Publication: EKG eğitiminde kullanılan öğretim rehberinin öğrenme üzerine etkisi
Abstract
Ekg Eğitiminde Kullanılan Öğretim Rehberinin Öğrenme Üzerine Etkisi Araştırma; temel EKG eğitiminde öğretim rehberinin etkinliğini değerlendirmeye yönelik deneysel bir çalışmadır. Örneklemi, acil, servis ve yoğun bakım ünitelerinde çalışan, girişim (n= 38) ve kontrol grubu (n=36) olarak ayrılan hemşireler (n=74) oluşturdu. Her iki gruba 14 saatlik EKG çekimi ve yorumuna yönelik eğitim verildi. Girişim grubunda, EKG eğitiminde öğretim rehberi kullanıldı. Veri toplama aracı olarak; sosyodemografik özellikleri içeren 13 sorudan oluşan anket, 47 sorudan olaşan sınav, 20 sorudan oluşan EKG çekim ve yorumuna yönelik düşünceleri içeren anket, EKG çekim ve yorumuna yönelik kontrol listeleri ve 18 sorudan oluşan eğitim ve eğitimciyi değerlendirme anketi kullanıldı. Araştırma verileri; eğitim öncesi, eğitimin bitiminde, eğitimden sonra üç kez (1 ay-1,5 ay-3 ay) olmak üzere toplam beş ölçüm yapılarak elde edildi. İstatistiksel analizde frekans, ortalama, yüzdelik, bağımlı ve bağımsız gruplarda t-testi, Pearson korelasyon ve ANOVA yöntemleri kullanıldı. Her iki gruptaki hemşirelerin EKG eğitimi öncesi sınav puanları arasında anlamlı fark olmadığı ve sınav puanlarının çok düşük olduğu; eğitim bitiminde ve eğitimden üç ay sonra uygulanan sınav puanları, eğitimden bir ve bir buçuk ay sonra uygulanan gözlem ve görüşme puanlarının toplamından girişim grubunun daha yüksek puan aldığı bulundu. Araştırma sonucunda; EKG eğitiminde kullanılan öğretim rehberinin eğitimin etkiliğini arttırdığı belirlendi. EKG eğitimlerinde öğretim rehberi kullanması önerildi. Hemşire, Öğretim rehberi, Elektrokardiyografi, Eğitim
The Effect of Teaching Guideline on Learning in Basic ECG Education The research is an experimental study to evaluate the effect of teaching guideline in basic ECG training. The sample was created from the nurses working in emergency service, and intensive care unit (n = 74) and separated into two groups as intervention (n= 38) and control group (n = 36). Total 14-hour of ECG monitoring and interpretation training was given to each group. For intervention group, the teaching guideline is used in ECG training. As an input collecting technique; a questionnaire consists of 13 question including socio demographic features , an exam consists of 47 question, a questionnaire consists of 20 question including ideas on EKG monitoring and interpretation, checklists on ECG monitoring and interpretation and a questionnaire consists of 18 questions evaluating training process and trainer. In research the data was collected by applying 5 measurements; just before the training, after the training, 1 month after the training, 1.5 months after training and 3 months after the training. Pearson correlation, ANOVA and t-test were used to analyze frequency, average, percentage at dependent and independent groups. . It was found out that there was no significant difference between test scores in both groups of nurses before having ECG training, and their tests scores were too low; the intervention group’s test scores applied at the end of the training and three months after training was higher than the total of observation and interview scores applied 1 month and 1.5 months after the training. As a result of the research, it was determined that the teaching guideline used in ECG training increases the effectiveness of training. It is suggested using a teaching guideline in ECG trainings. Key words: Nurse, Learning Guideline, Electrocardiography, Training, Education
The Effect of Teaching Guideline on Learning in Basic ECG Education The research is an experimental study to evaluate the effect of teaching guideline in basic ECG training. The sample was created from the nurses working in emergency service, and intensive care unit (n = 74) and separated into two groups as intervention (n= 38) and control group (n = 36). Total 14-hour of ECG monitoring and interpretation training was given to each group. For intervention group, the teaching guideline is used in ECG training. As an input collecting technique; a questionnaire consists of 13 question including socio demographic features , an exam consists of 47 question, a questionnaire consists of 20 question including ideas on EKG monitoring and interpretation, checklists on ECG monitoring and interpretation and a questionnaire consists of 18 questions evaluating training process and trainer. In research the data was collected by applying 5 measurements; just before the training, after the training, 1 month after the training, 1.5 months after training and 3 months after the training. Pearson correlation, ANOVA and t-test were used to analyze frequency, average, percentage at dependent and independent groups. . It was found out that there was no significant difference between test scores in both groups of nurses before having ECG training, and their tests scores were too low; the intervention group’s test scores applied at the end of the training and three months after training was higher than the total of observation and interview scores applied 1 month and 1.5 months after the training. As a result of the research, it was determined that the teaching guideline used in ECG training increases the effectiveness of training. It is suggested using a teaching guideline in ECG trainings. Key words: Nurse, Learning Guideline, Electrocardiography, Training, Education