini, D., Simonetti, V., & Cicolini, G. (2020). Nursing Education: challenges and perspectives in a COVID-19 age. Professioni Infermieristiche, 73(3). https://doi.org/10.7429/pi.2020.733131
  • Veredas, F. J., Ruiz-Bandera, E., Villa-Estrada, F., Rufino-González, J. F., & Morente, L. (2014). A web-based e-learning application for wound diagnosis and treatment. Computer Methods and Programs in Biomedicine, 116(3), 236–248. https://doi.org/10.1016/j.cmpb.2014.06.005
  • YÖK. (2020). Retrieved from Yükseköğretim Kurulu. Basın Açıklaması (18 Mart 2020). website: https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx
  • Yoo, M.-S., & Park, H.-R. (2015). Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students. Nursing & Health Sciences, 17(2), 166–172. https://doi.org/10.1111/NHS.12151
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Araştırma Makaleleri
Authors

Sibel Yılmaz Şahin 0000-0003-2589-9756

Hatice Ayhan 0000-0002-3022-9389

Fadime Koyuncu 0000-0001-9928-3191

Rumeysa Özçelik Şen This is me 0000-0001-5439-6280

Özlem Yılmaz Özdem This is me 0000-0001-9399-6406

Hasret Topalı This is me

Hatice Akkaya This is me

İsmail Deniz This is me

Esra Özden 0000-0001-9882-438X

Ali Başgün This is me 0000-0002-1097-447X

Bircan Kolçak

Emine İyigün 0000-0002-6452-372X

Publication Date April 28, 2022
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Yılmaz Şahin, S., Ayhan, H., Koyuncu, F., Özçelik Şen, R., et al. (2022). Pandemi Sürecinde Cerrahi Hastalıkları Hemşireliği Dersi Klinik Uygulama Eğitiminde Vakaya Dayalı Öğrenme Yöntemi Kullanım Sonuçlarının Değerlendirilmesi. Türkiye Sağlık Enstitüleri Başkanlığı Dergisi, 5(1), 29-40. https://doi.org/10.54537/tusebdergisi.1073322