COMPARISON OF TWO DIFFERENT TECHNIQUES FOR TEACHING LEARNING SKILLS: EVALUATION IN THE PERIOD OF PANDEMIC

Year 2023, Volume: 8 Issue: 2, 114 - 125, 30.08.2023

Sevim Çelik , Elif Karahan , Sibel Altıntaş , Özge Uçar

https://doi.org/10.33457/ijhsrp.1316723

Abstract

It was aimed to investigate the effectiveness of two different techniques, distance and face-to-face education, in the acquisition of learning skills related to the course of an applied undergraduate program course in the ongoing pandemic conditions. This one-group, semi-experimental study was completed with 68 students. "Participant Information Form", "Instruction Form for Preparing Practice Videos" and "Guide to Practice Learning Skills" were used in data collection. The study was carried out in three stages. In the first stage, the course was taught through distance education with theoretical information and educational videos. In the second stage, students were asked to apply first aid, record it on video and send the file via the e-lesson system. In the third stage, the applications were explained face to face by the lecturer in the laboratory environment and the students were instructed to do these applications. Data were analyzed using SPSS programme. The mean age of the participants was 20.64±0.91 years, while 69.1% (n=47) were female, and 31.9% (n=21) were male. Among the participants, 26.5% (n=18) had previously received training about first aid, where 55.5% (n=10) of those who had stated that they received this training in high school. It was determined that the grades that the participants received after the face-to-face applied education process were significantly higher than the grades they received after the distance education process (p<0.001). In the applied courses, it will be useful to use blended education models as much as possible under pandemic conditions.

Keywords

Blended learning, distance education, learning skill, nursing students, pandemic

References

• Dewart, G., Corcoran, L., Thirsk, L. ‘Petrovic, K. Nursing education in a pandemic: Academic challenges in response to COVID-19’. Nurse Educ Today, 92, 104471, 2020. doi: 10.1016/j.nedt.2020.104471.
• Press Release of the Council of Higher Education (18 March 2020). Explanation on distance education to be implemented in universities. [Online]. Avaliable: https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx.
• Özdoğan, A.Ç., Berkant, H.G. ‘Covıd-19 ınvestigation of stakeholder views on distance education in the pandemic period’. National Education, 49(special issue-1),13-43, 2020.
• Bozkurt, A. ‘The past, present and future of distance education in Turkey’. AUAd, 3 (2), 85-124, 2017.
• Öztürk, D. ‘A view to distance education from the nursing education window’. Anatolian Journal of Nursing and Health Sciences, 18 (3), 229-234, 2015.
• The European Parliament and of the Council (Directive 2005/36/EC). 2005; Luxembourg: Official Journal of the European Union. pL 191/29-58.
• TC. Official newspaper.(4/1/2021) Regulation on the Determination of Minimum Education Conditions for Doctorate, Nursing, Midwifery, Dentistry, Veterinary, Pharmacy and Architecture Education Programs. February 2, 2008 (Number: 26775). [Online] Avaliable: https://www.resmigazete.gov.tr/eskiler/2008/02/20080202-9.htm. accessed 4/1/2021.
• Fıdalgo, P., Thormann, J., Kulyk, O., Lencastre, J.A. ‘Students’ perceptions on distance education: A multinational study’. International Journal of Educational Technology in Higher Education, 17, 18, 2020. https://doi.org/10.1186/s41239-020-00194-2
• Zhu, Z., Liu, Q., Jiang, X., Manandhar, U., Luo, Z., Zheng, X., Li, Y., Xie J., Zhanga, B. ‘The psychological status of people affected by the COVID-19 outbreak in China’. J Psychiatric Res., 129,1-7, 2020.
• Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C.S., et al. ‘Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China’. Int J Environ Res Public Health, 17(5),1729, 2020.
• Abbasi, M.S., Ahmed, N., Sajjad, B., Alshahrani, A., Saeed, S., Sarfaraz, S., et al. ‘E-Learning Perception and satisfaction among health sciences students amid the COVID-19 pandemic’. Work, 67(3),549-556, 2020. Doi: 10.3233/WOR-203308.
• Chan, A.K.M., Botelho, M.G., Lam, O.L.T. ‘The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course’. European Journal of Dental Education, 25, 442-450, 2021. https://doi.org/10.1111/eje.12619.
• Bawa, P. Retention in online courses: Exploring issues and solutions-A literature review. Sage Open, 6(1), 1-11, 2016.
• Kaya, Y., Akın Işık, R. ‘The contribution and challenges of the implemented compulsory distance education system to nursing education in the first period of the covid-19 pandemic: a qualitative study’. J Educ Res Nurs., 18(Supp. 1), 76-84, 2021.
• Karahan, A., Kav, S. ‘Professional competence in nursing’. Huhemfad-Johufon, 5(2), 160-168, 2018.
• YÖK(2017). Nursing undergraduate education workshop. [Online]. Avaliable: https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/Hemsirelik_Lisans_Egitimi_Calistayi_Sonuc_Raporu.pdf. Accessed 27/8/2021.
• Erden, S. (Ed.) Sağlık bilimlerinde ilk yardım ve uygulamaları. Akademisyen Kitabevi, Ankara, 2021.
• İlçe, A., Çelebi, E., Soysal, G.E., Yiğit, Ü. Basic first aid and emergency care (Advanced Life Support) (1st Edition). Göktuğ Press Publishing and Distribution, 1. Baskı, Ankara, 2016.
• Gürsoy, A., Çilingir, D. (Ed.) Basic first aid knowledge and practices. Çukurova Nobel Medicine Bookstore, Adana, 2018.
• Heart and Stroke (8.3.2021) . Guidelines for CPR & ECC. [Online] Avaliable: https://cpr.heartandstroke.ca/s/article/2020-Guidelines?language=en_US
• T.C. Higher Education Council Press and Public Relations Consultancy (9/9/2021). Statement Regarding the Spring Semester of the 2020-2021 Academic Year. [Online] Avaliable: https://covid19.yok.gov.tr/HaberBelgeleri/2020-2021-Bahar-donemine-iliskin-aciklama/2020-2021-bahar-donemine-iliskin-aciklama.pdf.
• T.C. Ministry of Health (1/9/2021). Covid-19 Information Platform. [Online]. Avaliable: https://covid19.saglik.gov.tr/.
• Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A., Atiyah, H., Ashini, A., Ashwieb, A., Ghula, M.,, Hasan, H.B., Abudabuos, S., Alameen, H., Abokhdhir, T., Anaiba, M., Nagib, T., Shuwayyah, A., Benothman, R., Arrefae, G., Alkhwayildi, A., Alhadi, A., Zaid, A., Elhadi M. ‘Impact of the Covıd-19 pandemic on medical education: Medical students' knowledge, attitudes, and practices regarding electronic learning’. PLoS One, 15(11), e0242905, 2020. doi: 10.1371/journal.pone.0242905. eCollection 2020.
• Sandhu, P., de Wolf, M. ‘The impact of COVID-19 on the undergraduate medical curriculum’. Med Educ Online, 25(1),1764740, 2020. doi: 10.1080/10872981.2020.1764740.
• Almarzooq, Z., Lopes, M., Koçar, A. ‘Virtual learning during the Covıd-19 pandemic: A disruptive technology in graduate medical education’. J Am Coll Cardiol, 75 (20), 2635-2638, 2020. doi: 10.1016 / j.jacc.2020.04.015.
• Kavuk, E., Demirtaş, H. ‘The challenges teachers experience in distance education during the Covıd-19 pandemic process’. E-International Journal of Pedandragogy (e-ijpa), 1(1), 55-73, 2021.
• Başaran, M., Doğan, E., Karaoğlu, E., Şahin, E. ‘A study on the efficiency of distance education, the result of the coronavirus (Covid-19) pandemic process’. AJER-Academia Journal of Educational Research, 5(2), 368-397, 2020.
• Grønliena, H.K., Christoffersen, T.E., Ringstada, Q., Andreassen, M., Lugo, R.G. ‘A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course-A quasi-experimental study’. Nurse Education in Practice, 52 (2021), 1-6, 2021.
• Panchal, A.R., Bartos, J.A., Cabanas, J.G., Donnino, M.W., Drennan, I.R., Hirsch, K.G., Kudenchuk, P.J., Kurz, M.C., Lavonas, E.J., Morley, P.T., O'Neil, B.J., Peberdy, M.A., Rittenberger, J.C., Rodriguez, A.J., Sawyer, K.N., Berg, K.M., Adult Basic and Advanced Life Support Writing Group. ‘American heart association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care’. Circulation, 142 (suppl 2),366468, 2020. doi: 10.1161/CIR.0000000000000916.
• Liu, Y.M., Chen, M.C., Chung, F.F., Huang, H.P., Chao, L.F., Chen, M.Y., Jane, S.W., Fan, Y.J. ‘Challenges to the nursing practicum during the Covıd-19 pandemic’. Hu Li Za Zhi, 67(6),25-31, 2020. doi: 10.6224/JN.202012_67(6).05.
• Sun Y, Wang D, Han Z, Gao J, Zhu S, Zhang H. ‘Disease prevention knowledge, anxiety, and professional ıdentity during Covıd-19 pandemic in nursing students in Zhengzhou, China’. J Korean Acad Nurs., 50(4), 533-540, 2020. doi: 10.4040/jkan.20125.
• Leidl, D.M., Ritchie, L., Moslemi, N. ‘Blended learning in undergraduate nursing education-A scoping review’. Nurse Educ Today, 86,104318, 2020. doi: 10.1016/j.nedt.2019.104318.
• Sáiz-Manzanares, M.C., Escolar-Llamazares, M.C., González, A.A. ‘Effectiveness of blended learning in nursing education’. Int J Environ Res Public Health, 17(5),1589, 2020. doi: 10.3390/ijerph17051589.
• Jowsey, T., Foster, G., Cooper-Ioelu, P., Jacobsd, S. ‘Blended learning via distance in pre-registration nursing education: A scoping review’. Nurse Educ Pract., 44, 102775, 2020. doi: 10.1016/j.nepr.2020.102775.
• Son, H.K. ‘Effects of S-PBL in maternity nursing clinical practicum on learning attitude, metacognition, and critical thinking in nursing students: A quasi-experimental design’. Int J Environ Res Public Health, 17(21), 7866, 2020. doi: 10.3390/ijerph17217866.