Hemşirelik öğrencilerinde vaka temelli öğrenmenin klinik performansta öz yeterlik ve klinik karar verme üzerine etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu araştırma, hemşirelik öğrencilerinde vaka temelli öğrenmenin klinik performansta öz yeterlik ve klinik karar verme üzerine etkisini incelemek amacıyla yapılmış yarı deneysel bir çalışmadır. Yöntem: Araştırma, Ege Üniversitesi Hemşirelik Fakültesi'nde Ekim 2021-Nisan 2022 tarihleri arasında gerçekleştirilmiştir. Araştırmanın evrenini, 2021-2022 eğitim öğretim yılında öğrenim gören 2. sınıf hemşirelik öğrencileri (N=345) oluşturmuştur. Araştırmanın örneklemini, örneklem kriterlerine uyan ve araştırmaya katılmayı kabul eden öğrenciler (n=117) oluşturmuştur. Verilerin toplanmasında, "Birey Tanıtım Formu", "Klinik Performansta Öz Yeterlik Ölçeği", "Klinik Karar Verme Değerlendirme Formu" ve "Görsel Kıyaslama Ölçeği" kullanılmıştır. Kontrol grubuna klasik eğitim verilmiş, uygulama grubuna ise klasik eğitime ek olarak vaka temelli öğretim yapılmıştır. Araştırmanın sonunda öğrencilerin Klinik Performansta Öz Yeterlik, Klinik karar verme becerisi ve Memnuniyet düzeyleri incelenmiştir. Verilerin analizinde sayı ve yüzdelik dağılımları, Ki-kare, Mann-Whitney U, Student-t testleri ile Nonparametrik Korelasyon analizi kullanılmıştır. Bulgular: Uygulama grubunda yer alan öğrencilerin yaş ortalamasının 20,55±0,67 olduğu, %75,9'unun kadın olduğu ve %89,7'sinin kendisini hemşirelik mesleğine uygun biri olarak gördüğü bulunmuştur. Kontrol grubunda yer alan öğrencilerin yaş ortalamasının 20,88±0,76 olduğu, %79,7'sinin kadın olduğu ve %86,4'ünün kendisini hemşirelik mesleğine uygun biri olarak gördüğü bulunmuştur. Klinik performansta öz yeterlik ölçeği veri toplama, tanılama-planlama, uygulama, değerlendirme alt boyutu ve ölçek toplam puan ortalamaları açısından ön test ve son test puanlarının her iki grupta benzer şekilde arttığı bulunmuştur (p>0,05). Klinik karar verme becerisi ön test puan ortalamalarının her iki grupta benzer olduğu, son test puan ortalamalarının ise hemşirelik tanısı belirleyebilme, tanının tanımlayıcı özelliklerini, nedenini, amacını, girişimlerini belirleyebilme, sonucunu değerlendirebilme ve toplam puan ortalaması açısından istatistiksel olarak fark olduğu belirlenmiştir. Uygulama grubunun puan ortalamaları kontrol grubuna göre daha yüksektir (p<0,05). Uygulama grubu öğrencilerin verilen eğitim yönteminden memnuniyet puan ortalamasının 8,32±1,32 olduğu, kontrol grubu öğrencilerin ise 7,13±1,87 olduğu tespit edilmiştir. Yapılan incelemede iki grup arasında eğitim yönteminden memnuniyetleri açısından fark olduğu (p<0,001) ve uygulama grubundaki öğrencilerin memnuniyet düzeylerinin daha yüksek olduğu belirlenmiştir. Sonuç: Hemşirelik öğrencilerinde klasik eğitime vaka temelli öğrenme yönteminin eklenmesi, öğrencilerin klinik karar verme becerisini ve öğrencilerin memnuniyet düzeylerini artırdığı, Klinik Performansta Öz Yeterlik düzeylerini ise etkilemediği tespit edilmiştir
Objective: This research is a quasi-experimental study conducted to examine the effect of case-based learning on clinical decision making and self-efficacy in clinical performance in nursing students. Method: The research was carried out at Ege University Faculty of Nursing between October 2021 and April 2022. The population of the research consisted of 2nd year nursing students (N=345) studying in the 2021-2022 academic year. The sample of the study consisted of students (n=117) who met the sampling criteria and agreed to participate in the study. "Individual Introduction Form", " Self-Efficacy in Clinical Performance Scale", "Clinical Decision-Making Evaluation Form" and " Vizuel Analog Skala" were used to collect data. Classical education was given to the control group. In addition to classical education, case-based education was given to the intervention group. At the end of the study, the students' Self-Efficacy in Clinical Performance, Clinical decision-making skills and Satisfaction levels were examined. Number and percentage distributions, Chi-square test, Mann-Whitney U test, Student-t test and Nonparametric Correlation analysis were used in the analysis of the data. Results: It was found that the mean age of the students in the intervention group was 20,55±0,67, 75,9% of them were women and 89,7% of them saw themselves as suitable for the nursing profession. It was found that the mean age of the students in the control group was 20,88±0,76, 79,7% were women, and 86,4% considered themselves suitable for the nursing profession. It was found that the pretest and posttest scores of the clinical performance scale in terms of data collection, diagnosis-planning, implementation, evaluation sub-dimension and total score averages of the scale increased similarly in both groups (p>0,05). It was found that the pretest means scores of clinical decision-making skills were similar in both groups, and the posttest mean scores were statistically different in terms of being able to determine the nursing diagnosis, identifying the descriptive features of the diagnosis, reason, purpose, interventions, evaluating the result, and the total mean score. The mean score of the intervention group was higher than the control group (p<0,05). It was determined that the mean score of satisfaction with the education method was 8,32±1,32 for the students in the intervention group, and 7,13±1,87 for the students in the control group. In the examination, it was found that there was a difference between the two groups in terms of their satisfaction with the education method (p<0,001) and the satisfaction levels of the students in the intervention group were higher. Conclusion: It was determined that the addition of case-based learning method to the classical education of nursing students increased the clinical decision-making skills of the students and the satisfaction levels of the students but did not affect the Self-Efficacy in Clinical Performance levels.
Objective: This research is a quasi-experimental study conducted to examine the effect of case-based learning on clinical decision making and self-efficacy in clinical performance in nursing students. Method: The research was carried out at Ege University Faculty of Nursing between October 2021 and April 2022. The population of the research consisted of 2nd year nursing students (N=345) studying in the 2021-2022 academic year. The sample of the study consisted of students (n=117) who met the sampling criteria and agreed to participate in the study. "Individual Introduction Form", " Self-Efficacy in Clinical Performance Scale", "Clinical Decision-Making Evaluation Form" and " Vizuel Analog Skala" were used to collect data. Classical education was given to the control group. In addition to classical education, case-based education was given to the intervention group. At the end of the study, the students' Self-Efficacy in Clinical Performance, Clinical decision-making skills and Satisfaction levels were examined. Number and percentage distributions, Chi-square test, Mann-Whitney U test, Student-t test and Nonparametric Correlation analysis were used in the analysis of the data. Results: It was found that the mean age of the students in the intervention group was 20,55±0,67, 75,9% of them were women and 89,7% of them saw themselves as suitable for the nursing profession. It was found that the mean age of the students in the control group was 20,88±0,76, 79,7% were women, and 86,4% considered themselves suitable for the nursing profession. It was found that the pretest and posttest scores of the clinical performance scale in terms of data collection, diagnosis-planning, implementation, evaluation sub-dimension and total score averages of the scale increased similarly in both groups (p>0,05). It was found that the pretest means scores of clinical decision-making skills were similar in both groups, and the posttest mean scores were statistically different in terms of being able to determine the nursing diagnosis, identifying the descriptive features of the diagnosis, reason, purpose, interventions, evaluating the result, and the total mean score. The mean score of the intervention group was higher than the control group (p<0,05). It was determined that the mean score of satisfaction with the education method was 8,32±1,32 for the students in the intervention group, and 7,13±1,87 for the students in the control group. In the examination, it was found that there was a difference between the two groups in terms of their satisfaction with the education method (p<0,001) and the satisfaction levels of the students in the intervention group were higher. Conclusion: It was determined that the addition of case-based learning method to the classical education of nursing students increased the clinical decision-making skills of the students and the satisfaction levels of the students but did not affect the Self-Efficacy in Clinical Performance levels.
Açıklama
Anahtar Kelimeler
Hemşirelik, Nursing
