Hemşirelik Öğrencilerinin Klinik Uygulama Öncesi Yapılan İnteraktif Vaka Tartışmalarına İlişkin Görüşleri

Yıl 2021, , 382 - 392, 26.12.2021

Hülya Bulut , Sevil Güler , Nevra Kalkan , Burcu Opak Yücel , Burçin Irmak , Nihal Yıldız Emre

https://doi.org/10.38108/ouhcd.930878

Cited By: 4

Öz

Amaç: Bu araştırma, öğrencilerin klinik uygulama öncesi yapılan interaktif vaka tartışmalarına ilişkin görüşlerini belirlemek amacıyla yapılmıştır.
Yöntem: Tanımlayıcı tipteki araştırmanın örneklemini 234 hemşirelik öğrencisi oluşturmuştur. Araştırma verileri araştırmacılar tarafından geliştirilen anket formu ile Haziran 2019’da toplanmıştır. Araştırma için kurum izni, etik onay ve öğrencilerden yazılı onam alınmıştır. Verilerin değerlendirilmesinde tanımlayıcı istatistiksel yöntemler kullanılmıştır.
Bulgular: Araştırmada öğrencilerin %92.7’si ders kapsamında klinik uygulama öncesi yapılan interaktif vaka tartışmalarının yararlı olduğunu belirtmiştir. Öğrencilerin özellikle “aktif katılımlı-görsel öğrenme ve uygulama ortamı oluşturma (%26.1)”, “teorik bilgiyi pekiştirme ve bilginin kalıcılığını sağlama (%24.3)” ve “klinik uygulama öncesi bilgi ve beceri düzeyini artırma (%22.6)” yönünden uygulamaları faydalı buldukları belirlenmiştir. Öğrenciler interaktif vaka tartışmalarının mesleki gelişim üzerinde “hemşirelik bakım süreci (%38)”, “teorik bilgi düzeyi (%15.4)” ve “bütüncül düşünebilme becerisi (%12)” konularında olumlu etkilerinin olduğunu belirtmişlerdir. Ayrıca, öğrencilerin %47’si uygulamalar sırasında zorluk yaşadıklarını, en çok yaşanan zorlukların “uygulama sırasında teorik bilgilerinin yetersiz olması (%29.2)”, “uygulama süresinin sınırlı olması (%15.8)” ve “öğrenme ortamının kalabalık olması (%15)” olduğunu vurgulamışlardır. Öğrencilerin tamamına yakını interaktif vaka tartışmalarının öz değerlendirme yapmaya katkı sağladığını, öğrenmeyi kolaylaştırdığını ve klinik uygulama öncesinde faydalı olduğunu ifade etmiştir. Öğrencilerin çoğu (%94.4) gelecek yıllarda uygulamalara devam edilmesinin yararlı olacağını bildirmişlerdir.
Sonuç: Bu sonuçlar doğrultusunda interaktif yöntemlerle vaka tartışmalarının öğrenciler için faydalı olduğu belirlenmiş olup, klinik uygulama öncesinde hemşirelik eğitimine dahil edilmesi önerilmektedir.

Anahtar Kelimeler

hemşirelik eğitimi, hemşirelik öğrencileri, hemşirelik bakımı

Teşekkür

Çalışmaya katılan hemşirelik öğrencilerine teşekkür ederiz.

Views of Nursing Students' Regarding the Interactive Case Discussions Before Clinical Practice

Öz

Objective: This study was conducted to determine the opinions of the students about the interactive case discussions before the clinical practice.
Methods: The sample of descriptive study consisted of 234 nursing students. Research data were collected with a questionnaire form developed by the researchers in June 2019. Institutional permission, ethical approval and written consent from the students were obtained. Descriptive statistical methods were used evaluate the data.
Results: In the study, 92.7% of the students stated that interactive case discussions before the clinical practice were beneficial. The issues that students find the useful are as follows; "creating a visual learning and practice environment with active participation (26.1%)", "reinforcing the theoretical knowledge and ensuring the permanence of knowledge (24.3%)" and "increasing the knowledge and skill level before clinical practice (22.6%)". The students stated that interactive case discussions had positive effects on professional development on "nursing care process (38%)", "theoretical knowledge level (15.4%)" and "holistic thinking skills (12%)". Also, 47% of the students stated that they had difficulties during the applications. The most common difficulties are; "insufficient theoretical knowledge during application (29.2%)", "limited practice time (15.8%)" and "crowded learning environment (15%)". Almost all of the students stated that interactive case discussions contributed to self-assessment, facilitated learning and useful before clinical practice. Most students (94.4%) stated that it would beneficial to continue the practices in the coming years.
Conclusion: Case discussions with interactive methods were determined to be beneficial for students and recommended to be included in nursing education before clinical practice.

Anahtar Kelimeler

nursing education, nursing student, nursing care

Kaynakça

• Admi H, Moshe-Eilon Y, Sharon D, Mann M. (2018). Nursing students' stress and satisfaction in clinical practice along different stages: A cross-sectional study. Nurse Education Today, 68, 86-92.
• Alfayoumi I. (2019). The impact of combining concept-based learning and concept-mapping pedagogies on nursing students' clinical reasoning abilities. Nurse Education Today 72, 40–46.
• Altmiller G. (2020). Perioperative unfolding case study-A lesson in quality and safety. AORN Journal, 112(2), 104-111.
• Arkan B, Ordin Y, Yılmaz D. (2018). Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process. Nurse Education in Practice, 29, 127-132.
• Awad MS, Abdullah MK, Ibrahim RH, Abdulla RK. (2019). Nursing students' attitudes toward simulation technology in nursing education. International Journal of Emerging Technologies, 14(14), 31-45.
• Ayhan H, Çınar Fİ, Şahin SY, Demirtaş A, Özkan Y, Külekçi E ve ark. (2019). Cerrahi ve iç hastalıkları hemşireliği eğitimi kapsamında yürütülen simülasyon uygulamalarına yönelik öğrenci görüşlerinin değerlendirilmesi. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi, 1(2), 66-75.
• Bulut H, Hisar F, Demir SG. (2010). Evaluation of mentorship programme in nursing education: A pilot study in Turkey. Nurse Education Today, 30(8), 756-762.
• Dağ GS, Kılıç HF, Görgülü RS. (2019). Difficulties in clinical nursing education: Views of nurse instructors’. International Archives of Nursing and Health Care, 5(1), 1-9.
• Demir S, Demir SG, Bulut H, Hisar F. (2014). Effect of mentoring program on ways of coping with stress and locus of control for nursing students. Asian Nursing Research, 8(4), 254-260.
• Dünya Sağlık Örgütü, World Health Organization (WHO). Erişim tarihi: 10.02.2020, https://www.who.int/topics/nursing/en/
• Edeer AD, Sarıkaya A. (2015). Hemşirelik eğitiminde simülasyon kullanımı ve simülasyon tipleri. Hemşirelikte Eğitim ve Araştırma Dergisi, 12(2), 121-125.
• Elbaş NÖ, Bulut H, Demir SG, Yüceer S. (2010). Nursing students’ opinions regarding the clinical practice guide. Procedia-Social and Behavioral Sciences, 2(2), 2162-2165.
• Englund H. (2020). Using unfolding case studies to develop critical thinking skills in baccalaureate nursing students: A pilot study. Nurse Education Today 93, 1-4.
• Fındık ÜY, Yeşilyurt DS, Makal E. (2019). Determining student nurses’ opinions of the low-fidelity simulation method. Nursing Practice Today, 6(2), 71-76.
• Flott EA, Linden, L. (2016). The clinical learning environment in nursing education: A concept analysis. Journal of Advanced Nursing, 72(3), 501-513.
• Forsgren S, Christensen T, Hedemalm A. (2014). Evaluation of the case method in nursing education. Nurse Education in Practice, 14(2), 164-169.
• Gine S, Andersen P, Reid-Searl K, Levett-Jones T, Dwyer T, Heaton L ve ark. (2019). Simulation-based learning for patient safety: The development of the tag team patient safety simulation methodology for nursing education. Collegian, 26(3), 392-398.
• Gordon M. (1982). Functional health patterns. Nursing Diagnosis rocess and application. New York: Mc. Graw Hill Book Comp, 685-702.
• Guimond ME, Foreman SE, Werb M. (2019). Evaluation of an unfolding obstetric experience simulation in an undergraduate nursing program. Nurse Education Today, 79, 124-128.
• Horntvedt MT, Nordsteien A, Fermann T, Severinsson E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18, 172.
• Jonsén E, Melender HL, Hilli Y. (2013). Finnish and Swedish nursing students' experiences of their first clinical practice placement—A qualitative study. Nurse Education Today, 33(3), 297-302.
• Karadağ M, Demir SG, Bulut H, Erden S, Demir N, Erdoğan Z ve ark. (2017). The effect of concept map based education on the problem solving skills of students. New Trends and Issues Proceedings on Humanities and Social Science, 3(1), 506-513.
• Karadağ M. (2017). The effect of concept map based education on the problem solving skills of students. New Trends and Issues Proceedings on Humanities and Social Sciences, 3(1), 506-513.
• Kermansaravi F, Navidian A, Yaghoubinia F. (2015). Nursing students’ views of nursing education quality: A qualitative study. Global Journal of Health Science, 7(2), 351-359.
• Korhan EA, Yılmaz DU, Ceylan B, Akbıyık A, Tokem Y. (2018). Hemşirelikte psikomotor becerilerin öğretiminde senaryo temelli öğrenme: Bir deneyim paylaşımı. İzmir Kâtip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 3(3), 11-16.
• Labrague LJ, McEnroe‐Petitte DM, Bowling AM, Nwafor CE, Tsaras K. (2019). High‐fidelity simulation and nursing students’ anxiety and self‐confidence: A systematic review. In Nursing Forum. 54(3), 358-368.
• Larue C, Pepin J, Allard É. (2015). Simulation in preparation or substitution for clinical placement: A systematic review of the literature. Journal of Nursing Education and Practice, 5(9), 132-140.
• Lee JJ, Clarke CL, Carson MN. (2018). Nursing students’ learning dynamics and influencing factors in clinical contexts. Nurse Education in Practice, 29, 103-109.
• Lemes MA, Marin MJS, Lazarini CA, Bocchi SCM, Higa EDFR. (2021). Evaluation strategies in active learning in higher education in health: Integrative review. Revista Brasileira de Enfermagem, 74(2), e20201055.
• Li S, Ye X, Chen W. (2019). Practice and effectiveness of “nursing case-based learning” course on nursing student's critical thinking ability: A comparative study. Nurse Education in Practice, 36, 91-96.
• Mahmood LS, Mohammed CA, Gilbert JH. (2021). Interprofessional simulation education to enhance teamwork and communication skills among medical and nursing undergraduates using the TeamSTEPPS® framework. Medical Journal Armed Forces India, 77, 42-48.
• Majeed F. (2014). Effectiveness of case-based teaching of physiology for nursing students. Journal of Taibah University Medical Sciences, 9(4), 289-292.
• McCutcheon K, Lohan M, Traynor M, Martin D. (2015). A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255-270.
• Polit DF, Beck CT. (2008). Nursing research: Generating and assessing evidence for nursing practice. Lippincott Williams & Wilkins, p.235.
• Sheranova M. (2020). The importance of interactive methods in education. International Journal of Advanced Science and Technology, 29(7), 11771-11775.
• Stone R, Cooke M, Mitchell M. (2020). Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review. Nurse Education Today, 84, 104230. Şendir M, Doğan P. (2015). Hemşirelik eğitiminde simülasyonun kullanımı: Sistematik inceleme. Florence Nightingale Hemşirelik Dergisi, 23(1), 49-56.
• Takase M, Niitani M, Imai T, Okada M. (2019). Students’ perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice. International Journal of Nursing Sciences, 6(4), 414-420.
• Terzioğlu F, Yücel Ç, Koç G, Şimşek Ş, Yaşar BN, Şahan FU ve ark. (2016). A new strategy in nursing education: From hybrid simulation to clinical practice. Nurse Education Today, 39, 104-108.
• Thompson CE. (2021). The effects of high-fidelity simulation, low-fidelity simulation, and video training on nursing student anxiety in the clinical setting. Nursing Education Perspectives, 42(3), 162-164.
• Uluslararası Hemşireler Birliği, International Council of Nursing (ICN) 2002. Erişim tarihi: 10.02.2020, https://www.icn.ch/nursing-policy/nursing-definitions
• Uslusoy EÇ. (2018). Hemşirelik eğitiminde simülasyon kullanımı: Öğrencilerin görüşleri. Süleyman Demirel Üniversitesi Sağlık Bilimleri Dergisi, 9(2), 13-18.
• Uysal N. (2016). Improvement of nursing students' learning outcomes through scenario-based skills training. Revista Latino-Americana de Enfermagem, 24, e2790.
• Valizadeh L, Akbarzadeh B, Ghiyasvandiyan S, Kuchaki Nejad Z, Zamanzadeh V, Aghajari P ve ark. (2021). The effects of role play simulation and demonstration on pediatric peripheral venous catheter insertion skill among nursing students: A three group experimental study. Nursing and Midwifery Studies, 10(1), 1-6.