The Effect of Training According to Students' Learning Styles on Their Ability to Make Nursing Diagnoses: A Quasi-Experimental Study

Asli Kurtgöz; Hülya Keskin; Selin Keskin Kızıltepe

Makale detayları

The Effect of Training According to Students' Learning Styles on Their Ability to Make Nursing Diagnoses: A Quasi-Experimental Study

Yazarlar:

Asli Kurtgöz | Hülya Keskin | Selin Keskin Kızıltepe

Yayıncı:

Ataturk University

Ana Başlıklar:

Hemşirelik Esasları

Dergi:

Journal of Nursology Vol.27 Issue 4, pp.369-378

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001329376

pISSN:

2822-2954

Anahtar kelimeler:

Özet:

 Objective: This study was conducted to evaluate the effect of training according to students learning styles on their ability to make nursing diagnoses. Methods: The study was conducted as a one-group quasi-experimental study with pre and post-test design between April and September 2022. The research was carried out with 63 second-year students studying in the nursing department of a public university. The participants learning styles were identified using the VARK Learning Styles Inventory. The Case Diagnosis Form pre-test was applied to the participants and they were asked to determine the nursing diagnoses related to the case example. They were divided into groups according to their learning styles. They were trained on the nursing diagnoses and diagnosing process according to their learning styles. Three weeks after the training, the Case Diagnosis Form was applied to them again post-test. Results: It was found that 71.4 of students had multiple learning styles, 74.6 had problems applying the nursing process, and 73 had problems determining nursing diagnoses. It was determined that the post-test mean scores of the participants increased significantly after the trainings compared to the pre-test mean scores P.001. There was no difference between pre and post-test mean scores according to the descriptive characteristics of the participants P.05. Conclusion: The training students according to their learning styles improved their ability to make nursing diagnoses. Taking into account the learning styles of students and using different teaching strategies in their education in line with this can help improve students ability to make nursing diagnoses.

 Objective: This study was conducted to evaluate the effect of training according to students learning styles on their ability to make nursing diagnoses. Methods: The study was conducted as a one-group quasi-experimental study with pre and post-test design between April and September 2022. The research was carried out with 63 second-year students studying in the nursing department of a public university. The participants learning styles were identified using the VARK Learning Styles Inventory. The Case Diagnosis Form pre-test was applied to the participants and they were asked to determine the nursing diagnoses related to the case example. They were divided into groups according to their learning styles. They were trained on the nursing diagnoses and diagnosing process according to their learning styles. Three weeks after the training, the Case Diagnosis Form was applied to them again post-test. Results: It was found that 71.4 of students had multiple learning styles, 74.6 had problems applying the nursing process, and 73 had problems determining nursing diagnoses. It was determined that the post-test mean scores of the participants increased significantly after the trainings compared to the pre-test mean scores P.001. There was no difference between pre and post-test mean scores according to the descriptive characteristics of the participants P.05. Conclusion: The training students according to their learning styles improved their ability to make nursing diagnoses. Taking into account the learning styles of students and using different teaching strategies in their education in line with this can help improve students ability to make nursing diagnoses.

 Objective: This study was conducted to evaluate the effect of training according to students learning styles on their ability to make nursing diagnoses. Methods: The study was conducted as a one-group quasi-experimental study with pre and post-test design between April and September 2022. The research was carried out with 63 second-year students studying in the nursing department of a public university. The participants learning styles were identified using the VARK Learning Styles Inventory. The Case Diagnosis Form pre-test was applied to the participants and they were asked to determine the nursing diagnoses related to the case example. They were divided into groups according to their learning styles. They were trained on the nursing diagnoses and diagnosing process according to their learning styles. Three weeks after the training, the Case Diagnosis Form was applied to them again post-test. Results: It was found that 71.4 of students had multiple learning styles, 74.6 had problems applying the nursing process, and 73 had problems determining nursing diagnoses. It was determined that the post-test mean scores of the participants increased significantly after the trainings compared to the pre-test mean scores P.001. There was no difference between pre and post-test mean scores according to the descriptive characteristics of the participants P.05. Conclusion: The training students according to their learning styles improved their ability to make nursing diagnoses. Taking into account the learning styles of students and using different teaching strategies in their education in line with this can help improve students ability to make nursing diagnoses.

 Amaç: Bu çalışma, öğrenme stillerine yönelik verilen eğitimlerin öğrencilerin hemşirelik tanısı belirleyebilme becerilerine etkisini değerlendirmek amacıyla yapıldı. Yöntemler: Araştırma, Nisan- Eylül 2022 tarihleri arasında, ön test-son test desenli tek gruplu yarı deneysel çalışma olarak yürütüldü. Araştırma bir kamu üniversitesinin hemşirelik bölümünde ikinci sınıfta öğrenim gören 63 öğrenci ile gerçekleştirildi. Katılımcıların öğrenme stilleri VARK Öğrenme Stilleri Envanteri kullanılarak belirlendi. Vaka Tanılama Formu ön test katılımcılara uygulanarak, vaka örneğine ilişkin hemşirelik tanılarını belirlemeleri istendi. Öğrenciler öğrenme stillerine göre gruplara ayrıldı. Katılımcılara öğrenme stillerine göre hemşirelik tanıları ve tanılama süreci hakkında eğitimler verildi. Eğitimlerden üç hafta sonra Vaka Tanılama Formu son test tekrar uygulandı. Bulgular: Öğrencilerin 71,4ünün çoklu öğrenme stiline sahip olduğu, 74,6sının hemşirelik sürecinin kullanımında ve 73ünün hemşirelik tanılarını belirlemede sorun yaşadığı belirlendi. Katılımcıların eğitimler sonrasında son test puan ortalamalarının ön test puan ortalamalarına göre anlamlı düzeyde arttığı belirlendi P,001. Katılımcıların tanıtıcı özelliklerine göre ön test ve son test puan ortalamaları arasında fark olmadığı saptandı P,05. Sonuç: Öğrenme stiline yönelik verilen eğitimlerin, öğrencilerin hemşirelik tanısı belirleme becerisini geliştirdiği saptandı. Hemşirelik öğrencilerinin öğrenme stillerinin dikkate alınması ve bu doğrultuda eğitimlerinde farklı öğretim stratejilerinin kullanılması, öğrencilerin hemşirelik tanısı belirleyebilme becerilerinin geliştirilmesine yardımcı olabilir.

Makale detayları

The Effect of Training According to Students' Learning Styles on Their Ability to Make Nursing Diagnoses: A Quasi-Experimental Study

Yazarlar:

Asli Kurtgöz | Hülya Keskin | Selin Keskin Kızıltepe

Yayıncı:

Ataturk University

Ana Başlıklar:

Hemşirelik Esasları

Dergi:

Journal of Nursology Vol.27 Issue 4, pp.369-378

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001329376

pISSN:

2822-2954

Nursing diagnosis

nursing education

nursing students

learning styleHemşirelik eğitimi

hemşirelik öğrencileri

hemşirelik tanıları

öğrenme stili

Sayı

Makale detayları

Yazarlar: Asli Kurtgöz | Hülya Keskin | Selin Keskin Kızıltepe

Yayıncı: Ataturk University

Ana Başlıklar: Hemşirelik Esasları

Dergi: Journal of Nursology Vol.27 Issue 4, pp.369-378

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001329376

pISSN: 2822-2954

Sayı

Yazarlar:

Asli Kurtgöz | Hülya Keskin | Selin Keskin Kızıltepe

Yayıncı:

Ataturk University

Ana Başlıklar:

Hemşirelik Esasları

Dergi:

Journal of Nursology Vol.27 Issue 4, pp.369-378

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001329376

pISSN:

2822-2954