Effect of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students

Year 2020, Volume: 45 Issue: 2, 604 - 612, 30.06.2020

Sezgi Kaplan , Hilal Tüzer

https://doi.org/10.17826/cumj.668515

Cited By: 4

Abstract

Purpose: The aim of this study was to compare the effects of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students.
Materials and Methods: The students were divided into two groups as a web-assisted learning group (n=33) and a peer learning group (n=34) in the study. A theoretical course about stoma care was first provided to the students during the study and an initial test then administered. A video was produced for the web-assisted learning group using a low reality simulator by the investigator at the skills laboratory; this video was then loaded to the Edpuzzle software and the students asked to watch it. In the peer learning group, the peer trainers received stoma care training from the investigator and underwent practical training with the low reality simulator. These peer trainers then had the peer learning group perform the skills at the skills laboratory with a low reality simulator and evaluated the students. All the students in the two groups then performed stoma care with the low reality simulator and were evaluated by the investigator. A final test was administered to all students.
Results: The mean knowledge score for the pre-test and post-test was 71.21±12.50 and 77.27±9.69, respectively, in the Web-assisted Learning Group and 67.50±10.46 and 78.24±8.52, respectively, in the Peer Learning Group. There was a significant increase in the mean knowledge test score following training in both groups.
Conclusion: According to the study results, the knowledge score and skill score increased in both groups. We recommend the use of web-assisted learning and peer learning in nursing education.

Keywords

peer learning, web-assisted learning, nursing training

Supporting Institution

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Project Number

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Thanks

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Web destekli eğitim ve akran eğitimininin hemşirelik öğrencilerinin stoma bakımı bilgi ve becerilerine etkisi

Abstract

Amaç: Bu çalışma, hemşirelik öğrencilerinin stoma bakımına yönelik bilgi ve becerilerine web destekli öğretim ve akran eğitiminin etkisinin karşılaştırılması amacıyla yapılmıştır.
Gereç ve Yöntem: Çalışmada, öğrenciler web destekli eğitim grubu (n=33) ve akran eğitimi grubu (n=34) olmak üzere iki gruba ayrıldı. Öncelikle tüm öğrencilere stoma bakımı hakkında teorik ders anlatıldı ve daha sonra ön test uygulandı. Web destekli eğitim grubunda; düşük gerçeklikli simülatör ile beceri laboratuvarında stoma bakımına yönelik araştırmacı tarafından video çekildi ve video Edpuzzle programına yüklenerek gruptaki öğrencilerin videoyu izlemesi sağlandı. Akran eğitim grubunda ise; araştırmacı tarafından akran eğiticilerine akran eğitimi, stoma bakım eğitimi anlatıldı ve düşük gerçeklikli simülatör ile uygulama yaptırıldı. Akran eğiticileri, düşük gerçeklikli simülatör ile akran eğitimi grubuna stoma bakımını yaptırarak öğrencileri değerlendirdi. Daha sonra her iki gruptaki öğrencilerin tamamı araştırmacı gözleminde düşük gerçeklik simülatör ile stoma bakım uygulamasını yaparak ve araştırmacı tarafından değerlendirildi. Tüm öğrencilere son test uygulandı.
Bulgular: Bilgi puanı ortalaması ön test ve son test için Web Destekli Eğitim Grubu’ nda 71.21±12.50 ve 77.27±9.69; Akran Eğitimi Grubu’ nda sırasıyla 67.50±10.46 ve 78.24±8.52 olarak bulundu. Her iki grup için eğitim sonunda bilgi testi puan ortalamalarının anlamlı düzeyde arttığı gözlendi.
Sonuç: Araştırmanın sonucuna göre; her iki grubunda bilgi puanı artmıştır. Hemşirelik eğitiminde web destekli eğitim ve akran eğitimi yönteminin kullanılması önerilmektedir.

Keywords

peer learning, web-assisted learning

Project Number

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