Hemşirelerin Yaşam Boyu Öğrenmeye İlişkin Görüşleri: Nitel Bir Çalışma

Year 2024, Volume: 6 Issue: 3, 585 - 596

Aşkın Selvi , Hülya Kaya , Özgül Eycan , Sevim Ulupınar

https://doi.org/10.46413/boneyusbad.1490200

Abstract

Aim: This study aims to determine nurses’ views on lifelong nursing.
Material and Method: The study is of a qualitative and phenomenological (descriptive) design. The study group consisted of 22 nurses. Individual in-depth interview method was used in the study, and the interviews were continued until data saturation was achieved. Interviews were conducted using a semi-structured interview form and lasted approximately 20 minutes. The study was conducted between August and September 2022, with the permission of the Ethics Committee and written consent from the nurses. Thematic analysis method was used in the analysis of the data.
Results: Five main themes and 18 sub-themes were determined as necessity, attitude, sources of motivation, obstacles and suggestions regarding lifelong learning in this study.
Conclusion: The nurses considered lifelong learning as necessary and that their motivation for lifelong learning was affected by the attitudes of team members and managers, social environment, educational opportunities, individual, familial, institutional, professional, social and physical conditions. While organizing continuing education programs for nurses, it can be recommended to consider working conditions, motivational resources, develop facilities such as libraries and internet access that will support lifelong learning, and provide administrative support.

Keywords

Yaşam boyu öğrenme, Hemşirelik, Hemşirelik eğitimi

Nurse’s Views on Lifelong Learning: A Qualitative Study

Abstract

Amaç: Çalışma, hemşirelerin yaşam boyu öğrenme ile ilgili görüşlerini belirlemek amacıyla yapılmıştır.
Gereç ve Yöntem: Çalışma, nitel tasarım tipinde ve fenomenolojik (betimsel) desendedir. Çalışma grubunu, maksimum çeşitlilik esas alınarak belirlenen 22 hemşire oluşturmuştur. Araştırmada bireysel derinlemesine görüşme yöntemi kullanılmış, görüşmeler veri doygunluğu sağlanıncaya kadar sürdürülmüştür. Görüşmeler yarı yapılandırılmış görüşme formu ile gerçekleştirilmiş ve yaklaşık 20 dk sürmüştür. Çalışma Ağustos – Eylül 2022 tarihleri arasında, Etik Kurul izni ve hemşirelerden yazılı onam alınarak gerçekleştirilmiştir. Verilerin analizinde, tematik analiz yöntemi kullanılmıştır.
Bulgular: Çalışmada yaşam boyu öğrenmeye yönelik gereklilik, tutum, motivasyon kaynakları, engeller ve öneriler olmak üzere beş ana tema ve 18 alt tema belirlenmiştir.
Sonuç: Hemşirelerin yaşam boyu öğrenmeyi gerekli gördükleri, yaşam boyu öğrenmede motivasyonlarının ekip üyeleri ve yöneticilerin tutumundan, sosyal çevre, eğitim olanaklarından, bireysel, ailevi, kurumsal, mesleki, sosyal ve fiziksel koşullardan etkilendiği belirlenmiştir. Hemşirelerin sürekli eğitim programları düzenlenirken çalışma koşulları, motivasyon kaynaklarının dikkate alınması, yaşam boyu öğrenmeyi destekleyecek kütüphane, internet gibi olanakların geliştirilmesi ve yönetsel destek sağlanması önerilebilir.

Keywords

Lifelong learning, Nursing, Nursing education

References

• Arslan, Y. (2018). Determination of nursing students' lifelong learning tendencies. Master's Thesis, Eastern Mediterranean University, Gazimağusa.
• Akın, G. (2022). Yaşam seyrindeki öğrenme yolları: yaşam boyu, yaşam genişliğinde ve yaşam derinliğinde. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 55 (2), 567-599. doi: 10.30964/auebfd.917069
• Association for Evaluation and Accreditation of Nursing Education Programs. (2013). Nursing Undergraduate Education Program Standards. Available at: https://www.hepdak.org.tr/doc/b3_v3.pdf. (Accessed 01.04.2023).
• Baltacı, A. (2019). Qualitative research process: How to conduct a qualitative research? Journal of Ahi Evran University Institute of Social Sciences, 5 (2), 368-388. doi: 10.31592/aeusbed.598299
• Bindon, S. (2017). Professional development strategies to enhance nurses’ knowledge and maintain safe practice. AORN Journal, 99-107. doi: 10.1016/j.aorn.2017.06.002
• Bolton, R. C. D., Martin, M. S., Vivanco, L. (2022). Role of empathy and lifelong learning abilities in physicians and nurses who work in direct contact with patients in adverse working conditions. International Journal of Environmental Research and Public Health, 19, 3012. doi: 10.3390/ijerph19053012
• Chen, Z., Liu, Y. (2019). The different style of lifelong learning in China and the USA based on influencing motivations and factors. International Journal of Educational Research, 95, 13-25. doi: 10.1016/j.ijer.2019.03.005
• Davis, L., Taylor, H., Reyes, H. (2014). Lifelong learning in nursing: A delphi study. Nurse Education Today, 34, 441-445. doi: 10.1016/j.nedt.2013.04.014
• Deloria, R., Wolbring, G. (2022). Role expectations for nurses and neuroscientific and neurotechnological advancements: A qualitative study on the perceptions of nurses on their roles and lifelong learning. SAGE Open, 1-17. doi: 10.1177/21582440221099513
• Demirbağ, S., Celasin, N. Ş., Karaarslan, D., Ergin, D. (2022). Comparison of lifelong learning levels of faculty of health sciences students. Gümüşhane University Journal of Health Sciences, 11(1), 237-245. doi: 10.37989/gumussagbil.687546
• Denat, Y., Dikmen, Y., Filiz, N. Y., Başaran, H. (2016). Lifelong learning tendencies in nursing students. Journal of Human Rhythm, 2(1), 39-45.
• Doorn, Y., Ruysseveldt, J., Dam, K., Mistiaen, W., Nikolova, I. (2016). Understanding well-being and learning of Nigerian nurses: A job demand control support model approach. Journal of Nursing Management, 24, 915–922. doi: 10.1111/jonm.12397
• Döner, A., Ceyhan, Ö., Taşçı, S. (2022). Lifelong learning tendencies of nursing students who take integrated education. Journal of Inonu University Health Services Vocational School, 10(2), 763-775. doi: 10.33715/inonusaglik.1010689
• Garcia-Sierra, R., Fernández-Castro, J., Martínez-Zaragoza, F. (2016). Relationship between job demand and burnout in nurses: Does it depend on work engagement? Journal of Nursing Management, 24, 780–788. doi: 10.1111/jonm.12382
• Gunawan, J. (2015). Ensuring trustworthiness in qualitative research. Belitung Nursing Journal, 1(1):10-11. doi: 10.33546/bnj.4
• Gündoğar, H.S. (2019). Study of Nurses' Lifelong Learning Situations and Problem-Solving Skills (Bartın Province Sample). Master's Thesis, Bartın University, Bartın.
• Kümbetoğlu, B. (2019). Qualitative methods and research in sociology and anthropology. İstanbul: Bağlam Publishing.
• Lera, M., Taxtsoglou, K., Iliadis, C., Frantzana, A., Kourkouta, L. (2020). Nurses’ attitudes toward lifelong learning via new technologies. Asian/Pacific Island Nursing Journal, 5(2), 89-102. doi: 10.31372/20200502.1088
• López-Morales, H., Rivera-Diaz, E., Ore-Zuñiga, A., Vera-Portilla, A., San-Martín, M., Delgado Bolton, R.C., Vivanco, L. (2020). Positive impact of professionalism on the perception of global well-being: a study in healthcare professionals starting their first working experience in peruvian rural areas. Frontiers in Public Health, 8, 575774. doi: 10.3389/fpubh.2020.575774
• Ministry of Health General Directorate of Health Services. (2021). Guide to Core Competencies in Nursing. 1st Edition, Ankara. Available at: https://www.thder.org.tr/uploads/files/temel-yetkinlikler-klavuzu.pdf. (Accessed 01.04.2023).
• Mlambo, M., Silén, C., McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nursing, 20 (62), 1-13. doi: 10.1186/s12912-021-00579-2 Nursing National Core Education Program. (2022). Available at: https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/hemsirelik_cekirdek_egitim_programi.pdf. (Accessed 10.02.2024).
• Pisanti, R., Doef, M., Maes, S., Meier, L. L., Lazzari, D., Violani, C. (2016). How changes in psychosocial job characteristics impact burnout in nurses: a longitudinal analysis. Frontiers in Psychology, 1082. doi: 10.3389/fpsyg.2016.01082
• San-Martin, M., Delgado-Bolton, R., Vivanco, L. (2017). Professionalism and occupational well-being: Similarities and differences among Latin American health professionals. Frontiers in Psychology, 8, 63. doi: 10.3389/fpsyg.2017.00063
• Savcı, C., Akıncı, A. Ç. (2022). Nursing students' individual innovation characteristics and lifelong learning tendencies: Descriptive research. Turkiye Klinikleri Journal of Nursing Sciences, 14(1), 83-93. doi: 10.5336/nurses.2021-82452
• Şenyuva, E., Kaya, H. (2022). Do the lifelong learning tendencies of nursing students affect their attitudes toward e-learning? Florence Nightingale Journal of Nursing. 30 (3), 259-266. doi: 10.5152/FNJN.2022.21164
• Tachtsoglou, K., Iliadis, C., Frantzana, A., Papathanasiou, I.V., Mantzaris, D., Lambrini, K. (2021). Modern lifelong teaching strategies in nursing education. International Journal of Caring Sciences, 14(1), 781-786.
• Taxtsoglou, K., Lera, M., Iliadis, C., Frantzana, A., Ouzounakis, P., Kourkouta, L. (2020). Lifelong learning programmes in the nursing context and nurses’ satisfaction. International Journal of Caring Sciences, 13 (1), 563-572.
• The Council of The European Union. (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning. Available at: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7. (Accessed 20.04.2023).
• The Turkiye Higher Education Institution. (2010). The Turkiye Higher Education Qualifications Framework (THEQF). Available at: http://www.tyyc.sakarya.edu.tr/?pid=33. (Accessced 24.10.2024).
• The Turkiye Higher Education Institution. (2011). The Turkiye Higher Education Qualifications Framework (THEQF). Available at: http://tyyc.yok.gov.tr/?pid=20. (Accessed 20.04.2023).
• Tutar, H. (2022). Validity and reliability in qualitative research: A model proposal. Anadolu University Journal of Social Sciences, 22(special issue2), 117-140. doi: 10.18037/ausbd.1227323
• Uysal Yalçın, S., Özaslan, Z., Şimşek Şahin, E., Alptekin, H.M., Erdoğan, B., Aydın Er, R. (2019). Nurse candidates' lifelong learning tendencies: A qualitative study. Gümüşhane University Journal of Health Sciences, 8(1), 55-63.
• Qalehsari, M.Q., Khaghanizadeh, M., Ebadi, A. (2017). Lifelong learning strategies in nursing: A systematic review. Electronic Physician, 9 (10), 5541-5550. doi: 10.19082/5541
• Viruez-Soto, J., Bolton, R.C.D., San-Martin, M., Vivanco, L. (2021). Inter-professional collaboration and occupational well-being of physicians who work in adverse working conditions. Healthcare, 9, 1210. doi: 10.3390/healthcare9091210