Öz
Amaç: Bu çalışmanın amacı, vakaya dayalı öğrenme tekniği ve grup çalışması ile yürütülen Cerrahi Hastalıklar Hemşireliği dersinin uygulamasına ilişkin
hemşirelik öğrencilerinin deneyimlerinin belirlenmesidir.
Gereç ve Yöntemler: Çalışma, odak grup görüşmesi tekniği ile fenomenoloji deseni kullanılarak gerçekleştirilmiştir. Çalışmanın örneklemini Cerrahi Hastalıkları
Hemşireliği alan ikinci sınıf öğrencileri (n=84) oluşturmuştur. Öğrenciler rastgele örnekleme yöntemiyle sınıf listesine göre 14 gruba ayrılmıştır.
Uygulama eğitmenleri 8 hafta boyunca vakaya dayalı öğrenme tekniği doğrultusunda gruplara rehberlik etmiştir. Gruplar klinik ortamda gerçek vakayı (hasta)
alıp hemşirelik bakımı vermişlerdir. Gruplar veri toplamada “Cerrahi Hastalıklar Hemşireliği Hasta Değerlendirme” formunu kullanmışlardır. Öğrenciler
grup çalışması ile vakanın (hastanın) hemşirelik bakımını planlayıp ve ardından bakım planını uygulayarak sonucu değerlendirmişlerdir. Eğitim öğretim
yılının son iki haftasında öğrenci grupları vaka sunumlarını sınıf içi ortamda gerçekleştirmiştir.
Bulgular: Çalışmada öğrencilerin deneyimleri üç ana tema ve 9 alt temada açıklanmıştır. Ana temalar; vaka sunumu deneyimi, hemşirelik uygulamasında
olgu sunumu, iyi bir olgu sunumudur.
Sonuç: Sonuç olarak vakaya dayalı öğrenme tekniği ve grup çalışması öğrenmeyi kolaylaştırmakta olup, uygulamayı teori ile birleştirme ve öğrencilerin
mesleki gelişimine katkı sunabilir.
Anahtar Kelimeler
Vaka Dayalı Öğrenme Deneyim Hemşirelik Öğrenci Öğrenci Nitel Çalışma Nitel Çalışma
Destekleyen Kurum
YOK
Proje Numarası
YOK
Kaynakça
- Sarıgöl Ordin Y, Bilik Ö, Turhan Damar H, Çelik B. The learning experiences of nursing students in surgical clinics reflected in reflection reports. Journal of Qualitative Research in Education. 2018;6(3):1-15.
- Kaptı S, Senemoğlu N. Vak’aya dayalı öğretim programının etkililiği. İlköğretim Online. 2015;14(3):899-913.
- Elksnin LK. Use of the case method of ınstruction in special education teacher preparation programs: A preliminary investigation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 1998;21(2):95-108.
- Smith G. The use and effectiveness of the case study method in management education- A critical review. Management Education and Development. 1987;18(1):51-61.
- Vaka Temelli Eğitim Kitabı. 1. Baskı. Ankara, 2013. p. 4-8. https://www.unicef.org/turkey/media/5466/file/VAKA%20TEMELL%C4%B0%20E%20%C4%9E%C4%B0T%C4%B0M%20K%C4%B0TABI%20_%20Kas%C4%B1m%20%202013.pdf.
- Kantar LD, Massouh A. Case-based learning: What traditional curricula fail to teach. Nurse Education Today. 2015;35(8):8-14.
- Williams B. Case-based learning-a review of the literature: Is there scope for this educational paradigm in prehospital education? Emergency Medicine Journal. 2005;22(8):577-581.
- Majeed F. Effectiveness of case-based teaching of physiology for nursing students. Journal of Taibah University Medical Sciences. 2014;9(4):289-292.
- Bowe CM, Voss J, Thomas Aretz H. Case method teaching: An effective approach to integrate the basic and clinical sciences in the preclinical medical curriculum. Medical Teacher. 2009;31(9):834-841.
- Brooke SL. Using the case method to teach online classes: Promoting socratic dialogue and critical thinking skills. International Journal of Teaching and Learning in Higher Education. 2006;(18):142-149.
- McLean SF. Case-based learning and its application in medical and health-care fields: A review of worldwide literature. Journal of Medical Education and Curricular Development. 2016;(3):39-49.
- Noohi E, Karimi-Noghondar M, Haghdoost A. Survey of critical thinking and clinical decision making in nursing student of Kerman University. Iran J Nurs Midwifery Res. 2012;17(6):440-444.
- Yoo M-S, Park J-H. Effect of case-based learning on the development of graduate nurses' problem-solving ability. Nurse Education Today. 2014;34(1):47-51.
- Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3(2):77-101.
- Thistlewaite JE, Davies D, Ekeocha S, Kidd, JM, MacDougall, C, Matthews, P et al. The effectiveness of case-based learning in health professional education. A BEME systematic review. BEME guide number 23. Med Teach. 2012;34:421–444.
- Dupuis RE, Persky AM. Use of case-based learning in a clinical pharmacokinetics course. American Journal of Pharmaceutical Education. 2008;72(2):1-7.
- Razzouk R, Johnson TE. Case studies’ effect on undergraduates’ achievement, attitudes, and team shared mental models in educational psychology. Educational Technology Research and Development. 2013;61(5):751-766.
- Miri B, David B-C, Uri Z. purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education. 2007;37(4):353-369.
- Noblitt L, Vance DE, DePoy Smith ML. A comparison of case study and traditional teaching methods for improvement of oral communication and critical-thinking skills. J Coll Sci Teach. 2010;39(5):26-32.
- Stjernquist M, Crang-Svalenius E. Problem based learning and the case method–medical students change preferences during clerkship. Medical Teacher. 2007;29(8):814-820.
- Peiman S, Mirzazadeh A, Alizadeh M, Mortaz Hejri S, Najafi MT, Tafakhori A, et al. a case based-shared teaching approach in undergraduate medical curriculum: A way for ıntegration in basic and clinical sciences. Acta Med Iran. 2017;55(4):259-264.
- Ertmer PA, Newby TJ, MacDougall M. Students’ responses and approaches to case-based ınstruction: The role of reflective self-regulation. American Educational Research Journal. 1996;33(3):719-752.
- Cornely K. The use of case studies in an undergraduate biochemistry course. Journal of Chemical Education. 1998;75(4):475-478.
- Jalgaonkar SV, Sarkate PV, Tripathi RK. Students perception about small group teaching techniques: Role play method and case based learning in pharmacology. Education in Medicine Journal. 2012;4(2):13-18.
- Lee K, Choi I. Learning classroom management through web-based case ınstruction: ımplications for early childhood teacher education. Early Childhood Education Journal. 2008;35(6):495-503.
- Çelik S, Çevik YD, Haşlaman T. Reflections of prospective teachers regarding case-based learning. Turkish Online Journal of Educational Technology. 2012;(3):64-78.
- Curran VR, Sharpe D, Forristall J, Flynn K. Student satisfaction and perceptions of small group process in case-based interprofessional learning. Medical Teacher. 2008;30(4):431-433.
- Jhaveri KD, Chawla A, Shah HH. Case-based debates: An ınnovative teaching tool in nephrology education. Renal Failure. 2012;34(8):1043-1045.
- Butler MB, Lee S, Tippins DJ. Case-based methodology as an instructional strategy for understanding diversity: Preservice teachers’ perceptions. Multicultural Education. 2006; 13:20-26.
- Weil S, McGuigan N, Kern T. The usage of an online discussion forum for the facilitation of case-based learning in an intermediate accounting course: A New Zealand case. Open Learning: The Journal of Open, Distance and e-Learning. 2011;26(3):237-251.
- Ciraj AM, Vinod P, Ramnarayan K. Enhancing active learning in microbiology through case based learning: Experiences from an Indian medical school. Indian Journal of Pathology and Microbiology. 2010;53(4):729-733.
Öz
Objective: The aim of this study was to determine the experiences of nursing students regarding the application of the Surgical Diseases Nursing course,
which was carried out with case-based learning techniques and group work.
Materials and Methods: The study was carried out using the phenomenology pattern with the focus group interview technique. The sample of the study
consisted of second-year students (n=84) who received Surgical Diseases Nursing. Students were divided into 14 groups according to the class list by random
sampling method. Practice trainers guided the groups in line with the case-based learning technique for 8 weeks. The groups took the real case (patient)
and gave nursing care in the clinical setting. The groups used the “Surgical Diseases Nursing Patient Evaluation” form to collect data. The students evaluated
the result by planning the nursing care of the case (patient) and then applying the care plan with group work. In the last two weeks of the academic year,
student groups made case presentations in the classroom.
Results: The experiences of the students are explained in three main themes and 9 sub-themes. The main themes were; case presentation experience, case
presentation in nursing practice, and a good case presentation.
Conclusion: As a result, case-based learning techniques and group work facilitate learning, combine practice with theory, and can contribute to the professional
development of students.
Anahtar Kelimeler
Case Based Learning Experience Nursing Student Qualitative Study
Proje Numarası
YOK
Kaynakça
- Sarıgöl Ordin Y, Bilik Ö, Turhan Damar H, Çelik B. The learning experiences of nursing students in surgical clinics reflected in reflection reports. Journal of Qualitative Research in Education. 2018;6(3):1-15.
- Kaptı S, Senemoğlu N. Vak’aya dayalı öğretim programının etkililiği. İlköğretim Online. 2015;14(3):899-913.
- Elksnin LK. Use of the case method of ınstruction in special education teacher preparation programs: A preliminary investigation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 1998;21(2):95-108.
- Smith G. The use and effectiveness of the case study method in management education- A critical review. Management Education and Development. 1987;18(1):51-61.
- Vaka Temelli Eğitim Kitabı. 1. Baskı. Ankara, 2013. p. 4-8. https://www.unicef.org/turkey/media/5466/file/VAKA%20TEMELL%C4%B0%20E%20%C4%9E%C4%B0T%C4%B0M%20K%C4%B0TABI%20_%20Kas%C4%B1m%20%202013.pdf.
- Kantar LD, Massouh A. Case-based learning: What traditional curricula fail to teach. Nurse Education Today. 2015;35(8):8-14.
- Williams B. Case-based learning-a review of the literature: Is there scope for this educational paradigm in prehospital education? Emergency Medicine Journal. 2005;22(8):577-581.
- Majeed F. Effectiveness of case-based teaching of physiology for nursing students. Journal of Taibah University Medical Sciences. 2014;9(4):289-292.
- Bowe CM, Voss J, Thomas Aretz H. Case method teaching: An effective approach to integrate the basic and clinical sciences in the preclinical medical curriculum. Medical Teacher. 2009;31(9):834-841.
- Brooke SL. Using the case method to teach online classes: Promoting socratic dialogue and critical thinking skills. International Journal of Teaching and Learning in Higher Education. 2006;(18):142-149.
- McLean SF. Case-based learning and its application in medical and health-care fields: A review of worldwide literature. Journal of Medical Education and Curricular Development. 2016;(3):39-49.
- Noohi E, Karimi-Noghondar M, Haghdoost A. Survey of critical thinking and clinical decision making in nursing student of Kerman University. Iran J Nurs Midwifery Res. 2012;17(6):440-444.
- Yoo M-S, Park J-H. Effect of case-based learning on the development of graduate nurses' problem-solving ability. Nurse Education Today. 2014;34(1):47-51.
- Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3(2):77-101.
- Thistlewaite JE, Davies D, Ekeocha S, Kidd, JM, MacDougall, C, Matthews, P et al. The effectiveness of case-based learning in health professional education. A BEME systematic review. BEME guide number 23. Med Teach. 2012;34:421–444.
- Dupuis RE, Persky AM. Use of case-based learning in a clinical pharmacokinetics course. American Journal of Pharmaceutical Education. 2008;72(2):1-7.
- Razzouk R, Johnson TE. Case studies’ effect on undergraduates’ achievement, attitudes, and team shared mental models in educational psychology. Educational Technology Research and Development. 2013;61(5):751-766.
- Miri B, David B-C, Uri Z. purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education. 2007;37(4):353-369.
- Noblitt L, Vance DE, DePoy Smith ML. A comparison of case study and traditional teaching methods for improvement of oral communication and critical-thinking skills. J Coll Sci Teach. 2010;39(5):26-32.
- Stjernquist M, Crang-Svalenius E. Problem based learning and the case method–medical students change preferences during clerkship. Medical Teacher. 2007;29(8):814-820.
- Peiman S, Mirzazadeh A, Alizadeh M, Mortaz Hejri S, Najafi MT, Tafakhori A, et al. a case based-shared teaching approach in undergraduate medical curriculum: A way for ıntegration in basic and clinical sciences. Acta Med Iran. 2017;55(4):259-264.
- Ertmer PA, Newby TJ, MacDougall M. Students’ responses and approaches to case-based ınstruction: The role of reflective self-regulation. American Educational Research Journal. 1996;33(3):719-752.
- Cornely K. The use of case studies in an undergraduate biochemistry course. Journal of Chemical Education. 1998;75(4):475-478.
- Jalgaonkar SV, Sarkate PV, Tripathi RK. Students perception about small group teaching techniques: Role play method and case based learning in pharmacology. Education in Medicine Journal. 2012;4(2):13-18.
- Lee K, Choi I. Learning classroom management through web-based case ınstruction: ımplications for early childhood teacher education. Early Childhood Education Journal. 2008;35(6):495-503.
- Çelik S, Çevik YD, Haşlaman T. Reflections of prospective teachers regarding case-based learning. Turkish Online Journal of Educational Technology. 2012;(3):64-78.
- Curran VR, Sharpe D, Forristall J, Flynn K. Student satisfaction and perceptions of small group process in case-based interprofessional learning. Medical Teacher. 2008;30(4):431-433.
- Jhaveri KD, Chawla A, Shah HH. Case-based debates: An ınnovative teaching tool in nephrology education. Renal Failure. 2012;34(8):1043-1045.
- Butler MB, Lee S, Tippins DJ. Case-based methodology as an instructional strategy for understanding diversity: Preservice teachers’ perceptions. Multicultural Education. 2006; 13:20-26.
- Weil S, McGuigan N, Kern T. The usage of an online discussion forum for the facilitation of case-based learning in an intermediate accounting course: A New Zealand case. Open Learning: The Journal of Open, Distance and e-Learning. 2011;26(3):237-251.
- Ciraj AM, Vinod P, Ramnarayan K. Enhancing active learning in microbiology through case based learning: Experiences from an Indian medical school. Indian Journal of Pathology and Microbiology. 2010;53(4):729-733.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Proje Numarası | YOK |
| Erken Görünüm Tarihi | 10 Temmuz 2023 |
| Yayımlanma Tarihi | 12 Temmuz 2023 |
| Gönderilme Tarihi | 30 Mayıs 2022 |
| Kabul Tarihi | 8 Eylül 2022 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 18 Sayı: 2 |
