Publication: Hemşirelik yüksek okulu dördüncü sınıf öğrencilerinin eğitim yöntemlerine ilişkin düşüncelerinin belirlenmesi
Abstract
ii- ÖZET Eğitim, yaşam boyu devam eden ve planlı bir şekilde ele alınması, uygulanması ve değerlendirilmesi gereken bir süreçtir. Eğitimin hedefler, ortam, öğretmen, öğrenci, konu, araç-gereç ve zaman gibi öğelerinin yanı sıra Yöntem de önemli bir öğesidir. Eğitim yöntemi, Eğitimin hedeflerine ulaşmak için seçilen ve izlenen yol olarak tanımlanmaktadır. Hemşirelik eğitiminin kuramsal ve uygulamalı yapısı, varolan çoğu eğitim yönteminin kullanılmasına uygun bir alan oluşturur. Ancak, her durumda kullanılabilecek bir yöntem yoktur. Öğretmen hedefleri, konu alanını, öğrenci sayısını, maliyeti, süreyi ve ortamın özelliklerini göz önünde bulundurarak en uygun yöntemi seçer. Fakat öğretmen, öğrencilerin tercih ettiği yöntemleri de bilmelidir. Çünkü öğrencilerin düşünceleri, eğitim yönteminin başarıyla uygulanmasını etkileyen faktörlerden biridir. Araştırmamız, hemşirelik dördüncü sınıf öğrencilerinin, seçilen oniki eğitim yöntemi (düz anlatım, soru-cevap, tartışma, vak'a inceleme, demonstrasyon, laboratuvar çalışması, rol oynama, seminer, proje, deneyerek öğrenme, sorun çözme ve oyun oynama) hakkındaki düşüncelerini belirlemek amacıyla tanımlayıcı olarak planlanmıştır. Araştırmamızın evrenini, İstanbul ilindeki üç hemşirelik yüksekokulundaki dördüncü sınıf öğrencileri; örneklem grubunu ise araştırmaya katılmayı kabul eden 200 öğrenci oluşturmuştur. Araştırma, Mayıs - Aralık 1999 tarihleri arasında gerçekleştirilmiştir. Verilerin toplanmasında, Vaughan'ın geliştirdiği ölçek esas alınarak, araştırmacı tarafından geliştirilen ve geçerlik-güvenirliği yapılan Likert tipi bir ölçek kullanılmıştır. Ölçeğin iç tutarlık katsayısı yüksek bulunmuştur (Cronbach a = 0.90). Veriler; yüzdelik, ortalama, standart sapma, Cronbach (a) tutarlık katsayıları, tek yönlü varyans analizi (ANOVA) ve t-testi ile değerlendirilmiştir. Araştırmamızda öğrencilerin verdiği puanlara göre birinci sırada Demonstrasyon, ikinci sırada Deneyerek öğrenme, üçüncü sırada da Oyun oynama yöntemi yer almaktadır. En son sırada ise Düz anlatım yöntemi bulunmaktadır. Eğitim yöntemleri açısından okullar arasındaki farklılığa bakıldığında, vak'a inceleme, seminer, düz anlatım, tartışma, laboratuvar çalışması ve sorun çözme yöntemlerinde anlamlı farklılık olduğu görülmüştür (p<0.05). Diğer yöntemlerde okullar arası bir farklılık saptanmamıştır. Sonuç olarak, hemşirelik öğrencilerinin kullanılmasını en çok tercih ettikleri eğitim yöntemleri demonstrasyon, deneyerek öğrenme ve oyun oynamadır. Öğrencilerin eğitim yöntemlerine ilişkin düşüncelerini belirlemede ise ölçeğin güvenilir bir araç olarak kullanılabileceği düşünülmektedir. -iii-
DETERMINE THE OPINIONS OF STUDENT NURSES TO TEACHING/ LEARNING METHODS Education is a life-long process which should take charge of planned, carried out and evaluated. Objectives, environment, teacher, students, subject, educational tools and time are the elements of education. Besides, Method also is an important element of education. Teaching/ learning methods is described as A way is chose and followed for reach education's aims. Theoretical and practical framework of nursing education forms an appropriate place to use majority of present teaching/ learning methods. However, there is no the method could used in every condition. Teacher estimates the peculiarity of objectives, subject, number of students, cost, time end class atmosphere and selects the best method. In addition teacher should know students' favourite methods. Because, students' opinion is the factor which effects teaching/ learning method's success. Our research was descriptive planned to determine the opinions of student nurse towards a defined number of teaching/ learning methods (lecture, question-answer session, discussion, case study, demonstration, laboratory, role play, seminar, projects, experiential learning, problem solving and gaming). Fourth class students of three nursing school in İstanbul were included in the scope of our research, and the sample group consisted of 200 students who accepted to participate the search. The research verified between May-December 1999. For the collection of the data, the scale which is Likert type developed by the researcher basing upon the Vaughan's scale were used. Having made the studies of the validity and the reliability of scale, it was found reliability and internal consistency coefficient was high (Cronbach a = 0.90). The data were evaluated with the tests of percentage, mean, standard deviation, Cronbach (a) consistency coefficients, one way ANOVA and, t-test. In our research, according to the students' scores, demonstration is the most popular method; this is followed by experiential learning and gaming. The least popular is lecture. Teaching/ learning methods were compared according to the schools, statistically significant correlation was observed in lecture, discussion, case study, laboratory, seminar and problem solving (p<0.05). No significant correlation was found in the others. Consequently, demonstration, experiential learning and gaming which are popular methods to use for student nurses. It is thought that scale can be used as a reliable tool in the determine the opinions of students to teaching/ learning methods.
DETERMINE THE OPINIONS OF STUDENT NURSES TO TEACHING/ LEARNING METHODS Education is a life-long process which should take charge of planned, carried out and evaluated. Objectives, environment, teacher, students, subject, educational tools and time are the elements of education. Besides, Method also is an important element of education. Teaching/ learning methods is described as A way is chose and followed for reach education's aims. Theoretical and practical framework of nursing education forms an appropriate place to use majority of present teaching/ learning methods. However, there is no the method could used in every condition. Teacher estimates the peculiarity of objectives, subject, number of students, cost, time end class atmosphere and selects the best method. In addition teacher should know students' favourite methods. Because, students' opinion is the factor which effects teaching/ learning method's success. Our research was descriptive planned to determine the opinions of student nurse towards a defined number of teaching/ learning methods (lecture, question-answer session, discussion, case study, demonstration, laboratory, role play, seminar, projects, experiential learning, problem solving and gaming). Fourth class students of three nursing school in İstanbul were included in the scope of our research, and the sample group consisted of 200 students who accepted to participate the search. The research verified between May-December 1999. For the collection of the data, the scale which is Likert type developed by the researcher basing upon the Vaughan's scale were used. Having made the studies of the validity and the reliability of scale, it was found reliability and internal consistency coefficient was high (Cronbach a = 0.90). The data were evaluated with the tests of percentage, mean, standard deviation, Cronbach (a) consistency coefficients, one way ANOVA and, t-test. In our research, according to the students' scores, demonstration is the most popular method; this is followed by experiential learning and gaming. The least popular is lecture. Teaching/ learning methods were compared according to the schools, statistically significant correlation was observed in lecture, discussion, case study, laboratory, seminar and problem solving (p<0.05). No significant correlation was found in the others. Consequently, demonstration, experiential learning and gaming which are popular methods to use for student nurses. It is thought that scale can be used as a reliable tool in the determine the opinions of students to teaching/ learning methods.