İstasyon Tekniğinin Hemşirelik Öğrencilerinin Enjeksiyon Uygulamaları ve Memnuniyeti Üzerindeki Etkisi

Abstract

İstasyon tekniği gibi aktif öğrenme yöntemlerinin öğrencilerde hem teknik becerileri hem de duygusal yeterlilikleri geliştirdiğine inanılmaktadır. Ancak, bu yöntemlerin geleneksel yöntemlerle etkililiğini karşılaştıran kanıtlar sınırlı kalmaya devam etmektedir. Bu çalışma, aktif bir öğrenme yöntemi olan istasyon tekniğinin, hemşirelik öğrencilerinin invaziv enjeksiyon becerilerini ve memnuniyet düzeylerini geleneksel öğretim yöntemlerine kıyasla artırıp artırmadığını değerlendirmeyi amaçlamıştır. Çalışma, randomize kontrollü bir tasarımda yürütülmüştür. Müdahale grubunda istasyon tekniği ile pratik yapan öğrenciler (n=47) ve kontrol grubunda geleneksel yöntemle pratik yapan öğrenciler (n=47) yer almıştır. Araştırma verileri Öğrenci Memnuniyet Ölçeği Kısa Formu ve Enjeksiyon Kontrol Listeleri kullanılarak toplanmıştır. Veriler uygulamadan sonra bir kez toplanmıştır. Müdahale grubu, kontrol grubu ile karşılaştırıldığında deri altı ve kas içi enjeksiyon becerilerinde anlamlı şekilde daha yüksek medyan puanlar göstermiştir (p<0.05). Gruplar arasında deri içi enjeksiyon becerileri açısından anlamlı bir fark bulunmamıştır. Benzer şekilde, gruplar arasında genel memnuniyet düzeylerinde veya Öğrenci Memnuniyet Ölçeği-Kısa Formunun alt ölçeklerinde istatistiksel olarak anlamlı bir fark gözlenmemiştir. İstasyon tekniği öğrencilerin deri altı ve kas içi enjeksiyon becerilerini etkili bir şekilde geliştirmiş ancak geleneksel yöntemlere kıyasla memnuniyet düzeylerini önemli ölçüde etkilememiştir. İstasyon tekniği, özellikle invaziv prosedürlerde pratik beceri edinimini geliştirmek için hemşirelik eğitiminde değerli bir strateji olabilir.

Keywords

• Deri içi enjeksiyon
• kas içi enjeksiyon
• hemşirelik eğitimi
• deri altı enjeksiyon
• öğrenci menuniyeti

Impact of Station Technique on Nursing Students’ Injection Practice and Satisfaction

Abstract

Active learning methods such as the station technique are believed to improve both technical skills and emotional competencies among students. However, evidence comparing their effectiveness to traditional methods remains limited. This study aimed to evaluate whether the station technique, an active learning method, enhances nursing students’ invasive injection skills and satisfaction levels compared to traditional teaching methods. The study was conducted in a randomised controlled design. The intervention group included students who practised by station technique (n=47) and the control group included students who practiced by traditional method (n=47). Research data were collected using Student Satisfaction Scale Short Form and Injection Checklists. Data were collected once after practice. The intervention group demonstrated significantly higher median scores in subcutaneous and intramuscular injection skills compared to the control group (p<0.05). No significant difference was found between groups regarding intradermal injection skills. Similarly, no statistically significant differences were observed between the groups in overall satisfaction levels or in the subscales of the Student Satisfaction Scale-Short Form. The station technique effectively enhanced students’ subcutaneous and intramuscular injection skills but did not significantly affect satisfaction levels compared to traditional methods. The station technique can be a valuable strategy in nursing education to improve practical skill acquisition, particularly in invasive procedures.

Keywords

• Intradermal injection
• intramuscular injection
• nursing education
• subcutaneous injection
• student satisfaction

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