DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE

Year 2022, Volume: 7 Issue: 1, 153 - 166, 29.04.2022

Filiz Özkan , Handan Zincir , Derya Dağdelen

https://doi.org/10.47115/jshs.998421

Abstract

Aim: This study was conducted to determine the effects of free sessions with philosophical sessions on the epistemological beliefs, critical thinking disposition and metacognitive awareness of nursing students taking research course.
Method: It was conducted using semi-experimental pretest-posttest design with 177 students. Ethical approval was taken. It used Epistemological Beliefs Scale, Metacognitive Awareness Inventory and Critical Thinking Disposition Scale. Research in Nursing course was implemented in a 10-week program as two hours of theory and two hours of practice.
Results: It was found that the posttest Epistemological Beliefs Scale total score, Metacognitive Awareness Inventory total score and was Critical Thinking Disposition Scale total score were significantly higher than their respective pretest total scores (p=0.00). A significant positive relationship was found between the posttest score of Critical Thinking Disposition Scale and posttest score of Metacognitive Awareness Inventory (r=0.452, p=0.000).
Conclusion and Suggestions: Free sessions with philosophical sessions were found to help students develop epistemological beliefs, metacognitive skills and critical thinking skills. It is recommended for nursing education to include free sessions in different course programs and to increase research on this subject.

Keywords

Epistemological Beliefs, Metacognitive Awareness, Critical Thinking Disposition, Free Sessions, Nursing Education

Supporting Institution

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Project Number

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Thanks

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Serbest Oturumların Araştırma Dersi Alan Hemşirelik Öğrencilerinin Epistemolojik İnançlarına, Eleştirel Düşünme Eğilimlerine ve Üstbilişsel Farkındalıklarına Etkisinin Belirlenmesi

Abstract

Amaç: Bu çalışma, felsefi seanslarla yapılan serbest oturumların, araştırma dersi alan hemşirelik öğrencilerinin epistemolojik inançlarına, eleştirel düşünme eğilimlerine ve üstbilişsel farkındalıklarına etkisinin belirlenmesi amacıyla yapılmıştır. Yöntem:Çalışma öntest- sontest yarı deneysel araştırma olarak 177 öğrenciyle yapılmıştır. Etik onay alınmıştır. Çalışmada Öğrencileri Tanımlayıcı Form, Epistemolojik İnançlar Ölçeği, Üstbilişsel Farkındalık Envanteri, Eleştirel Düşünme Eğilim Ölçeği kullanılmıştır. Araştırma dersleri; 10 hafta iki saat teorik ve iki saatte uygulama olarak yapılmıştır.
Bulgular: Sontest Epistemolojik İnançlar Ölçeği toplam puanı, Üstbilişsel Farkındalık Envanteri toplam puanı ve Eleştirel Düşünme Eğilim Ölçeği toplam puanı, öntest toplam puanlarından anlamlı düzeyde yüksek bulunmuştur (p = 0.00). Eleştirel Düşünme Eğilim Ölçeği sontest puanı ile Üstbilişsel Farkındalık Envanteri’nin sontest puanı arasında pozitif yönde anlamlı bir ilişki bulunmuştur (r= 0.452, p= 0.000).
Sonuç ve Önerileri: Çalışma sonucunda araştırma dersi kapsamında felsefi seanslarla yapılan serbest oturumların öğrencilerin epistemiyolojik inanaçlarını, üstbilişsel becerilerini ve eleştirel düşünme becerilerini geliştirmede yardımcı ve başarılı olduğu bulunmuştur. Hemşirelik eğitiminde farklı ders programlarına serbest oturumların müfredata dâhil edilmesi ve bu konuya yönelik araştırmaların arttırılması önerilmektedir.

Keywords

Epistemolojik İnançlar, Üstbilişsel Farkındalık, Eleştirel Düşünme Eğilimi, Serbest Oturumlar, Hemşirelik Eğitimi

Project Number

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