Hemşirelik Bölümü Kişilerarası İlişkiler ve Terapötik İletişim Dersi Öğretim Programının Değerlendirilmesi
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Tarih
2019-04-30
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Yayıncı
İstanbul Gelişim Üniversitesi Yayınları / Istanbul Gelisim University Press
Erişim Hakkı
info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivs 3.0 United States
Attribution-NonCommercial-NoDerivs 3.0 United States
Özet
Amaç: Araştırmayla İstanbul Gelişim Üniversitesi Hemşirelik Bölümü 2017-2018 Bahar dönemi “Kişilerarası İlişkiler ve Terapötik İletişim” lisans dersinde uygulanan öğrenen merkezli öğretim programı tasarımının öğrenci görüşlerine göre değerlendirilmesi amaçlanmaktadır. Yöntem: Araştırma, betimsel araştırma kapsamındaki genel tarama modeliyle gerçekleştirilmiştir. Araştırmanın veri toplama aracı, Kavgaoğlu ve Alcı tarafından geliştirilen “CIPP Program Değerlendirme Ölçeği”dir. Araştırmanın çalışma grubunu, 2017-2018 Bahar döneminde İstanbul Gelişim Üniversitesi Sağlık Yüksekokulu Hemşirelik lisans programında Kişilerarası İlişkiler ve Terapötik İletişim dersine devam eden 52 öğrenci oluşturmaktadır. Araştırmanın veri analizi SPSS v25.0 programıyla gerçekleştirilmiştir. Araştırmanın istatistiksel çözümlemeleri betimsel analiz, güvenilirlik, farklılık ve korelasyon analizleri ile yapılmıştır. Çözümlemelerde non-parametrik teknikler olan “Mann Whitney U Testi”, “Kruskal Wallis Analizi”, “Spearman’s Rho Testi” kullanılmıştır. Modelin ara değişkenlerinin aracılık etkisini belirleyebilmek için “Hiyerarşik Regresyon Analizi” yapılmıştır. Bulgular: Araştırmanın süreç ve çıktı değişkenleri arasında istatistiki olarak anlamlı bir ilişki bulunmuştur (p<0.05). Bağlam bağımsız değişkeninin, süreç ara değişkeni olarak çıktıyı istatistiki yönden etkilediği ve kısmi ara değişken etkisinin bulunduğu tespit edilmiştir (?=0.667 p=0.000<0.05). Bağlam-1 ve girdi düzeyleri ile cinsiyet arasında erkek öğrenciler lehine; Bağlam-1 düzeyi ile duygusal yardım beceri düzeyleri arasında duygusal yardım becerisinin orta düzey olduğunu ifade eden öğrenciler lehine anlamlı farklılıklar bulunmuştur (p<0.05). Öğrencilerin CIPP boyutlarındaki düzeyleri ile alandaki eğitimleri, akademik başarı öz değerlendirme düzeyleri ve sosyal ilişki öz değerlendirme düzeyleri arasında istatistiki olarak anlamlı bir farklılık saptanmamıştır (p>0.05). Sonuç: Araştırma sonucunda öğrenen merkezli öğretimin, programın kişisel, sosyal ve iş sonuçlarına dönük çıktıları üzerinde etkili olduğu belirlenmiştir. Süreçte uygulanan öğrenen merkezli öğretime ilişkin öğrenci görüşlerinin alandaki eğitim geçmişi, algılanan akademik ve sosyal yeterlilik değişkenlerine göre farklılaşmadan tüm boyutlarda yüksek olduğu, bununla birlikte cinsiyet ve duygusal yardım becerisine yönelik algı gibi bireysel farklılıkların öğrenme ortamının farklı yorumlanmasında etkili olduğu görülmüştür. Yüksekokul genelinde akademik başarı ve öğrenci memnuniyetinin artırılması için derslerin yetişkin öğrenme prensiplerini ve bireysel farklılıkları da dikkate alan öğrenen merkezli öğretim tasarımlarıyla planlanmasının ve terapötik iletişim derslerinin hemşirelik müfredatı içinde farklı öğretim kademelerinde genişleyerek tekrar eden spiral bir tasarımla verilmesinin faydalı olacağı düşünülmektedir.
Aim: The purpose of this study is to evaluate the learner-centered curriculum design applied in the Istanbul Gelisim University Nursing Department, in 2017-2018 spring semester "Interpersonal Relationships and Therapeutic Communication" undergraduate course, according to students' opinions. Method: The research was carried out through a survey model within descriptive research. Research data collection tool is "CIPP Program Rating Scale" that was developed by Kavgaoğlu and Alcı. The study group of the research consists of 52 students who attend the Istanbul Gelisim University School of Health Nursing undergraduate program in "Interpersonal Relationships and Therapeutic Communication" course in 2017-2018 spring semester. The survey data analysis was carried out with SPSS v25.0 program. Statistical analysis of the study was done by descriptive analysis, reliability, difference and correlation analysis. Non-parametric techniques, such as "Mann Whitney U Test", "Kruskal Wallis Analysis" and "Spearman's Rho Test" were used in the analyzes. "Hierarchical Regression Analysis" was performed to determine the mediating effect of the model's intermediate variables. Findings: There was a statistically significant relationship between the process variable and the output of the study (p <0.05). It was found that the context independent variable influenced the output of the process as an intermediate variable and had a partial intermediate variable effect (? = 0.667 p = 0.000 <0.05). Findings with Context-1 between input levels and gender was in favor of male students; Significant differences were found in favor of students who stated that the level of emotional help was moderate between Context-1 and emotional support skill levels (p <0.05). There was no statistically significant difference between the levels of the students in the CIPP dimensions and the training in the field, academic achievement self-evaluation levels and social relationship self-evaluation levels (p> 0.05). Conclusion: As a result of the research, it has been determined that learner-centered teaching has an impact on the output of the program towards personal, social and business results. It has been found that the student's perceptions of the learner-centered teaching applied in the process are high in all dimensions without being differentiated according to the perceived academic and social competence variables and that individual differences such as perception of gender and emotional support skill are effective in a different interpretation of the learning environment. In order to increase academic achievement and student satisfaction across the vocational school, it is thought that it is useful to plan the courses with learner-centered instructional designs that take consideration into adult learning principles and individual differences, and to provide therapeutic communication courses in a nursing curriculum with repeated spiral design by expanding in different instructional levels.
Aim: The purpose of this study is to evaluate the learner-centered curriculum design applied in the Istanbul Gelisim University Nursing Department, in 2017-2018 spring semester "Interpersonal Relationships and Therapeutic Communication" undergraduate course, according to students' opinions. Method: The research was carried out through a survey model within descriptive research. Research data collection tool is "CIPP Program Rating Scale" that was developed by Kavgaoğlu and Alcı. The study group of the research consists of 52 students who attend the Istanbul Gelisim University School of Health Nursing undergraduate program in "Interpersonal Relationships and Therapeutic Communication" course in 2017-2018 spring semester. The survey data analysis was carried out with SPSS v25.0 program. Statistical analysis of the study was done by descriptive analysis, reliability, difference and correlation analysis. Non-parametric techniques, such as "Mann Whitney U Test", "Kruskal Wallis Analysis" and "Spearman's Rho Test" were used in the analyzes. "Hierarchical Regression Analysis" was performed to determine the mediating effect of the model's intermediate variables. Findings: There was a statistically significant relationship between the process variable and the output of the study (p <0.05). It was found that the context independent variable influenced the output of the process as an intermediate variable and had a partial intermediate variable effect (? = 0.667 p = 0.000 <0.05). Findings with Context-1 between input levels and gender was in favor of male students; Significant differences were found in favor of students who stated that the level of emotional help was moderate between Context-1 and emotional support skill levels (p <0.05). There was no statistically significant difference between the levels of the students in the CIPP dimensions and the training in the field, academic achievement self-evaluation levels and social relationship self-evaluation levels (p> 0.05). Conclusion: As a result of the research, it has been determined that learner-centered teaching has an impact on the output of the program towards personal, social and business results. It has been found that the student's perceptions of the learner-centered teaching applied in the process are high in all dimensions without being differentiated according to the perceived academic and social competence variables and that individual differences such as perception of gender and emotional support skill are effective in a different interpretation of the learning environment. In order to increase academic achievement and student satisfaction across the vocational school, it is thought that it is useful to plan the courses with learner-centered instructional designs that take consideration into adult learning principles and individual differences, and to provide therapeutic communication courses in a nursing curriculum with repeated spiral design by expanding in different instructional levels.
Açıklama
Anahtar Kelimeler
Research Subject Categories::MEDICINE
Kaynak
İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
7
