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

Ebru Turhal; Fulya Batmaz; Yeter Kurt

Makale detayları

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

Yazarlar:

Ebru Turhal | Fulya Batmaz | Yeter Kurt

Yayıncı:

Gumushane University

Ana Başlıklar:

Sağlık Kurumları Yönetimi

Dergi:

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.13 Issue 1, pp.185-192

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001313431

pISSN:

2146-9954

Anahtar kelimeler:

Özet:

 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 5.52.8 before education and 5.92.5 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 6.33.0 before the education and 6.42.8 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.

 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 5.52.8 before education and 5.92.5 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 6.33.0 before the education and 6.42.8 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.

 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 5.52.8 before education and 5.92.5 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 6.33.0 before the education and 6.42.8 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.

 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 5.52,8, eğitim sonrası 5,92,5 olduğu, eğitim öncesi ve sonrası arasında istatistiksel olarak anlamlı farklılık olduğu saptanmıştır. Öğrencilerin yaşam bulguları ölçme ve değerlendirme öz değerlendirmesi eğitim öncesi 6,33,0, eğitim sonrası ise 6,42,8 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.

Makale detayları

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

Yazarlar:

Ebru Turhal | Fulya Batmaz | Yeter Kurt

Yayıncı:

Gumushane University

Ana Başlıklar:

Sağlık Kurumları Yönetimi

Dergi:

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.13 Issue 1, pp.185-192

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001313431

pISSN:

2146-9954

Confidence

Education

Nursing

Satisfaction

Self-TeachingEğitim

Hemşirelik

Memnuniyet

Öğretim

Özgüven

Sayı

Makale detayları

Yazarlar: Ebru Turhal | Fulya Batmaz | Yeter Kurt

Yayıncı: Gumushane University

Ana Başlıklar: Sağlık Kurumları Yönetimi

Dergi: Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.13 Issue 1, pp.185-192

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001313431

pISSN: 2146-9954

Sayı

Yazarlar:

Ebru Turhal | Fulya Batmaz | Yeter Kurt

Yayıncı:

Gumushane University

Ana Başlıklar:

Sağlık Kurumları Yönetimi

Dergi:

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.13 Issue 1, pp.185-192

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001313431

pISSN:

2146-9954