Hemşirelik öğrencilerinin öğrenme stilleri ve psikomotor becerileri arasındaki ilişkinin incelenmesi
Küçük Resim Yok
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırma, hemşirelik öğrencilerinin öğrenme stilleri ile psikomotor becerileri arasındaki ilişkinin incelenmesi amacıyla yapılmış tanımlayıcı bir çalışmadır. Araştırma Kasım 2013 - Mayıs 2014 tarihleri arasında, Ege Üniversitesi Hemşirelik Fakültesinde yapılmıştır. Araştırmanın örneklemini, hemşirelik uygulama becerileri eğitimini ilk kez alan 2. sınıf öğrenciler (n=174) oluşturmuştur. Araştırmada veriler, "Birey Tanıtım Formu", "İM Enjeksiyon Bilgi Formu" , "Felder ve Soloman Öğrenme Stilleri Envanteri" ve "İM Enjeksiyon Beceri Listesi" kullanılarak toplanmıştır. Verilerin toplanmasında, öncelikle "Birey Tanıtım Formu" ve "Felder ve Soloman Öğrenme Stilleri Envanteri" uygulanmıştır. Sonrasında İM enjeksiyon konusunda teorik bilgi anlatılmış ve arkasından öğrenciler gruplara ayrılarak, beceri laboratuarında İM enjeksiyon uygulaması demonstre edilmiştir. İM enjeksiyon demonstre edilmeden önce İM enjeksiyon bilgi formu uygulanmıştır, demonstre edildikten sonra "İM Enjeksiyon Beceri Listesi" kullanılarak öğrencilerin IM enjeksiyon uygulama becerisi değerlendirilmiştir. Verilerin analizinde yüzdelik, aritmetik ortalama, Student t testi, Kruskall Wallis, Mann-Whitney U testi kullanılmıştır. Araştırmanın yapılabilmesi için Ege Üniversitesi Hemşirelik Fakültesi Etik Kurulu'ndan ve Hemşirelik Fakültesi Dekanlığı'ndan, örneklem kapsamına alınan her bir öğrenciden yazılı/sözlü izin alınmıştır. Araştırmanın sonucunda, Araştırma kapsamına alınan öğrencilerin, %79.9'unun kadın olduğu, %48.3'ünün 18-20 yaş grubunda olduğu, % 48.3'ünün Anadolu lisesinden mezun olduğu, %52.3'ünün en uzun süreli yerleşim yerinin ilçe olduğu, % 69.5' inin sosyo-ekonomik düzeyinin orta seviyede olduğu ve %44.8' inin hemşirelik mesleğini isteyerek seçmiş olduğu saptanmıştır. Araştırmaya katılan öğrencilerin genel olarak; yaparak, görsel, hissederek ve sıralı öğrenme stiline sahip oldukları ve İM enjeksiyon bilgi puan ortalamalarının 26.18±16.07 olduğu belirlenmiştir. Yaparak öğrenme ile düşünerek öğrenme stiline sahip öğrencilerin İM enjeksiyon bilgi düzeyi puan ortalamaları arasında ve görsel öğrenme ile işitsel öğrenme stiline sahip öğrencilerin İM enjeksiyon bilgi düzeyi puan ortalamaları arasında anlamlı fark olmadığı saptanmıştır. Hissederek öğrenme stiline sahip öğrencilerin İM enjeksiyon bilgi puan ortalamalarının sezgisel öğrenme stiline sahip öğrencilerden, sıralı öğrenme stiline sahip öğrencilerin İM enjeksiyon bilgi puan ortalamalarının bütünsel öğrenme stiline sahip öğrencilerden anlamlı derecede yüksek olduğu saptanmıştır. Öğrencilerin psikomotor beceri (İM enjeksiyon) düzeyi puan ortalamasının 58.87±7.78 olduğu ve öğrencilerin sahip olduğu öğrenme stillerine göre elde edilen psikomotor beceri (İM enjeksiyon) düzeyi puan ortalamaları arasında anlamlı fark olmadığı belirlenmiştir. Öğrencilerin yaşı, cinsiyeti, mezun oldukları lise ve hemşirelik mesleğini tercih etme durumlarının psikomotor beceri düzeyine etkisinin olmadığı saptanmıştır. Anahtar Sözcükler: Hemşirelik öğrencisi, öğrenme stilleri, psikomotor beceri e-mail: afak-88@hotmail.com
This research was a descriptive study carried out to examine the relationship between nursing students' learning styles and psychomotor skills. It was carried out in Ege University Nursing Faculty between November 2013 and May 2014. The sampling of the research comprised of sophomores who received the training of nursing application skills (n=174). In research data were collected by using "Individual Identification Form", "IM Injection Information Form", "Felder and Soloman Learning Styles Inventory" and "IM Injection Skill List". In data collection, primarily "Individual Identification Form" and "Felder and Soloman Learning Styles Inventory" were used. Subsequently, theoretical information was provided about IM injection and then the application of IM injection was demonstrated in skill laboratory by seperating students into groups. Prior to demonstration of IM injection, an IM injection information form was handed out and students' IM injection application skills were evaluated. In analysis of data the percentage, mathematical average, Student's t-test, Kruskall Wallis and Mann-Whitney U tests were used. For research to be carried out approvals of Ege University Nursing Faculty Ethical Committee and Dean of Nursing Faculty were obtained and each student included in the scope of sampling was provided a written/verbal consent. At the end of research it was identified that 79.9 % of the students included in the scope of research were women, 48.3 % were in 18-20 age group, 48.3 % were Anatolian high school graduates, 52.3 % have resided in town long time, 69.5 % had a medium level of socio-economical status and 44.8 % had preferred nursing profession voluntarily. It was determined that the students participated in research had hands-on, visual, feeling and sequential learning styles and their mean scores of IM injection knowledge were 26.18 ± 16.07. There was not a significant difference between students who learn by practicing and those who learn by thinking and those who have visual learning style and those who have auditory learning style, in terms of mean scores of IM injection knowledge. It was detected that the mean scores of IM injection knowledge in students who learn by feeling were significantly higher than those who have intuitive learning style and also the mean scores of IM injection knowledge in students who have sequential learning style were significantly higher than those who have total learning style. Students' mean scores of psychomotor skill (IM injection) levels were 58.87 ± 7.78 and there was no significant difference between the mean scores of psychomotor skill (IM injection) levels obtained according to the learning styles possessed by students. It was concluded that students' age, gender, the high school they graduated and reasons for preferring nursing profession had no effect over their psychomotor skill levels. Key Words: Nursing student, learning styles, psychomotor skill e-mail: afak-88@hotmail.com
This research was a descriptive study carried out to examine the relationship between nursing students' learning styles and psychomotor skills. It was carried out in Ege University Nursing Faculty between November 2013 and May 2014. The sampling of the research comprised of sophomores who received the training of nursing application skills (n=174). In research data were collected by using "Individual Identification Form", "IM Injection Information Form", "Felder and Soloman Learning Styles Inventory" and "IM Injection Skill List". In data collection, primarily "Individual Identification Form" and "Felder and Soloman Learning Styles Inventory" were used. Subsequently, theoretical information was provided about IM injection and then the application of IM injection was demonstrated in skill laboratory by seperating students into groups. Prior to demonstration of IM injection, an IM injection information form was handed out and students' IM injection application skills were evaluated. In analysis of data the percentage, mathematical average, Student's t-test, Kruskall Wallis and Mann-Whitney U tests were used. For research to be carried out approvals of Ege University Nursing Faculty Ethical Committee and Dean of Nursing Faculty were obtained and each student included in the scope of sampling was provided a written/verbal consent. At the end of research it was identified that 79.9 % of the students included in the scope of research were women, 48.3 % were in 18-20 age group, 48.3 % were Anatolian high school graduates, 52.3 % have resided in town long time, 69.5 % had a medium level of socio-economical status and 44.8 % had preferred nursing profession voluntarily. It was determined that the students participated in research had hands-on, visual, feeling and sequential learning styles and their mean scores of IM injection knowledge were 26.18 ± 16.07. There was not a significant difference between students who learn by practicing and those who learn by thinking and those who have visual learning style and those who have auditory learning style, in terms of mean scores of IM injection knowledge. It was detected that the mean scores of IM injection knowledge in students who learn by feeling were significantly higher than those who have intuitive learning style and also the mean scores of IM injection knowledge in students who have sequential learning style were significantly higher than those who have total learning style. Students' mean scores of psychomotor skill (IM injection) levels were 58.87 ± 7.78 and there was no significant difference between the mean scores of psychomotor skill (IM injection) levels obtained according to the learning styles possessed by students. It was concluded that students' age, gender, the high school they graduated and reasons for preferring nursing profession had no effect over their psychomotor skill levels. Key Words: Nursing student, learning styles, psychomotor skill e-mail: afak-88@hotmail.com
Açıklama
Anahtar Kelimeler
Hemşirelik, Nursing
