Examining the Scenario-Based Nursing Course in Terms of Students' Learning Motivation

Mukaddes Demir Acar; Esra Çaylak Altun

Makale detayları

Examining the Scenario-Based Nursing Course in Terms of Students' Learning Motivation

Yazarlar:

Mukaddes Demir Acar | Esra Çaylak Altun

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Hemşirelik Eğitimi

Dergi:

TOGÜ Sağlık Bilimleri Dergisi Vol.4 Issue 1, pp.36-49

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001311158

pISSN:

2791-8653

Anahtar kelimeler:

Özet:

 Purpose: This study was conducted to evaluate the Scenario-based Teaching in Nursing Course in terms of students motivations for learning materials. Method: The universe of this quasi-experimental study with a single-group post-test design consists of 3rd year students n69 of the Faculty of Health Sciences Nursing Department of a university located in a province in the Black Sea Region of Turkey. The data were collected with the personal information form at the beginning of the 2019 spring semester, the Learning Modality Inventory, and the Instructional Materials Motivation Survey at the end of the semester. In the research, an active learning environment based on learning modalities and scenario-based 14-week education in the Teaching in Nursing Course was presented. Analysis of the data in SPSS 22.0 program; Cronbachs alpha, number, percentage, mean and independent groups were t-tested. Results: 52.2 n36 of the students have visual, 46.4 n32 auditory and 34.8 n24 physical learning modalities. After the intervention, it was determined that the mean scores of attention-relevance, sub-dimension for motivation of instructional materials were 39.39  7.01 and the mean scores for confidence-satisfaction were 42.78  8.08. In addition, it was determined that the sub-dimension mean scores of instructional materials motivation did not differ according to the gender of the students, the high school they graduated from, visual, physical and auditory learning modalities p 0.05. Conclusion: As a result, it was determined that learning modalities and scenario-based education positively affect students instructional materials motivation. It is recommended by nursing educators to consider learners learning modalities and to evaluate their motivation for learning materials by presenting scenario-based lessons with active participation, and to conduct studies in different experimental designs designed in small groups on the subject.

 Purpose: This study was conducted to evaluate the Scenario-based Teaching in Nursing Course in terms of students motivations for learning materials. Method: The universe of this quasi-experimental study with a single-group post-test design consists of 3rd year students n69 of the Faculty of Health Sciences Nursing Department of a university located in a province in the Black Sea Region of Turkey. The data were collected with the personal information form at the beginning of the 2019 spring semester, the Learning Modality Inventory, and the Instructional Materials Motivation Survey at the end of the semester. In the research, an active learning environment based on learning modalities and scenario-based 14-week education in the Teaching in Nursing Course was presented. Analysis of the data in SPSS 22.0 program; Cronbachs alpha, number, percentage, mean and independent groups were t-tested. Results: 52.2 n36 of the students have visual, 46.4 n32 auditory and 34.8 n24 physical learning modalities. After the intervention, it was determined that the mean scores of attention-relevance, sub-dimension for motivation of instructional materials were 39.39  7.01 and the mean scores for confidence-satisfaction were 42.78  8.08. In addition, it was determined that the sub-dimension mean scores of instructional materials motivation did not differ according to the gender of the students, the high school they graduated from, visual, physical and auditory learning modalities p 0.05. Conclusion: As a result, it was determined that learning modalities and scenario-based education positively affect students instructional materials motivation. It is recommended by nursing educators to consider learners learning modalities and to evaluate their motivation for learning materials by presenting scenario-based lessons with active participation, and to conduct studies in different experimental designs designed in small groups on the subject.

 Purpose: This study was conducted to evaluate the Scenario-based Teaching in Nursing Course in terms of students motivations for learning materials. Method: The universe of this quasi-experimental study with a single-group post-test design consists of 3rd year students n69 of the Faculty of Health Sciences Nursing Department of a university located in a province in the Black Sea Region of Turkey. The data were collected with the personal information form at the beginning of the 2019 spring semester, the Learning Modality Inventory, and the Instructional Materials Motivation Survey at the end of the semester. In the research, an active learning environment based on learning modalities and scenario-based 14-week education in the Teaching in Nursing Course was presented. Analysis of the data in SPSS 22.0 program; Cronbachs alpha, number, percentage, mean and independent groups were t-tested. Results: 52.2 n36 of the students have visual, 46.4 n32 auditory and 34.8 n24 physical learning modalities. After the intervention, it was determined that the mean scores of attention-relevance, sub-dimension for motivation of instructional materials were 39.39  7.01 and the mean scores for confidence-satisfaction were 42.78  8.08. In addition, it was determined that the sub-dimension mean scores of instructional materials motivation did not differ according to the gender of the students, the high school they graduated from, visual, physical and auditory learning modalities p 0.05. Conclusion: As a result, it was determined that learning modalities and scenario-based education positively affect students instructional materials motivation. It is recommended by nursing educators to consider learners learning modalities and to evaluate their motivation for learning materials by presenting scenario-based lessons with active participation, and to conduct studies in different experimental designs designed in small groups on the subject.

 Amaç: Bu çalışma, senaryo temelli eğitime dayalı Hemşirelikte Öğretim Dersinin öğrencilerin öğrenme materyallerine yönelik motivasyonları açısından değerlendirilmesi amacıyla yapılmıştır. Yöntem: Tek gruplu son test tasarımlı yarı deneysel türde ki bu araştırmanın evrenini, Türkiyede Karadeniz Bölgesinde bir ilde bulunan üniversitenin Sağlık Bilimleri Fakültesi Hemşirelik Bölümü 3. Sınıf öğrencileri n69 oluşturmaktadır. Veriler, 2019 bahar yarıyılının dönem başında kişisel bilgi formu, Öğrenme Biçemleri Envanteri ve dönem sonunda ise Öğrenme Materyalleri Motivasyon Anketi ile toplanmıştır. Araştırmada Hemşirelikte Öğretim Dersinde öğrenme biçemleri ve senaryo temelli 14 haftalık eğitime dayalı aktif öğrenme ortamı sunulmuştur. Verilerin analizi SPSS 22.0 programında; Cronbach alfa, sayı, yüzde, ortalama ve bağımsız gruplarda t testiyle yapılmıştır. Bulgular: Öğrencilerin 52,2si n36 görsel, 46,4ü n32 işitsel ve 34,8i n24 bedensel öğrenme biçemine sahiptir. Uygulanan girişim sonrası öğrenme materyalleri motivasyonuna yönelik dikkat-uygunluk alt boyut puan ortalamalarının 39,39  7,01 ve güven-tatmin puan ortalamalarının ise 42,78  8,08 olduğu belirlenmiştir. Ayrıca öğrencilerin cinsiyet durumuna, mezun olunan lise, görsel, bedensel ve işitsel öğrenme biçemlerine göre öğrenme materyalleri motivasyonunun alt boyut puan ortalamalarının farklılaşmadığı belirlenmiştir p0,05. Sonuç: Öğrenme biçemleri ve senaryo temelli eğitimin öğrencilerin öğrenme materyalleri motivasyonlarını olumlu yönde etkilediği belirlenmiştir. Hemşirelik eğitimcileri tarafından öğrenenlerin öğrenme biçemlerinin dikkate alınması ve aktif katılımlı senaryo temelli dersler sunularak öğrenme materyallerine yönelik motivasyonlarının değerlendirilmesi ve konu ile ilgili küçük gruplarda dizayn edilen farklı deneysel desende çalışmaların yapılması önerilmektedir.

Makale detayları

Examining the Scenario-Based Nursing Course in Terms of Students' Learning Motivation

Yazarlar:

Mukaddes Demir Acar | Esra Çaylak Altun

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Hemşirelik Eğitimi

Dergi:

TOGÜ Sağlık Bilimleri Dergisi Vol.4 Issue 1, pp.36-49

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001311158

pISSN:

2791-8653

Nursing; learning modality; learning motivation; scenario-based training.Hemşirelik

öğrenme biçemi

öğrenme motivasyonu

senaryo temelli eğitim.

Sayı

Makale detayları

Examining the Scenario-Based Nursing Course in Terms of Students' Learning Motivation

Yazarlar: Mukaddes Demir Acar | Esra Çaylak Altun

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Hemşirelik Eğitimi

Dergi: TOGÜ Sağlık Bilimleri Dergisi Vol.4 Issue 1, pp.36-49

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001311158

pISSN: 2791-8653

Nursing; learning modality; learning motivation; scenario-based training.Hemşirelik

öğrenme biçemi

öğrenme motivasyonu

senaryo temelli eğitim.

Sayı

Yazarlar:

Mukaddes Demir Acar | Esra Çaylak Altun

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Hemşirelik Eğitimi

Dergi:

TOGÜ Sağlık Bilimleri Dergisi Vol.4 Issue 1, pp.36-49

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001311158

pISSN:

2791-8653