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Y ve Z Kuşağı Ebelik ve Hemşirelik Öğrencilerinin Etik Değerlere Yatkınlıkları ile 21. Yüzyıl Yeterliklerinin Karşılaştırılması

Year 2024, Volume: 9 Issue: 3, 271 - 277, 31.12.2024

Demet Güney , Şahika Şimşek Çetinkaya

https://doi.org/10.51754/cusbed.1418128

Abstract

Bu çalışma Y ve Z kuşağı ebelik ve hemşirelik öğrencilerinin etik değerlere yatkınlıklarının ve 21. yy yeterliliklerinin karşılaştırmak amacıyla yapılmıştır. Araştırma kesitsel ve tanımlayıcı tipte yapılmıştır. Çalışmanın verileri Nisan-Haziran 2022 tarihleri arasında toplanmıştır. Çalışma, araştırma yapıldığı tarihte Y kuşağından 114 ve Z kuşağından 144 olmak üzere toplam 258 öğrenci ile yürütülmüş ve araştırmaya katılmaya gönüllü olan öğrenciler dahil edilmiştir. Araştırma verileri “Kişisel Bilgi Formu”, “Etik Değerlere Yatkınlık” ve “21. Yüzyıl Yeterlik Ölçeği” kullanılarak toplanmıştır. Bu çalışmada 21. Yüzyıl Yetkinliğinin alt boyutları; bilgi, karakter, meta öğrenme alt boyutları Y kuşağında Z kuşağına göre daha yüksek bulunmuştur (p< 0.5). Sevgi adaleti ve işbirliği etik değeri alt boyut puan ortalamaları Y kuşağında Z kuşağına göre anlamlı olarak daha düşüktü. Etik değerlere yatkınlık toplam puanı Z kuşağında Y kuşağına göre daha yüksekti ve aralarında istatistiksel olarak anlamlı bir fark vardı. Etik değerlere yatkınlık toplam puanı ile bilgi, beceri, karakter ve meta-öğrenme alt boyutları arasında negatif yönde anlamlı ilişkiler bulunmuştur. Öğrencilerin etik değerler konusunda doğru ve güvenilir bilgiye ulaşmaları, etik değerlere yönelimlerini olumlu yönde etkileyecektir. Bu çalışmada Y ve Z kuşağının etik değerlere yönelik eğilimlerinin ve 21. yüzyıl yetkinliklerinin farklı olduğu tespit edilmiştir. Bu nedenle klinik alana katılan ebelerin ve hemşirelerin kuşakları dikkate alınarak eğitim ve stratejiler planlanmalıdır.

Keywords

ebelik hemşirelik Z kuşağı etik Y kuşağı kuşaklar

References

  • Akca, N. K., N. Simsek, D. E. Arslan, S. Senturk, and D. Akca. (2017). Moral sensitivity among senior nursing students in Turkey. Int J Caring Sci, 10(2), 1031-1039.
  • Alkış, M. (2020). Üniversite öğrencilerinin 21. yüzyıl becerilerinin bazı değişkenler açısından Incelenmesi. (Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi)
  • Bolster, K., & Goschen, R. (2015). Millennials: Multi-generational leaders staying connected. Journal of Practical Consulting, 5(2), 1-9. https://www.regent.edu/acad/global/publications/jpc/vol5iss2/BolserGosciej.pdf
  • Chao, S. Y., Chang, Y. C., Yang, S. C., & Clark, M. J. (2017). Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course. Nurse Education Today, 55, 31-37. https://doi.org/10.1016/j.nedt.2017.04.011
  • Chica, J., & shellenbarger, T. (2018). Generation Z: Approaches and teaching–learning practices for nursing professional development practitioners. Journal for nurses in professional development, 34(5), 250-256. https://doi.org/10.1097/NND.0000000000000478
  • Çetin, C., & Karalar, S. (2016). X, Y ve Z kuşağı öğrencilerin çok yönlü ve sınırsız kariyer algıları üzerine bir araştırma. Yönetim Bilimleri Dergisi, 14(28), 157-197.
  • Devrani, A. E. P. (2021). Gençler için 21. yüzyıl becerileri ve dijitalleşen dünyanın gereklilikleri: yeni okuryazarlıklar. Gençlik Araştırmaları Dergisi, 9(24), 5-24.
  • Dobrowolski, Z, Drozdowski, G. Panait, M. (2022). Understanding the impact of Generation Z on risk management—Preliminary views on values, competencies, and ethics of the Generation Z in public administration. International Journal of Environmental Research and Public Health, 19(7), 3868–3869, 2018. https://doi.org/10.3390/ijerph19073868.
  • Eryılmaz, S., and Uluyol, Ç. (2015). Evaluation of the FATIH project in the context of 21st century skills. Gazi Eğitim Fakültesi Dergisi, 35(2).
  • Hampton, D. C., and Y. Keys (2017). Generation Z students: Will they change our nursing classrooms. Journal of Nursing Education and Practice, 7(4), 111-115. https://doi.org/10.5430/jnep.v7n4p111
  • Hampton, D.,Welsh, D., Wiggins, A. T. (2020). Learning preferences and engagement level of generation Z nursing students. Nurse educators, 45(3), 160-164. https://doi.org/10.1097/NNE.0000000000000710
  • Hsu, L. L., & Hsieh, S. I. (2013). Development and psychometric evaluation of the competency inventory for nursing students: A learning outcome perspective. Nurse Education Today, 33(5), 492-497. https://doi.org/10.1016/j.nedt.2012.05.028
  • Karaca, T., & Yalvaç, S. (2016). Hemşirelik Öğrencilerinin Etik Duyarlılıklarının İncelenmesi. Uluslararası Hakemli Kadın Hastalıkları ve Anne Çocuk Sağlığı Dergisi, 48-62.
  • Karalar, S., Çetin, C., & Vatansever, B. (2017). Y Kuşağı Üniversite Öğrencilerinin Etik Davranış Algılarının İncelenmesi. Kafkas Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 8(16), 415-432.
  • Kaya, İ. (2015). Etik Değerlere Yatkınlık Ölçeği: Geçerlik Ve Güvenirlik Çalışması. Journal of International Social Research, 8(41).
  • Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • Kırca, N., Bademli, K., & Özgönül, M. L. (2020) Öğrenci Hemşirelerin Etik Değerlere Yatkınlık Durumlarının Belirlenmesi. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 23(3): 410-417.
  • Kramer, M. W. (2017). Sage on the stage or bore at the board?. Communication Education, 66(2), 245-247. https://doi.org/10.1080/03634523.2016.1272129.
  • Kraus, M. (2017). Comparing Generations X and Y regarding their preferred emotional leadership style. Journal of applied leadership and management, 5, 62-75.
  • Meta-Learning: Learning to Learn Fast https://lilianweng.github.io/lil-log/2018/11/30/meta-learning.html
  • Mücevher, M. H., & Erdem, R. (2018). X Kuşaği Akademisyenler İle Y Kuşaği Öğrencilerin Birbirlerine Karşi Algilari. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 9(22), 60-74.
  • Sarı, D., Baysal, E., Celik, G. G., and Eser, I. (2018). Ethical decision making levels of nursing students. Pakistan journal of medical sciences, 34(3), 724–729, 2018.
  • Seemiller, C., & Grace, M. (2016). Generation Z goes to college. John Wiley & Sons. https://www.wiley.com/en-us/Generation+Z+Goes+to+College-p-9781119143451
  • Shaft, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24-28. https://doi.org/10.1891/1078-4535.23.1.24.
  • Shore, S., Chan, V., Rajendra, P., & Ang, E. (2021). Learning styles, preferences, and needs of generation Z healthcare students: Scoping review. Nurse education in practice, 57, 103247. https://doi.org/10.1016/j.nepr.2021.103247
  • Singh, A. P., & Dangmei, J. (2016). Understanding the generation Z: the future workforce. South-Asian journal of multidisciplinary studies, 3(3), 1-5.
  • Soland, J., Hamilton, L. S., & Stecher, B. M. (2013). 21st century competencies. https://www.researchgate.net/profile/BrianStecher/publication/267269458_Measuring_21stcentury_competencies_Guidance_for_educators/links/591c970b45851540595a8afa/Measuring-21st-century-competencies-Guidance-for-educators.pdf (Access:12.01.2023)
  • Sorbello, K. M. (2021). Addressing Cultural Challenges to Doing Business in a Global Marketplace. Culture in Global Businesses: Addressing National and Organizational Challenges, 1-18. https://doi.org/10.1007/978-3-030-60296-3_1
  • Sultan, A.,.G., Sürücü, Ş.G., Şenoğlu, A., & Akça, E. (2019). Ebelik ve hemşirelik öğrencilerinin etik duyarlılıklarının incelenmesi. Ebelik ve Sağlık Bilimleri Dergisi, 2(2), 38-44.
  • Turner, A. (2015). Generation Z: Technology and social interest. The journal of individual Psychology, 71(2),103-113.
  • Uslu, Y. D., & Kedikli, E. (2016). In Activity Process of Business Innovation Significance of Intergenerational Relations: Y Generation. სტატიათა კრებული, 93.
  • Yılmaz, E., & Alkış, M. (2019). 21. yüzyıl yeterlilikleri ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. The Journal of International Lingual Social and Educational Sciences, 5(1), 125-154.
  • Zorn, R. L. (2017). Coming in 2017: A new generation of graduate student the Z generation. College and University, 92(1), 61. https://www.proquest.com/openview/7a8cb932d9f8d5cc3ceee7c540073464/1?pq-origsite=gscholar&cbl=1059

Comparison of Predisposition to Ethical Values and the 21st Century Competencies of Midwifery and Nursing Students in Y and Z Generations

Year 2024, Volume: 9 Issue: 3, 271 - 277, 31.12.2024

Demet Güney , Şahika Şimşek Çetinkaya

https://doi.org/10.51754/cusbed.1418128

Abstract

The aim of this study was to comparison of predisposition ethical values and the 21st century competencies of midwifery and nursing students in Y and Z generations. A comparative and cross-sectional study was adopted. Data were collected between April and June 2022. The study was carried out a total of 258 students, 114 from generation Y and 144 from generation Z at the time of the research and who volunteered to participate in the research were included. Research data were collected using a “Personal Information Form,” the “The Predisposition to Ethical Values” and the “21st Century Competency Scale.” In the present study the sub-dimensions of 21st Century Competency; knowledge, character, meta learning sub-dimensions were found higher in the Y than Z generation (p<0.5). The mean scores of the love justice and cooperation ethical value sub-dimensions were significantly lower in the Y compared to the Z Generation. Predisposition to ethical values total score were higher in Z than Y generation and there was a statistically significant difference between them. Negatively significant relationships were found between the predisposition to ethical values total score and the sub-dimensions of knowledge, skills, character, and meta-learning. Students' access to accurate and reliable information on ethical values will positively affect their inclination towards ethical values. In the present study, it was determined that the tendency towards ethical values and 21st century competencies of the Y and Z generations are different. For this reason, training and strategies should be planned considering the generations of midwifery and nurses participating in the clinical field.

Keywords

nursing midwifery generation Y generation Z generation ethics

Ethical Statement

Ethics approval: This study was conducted in conformity with the principles of the Declaration of Helsinki. The study was carried out after the approval of Kastamonu University Non-Interventional Clinical Research Ethics Committee (dated 25.04.2022 and numbered E122748) and the necessary written permissions from the institution where the study will be conducted. All students participating in the study were informed about the aim of the study and told that participation was on a voluntary basis and that they could withdraw from the study at any time. Participants' verbal and written consent was also obtained.

Thanks

The authors would like to thank all the women who participated in this study for their very valuable support.

References

  • Akca, N. K., N. Simsek, D. E. Arslan, S. Senturk, and D. Akca. (2017). Moral sensitivity among senior nursing students in Turkey. Int J Caring Sci, 10(2), 1031-1039.
  • Alkış, M. (2020). Üniversite öğrencilerinin 21. yüzyıl becerilerinin bazı değişkenler açısından Incelenmesi. (Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi)
  • Bolster, K., & Goschen, R. (2015). Millennials: Multi-generational leaders staying connected. Journal of Practical Consulting, 5(2), 1-9. https://www.regent.edu/acad/global/publications/jpc/vol5iss2/BolserGosciej.pdf
  • Chao, S. Y., Chang, Y. C., Yang, S. C., & Clark, M. J. (2017). Development, implementation, and effects of an integrated web-based teaching model in a nursing ethics course. Nurse Education Today, 55, 31-37. https://doi.org/10.1016/j.nedt.2017.04.011
  • Chica, J., & shellenbarger, T. (2018). Generation Z: Approaches and teaching–learning practices for nursing professional development practitioners. Journal for nurses in professional development, 34(5), 250-256. https://doi.org/10.1097/NND.0000000000000478
  • Çetin, C., & Karalar, S. (2016). X, Y ve Z kuşağı öğrencilerin çok yönlü ve sınırsız kariyer algıları üzerine bir araştırma. Yönetim Bilimleri Dergisi, 14(28), 157-197.
  • Devrani, A. E. P. (2021). Gençler için 21. yüzyıl becerileri ve dijitalleşen dünyanın gereklilikleri: yeni okuryazarlıklar. Gençlik Araştırmaları Dergisi, 9(24), 5-24.
  • Dobrowolski, Z, Drozdowski, G. Panait, M. (2022). Understanding the impact of Generation Z on risk management—Preliminary views on values, competencies, and ethics of the Generation Z in public administration. International Journal of Environmental Research and Public Health, 19(7), 3868–3869, 2018. https://doi.org/10.3390/ijerph19073868.
  • Eryılmaz, S., and Uluyol, Ç. (2015). Evaluation of the FATIH project in the context of 21st century skills. Gazi Eğitim Fakültesi Dergisi, 35(2).
  • Hampton, D. C., and Y. Keys (2017). Generation Z students: Will they change our nursing classrooms. Journal of Nursing Education and Practice, 7(4), 111-115. https://doi.org/10.5430/jnep.v7n4p111
  • Hampton, D.,Welsh, D., Wiggins, A. T. (2020). Learning preferences and engagement level of generation Z nursing students. Nurse educators, 45(3), 160-164. https://doi.org/10.1097/NNE.0000000000000710
  • Hsu, L. L., & Hsieh, S. I. (2013). Development and psychometric evaluation of the competency inventory for nursing students: A learning outcome perspective. Nurse Education Today, 33(5), 492-497. https://doi.org/10.1016/j.nedt.2012.05.028
  • Karaca, T., & Yalvaç, S. (2016). Hemşirelik Öğrencilerinin Etik Duyarlılıklarının İncelenmesi. Uluslararası Hakemli Kadın Hastalıkları ve Anne Çocuk Sağlığı Dergisi, 48-62.
  • Karalar, S., Çetin, C., & Vatansever, B. (2017). Y Kuşağı Üniversite Öğrencilerinin Etik Davranış Algılarının İncelenmesi. Kafkas Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 8(16), 415-432.
  • Kaya, İ. (2015). Etik Değerlere Yatkınlık Ölçeği: Geçerlik Ve Güvenirlik Çalışması. Journal of International Social Research, 8(41).
  • Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • Kırca, N., Bademli, K., & Özgönül, M. L. (2020) Öğrenci Hemşirelerin Etik Değerlere Yatkınlık Durumlarının Belirlenmesi. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 23(3): 410-417.
  • Kramer, M. W. (2017). Sage on the stage or bore at the board?. Communication Education, 66(2), 245-247. https://doi.org/10.1080/03634523.2016.1272129.
  • Kraus, M. (2017). Comparing Generations X and Y regarding their preferred emotional leadership style. Journal of applied leadership and management, 5, 62-75.
  • Meta-Learning: Learning to Learn Fast https://lilianweng.github.io/lil-log/2018/11/30/meta-learning.html
  • Mücevher, M. H., & Erdem, R. (2018). X Kuşaği Akademisyenler İle Y Kuşaği Öğrencilerin Birbirlerine Karşi Algilari. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 9(22), 60-74.
  • Sarı, D., Baysal, E., Celik, G. G., and Eser, I. (2018). Ethical decision making levels of nursing students. Pakistan journal of medical sciences, 34(3), 724–729, 2018.
  • Seemiller, C., & Grace, M. (2016). Generation Z goes to college. John Wiley & Sons. https://www.wiley.com/en-us/Generation+Z+Goes+to+College-p-9781119143451
  • Shaft, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24-28. https://doi.org/10.1891/1078-4535.23.1.24.
  • Shore, S., Chan, V., Rajendra, P., & Ang, E. (2021). Learning styles, preferences, and needs of generation Z healthcare students: Scoping review. Nurse education in practice, 57, 103247. https://doi.org/10.1016/j.nepr.2021.103247
  • Singh, A. P., & Dangmei, J. (2016). Understanding the generation Z: the future workforce. South-Asian journal of multidisciplinary studies, 3(3), 1-5.
  • Soland, J., Hamilton, L. S., & Stecher, B. M. (2013). 21st century competencies. https://www.researchgate.net/profile/BrianStecher/publication/267269458_Measuring_21stcentury_competencies_Guidance_for_educators/links/591c970b45851540595a8afa/Measuring-21st-century-competencies-Guidance-for-educators.pdf (Access:12.01.2023)
  • Sorbello, K. M. (2021). Addressing Cultural Challenges to Doing Business in a Global Marketplace. Culture in Global Businesses: Addressing National and Organizational Challenges, 1-18. https://doi.org/10.1007/978-3-030-60296-3_1
  • Sultan, A.,.G., Sürücü, Ş.G., Şenoğlu, A., & Akça, E. (2019). Ebelik ve hemşirelik öğrencilerinin etik duyarlılıklarının incelenmesi. Ebelik ve Sağlık Bilimleri Dergisi, 2(2), 38-44.
  • Turner, A. (2015). Generation Z: Technology and social interest. The journal of individual Psychology, 71(2),103-113.
  • Uslu, Y. D., & Kedikli, E. (2016). In Activity Process of Business Innovation Significance of Intergenerational Relations: Y Generation. სტატიათა კრებული, 93.
  • Yılmaz, E., & Alkış, M. (2019). 21. yüzyıl yeterlilikleri ölçeği’nin geliştirilmesi: Geçerlik ve güvenirlik çalışması. The Journal of International Lingual Social and Educational Sciences, 5(1), 125-154.
  • Zorn, R. L. (2017). Coming in 2017: A new generation of graduate student the Z generation. College and University, 92(1), 61. https://www.proquest.com/openview/7a8cb932d9f8d5cc3ceee7c540073464/1?pq-origsite=gscholar&cbl=1059
There are 33 citations in total.

Details

Primary Language English
Subjects Health Services and Systems (Other)
Journal Section Research Article
Authors

Demet Güney 0000-0002-4290-9189

Şahika Şimşek Çetinkaya 0000-0002-4518-5286

Early Pub Date December 29, 2024
Publication Date December 31, 2024
Submission Date January 11, 2024
Acceptance Date September 29, 2024
Published in Issue Year 2024Volume: 9 Issue: 3

Cite

Vancouver Güney D, Şimşek Çetinkaya Ş. Comparison of Predisposition to Ethical Values and the 21st Century Competencies of Midwifery and Nursing Students in Y and Z Generations. J Cumhuriyet Univ Health Sci Inst. 2024;9(3):271-7.
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The Journal of Sivas Cumhuriyet University Institute of Health Sciences is an international, peer-reviewed scientific journal published by Sivas Cumhuriyet University, Institute of Health Sciences.