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Ebelik Öğrencilerinin Ebelik Eğitiminde Kullanılan Sanal Gerçeklik ve Artırılmış Gerçeklik Hakkındaki Bilgi ve Görüşleri

Yıl 2023, Cilt: 8 Sayı: Special Issue, 303 - 308, 16.12.2023

Zeliha Yurtsal , Öznur Hasdemir

https://doi.org/10.51754/cusbed.1311131

Öz

Bu araştırmanın amacı ebelik öğrencilerinin ebelik eğitiminde kullanılan sanal gerçeklik ve artırılmış gerçeklik hakkındaki bilgi ve görüşlerini değerlendirmektir. Tanımlayıcı tipte yapılan araştırmanın örneklemini, Sivas Cumhuriyet Üniversitesi Sağlık Bilimleri Fakültesi Ebelik Bölümünde 2022-2023 eğitim-öğretim yılı güz döneminde öğrenim gören 324 öğrenci oluşturmuştur. Veriler, araştırmacılar tarafından hazırlanan kişisel bilgi formu ve ebelik öğrencilerinin ebelik eğitiminde kullanılan sanal gerçeklik (SG) ve artırılmış gerçeklik (AG) hakkındaki görüşlerine ilişkin değerlendirme formu kullanılarak yüz yüze toplanmıştır. Veriler SPSS 22.0 paket programında sayı ve yüzdelik dağılım ile değerlendirilmiştir. Araştırmaya katılan öğrencilerin yaş ortalamasının 20.59 ±1.37 (min-max:17-26) olduğu, %98.5’inin bekâr olduğu, %54.6’sının SG hakkında bilgisinin olmadığı, %90.4’ünün SG yönteminin kullanıldığı herhangi bir uygulamaya katılmadığı, %79.6’sının AG hakkında bilgisinin olmadığı, %95.4’ünün AG yönteminin kullanıldığı herhangi bir uygulamaya katılmadığı saptanmıştır. Ebelik öğrencilerinin SG ve AG hakkındaki görüşleri incelendiğinde çoğunun ilgili maddelere katıldığı belirlenirken (%23.8-%91.4); SG ve AG yöntemlerinin geleneksel ebelik uygulamalarını yok saydığı görüşüne katılmadığı (%76.2) bulunmuştur. Araştırmada ebelik öğrencilerinin çoğunun SG ve AG hakkında bilgisinin yetersiz olduğu ancak ebelik eğitiminde kullanımın yarar sağlayabileceği görüşüne sahip oldukları belirlenmiştir.

Anahtar Kelimeler

: Ebelik Öğrencileri Ebelik Eğitimi Sanal Gerçeklik Artırılmış Gerçeklik

Kaynakça

  • Ahmad, M., Syarif, S., & Idris, I. (2021). Learning media based on augmented reality (AR) increased the skill of physical examination of the integumentary system of pregnant women in midwifery students. Gaceta Sanitaria, 35, S302-S305. doi: 10.1016/j.gaceta.2021.10.040.
  • Aydın Doğan, R. (2021). Fetal gelişimin öğretiminde sanal gerçeklik uygulamasının geliştirilmesi ve kullanılması. (Doktora Tezi. Sağlık Bilimleri Üniversitesi, İstanbul.)
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34 47. doi: 10.1109/38.963459.
  • Bestari, A. D., & Wiwaha, G. (2021, March). The Advantages of Using Augmented Reality (AR) Technology in Midwifery Education: A Literature Review. In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020) (pp. 651-654). Atlantis Press. doi:10.2991/assehr.k.210304.147
  • Bingöl, B. (2018). Yeni bir yaşam biçimi: Artırılmış gerçeklik (AG). Etkileşim, (1), 44-55. doi:10.32739/etkilesim.2018.1.8.
  • Bingöl, F. B., Bal, M. D., Karakoç, A.&Aslan, B. (2020) Ebelik Öğrencilerinin Doğum Simülasyon Eğitimi Deneyimleri. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi, 711–718. doi: 10.31067/0.2020.323.
  • Bogossian, F., McKenna, L., Higgins, M., Benefer, C., Brady, S., Fox-Young, S., & Cooper, S. (2012) Simulation based learning in Australian midwifery curricula: Results of a national electronic survey. Women and Birth 25, 86–97. doi: 10.1016/j.wombi.2011.02.001.
  • Cooper, S., Cant, R., Porter, J., Bogossian, F., McKenna, L., Brady, S., Fox-Young, S. (2012) Simulation based learning in midwifery education: a systematic review. Women and Birth 25, 64–78. doi: 10.1016/j.wombi.2011.03.004.
  • Çalım, S. İ., & Öztürk, E. (2018) Ebelik Beceri Eğitiminde Simülasyon Kullanımı: Sistematik Derleme. Uluslararası Hakemli Kadın Hatalıkları ve Anne Çocuk Sağlığı Dergisi. JACSD;12, 143-168. doi:10.17367/JACSD.2018.1.3.
  • Downer, T., Gray, M., & Capper, T. (2021) Online learning and teaching approaches used in midwifery programs: A scoping review. Nurse Education Today, 104980. doi: 10.1016/j.nedt.2021.104980.
  • Drigas, A., Mitsea, E., & Skianis, C. (2022). Virtual Reality and Metacognition Training Techniques for Learning Disabilities. Sustainability, 14(16), 10170. doi: 10.3390/su141610170
  • Gasteiger, N., van der Veer, S. N., Wilson, P., & Dowding, D. (2022). How, for Whom, and in Which Contexts or Conditions Augmented and Virtual Reality Training Works in Upskilling Health Care Workers: Realist Synthesis. JMIR serious games, 10(1), e31644. doi: 10.2196/31644.
  • Gray, M., Downer, T., Hanson, J., Hartz, D., Gao, Y., & Andersen, P. (2022). The impact of three-dimensional visualisation on midwifery students’ application of knowledge of the third stage of labour to practice: Qualitative findings of a pilot randomised controlled trial. Women and Birth. Nurse Educ Today, 108:105184. doi: 10.1016/j.nedt.2021.105184.
  • Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182. doi: 10.1016/j.compedu.2010.05.014
  • Hüseyinoğlu, S. (2022). Doğum mekanizmasının öğretiminde sanal gerçeklik uygulamasının geliştirilmesi ve kullanılması. (Doktora Tezi, Sağlık Bilimleri Üniversitesi, İstanbul).
  • Jin, J., & Bridges, S. M. (2014). Educational technologies in problem-based learning in health sciences education: a systematic review. Journal of medical internet research, 16(12), e3240. doi: 10.2196/jmir.3240.
  • Jones, D., Hazelton, M., Evans, D. J., Pento, V., See, Z. S., Van Leugenhaege, L., & Fealy, S. (2021) in Digital Anatomy (Springer), pp 325–342. doi: 10.1007/978-3-030-61905-3_17.
  • Mangina, E. (2017, October). 3D learning objects for augmented/virtual reality educational ecosystems. In 2017 23rd International Conference on virtual system & Multimedia (VSMM) (pp. 1-6). IEEE. doi: 10.1109/VSMM43164.2017.
  • Nehring, W. M., & Lashley, F. R. (2009) Nursing simulation: A review of the past 40 years. Simulation & Gaming 40, 528–552. doi: 10.1177/1046878109332282.
  • Nurlaily, S., Ahmad, M., Syarif, S., & Idris, I. (2021). Effectiveness of Augmented Reality (AR) based learning media on increasing the physical examination system of pregnant women urinary system. Gaceta Sanitaria, 35, S221-S223. doi: 10.1016/j.gaceta.2021.10.025.
  • Öner, S. (2020) Yenidoğanın ilk bakımına yönelik bir sanal gerçeklik simülasyonunun geliştirilmesi ve değerlendirilmesi. (Doktora Tezi, Ege Üniversitesi, İzmir.)
  • Peterson, D. C., & Mlynarczyk, G. S. (2016). Analysis of traditional versus three‐dimensional augmented curriculum on anatomical learning outcome measures. Anatomical sciences education, 9(6), 529-536. doi: 10.1002/ase.1612.
  • Phillips, D., Duke, M., Nagle, C., Macfarlane, S., Karantzas, G., & Patterson, D. (2013) The Virtual Maternity Clinic: A teaching and learning innovation for midwifery education. Nurse education today 33, 1224–1229. doi: 10.1016/j.nedt.2012.06.004
  • Ryan, G. V., Callaghan, S., Rafferty, A., Higgins, M. F., Mangina, E., & McAuliffe, F. (2022). Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature. Journal of medical Internet research, 24(2), e30082. doi: 10.2196/30082.
  • Sırakaya, M., & Alsancak Sırakaya, D. (2022). Augmented reality in STEM education: A systematic review. Interactive Learning Environments, 30(8), 1556-1569. doi: 10.1080/10494820.2020.1722713
  • Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 100434. doi: 10.1016/j.edurev.2022.100434.
  • Weller, J. M., Nestel, D., Marshall, S. D., Brooks, P. M., & Conn, J. J. (2012) Simulation in clinical teaching and learning. Medical Journal of Australia 196, 594–594. doi: 10.5694/mja10.11474
  • Williams, J., Jones, D., Ebert, L., & Williams, C. (2017) Exploring the use of virtual reality technology in neonatal resuscitation simulation for midwifery students. Women and Birth 30, 13–14. doi: 10.1016/j.wombi.2017.08.035.
  • Williams, J., Jones, D., & Walker, R. (2018) Consideration of using virtual reality for teaching neonatal resuscitation to midwifery students. Nurse Education in Practice 31, 126–129
  • World Health Organization (2018). Simulation in nursing and midwifery education 2018. Erişim tarihi10.11.2022. file:///D:/Documents/Downloads/WHO-EURO-2018-3296-43055-60253-eng.pdf. doi: 10.1016/j.nepr.2018.05.016.
  • Zhou, F., Duh, H. B. L., & Billinghurst, M. (2008). Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. In 2008 7th IEEE/ACM International Symposium on Mixed and Augmented Reality (pp. 193-202). IEEE. doi: 10.1109/ISMAR.2008.4637362.

Midwifery Students' Knowledge and Opinions on Virtual Reality and Augmented Reality Used in Midwifery Education

Yıl 2023, Cilt: 8 Sayı: Special Issue, 303 - 308, 16.12.2023

Zeliha Yurtsal , Öznur Hasdemir

https://doi.org/10.51754/cusbed.1311131

Öz

The aim of this research is to evaluate the knowledge and opinions of midwifery students about virtual reality and augmented reality used in midwifery education. The sample of the descriptive study consisted of 324 students studying at the Department of Midwifery, Faculty of Health Sciences, Sivas Cumhuriyet University in the fall semester of the 2022-2023 academic year. The data were collected face-to-face using the personal information form prepared by the researchers and the evaluation form of midwifery students' knowledge about virtual reality (VR) and augmented reality (AR) used in midwifery education. The data were evaluated by number and percentage distribution in the SPSS 22.0 package program. The mean age of the students participating in the study was 20.59 ± 1.37 (min-max: 17-26), 98.5% were single, 54.6% did not have knowledge about SG, 90.4% did not participate in any practice in which the VR method was used, 79.6% It was determined that most of them did not have knowledge about AR, and 95.4% of them did not participate in any application in which the AR method was used. When the knowledge of midwifery students about SG and AG were examined, it was determined that the majority of them (23.8%-91.4%) agreed with the relevant items. It was determined that the students did not agree with the view (76.2%) that SG and AR methods ignore traditional midwifery practices. In the study, it was determined that most of the midwifery students had insufficient knowledge about SG and AG, but they were of the opinion that it would be beneficial to use them in midwifery education.
Keywords: Midwifery Students, Midwifery Education, Virtual Reality, Augmented Reality

Anahtar Kelimeler

Midwifery Students Midwifery Education Virtual Reality Augmented Reality.

Kaynakça

  • Ahmad, M., Syarif, S., & Idris, I. (2021). Learning media based on augmented reality (AR) increased the skill of physical examination of the integumentary system of pregnant women in midwifery students. Gaceta Sanitaria, 35, S302-S305. doi: 10.1016/j.gaceta.2021.10.040.
  • Aydın Doğan, R. (2021). Fetal gelişimin öğretiminde sanal gerçeklik uygulamasının geliştirilmesi ve kullanılması. (Doktora Tezi. Sağlık Bilimleri Üniversitesi, İstanbul.)
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34 47. doi: 10.1109/38.963459.
  • Bestari, A. D., & Wiwaha, G. (2021, March). The Advantages of Using Augmented Reality (AR) Technology in Midwifery Education: A Literature Review. In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020) (pp. 651-654). Atlantis Press. doi:10.2991/assehr.k.210304.147
  • Bingöl, B. (2018). Yeni bir yaşam biçimi: Artırılmış gerçeklik (AG). Etkileşim, (1), 44-55. doi:10.32739/etkilesim.2018.1.8.
  • Bingöl, F. B., Bal, M. D., Karakoç, A.&Aslan, B. (2020) Ebelik Öğrencilerinin Doğum Simülasyon Eğitimi Deneyimleri. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi, 711–718. doi: 10.31067/0.2020.323.
  • Bogossian, F., McKenna, L., Higgins, M., Benefer, C., Brady, S., Fox-Young, S., & Cooper, S. (2012) Simulation based learning in Australian midwifery curricula: Results of a national electronic survey. Women and Birth 25, 86–97. doi: 10.1016/j.wombi.2011.02.001.
  • Cooper, S., Cant, R., Porter, J., Bogossian, F., McKenna, L., Brady, S., Fox-Young, S. (2012) Simulation based learning in midwifery education: a systematic review. Women and Birth 25, 64–78. doi: 10.1016/j.wombi.2011.03.004.
  • Çalım, S. İ., & Öztürk, E. (2018) Ebelik Beceri Eğitiminde Simülasyon Kullanımı: Sistematik Derleme. Uluslararası Hakemli Kadın Hatalıkları ve Anne Çocuk Sağlığı Dergisi. JACSD;12, 143-168. doi:10.17367/JACSD.2018.1.3.
  • Downer, T., Gray, M., & Capper, T. (2021) Online learning and teaching approaches used in midwifery programs: A scoping review. Nurse Education Today, 104980. doi: 10.1016/j.nedt.2021.104980.
  • Drigas, A., Mitsea, E., & Skianis, C. (2022). Virtual Reality and Metacognition Training Techniques for Learning Disabilities. Sustainability, 14(16), 10170. doi: 10.3390/su141610170
  • Gasteiger, N., van der Veer, S. N., Wilson, P., & Dowding, D. (2022). How, for Whom, and in Which Contexts or Conditions Augmented and Virtual Reality Training Works in Upskilling Health Care Workers: Realist Synthesis. JMIR serious games, 10(1), e31644. doi: 10.2196/31644.
  • Gray, M., Downer, T., Hanson, J., Hartz, D., Gao, Y., & Andersen, P. (2022). The impact of three-dimensional visualisation on midwifery students’ application of knowledge of the third stage of labour to practice: Qualitative findings of a pilot randomised controlled trial. Women and Birth. Nurse Educ Today, 108:105184. doi: 10.1016/j.nedt.2021.105184.
  • Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182. doi: 10.1016/j.compedu.2010.05.014
  • Hüseyinoğlu, S. (2022). Doğum mekanizmasının öğretiminde sanal gerçeklik uygulamasının geliştirilmesi ve kullanılması. (Doktora Tezi, Sağlık Bilimleri Üniversitesi, İstanbul).
  • Jin, J., & Bridges, S. M. (2014). Educational technologies in problem-based learning in health sciences education: a systematic review. Journal of medical internet research, 16(12), e3240. doi: 10.2196/jmir.3240.
  • Jones, D., Hazelton, M., Evans, D. J., Pento, V., See, Z. S., Van Leugenhaege, L., & Fealy, S. (2021) in Digital Anatomy (Springer), pp 325–342. doi: 10.1007/978-3-030-61905-3_17.
  • Mangina, E. (2017, October). 3D learning objects for augmented/virtual reality educational ecosystems. In 2017 23rd International Conference on virtual system & Multimedia (VSMM) (pp. 1-6). IEEE. doi: 10.1109/VSMM43164.2017.
  • Nehring, W. M., & Lashley, F. R. (2009) Nursing simulation: A review of the past 40 years. Simulation & Gaming 40, 528–552. doi: 10.1177/1046878109332282.
  • Nurlaily, S., Ahmad, M., Syarif, S., & Idris, I. (2021). Effectiveness of Augmented Reality (AR) based learning media on increasing the physical examination system of pregnant women urinary system. Gaceta Sanitaria, 35, S221-S223. doi: 10.1016/j.gaceta.2021.10.025.
  • Öner, S. (2020) Yenidoğanın ilk bakımına yönelik bir sanal gerçeklik simülasyonunun geliştirilmesi ve değerlendirilmesi. (Doktora Tezi, Ege Üniversitesi, İzmir.)
  • Peterson, D. C., & Mlynarczyk, G. S. (2016). Analysis of traditional versus three‐dimensional augmented curriculum on anatomical learning outcome measures. Anatomical sciences education, 9(6), 529-536. doi: 10.1002/ase.1612.
  • Phillips, D., Duke, M., Nagle, C., Macfarlane, S., Karantzas, G., & Patterson, D. (2013) The Virtual Maternity Clinic: A teaching and learning innovation for midwifery education. Nurse education today 33, 1224–1229. doi: 10.1016/j.nedt.2012.06.004
  • Ryan, G. V., Callaghan, S., Rafferty, A., Higgins, M. F., Mangina, E., & McAuliffe, F. (2022). Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature. Journal of medical Internet research, 24(2), e30082. doi: 10.2196/30082.
  • Sırakaya, M., & Alsancak Sırakaya, D. (2022). Augmented reality in STEM education: A systematic review. Interactive Learning Environments, 30(8), 1556-1569. doi: 10.1080/10494820.2020.1722713
  • Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 100434. doi: 10.1016/j.edurev.2022.100434.
  • Weller, J. M., Nestel, D., Marshall, S. D., Brooks, P. M., & Conn, J. J. (2012) Simulation in clinical teaching and learning. Medical Journal of Australia 196, 594–594. doi: 10.5694/mja10.11474
  • Williams, J., Jones, D., Ebert, L., & Williams, C. (2017) Exploring the use of virtual reality technology in neonatal resuscitation simulation for midwifery students. Women and Birth 30, 13–14. doi: 10.1016/j.wombi.2017.08.035.
  • Williams, J., Jones, D., & Walker, R. (2018) Consideration of using virtual reality for teaching neonatal resuscitation to midwifery students. Nurse Education in Practice 31, 126–129
  • World Health Organization (2018). Simulation in nursing and midwifery education 2018. Erişim tarihi10.11.2022. file:///D:/Documents/Downloads/WHO-EURO-2018-3296-43055-60253-eng.pdf. doi: 10.1016/j.nepr.2018.05.016.
  • Zhou, F., Duh, H. B. L., & Billinghurst, M. (2008). Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. In 2008 7th IEEE/ACM International Symposium on Mixed and Augmented Reality (pp. 193-202). IEEE. doi: 10.1109/ISMAR.2008.4637362.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi, Sağlık Hizmetleri ve Sistemleri (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Zeliha Yurtsal 0000-0001-5586-0970

Öznur Hasdemir 0000-0003-1087-2112

Yayımlanma Tarihi 16 Aralık 2023
Yayımlandığı Sayı Yıl 2023Cilt: 8 Sayı: Special Issue

Kaynak Göster

APA Yurtsal, Z., & Hasdemir, Ö. (2023). Ebelik Öğrencilerinin Ebelik Eğitiminde Kullanılan Sanal Gerçeklik ve Artırılmış Gerçeklik Hakkındaki Bilgi ve Görüşleri. Instıtute of Health Sciences Journal, 8(Special Issue), 303-308. https://doi.org/10.51754/cusbed.1311131
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