Araştırma Makalesi
Yıl 2025,
Cilt: 4 Sayı: 2, 51 - 61, 03.07.2025
Öz
Aim
In the study, it was aimed to determine the learning experiences of the students regarding the teaching methods used in the nursing education process.
Methods
In the study carried out in phenomenological design, 11 students enrolled in the faculty in the 2019-2020 academic year constituted the sample of the study. The data of the study were collected between March 2020 and December 2021 by using the “Semi-Structured Interview Form” through indepth interviews. The data were analyzed using the content analysis method.
Results
As a result of the interviews with the students, four main themes were identified: (1) Factors related to the student, (2) Factors related to the instructor, (3) Factors related to the environment, (4) Factors related to the subject learned. The students stated that they needed the guidance and feedback of the ins-tructor during their learning experiences. They stated that the classroom environment is important in active learning methods and that the crowded classrooms are a hindering factor in the use of these methods.
Conclusion
The students who participated in the study stated that the instructors generally used the lecture and question-answer method. For the effective use of teaching methods/techniques, it is recommended to organize training programs that will increase the competence of the instructors, to improve the physical conditions of the educational environments and to make them have the necessary equipment.
Anahtar Kelimeler
Proje Numarası
TSG-2020-5214
Kaynakça
- Hofler L, Thomas K. Transition of new graduate nurses to the workforce: challenges and solutions in the changing health care environment. N C Med J. 2016;77(2): 133-136.
- Ellenbecker CH, Fawcett J, Jones EJ, Mahoney D, Rowlands B, Waddell A. A staged approach to educating nurses in health policy. Policy Polit Nurs Pract. 2017; 18(1):44-56.
- Gubrud P, Spencer AG, Wagner L. From start-up to sustainability: a decade of collaboration to shape the future of nursing. Nurs Educ Perspect. 2017;38(5): 225-232.
- Garwood JK, Ahmed AH, McComb SA. The effect of concept maps on undergraduate nursing students’ critical thinking. nursing education perspectives. 2018;39(4): 208-214.
- Phillips JM, Young JA. Strategies for integrating global awareness and engagement into clinical practice. J Contin Educ Nurs. 2018;49(5):203- 205.
- Pivač S, Skela-Savič B, Jović D, Avdić M, Kalender-Smajlović S. Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs - a group interview. BMC Nurs. 2021;20(1):173.
- Ghasemi MR, Moonaghi HK, Heydari A. Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean J Med Educ. 2020;32(2):103-117.
- Ghezzi E, FR de Higa, Lemes MA, Marin MJS. Strategies of active learning methodologies in nursing education: an integrative literature review. Rev. Bras. Enferm. 2021;74 (1):1-10.
- Kaddoura M, VanDyke O, Yang Q. Impact of a concept map teaching approach on nursing students’ critical thinking skills. Nurs Health Sci. 2016;18(3):350-354.
- Mills D, Alexander P. Small group teaching: a toolkit for learning. In: York: Higher Education Academy;2013. Available at. http://books. koondis.com/sgl-lit/Small_ group_teaching_1. pdf.
- Wong FMF. A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators. Nurse Education Today. 2018;68:153-158.
- D’Souza MS, Isac C, Venkatesaperumal R, Nairy KS, Amirtharaj A. Exploring nursing student engagement in the learning environment for improved learning outcomes. J Clin Nurs. 2014;2:1-16.
- Chan ZCY. A qualitative study on using concept maps in problem-based learning. Nurse Education in Practice. 2017;24 (2017):70-76.
- Schroeder NL, Nesbit JC, Anguiano CJ, Adesope OO. Studying and constructing concept maps: A meta-analysis. Educ Psychol Rev. 2018; 30(2):431-455.
- Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? Nurse Educ. Today. 2016;36:129-132.
- Mennenga H, Smyer T. A model for easily incorporating team based learning into nursing education. IJNES. 2010;7:1-27.
- Bimray PB, Le Roux LZ, Fakude LP. Innovative education strategies implemented for large numbers of undergraduate nursing students: the case of one south African university nursing department. Journal of Nursing Education and Practice. 2013;3(11):116-120.
- Mueller-Joseph LJ, Nappo-Dattoma L. Collaborative learning in preclinical dental hygiene education. Int J Dent Hyg. 2013;87(2):64-72.
- Huggett KN, Jeffries WB. SpringerLink. An introduction to medical teaching. 2nd ed. Dordrecht: Springer Netherlands; 2014. p. 69-71.
- Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Med Teach. 2017;39:1227-1237.
- Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Education Today. 2021;97:104721.
- Ofstad W, Brunner LJ. Team-based learning in pharmacy education. Am J Pharm Educ. 2013;77(4):70.
- Bayrakçeken S, Doymuş K, Doğan A. İşbirlikli Öğrenme Modeli ve Uygulanması. 2. Baskı. Ankara: Pegem Akademi; 2015. s. 1-24.
- Açıkgöz KÜ. Aktif Öğrenme. 13. Baskı. İzmir: Biliş; 2014, s. 1-16.
- Melinamani S, Francis F, George R, Pushpa LM, Vergheese S. The Jigsaw effect: Impact of Jigsaw learning technique on nursing students to learn the concepts of normal labor. Asian Journal of Nursing Education and Research. 2017;7(2):181-184.
- Abalı Çetin S, Çiçek Ö, Sezer H. The effect of the Jigsaw Technique on the learning of family planning methods by nursing students and the students’ views on the technique. Fenerbahce University Journal of Health Sciences. 2022;2(2):424-433.
- Uslusoy E, Ersoy S. The use of cooperative learning methods in nursing students in the national literature: A Systematic Review. Suleyman Demirel University Journal of Health Sci¬ences. 2022;13(2):201-211.
- Shakerian S, Khoshgoftar Z, Rezayof E, Amadi M. The use of the Jigsaw Cooperative Learning Technique for the health science students in Iran: A meta-analysis. Educational Research in Medical Science. 2020;9(1):e102043.
- Abd El Aliem RS, Sabry SS, Mohy ElDeen HF. Utilization of Jigsaw Cooperative Learning Strategy on maternity nursing students’ attitude and achievement. American Journal of Nursing Science. 2019;8(6):361-370.
- Lai CY, Wu CC. Using handhelds in a Jigsaw cooperative learning environment. Journal of Computer Assisted Learning. 2006;22:284-297.
- Abdel-Mordy MA, Sabry SS, Abdelrazek A. Effect of cooperative jigsaw learning strategy on community nursing students’ attitude and achievement. International Egyptian Journal of Nursing Sciences and Research. 2022;2(2):487-500.
- Abobaker RM, Alamri MS, Alshaery B, HamdanMansour A. Impact of Jigsaw Cooperative Learning Strategy on academic achievement and opinion among nursing students. Journal Holistic Nursing and Midwifery. 2023;33(1):43- 51.
- Akdolun Balkaya NA, Bilge Ç, Dönmez S. The effect of Cooperative Learning and Interactive Education Methods on the motivation and self-confidence of nursing students. Jour¬nal of Women’s Health Nursing (JOWHEN). 2022;8(1):14-24.
- 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 Education Today. 2019;79,35-40.
- Tong A, Sainsbury P, Craig J. Consolidated crite¬ria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care. 2007;19 (6):349-357.
- Hillyard C, Gillespie D, Littig P. University students’ attitudes about learning in small groups after frequent participation. ALHE. 2012;11(1):9-20.
- Jackson D, Hickman LD, Power T, Disler R, Potgieter I, Deek H, Davidson PM. Small group learning: Graduate health students’ views of challenges and benefits. Contemp Nurse. 2014;48(1):117-128.
- Evin Gencel İ. Kolb’un Deneyimsel Öğrenme Kuramına Dayalı Öğrenme Stilleri EnvanteriIII’ü Türkçeye uyarlama çalışması. Dokuz Eylül Üniversitesi Sos Bilim Enstitüsü Derg. 2007;9(2):120-139.
- Yoo MS, Park HR. Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students. Nursing and Health Sciences, 2015;17.
- Kim E. Effect of simulation-based emergen¬cy cardiac arrest education on nursing student self-efficacy and critical thinking skills: Roleplay versus lecture. Nurse Education To¬day. 2018;61:258-263.
- Burucu R, Arslan S. Nursing students’ views and suggestions about case-based learning ıntegrated ınto the nursing process: A qualitative study. Florence Nightingale Journal of Nursing. 2021;29(3): 371-378.
- Bozpolat E, Uğurlu CT, Usta HG, Şimşek AS. Öğrenci ve Öğretim Elemanlarının Öğretim Yöntem ve Tekniklerine İlişkin Görüşleri: Nitel Bir Araştırma. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi. 2016;27:83-95.
- Hardavella G, Aamli-Gaagnat A, Saad N, Rousalova I, Sreter KB. ‘How to give and receive feedback effectively’. Breathe. 2017;13(4):327-333.
- İlaslan N, Demiray A. Koronavirüs 2019 Pandemi Sürecinde Hemşirelik Eğitimi: Belirsizlikler ve Öneriler. DEUHFED 2021, 14(2),171-176.
- Leigh J, Vasilica C, Dron R, Gawthorpe D, Burns E, Kennedy S, Kennedy R, Warburton T, Croughan C. Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies. Br J Nurs. 2020 May 28;29(10):566-569.
- Faize AF, Nawaz M. Evaluation and improvement of students’ satisfaction in online learning during COVID-19. Open Praxis. 2020;12(4):495- 507.
- Tümen Akyıldız S. College students’ views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science. 2020;4(4):322-334.
- Baepler P, Walker JD, Brooks DC, Saichaie K, & Petersen CI. A guide to teaching in the active learning classroom: History, research, and practice. Routledge; 2016.
Yıl 2025,
Cilt: 4 Sayı: 2, 51 - 61, 03.07.2025
Öz
Amaç
Çalışmada, hemşirelik eğitim sürecinde kullanılan öğretim yöntemlerine ilişkin öğrencilerin öğrenme deneyimlerinin belirlenmesi amaçlanmıştır.
Yöntem
Fenomenolojik tasarımda gerçekleştirilen çalışmada, 2019-2020 eğitim öğretim döneminde fakülteye kayıtlı 11 öğrenci çalışmanın örneklemini oluşturmuştur. Çalışmanın verileri Mart 2020-Aralık 2021 tarihleri arasında, derinlemesine görüşme yoluyla “Yarı Yapılandırılmış Görüşme Formu” kullanılarak toplanmıştır. Veriler içerik analizi yöntemi kullanılarak analiz edilmiştir.
Bulgular
Öğrencilerle yapılan görüşmeler sonucunda dört ana tema belirlenmiştir: (1) Öğrenci ile ilgili faktörler, (2) Öğretim elemanı ile ilgili faktörler, (3) Ortam ile ilgili faktörler, (4) Öğrenilen konu ile ilgili faktörler. Öğrenciler öğrenme deneyimleri sırasında öğretim elemanının rehberliğine ve geri bildirimine gereksinimlerinin olduğunu belirtmiştir. Aktif öğrenme yöntemlerinde sınıf ortamının önemli olduğunu ve sınıfların kalabalık olmasının bu yöntemlerin kullanımında engelleyici bir faktör olduğunu ifade etmişlerdir.
Sonuç
Çalışmaya katılan öğrenciler öğretim elemanlarının genel olarak anlatım ve soru cevap yöntemini kullandıklarını belirtmişlerdir. Öğretim yöntem/ tekniklerin etkili kullanımı için öğretim elemanlarının yetkinliğini artıracak eğitim programlarının düzenlenmesi, eğitim ortamlarının fiziki koşullarının iyileştirilmesi ve gerekli donanıma sahip olmasına yönelik çalışmaların yapılması önerilmektedir.
Anahtar Kelimeler
hemşirelik hemşirelik eğitimi hemşirelik öğrencileri öğretim yöntemleri
Proje Numarası
TSG-2020-5214
Kaynakça
- Hofler L, Thomas K. Transition of new graduate nurses to the workforce: challenges and solutions in the changing health care environment. N C Med J. 2016;77(2): 133-136.
- Ellenbecker CH, Fawcett J, Jones EJ, Mahoney D, Rowlands B, Waddell A. A staged approach to educating nurses in health policy. Policy Polit Nurs Pract. 2017; 18(1):44-56.
- Gubrud P, Spencer AG, Wagner L. From start-up to sustainability: a decade of collaboration to shape the future of nursing. Nurs Educ Perspect. 2017;38(5): 225-232.
- Garwood JK, Ahmed AH, McComb SA. The effect of concept maps on undergraduate nursing students’ critical thinking. nursing education perspectives. 2018;39(4): 208-214.
- Phillips JM, Young JA. Strategies for integrating global awareness and engagement into clinical practice. J Contin Educ Nurs. 2018;49(5):203- 205.
- Pivač S, Skela-Savič B, Jović D, Avdić M, Kalender-Smajlović S. Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs - a group interview. BMC Nurs. 2021;20(1):173.
- Ghasemi MR, Moonaghi HK, Heydari A. Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean J Med Educ. 2020;32(2):103-117.
- Ghezzi E, FR de Higa, Lemes MA, Marin MJS. Strategies of active learning methodologies in nursing education: an integrative literature review. Rev. Bras. Enferm. 2021;74 (1):1-10.
- Kaddoura M, VanDyke O, Yang Q. Impact of a concept map teaching approach on nursing students’ critical thinking skills. Nurs Health Sci. 2016;18(3):350-354.
- Mills D, Alexander P. Small group teaching: a toolkit for learning. In: York: Higher Education Academy;2013. Available at. http://books. koondis.com/sgl-lit/Small_ group_teaching_1. pdf.
- Wong FMF. A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators. Nurse Education Today. 2018;68:153-158.
- D’Souza MS, Isac C, Venkatesaperumal R, Nairy KS, Amirtharaj A. Exploring nursing student engagement in the learning environment for improved learning outcomes. J Clin Nurs. 2014;2:1-16.
- Chan ZCY. A qualitative study on using concept maps in problem-based learning. Nurse Education in Practice. 2017;24 (2017):70-76.
- Schroeder NL, Nesbit JC, Anguiano CJ, Adesope OO. Studying and constructing concept maps: A meta-analysis. Educ Psychol Rev. 2018; 30(2):431-455.
- Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? Nurse Educ. Today. 2016;36:129-132.
- Mennenga H, Smyer T. A model for easily incorporating team based learning into nursing education. IJNES. 2010;7:1-27.
- Bimray PB, Le Roux LZ, Fakude LP. Innovative education strategies implemented for large numbers of undergraduate nursing students: the case of one south African university nursing department. Journal of Nursing Education and Practice. 2013;3(11):116-120.
- Mueller-Joseph LJ, Nappo-Dattoma L. Collaborative learning in preclinical dental hygiene education. Int J Dent Hyg. 2013;87(2):64-72.
- Huggett KN, Jeffries WB. SpringerLink. An introduction to medical teaching. 2nd ed. Dordrecht: Springer Netherlands; 2014. p. 69-71.
- Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Med Teach. 2017;39:1227-1237.
- Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Education Today. 2021;97:104721.
- Ofstad W, Brunner LJ. Team-based learning in pharmacy education. Am J Pharm Educ. 2013;77(4):70.
- Bayrakçeken S, Doymuş K, Doğan A. İşbirlikli Öğrenme Modeli ve Uygulanması. 2. Baskı. Ankara: Pegem Akademi; 2015. s. 1-24.
- Açıkgöz KÜ. Aktif Öğrenme. 13. Baskı. İzmir: Biliş; 2014, s. 1-16.
- Melinamani S, Francis F, George R, Pushpa LM, Vergheese S. The Jigsaw effect: Impact of Jigsaw learning technique on nursing students to learn the concepts of normal labor. Asian Journal of Nursing Education and Research. 2017;7(2):181-184.
- Abalı Çetin S, Çiçek Ö, Sezer H. The effect of the Jigsaw Technique on the learning of family planning methods by nursing students and the students’ views on the technique. Fenerbahce University Journal of Health Sciences. 2022;2(2):424-433.
- Uslusoy E, Ersoy S. The use of cooperative learning methods in nursing students in the national literature: A Systematic Review. Suleyman Demirel University Journal of Health Sci¬ences. 2022;13(2):201-211.
- Shakerian S, Khoshgoftar Z, Rezayof E, Amadi M. The use of the Jigsaw Cooperative Learning Technique for the health science students in Iran: A meta-analysis. Educational Research in Medical Science. 2020;9(1):e102043.
- Abd El Aliem RS, Sabry SS, Mohy ElDeen HF. Utilization of Jigsaw Cooperative Learning Strategy on maternity nursing students’ attitude and achievement. American Journal of Nursing Science. 2019;8(6):361-370.
- Lai CY, Wu CC. Using handhelds in a Jigsaw cooperative learning environment. Journal of Computer Assisted Learning. 2006;22:284-297.
- Abdel-Mordy MA, Sabry SS, Abdelrazek A. Effect of cooperative jigsaw learning strategy on community nursing students’ attitude and achievement. International Egyptian Journal of Nursing Sciences and Research. 2022;2(2):487-500.
- Abobaker RM, Alamri MS, Alshaery B, HamdanMansour A. Impact of Jigsaw Cooperative Learning Strategy on academic achievement and opinion among nursing students. Journal Holistic Nursing and Midwifery. 2023;33(1):43- 51.
- Akdolun Balkaya NA, Bilge Ç, Dönmez S. The effect of Cooperative Learning and Interactive Education Methods on the motivation and self-confidence of nursing students. Jour¬nal of Women’s Health Nursing (JOWHEN). 2022;8(1):14-24.
- 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 Education Today. 2019;79,35-40.
- Tong A, Sainsbury P, Craig J. Consolidated crite¬ria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care. 2007;19 (6):349-357.
- Hillyard C, Gillespie D, Littig P. University students’ attitudes about learning in small groups after frequent participation. ALHE. 2012;11(1):9-20.
- Jackson D, Hickman LD, Power T, Disler R, Potgieter I, Deek H, Davidson PM. Small group learning: Graduate health students’ views of challenges and benefits. Contemp Nurse. 2014;48(1):117-128.
- Evin Gencel İ. Kolb’un Deneyimsel Öğrenme Kuramına Dayalı Öğrenme Stilleri EnvanteriIII’ü Türkçeye uyarlama çalışması. Dokuz Eylül Üniversitesi Sos Bilim Enstitüsü Derg. 2007;9(2):120-139.
- Yoo MS, Park HR. Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students. Nursing and Health Sciences, 2015;17.
- Kim E. Effect of simulation-based emergen¬cy cardiac arrest education on nursing student self-efficacy and critical thinking skills: Roleplay versus lecture. Nurse Education To¬day. 2018;61:258-263.
- Burucu R, Arslan S. Nursing students’ views and suggestions about case-based learning ıntegrated ınto the nursing process: A qualitative study. Florence Nightingale Journal of Nursing. 2021;29(3): 371-378.
- Bozpolat E, Uğurlu CT, Usta HG, Şimşek AS. Öğrenci ve Öğretim Elemanlarının Öğretim Yöntem ve Tekniklerine İlişkin Görüşleri: Nitel Bir Araştırma. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi. 2016;27:83-95.
- Hardavella G, Aamli-Gaagnat A, Saad N, Rousalova I, Sreter KB. ‘How to give and receive feedback effectively’. Breathe. 2017;13(4):327-333.
- İlaslan N, Demiray A. Koronavirüs 2019 Pandemi Sürecinde Hemşirelik Eğitimi: Belirsizlikler ve Öneriler. DEUHFED 2021, 14(2),171-176.
- Leigh J, Vasilica C, Dron R, Gawthorpe D, Burns E, Kennedy S, Kennedy R, Warburton T, Croughan C. Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies. Br J Nurs. 2020 May 28;29(10):566-569.
- Faize AF, Nawaz M. Evaluation and improvement of students’ satisfaction in online learning during COVID-19. Open Praxis. 2020;12(4):495- 507.
- Tümen Akyıldız S. College students’ views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science. 2020;4(4):322-334.
- Baepler P, Walker JD, Brooks DC, Saichaie K, & Petersen CI. A guide to teaching in the active learning classroom: History, research, and practice. Routledge; 2016.
Toplam 48 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Hemşirelik Eğitimi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Proje Numarası | TSG-2020-5214 |
| Yayımlanma Tarihi | 3 Temmuz 2025 |
| Gönderilme Tarihi | 21 Ağustos 2024 |
| Kabul Tarihi | 25 Mart 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 4 Sayı: 2 |
