Araştırma Makalesi
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The Nursing Students’ Attitudes Towards Cooperative Learning in Psychomotor Skill Teaching Process

Yıl 2020, Cilt: 1 Sayı: 2, 27 - 36, 21.12.2020

Öz

Aim: The aim of this study is to determine the attitudes of nursing students towards cooperative learning.
Material and methods: The study carried out in an interventional design was performed with 30 students selected by power analysis method. The students completed the Personal Information Form and Attitude Scale Towards Cooperative Learning after psychomotor skill teaching application conducted in 6 consecutive weeks by using Jigsaw technique. Independent samples t test and one-way ANOVA test were used to analyze the data.
Results: As a result of the study, it was found that the attitudes of the students towards cooperative learning were high and the selection of nursing department had an effect on the attitude. Moreover, when the item frequency distributions of attitude scale towards cooperative learning were examined, it was found that the students used the expression "I strongly agree" in the statements "I think that all the members of the team are valuable" (%93.3), "I believe that there is strength in union" (%96.7), "I value the suggestions and explanations of my teammates" (%93.3) and "I respect the ideas of my teammates" (%96.7) more than the other expressions.
Conclusion: It has been determined that nursing students have highly positive attitude towards the use of cooperative learning in the psychomotor skill teaching process, and it is recommended to include the cooperative learning method in nursing education.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

The authors would like to thank all students who participated in the study.

Kaynakça

  • 1. Zhao B, Potter DD. Comparison of lecture-based learning vs discussion-based learning in undergraduate medical students. J Surg Educ. 2018;73(2):250-257. https://doi.org/10.1016/j.jsurg.2015.09.016.
  • 2. Şahin Ş, Arseven Z, Ökmen B, Eriş HM, İlgan A. İşbirlikli öğrenmeye yönelik tutum ölçeği: Geçerlik ve güvenirlik çalışması [Attitude towards collaborative learning scale: a validity and reliability study]. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi [Kirikkale University Journal of Social Sciences]. 2017;7(1):73-88. https://dergipark.org.tr/tr/download/article-file/273947.
  • 3. Coetzee IM, Heyns T, Botma Y, Van Rensburg GH. Collaborative learning: Key considerations for nurse educators. Gender and Behaviour. 2018;16(3):12111-12117.
  • 4. Zhang J, Cui Q. Collaborative learning in higher nursing education: A systematic review. J Prof Nurs. 2018;34(5):378-388. https://doi.org/10.1016/j.profnurs.2018.07.007.
  • 5. Johnson DW, Johnson RT. Cooperative learning in 21st century. Annals of Psychology. 2014;30(3):841-851. http://dx.doi.org/10.6018/analesps.30.3.201241.
  • 6. Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Educ Today. 2019;79:35-40. https://doi.org/10.1016/j.nedt.2019.05.022.
  • 7. Trueman G, Osuji J, El-Hussein MT. Baccalaureate nursing students’ experience of dyadic learning in an acute care setting. J Nurs Educ. 2014;53(9):S65-S72. doi:10.3928/01484834-20140821-23.
  • 8. Cason ML, Gilbert GE, Schmoll HH, Dolinar SM, Anderson J, Nickles BM, et al. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion. J Nurs Educ. 2015;54(3):47-51. doi:10.3928/01484834-20150218-09.
  • 9. Laguador JM. Developing students’ attitude leading towards a life-changing career. Educational Research International. 2013;1(3):28-33.
  • 10. Saunders A, Say R, Visentin D, McCann D. Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Education in Practice. 2019;35:111-116. https://doi.org/10.1016/j.nepr.2019.01.009.
  • 11. Palmer BJ, Ham K. Collaborative simulation: Enhancing the transition to clinical practice. Nurs Educ Perspect. 2017;38(5):281-282. doi: 10.1097/01.NEP.0000000000000166.
  • 12. Şancı Y, Kelleci Ö. Hemşirelik bölümü öğrencilerinin akran eğitimi hakkındaki görüşleri: Bir vakıf üniversitesi örneği [Views on peer education of nursing students: An example of a foundation university]. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi [University of Health Sciences Journal of Nursing]. 2019;1(2):104-111.
  • 13. Yelten G, Tanrıverdi S, Gider B, Yılmaz M. Üniversite öğrencilerinde akran desteği ve sosyal öz-yeterlik algısının değerlendirilmesi [Evaluation of peer support and perceived social self-efficacy in university students]. Balıkesir Sağlık Bilimleri Dergisi [Balıkesir Health Sciences Journal]. 2018;7(1):1-8. https://dx.doi.org/10.5505/bsbd.2018.36450.
  • 14. Xu JH. Toolbox of teaching strategies in nurse education. Chinese Nursing Research. 2016;3(2):54-57. https://doi.org/10.1016/j.cnre.2016.06.002.
  • 15. Männistö M, Mikkonen K, Kuivila HM, Virtanen M, Kyngäs H, Kääriäinen M. Digital collaborative learning in nursing education: A systematic review. Scand J Caring Sci 2020; 34(2):280-292. https://doi.org/10.1111/scs.12743.
  • 16. Jurkowski S, Hänze M. How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning. Br J Educ Psychol. 2015;85(3):357-371. doi:10.1111/bjep.12077.
  • 17. Bvumbwe T. Enhancing nursing education via academic–clinical partnership: An integrative review. Int J Nurs Sci. 2016;3(3):314-322. https://doi.org/10.1016/j.ijnss.2016.07.002.
  • 18. Ravanipour M, Bahreini M, Ravanipour M. Exploring nursing students’ experience of peer learning in clinical practice. J Educ Health Promot. 2015;4:46. doi: 10.4103/2277-9531.157233.
  • 19. Jacobson PM. Evidence synthesis for the effectiveness of interprofessional teams in primary care. Ottawa: Canadian Health Service Research Foundation; 2012. https://www.cna-aiic.ca/-/media/cna/files/en/synthesisinterprofteams_jacobson-en-web.pdf.
  • 20. Lafçı D, Pehlivan S, Demiray G. Cerrahi kliniklerinde çalışan hekim ve hemşirelerin ekip çalışmasına ilişkin görüşleri [Viewpoints of physicians and nurses working in surgical clinics on teamwork]. Sağlık ve Hemşirelik Yönetimi Dergisi [Journal of Health and Nursing Management]. 2016;3(2):55-64. https://dx.doi.org/10.5222/SHYD.2016.055

Psikomotor Beceri Öğretim Sürecinde Hemşirelik Öğrencilerinin İşbirlikli Öğrenmeye Yönelik Tutumları

Yıl 2020, Cilt: 1 Sayı: 2, 27 - 36, 21.12.2020

Öz

Amaç: Araştırmanın amacı, hemşirelik öğrencilerinin işbirlikli öğrenmeye yönelik tutumlarını belirlemektir.
Gereç ve yöntem: Müdahale tipinde gerçekleştirilen çalışma, güç analizi yöntemi ile 172 hemşirelik öğrencisi arasından seçilen 30 öğrenci ile gerçekleştirilmiştir. Öğrenciler, Jigsaw tekniği ile üst üste 6 hafta gerçekleştirilen psikomotor beceri öğretim uygulaması sonrasında Kişisel Bilgi Formu ve İşbirlikli Öğrenmeye Yönelik Tutum Ölçeği’ ni doldurmuşlardır. Verilerin analizinde bağımsız örneklemlerde t testi ve tek yönlü varyans analizi kullanılmıştır.
Bulgular: Araştırma sonucunda öğrencilerin işbirlikli öğrenmeye yönelik tutumlarının yüksek olduğu ve hemşirelik bölümü seçiminin tutum üzerinde etkili olduğu bulunmuştur. Ayrıca, işbirlikli öğrenmeye yönelik tutum ölçeğinin madde frekans dağılımları incelendiğinde, öğrencilerin "Takımın tüm üyelerinin değerli olduğunu düşünüyorum" (%93.3), “Birlikten kuvvet doğacağına inanırım” (%96.7), “Grup arkadaşlarımın öneri ve açıklamalarına değer veririm” (%93.3), “Grup arkadaşlarımın fikirlerine saygı duyarım” (%96.7) maddelerinde kesinlikle katılıyorum ifadesini diğer maddelere göre daha yüksek düzeyde belirttikleri saptanmıştır.
Sonuç: Hemşirelik öğrencilerinin psikomotor beceri öğretim sürecinde işbirlikli öğrenmenin kullanımına ilişkin tutumlarının yüksek olduğu belirlenmiş olup, işbirlikli öğrenme yönteminin hemşirelik eğitimine dahil edilmesi önerilmektedir.

Proje Numarası

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Kaynakça

  • 1. Zhao B, Potter DD. Comparison of lecture-based learning vs discussion-based learning in undergraduate medical students. J Surg Educ. 2018;73(2):250-257. https://doi.org/10.1016/j.jsurg.2015.09.016.
  • 2. Şahin Ş, Arseven Z, Ökmen B, Eriş HM, İlgan A. İşbirlikli öğrenmeye yönelik tutum ölçeği: Geçerlik ve güvenirlik çalışması [Attitude towards collaborative learning scale: a validity and reliability study]. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi [Kirikkale University Journal of Social Sciences]. 2017;7(1):73-88. https://dergipark.org.tr/tr/download/article-file/273947.
  • 3. Coetzee IM, Heyns T, Botma Y, Van Rensburg GH. Collaborative learning: Key considerations for nurse educators. Gender and Behaviour. 2018;16(3):12111-12117.
  • 4. Zhang J, Cui Q. Collaborative learning in higher nursing education: A systematic review. J Prof Nurs. 2018;34(5):378-388. https://doi.org/10.1016/j.profnurs.2018.07.007.
  • 5. Johnson DW, Johnson RT. Cooperative learning in 21st century. Annals of Psychology. 2014;30(3):841-851. http://dx.doi.org/10.6018/analesps.30.3.201241.
  • 6. Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Educ Today. 2019;79:35-40. https://doi.org/10.1016/j.nedt.2019.05.022.
  • 7. Trueman G, Osuji J, El-Hussein MT. Baccalaureate nursing students’ experience of dyadic learning in an acute care setting. J Nurs Educ. 2014;53(9):S65-S72. doi:10.3928/01484834-20140821-23.
  • 8. Cason ML, Gilbert GE, Schmoll HH, Dolinar SM, Anderson J, Nickles BM, et al. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion. J Nurs Educ. 2015;54(3):47-51. doi:10.3928/01484834-20150218-09.
  • 9. Laguador JM. Developing students’ attitude leading towards a life-changing career. Educational Research International. 2013;1(3):28-33.
  • 10. Saunders A, Say R, Visentin D, McCann D. Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Education in Practice. 2019;35:111-116. https://doi.org/10.1016/j.nepr.2019.01.009.
  • 11. Palmer BJ, Ham K. Collaborative simulation: Enhancing the transition to clinical practice. Nurs Educ Perspect. 2017;38(5):281-282. doi: 10.1097/01.NEP.0000000000000166.
  • 12. Şancı Y, Kelleci Ö. Hemşirelik bölümü öğrencilerinin akran eğitimi hakkındaki görüşleri: Bir vakıf üniversitesi örneği [Views on peer education of nursing students: An example of a foundation university]. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi [University of Health Sciences Journal of Nursing]. 2019;1(2):104-111.
  • 13. Yelten G, Tanrıverdi S, Gider B, Yılmaz M. Üniversite öğrencilerinde akran desteği ve sosyal öz-yeterlik algısının değerlendirilmesi [Evaluation of peer support and perceived social self-efficacy in university students]. Balıkesir Sağlık Bilimleri Dergisi [Balıkesir Health Sciences Journal]. 2018;7(1):1-8. https://dx.doi.org/10.5505/bsbd.2018.36450.
  • 14. Xu JH. Toolbox of teaching strategies in nurse education. Chinese Nursing Research. 2016;3(2):54-57. https://doi.org/10.1016/j.cnre.2016.06.002.
  • 15. Männistö M, Mikkonen K, Kuivila HM, Virtanen M, Kyngäs H, Kääriäinen M. Digital collaborative learning in nursing education: A systematic review. Scand J Caring Sci 2020; 34(2):280-292. https://doi.org/10.1111/scs.12743.
  • 16. Jurkowski S, Hänze M. How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning. Br J Educ Psychol. 2015;85(3):357-371. doi:10.1111/bjep.12077.
  • 17. Bvumbwe T. Enhancing nursing education via academic–clinical partnership: An integrative review. Int J Nurs Sci. 2016;3(3):314-322. https://doi.org/10.1016/j.ijnss.2016.07.002.
  • 18. Ravanipour M, Bahreini M, Ravanipour M. Exploring nursing students’ experience of peer learning in clinical practice. J Educ Health Promot. 2015;4:46. doi: 10.4103/2277-9531.157233.
  • 19. Jacobson PM. Evidence synthesis for the effectiveness of interprofessional teams in primary care. Ottawa: Canadian Health Service Research Foundation; 2012. https://www.cna-aiic.ca/-/media/cna/files/en/synthesisinterprofteams_jacobson-en-web.pdf.
  • 20. Lafçı D, Pehlivan S, Demiray G. Cerrahi kliniklerinde çalışan hekim ve hemşirelerin ekip çalışmasına ilişkin görüşleri [Viewpoints of physicians and nurses working in surgical clinics on teamwork]. Sağlık ve Hemşirelik Yönetimi Dergisi [Journal of Health and Nursing Management]. 2016;3(2):55-64. https://dx.doi.org/10.5222/SHYD.2016.055
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hemşirelik
Bölüm Araştırma Makaleleri
Yazarlar

Ayşe Demiray

Nagihan İlaslan

Proje Numarası -
Yayımlanma Tarihi 21 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 1 Sayı: 2

Kaynak Göster

Vancouver Demiray A, İlaslan N. The Nursing Students’ Attitudes Towards Cooperative Learning in Psychomotor Skill Teaching Process. THDD. 2020;1(2):27-36.