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Hemşirelik Eğitiminde Üç Farklı Eğitim Modeline Göre Öğrenci Memnuniyetinin Karşılaştırılması

Yıl 2021, Cilt: 6 Sayı: 3, 61 - 66, 30.09.2021

Öz

Amaç: Çalışmanın amacı, hemşirelik eğitiminde kullanılan klasik, entegre ve probleme dayalı eğitim modellerindeki öğrenci memnuniyetlerini belirlemektir.
Gereç ve Yöntem: Karşılaştırmalı tanımlayıcı tipte planlanan araştırmanın örneklemini, üç farklı eğitim modeline sahip hemşirelik okulunda üçüncü ve dördüncü sınıfta okuyan 621 öğrenci oluşturdu. Veriler yüz yüze görüşme yöntemiyle ve Sosyo-Demografik Özellikler Formu ve Öğrenci Doyum Ölçeği kullanılarak toplandı. Öğrenci Memnuniyeti Ölçeği; öğretim elemanları, okul yönetimi, kararlara katılma, bilimsel-sosyal-teknik olanaklar, eğitim kalitesi alt boyutlarından oluşmaktadır. Ölçek puan ortalamaları 1’den 5’e derecelendirilir ve puanların yükselmesi memnuniyet artışını ifade etmektedir.
Bulgular: Öğrenci Doyum Ölçeği puanları, Klasik eğitim modelinde 2,95±0,6; Probleme Dayalı Öğretim modelinde 3,33±0,6 ve Entegre eğitim modelinde 2,95±0,6’dır. Probleme Dayalı Öğretim modelinde, öğrenci memnuniyeti açısından en yüksek puana sahip olup diğer modellerden istatistiksel olarak farklıdır (p<0.05).
Sonuç: Hemşirelik öğrencilerinin memnuniyetleri üç eğitim modelinde de orta düzeydedir. Alt boyutlarda en yüksek memnuniyet öğretim elemanları boyutunda gözlenmiştir.

Kaynakça

  • Gülcan Y, Kuştepeli Y, Aldemir A. Student satisfaction in higher education: a theoretical framework and a sensible research. Süleyman Demirel Univ J Fac Econ Admin Sci. 2002;7 (1): 99-114.
  • Stacey G, McGarry J, Aubeelack A, Bull H, Simpson C, Sheppard F, Thompson S. An integrated educational model for graduate entry nursing cirriculum design. Nurse Educ Today 2014; 34 (1): 145–149. https://doi.org/10.1016/j.nedt.2012.08.014
  • Scott P. Globalisation and higher education: challenges for the 21st century, J Stud in Internat Educ. 2002; 2 (1): 193–208. https://doi. org/10.1177/102831530000400102
  • Öngider N, Yüksel İ. A review on the determination of the psychological needs of the students of Dokuz Eylül University. Turk Psych Bull. 2002; 26, 7 (1): 99-114.
  • Kane D, Williams J, Cappuccini-Ansfield G. Student satisfaction surveys: the value in taking an historical perspective. QH Educ. 2008; 14 (2): 135-155. https://doi.org/10.1080/13538320802278347
  • Şahin İ, Zoraloğlu YR, Şahin Fırat N. University students’ aims in life, educational goals, expectations from the university and their state of satisfaction. Educ Adm: Theory and Pract. 2011; 17 (3): 429-452.
  • Bos E, Alinaghizadeh H, Saarikoski M, Kaila P. Factors associated with student learning processes in primary health care units: A questionnaire study. Nurse Educ Today 2015; 35 (1): 170-175. https://doi.org/10.1016/j. nedt.2014.09.012
  • Espeland V, Indrehus O. Evaluation of students’ satisfaction with nursing education in Norway. J Adv. Nursing 2003; 42 (3): 226-36. https://doi.org/10.1046/j.1365-2648.2003.02611.x
  • Hakım A. Nursing students’ satisfaction about their field of study. J. Adv. Med. Educ. Prof. 2014; 2 (2): 82–7. https://www.ncbi.nlm.nih.gov/ pmc/articles/PMC4235554/
  • Üstünlüoğlu E. The role of cognitive questions in improving high order thinking skills. Contemporary Educ J. 2006; 31 (331): 17-24.
  • Brown ST, Kirkpatrick KM, Mangum D, Avery J. A review of narrative pedagogy strategies to transform traditional nursing education. J. Nurs. Educ. 2008; 47 (6): 283–286. https://doi.org/10.3928/01484834- 20080601-01
  • Fulmer T, Cathcart E, Glassman K, Budin W, Naegle M, Van Devanter N. The attending nurse: an evolving model for integrating nursing education and practice. Open Nurs J. 2011; 5: 9–13. doi: 10.2174/1874434601105010009
  • Sabancıoğulları S, Doğan S. Ideas concerning school education of the nurses who newly graduated from an integrated school program and their professional identity levels. İ.Ü.F.N. Nurs J. 2012; 20 (3): 184- 192.
  • Baker JS. Transforming nursing education through problem based learning. Nurse Educ Today 2002; 22 (8): 671.
  • Distler JW. Critical thinking and clinical compotence: Results of the implementation of student centered teaching strategies in an advanced practice nurse curriculum. Nurse Educ Pract. 2007; 7 (1): 53-59. https://doi.org/10.1016/j.nepr.2006.08.003
  • Kılınç A. Problem based learning. Kastamonu Educ J. 2007; 15 (2): 561-578.
  • Javid MA. Comparison between the effects of lecturing and problem based learning (PBL) on nursing students. Iran Mag Educ M Sci. 1998; 50: 35–42.
  • McParland M, Noble LM, Livingston G. The effectiveness of problem based learning compared to traditional teaching in undergraduate psychiatry. Medical Educ. 2004; 38(8): 859–867.
  • Shin I, Kim J. The effect of problem-based learning in nursing education: a meta-analysis. Advances In Health Sciences Education: Theory And Pract. 2013; 18(5): 1103- 1120. doi: 10.1007/s10459-012-9436-2
  • Hernando CG, Martín MÁC, Ortega LF, Villamor PM. Nursing students’ satisfaction in problem-based learning. Enfermería Global 2014; 13(3): 105-112. http://scielo.isciii.es/scielo.php?pid=S1695-61412014000300006
  • Hamdan AR, Kwan CL, Khan A, Ghafar MNA, Sihes AJ. Implementation of problem based learning among nursing students. Intr Educ Stud. 2014; 7(7): 136-142. doi:10.5539/ies.v7n7p136
  • D’S JL. Effect of problem based learning on motivation of nursing student. IJCRR 2015; 7(8): 34-38. https://files.eric.ed.gov/fulltext/ EJ1146606.pdf
  • Özbıçakçı Ş, Gezer N, Bilika Ö (2015) Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy, Nurse Educ Today 2015; 35 (2): 73-77. https://doi.org/10.1016/j.nedt.2014.10.008
  • Hwang SY, Kim MJ (2006) A comparison of problem-based learning and lecture-based learning in an adult health nursing course. Nurse Educ Today 2006; 26: 315–321. https://doi.org/10.1016/j.nedt.2005.11.002
  • Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ, Başbakkal Z. A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems. Nurse Educ Today 2017; 48: 13–18. https://doi. org/10.1016/j.nedt.2016.09.017
  • Choi E, Lindquist R, Song Y. Effects of problem-based learning vs. traditional lecture on Korean nursing students’ critical thinking, problem-solving, and self-directed learning. Nurse Educ Today 2014; 34: 52–56. https://doi.org/10.1016/j.nedt.2013.02.012
  • Marques PAO, Correia NCM (2017) Nursing Education Based on “Hybrid” Problem-Based Learning: The Impact of PBL-Based Clinical Cases on a Pathophysiology Course. J Nurs Educ. 2017; 56 (1): 60. https:// doi.org/10.3928/01484834-20161219-12
  • Baykal Ü, Harmancı AK, Eşkin F, Altuntaş S, Sökmen S. Student satisfaction scale - short form validity-reliability study. J Anatolia Nurs Health Sci. 2011; 14 (4): 60-68.
  • Mete S, Yildirim Sari H. Nursing students’ expectations from tutors in PBL and effects of tutors’ behaviour on nursing students, Nurs Educ Today 2008; 28 (4): 434-442. https://doi.org/10.1016/j.nedt.2007.07.008
  • Sangestani G, Khatiban M (2013) Comparison of problem-based learning and lecture-based learning in midwifery. Nurs Educ Today 2013; 33(8): 791-795. https://doi.org/10.1016/j.nedt.2012.03.010
  • Freeman-Gibb L, Jones B, Rehman S, Ragier J. Collaborative Baccalaureate Programs: Preliminary Data on Canadian Undergraduate Nursing Students’ Satisfaction. J Nurs Educ. 2017; 56 (7): 420-424. https://doi.org/10.3928/01484834-20170619-06

Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education

Yıl 2021, Cilt: 6 Sayı: 3, 61 - 66, 30.09.2021

Öz

Objective: The objective of the study is to determine student satisfaction in classical, integrated and problem-based learning education model used in nursing education.
Material and Methods: The descriptive-comparative research design study consisted of 621 students from the third and fourth grades (senior-nursing students) in nursing schools with different education models. The data were collected by face to face interview method using the Socio-Demographic Attributes Form and Student Satisfaction Scale. Student Satisfaction Scale consists of the sub-dimensions of instructors, school administration, agreeing with decisions, scientific-social-technical facilities, quality of education. Scale average scores are graded from 1 to 5, and the increase of score averages signifies the increase of satisfaction.
Results: Student Satisfaction Scale scores were 2.95±0.6 in the classical education model, 3.33±0.6 in the problem based learning model and 2.95±0.6 in the integrated education model. Problem-based learning model has the highest score in terms of student satisfaction and statistically differs from other models (p<0.05).
Conclusion: The satisfaction of nursing students is moderate in all three education model. In the sub-dimensions, the highest satisfaction was observed in the instructors.

Kaynakça

  • Gülcan Y, Kuştepeli Y, Aldemir A. Student satisfaction in higher education: a theoretical framework and a sensible research. Süleyman Demirel Univ J Fac Econ Admin Sci. 2002;7 (1): 99-114.
  • Stacey G, McGarry J, Aubeelack A, Bull H, Simpson C, Sheppard F, Thompson S. An integrated educational model for graduate entry nursing cirriculum design. Nurse Educ Today 2014; 34 (1): 145–149. https://doi.org/10.1016/j.nedt.2012.08.014
  • Scott P. Globalisation and higher education: challenges for the 21st century, J Stud in Internat Educ. 2002; 2 (1): 193–208. https://doi. org/10.1177/102831530000400102
  • Öngider N, Yüksel İ. A review on the determination of the psychological needs of the students of Dokuz Eylül University. Turk Psych Bull. 2002; 26, 7 (1): 99-114.
  • Kane D, Williams J, Cappuccini-Ansfield G. Student satisfaction surveys: the value in taking an historical perspective. QH Educ. 2008; 14 (2): 135-155. https://doi.org/10.1080/13538320802278347
  • Şahin İ, Zoraloğlu YR, Şahin Fırat N. University students’ aims in life, educational goals, expectations from the university and their state of satisfaction. Educ Adm: Theory and Pract. 2011; 17 (3): 429-452.
  • Bos E, Alinaghizadeh H, Saarikoski M, Kaila P. Factors associated with student learning processes in primary health care units: A questionnaire study. Nurse Educ Today 2015; 35 (1): 170-175. https://doi.org/10.1016/j. nedt.2014.09.012
  • Espeland V, Indrehus O. Evaluation of students’ satisfaction with nursing education in Norway. J Adv. Nursing 2003; 42 (3): 226-36. https://doi.org/10.1046/j.1365-2648.2003.02611.x
  • Hakım A. Nursing students’ satisfaction about their field of study. J. Adv. Med. Educ. Prof. 2014; 2 (2): 82–7. https://www.ncbi.nlm.nih.gov/ pmc/articles/PMC4235554/
  • Üstünlüoğlu E. The role of cognitive questions in improving high order thinking skills. Contemporary Educ J. 2006; 31 (331): 17-24.
  • Brown ST, Kirkpatrick KM, Mangum D, Avery J. A review of narrative pedagogy strategies to transform traditional nursing education. J. Nurs. Educ. 2008; 47 (6): 283–286. https://doi.org/10.3928/01484834- 20080601-01
  • Fulmer T, Cathcart E, Glassman K, Budin W, Naegle M, Van Devanter N. The attending nurse: an evolving model for integrating nursing education and practice. Open Nurs J. 2011; 5: 9–13. doi: 10.2174/1874434601105010009
  • Sabancıoğulları S, Doğan S. Ideas concerning school education of the nurses who newly graduated from an integrated school program and their professional identity levels. İ.Ü.F.N. Nurs J. 2012; 20 (3): 184- 192.
  • Baker JS. Transforming nursing education through problem based learning. Nurse Educ Today 2002; 22 (8): 671.
  • Distler JW. Critical thinking and clinical compotence: Results of the implementation of student centered teaching strategies in an advanced practice nurse curriculum. Nurse Educ Pract. 2007; 7 (1): 53-59. https://doi.org/10.1016/j.nepr.2006.08.003
  • Kılınç A. Problem based learning. Kastamonu Educ J. 2007; 15 (2): 561-578.
  • Javid MA. Comparison between the effects of lecturing and problem based learning (PBL) on nursing students. Iran Mag Educ M Sci. 1998; 50: 35–42.
  • McParland M, Noble LM, Livingston G. The effectiveness of problem based learning compared to traditional teaching in undergraduate psychiatry. Medical Educ. 2004; 38(8): 859–867.
  • Shin I, Kim J. The effect of problem-based learning in nursing education: a meta-analysis. Advances In Health Sciences Education: Theory And Pract. 2013; 18(5): 1103- 1120. doi: 10.1007/s10459-012-9436-2
  • Hernando CG, Martín MÁC, Ortega LF, Villamor PM. Nursing students’ satisfaction in problem-based learning. Enfermería Global 2014; 13(3): 105-112. http://scielo.isciii.es/scielo.php?pid=S1695-61412014000300006
  • Hamdan AR, Kwan CL, Khan A, Ghafar MNA, Sihes AJ. Implementation of problem based learning among nursing students. Intr Educ Stud. 2014; 7(7): 136-142. doi:10.5539/ies.v7n7p136
  • D’S JL. Effect of problem based learning on motivation of nursing student. IJCRR 2015; 7(8): 34-38. https://files.eric.ed.gov/fulltext/ EJ1146606.pdf
  • Özbıçakçı Ş, Gezer N, Bilika Ö (2015) Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy, Nurse Educ Today 2015; 35 (2): 73-77. https://doi.org/10.1016/j.nedt.2014.10.008
  • Hwang SY, Kim MJ (2006) A comparison of problem-based learning and lecture-based learning in an adult health nursing course. Nurse Educ Today 2006; 26: 315–321. https://doi.org/10.1016/j.nedt.2005.11.002
  • Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ, Başbakkal Z. A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems. Nurse Educ Today 2017; 48: 13–18. https://doi. org/10.1016/j.nedt.2016.09.017
  • Choi E, Lindquist R, Song Y. Effects of problem-based learning vs. traditional lecture on Korean nursing students’ critical thinking, problem-solving, and self-directed learning. Nurse Educ Today 2014; 34: 52–56. https://doi.org/10.1016/j.nedt.2013.02.012
  • Marques PAO, Correia NCM (2017) Nursing Education Based on “Hybrid” Problem-Based Learning: The Impact of PBL-Based Clinical Cases on a Pathophysiology Course. J Nurs Educ. 2017; 56 (1): 60. https:// doi.org/10.3928/01484834-20161219-12
  • Baykal Ü, Harmancı AK, Eşkin F, Altuntaş S, Sökmen S. Student satisfaction scale - short form validity-reliability study. J Anatolia Nurs Health Sci. 2011; 14 (4): 60-68.
  • Mete S, Yildirim Sari H. Nursing students’ expectations from tutors in PBL and effects of tutors’ behaviour on nursing students, Nurs Educ Today 2008; 28 (4): 434-442. https://doi.org/10.1016/j.nedt.2007.07.008
  • Sangestani G, Khatiban M (2013) Comparison of problem-based learning and lecture-based learning in midwifery. Nurs Educ Today 2013; 33(8): 791-795. https://doi.org/10.1016/j.nedt.2012.03.010
  • Freeman-Gibb L, Jones B, Rehman S, Ragier J. Collaborative Baccalaureate Programs: Preliminary Data on Canadian Undergraduate Nursing Students’ Satisfaction. J Nurs Educ. 2017; 56 (7): 420-424. https://doi.org/10.3928/01484834-20170619-06
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Feyza Dereli 0000-0002-9066-4884

Hatice Yıldırım Sarı 0000-0002-4795-7382

Yasemin Tokem 0000-0001-9140-2846

Yayımlanma Tarihi 30 Eylül 2021
Gönderilme Tarihi 22 Şubat 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 3

Kaynak Göster

APA Dereli, F., Yıldırım Sarı, H., & Tokem, Y. (2021). Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 6(3), 61-66.
AMA Dereli F, Yıldırım Sarı H, Tokem Y. Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education. İKÇÜSBFD. Eylül 2021;6(3):61-66.
Chicago Dereli, Feyza, Hatice Yıldırım Sarı, ve Yasemin Tokem. “Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 6, sy. 3 (Eylül 2021): 61-66.
EndNote Dereli F, Yıldırım Sarı H, Tokem Y (01 Eylül 2021) Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 6 3 61–66.
IEEE F. Dereli, H. Yıldırım Sarı, ve Y. Tokem, “Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education”, İKÇÜSBFD, c. 6, sy. 3, ss. 61–66, 2021.
ISNAD Dereli, Feyza vd. “Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi 6/3 (Eylül 2021), 61-66.
JAMA Dereli F, Yıldırım Sarı H, Tokem Y. Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education. İKÇÜSBFD. 2021;6:61–66.
MLA Dereli, Feyza vd. “Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education”. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, c. 6, sy. 3, 2021, ss. 61-66.
Vancouver Dereli F, Yıldırım Sarı H, Tokem Y. Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education. İKÇÜSBFD. 2021;6(3):61-6.