A Study on Improving First Year Nursing Students' Problem Solving Skills and Perception Nursing Diagnosis Levels

Gülsün Özdemir Aydın; Ela Yılmaz Coşkun

Makale detayları

A Study on Improving First Year Nursing Students' Problem Solving Skills and Perception Nursing Diagnosis Levels

Yazarlar:

Gülsün Özdemir Aydın | Ela Yılmaz Coşkun

Yayıncı:

Inonu University

Ana Başlıklar:

Hemşirelik Esasları

Dergi:

İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi Vol.12 Issue 2, pp.618-630

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318223

pISSN:

2147-7892

Anahtar kelimeler:

Özet:

 This study was planned to determine the effect of case studies used in teaching the nursing process nursing on the problem-solving skills and perception levels of nursing diagnoses of first-year nursing students. This research, which was planned as a pre-test post-test interventional study, was conducted with 133 first-year nursing students. Before starting the group case studies Student Information Form, Nursing Diagnosis Perception Scale, and Problem Solving Inventory were applied to the students. After group case studies were conducted with the students for five weeks, the same scales were applied again and the post-test was completed. According to the pre-test results, the students total mean score of perception of nursing diagnoses was 2.770.61, while it was 2.390.46 in the post-test. The problem solving skill mean scores were 105.7318.65 in the pre-test and 108.1218.26 in the post-test. Their perception of nursing diagnoses improved positively after the case studies, while a statistically significant difference was found between the pre-test and post-test mean scores, but no difference was found between the problem-solving skill scores. In this research; although nursing diagnosis perceptions have improved, problem solving skills have not improved at the desired level. In this context, it may be recommended to increase the number of case studies, repeat case studies before and after clinical practice, use of standardizedsimulated patients and try interactive teaching methods such as simulation.

 This study was planned to determine the effect of case studies used in teaching the nursing process nursing on the problem-solving skills and perception levels of nursing diagnoses of first-year nursing students. This research, which was planned as a pre-test post-test interventional study, was conducted with 133 first-year nursing students. Before starting the group case studies Student Information Form, Nursing Diagnosis Perception Scale, and Problem Solving Inventory were applied to the students. After group case studies were conducted with the students for five weeks, the same scales were applied again and the post-test was completed. According to the pre-test results, the students total mean score of perception of nursing diagnoses was 2.770.61, while it was 2.390.46 in the post-test. The problem solving skill mean scores were 105.7318.65 in the pre-test and 108.1218.26 in the post-test. Their perception of nursing diagnoses improved positively after the case studies, while a statistically significant difference was found between the pre-test and post-test mean scores, but no difference was found between the problem-solving skill scores. In this research; although nursing diagnosis perceptions have improved, problem solving skills have not improved at the desired level. In this context, it may be recommended to increase the number of case studies, repeat case studies before and after clinical practice, use of standardizedsimulated patients and try interactive teaching methods such as simulation.

 This study was planned to determine the effect of case studies used in teaching the nursing process nursing on the problem-solving skills and perception levels of nursing diagnoses of first-year nursing students. This research, which was planned as a pre-test post-test interventional study, was conducted with 133 first-year nursing students. Before starting the group case studies Student Information Form, Nursing Diagnosis Perception Scale, and Problem Solving Inventory were applied to the students. After group case studies were conducted with the students for five weeks, the same scales were applied again and the post-test was completed. According to the pre-test results, the students total mean score of perception of nursing diagnoses was 2.770.61, while it was 2.390.46 in the post-test. The problem solving skill mean scores were 105.7318.65 in the pre-test and 108.1218.26 in the post-test. Their perception of nursing diagnoses improved positively after the case studies, while a statistically significant difference was found between the pre-test and post-test mean scores, but no difference was found between the problem-solving skill scores. In this research; although nursing diagnosis perceptions have improved, problem solving skills have not improved at the desired level. In this context, it may be recommended to increase the number of case studies, repeat case studies before and after clinical practice, use of standardizedsimulated patients and try interactive teaching methods such as simulation.

 Bu Araştırma, birinci sınıf hemşirelik öğrencilerinde hemşirelik sürecinin öğretilmesinde kullanılan vaka çalışmalarının öğrencilerin problem çözme becerisi ve hemşirelik tanılarını algılama düzeyleri üzerindeki etkisini belirlemek amacıyla planlandı. Ön test son test yarı deneysel bir çalışma olarak planlanan bu araştırma; 133 birinci sınıf hemşirelik öğrencisi ile gerçekleştirildi. Öğrencilere grup vaka çalışmalarına başlamadan önce Öğrenci Bilgi Formu, Hemşirelik Tanılarını Algılama Ölçeği ve Problem Çözme Becerisi Envanteri uygulandı. Beş hafta boyunca öğrencilerle grup vaka çalışmaları yapıldıktan sonra aynı ölçekler tekrar uygulanarak son test tamamlandı. Ön test sonuçlarına göre öğrencilerin hemşirelik tanılarını algılama puan ortalamaları toplam 2.770.61 iken, son testte 2.390.46 idi. Problem çözme beceri puan ortalamaları ise ön testte 105.7318.65, son testte 108.1218.26 idi. Hemşirelik tanılarını algılamaları vaka çalışmaları sonrasında olumlu yönde gelişme göstermiş ön test ve son test puan ortalamaları arasında istatistiksel anlamlı fark saptanırken, problem çözme beceri puanları arasında fark saptanmamıştır. Çalışmada öğrencilerin hemşirelik tanı algıları gelişmesine rağmen problem çözme becerilerinde istendik düzeyde gelişme olmadığı sonucuna ulaşılmıştır. Bu kapsamda, vaka çalışmalarının sayısının arttırılması, klinik uygulama öncesi ve sonrası vaka çalışmalarının tekrarlanması, standardizesimüle hasta kullanımı ve simülasyon gibi interaktif öğretim yöntemlerinin denenmesi önerilebilir.

Makale detayları

A Study on Improving First Year Nursing Students' Problem Solving Skills and Perception Nursing Diagnosis Levels

Yazarlar:

Gülsün Özdemir Aydın | Ela Yılmaz Coşkun

Yayıncı:

Inonu University

Ana Başlıklar:

Hemşirelik Esasları

Dergi:

İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi Vol.12 Issue 2, pp.618-630

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318223

pISSN:

2147-7892

Nursing diagnosis.

Nursing student

Problem solvingHemşirelik öğrencisi

Hemşirelik tanısı.

Problem çözme

Sayı

Makale detayları

A Study on Improving First Year Nursing Students' Problem Solving Skills and Perception Nursing Diagnosis Levels

Yazarlar: Gülsün Özdemir Aydın | Ela Yılmaz Coşkun

Yayıncı: Inonu University

Ana Başlıklar: Hemşirelik Esasları

Dergi: İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi Vol.12 Issue 2, pp.618-630

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001318223

pISSN: 2147-7892

Nursing diagnosis.

Nursing student

Problem solvingHemşirelik öğrencisi

Hemşirelik tanısı.

Problem çözme

Sayı

Yazarlar:

Gülsün Özdemir Aydın | Ela Yılmaz Coşkun

Yayıncı:

Inonu University

Ana Başlıklar:

Hemşirelik Esasları

Dergi:

İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi Vol.12 Issue 2, pp.618-630

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318223

pISSN:

2147-7892