Understanding the Social Variations of Nursing Students’ Service-Learning and its Effect on Development of Vocational and Social Responsibility

Year 2024, , 525 - 535, 31.08.2024

Bora Balun , Yılmaz Olcay , Durdane Yılmaz Güven

https://doi.org/10.54005/geneltip.1464785

Abstract

Aim: The study carried on to define the effectiveness of the service-learning approach was realised with 2nd year nursing students of the faculty of health sciences of a state university operating in Turkey during the fall semester of the 2022-2023 academic year (14 weeks).
Method: In this study in which a qualitative and quantitative combined method was adopted, 132 students made the sample group of the quantitative research (experimental and control group). For this purpose, “Personal and Social Responsibility Questionnaire and Service-Learning Scale”, validity and reliability of which was proved, was used. In the quantitative research it was aimed to find out if there was a significant difference between the pre and post-test performances of the students participating in the service-learning activities and to compare the results with the students who did not participate in the service-learning activities and to see if the service-learning activities had any contribution to social responsibility skills of the students. The qualitative part of the research was realised with 10 participants who participated in the whole process of the study and a semi-structured questionnaire was used. In the qualitative part of the study, it was aimed to gain profound knowledge through the experiences that participants gained during the service-learning process.
Results: The results of the research indicate that the service-learning approach contributed positively to the development of participants' insights into the importance of community work, helped them understand social diversity, helped the development of their social skills and increased sense of responsibility.
Conclusion: Service-learning positively affected students’ knowledge of vocational and social responsibility and their self-assessment of knowledge-skill-attitudes. It is recommended that the service-learning approach be used to teach nursing vocational and social responsibility.

Keywords

Nursing education, Nursing students, Service-learning, Social responsibility, Vocational development.

Ethical Statement

Institutional permission (05.10.2022-E-43687250) and ethics committee approval (26.09.2022-2022/07) were obtained from the university where the research would be conducted. Written permission from the students was obtained and they were informed that their personal information would be used for research purposes only.

Supporting Institution

The research was supported by the project numbered KBÜBAP-22-DS-146 of the Scientific Research Projects Coordinatorship of Karabük University and the project numbered 2021-1-ES01-KA220-HED-000031128 of the Spanish National Agency.

Project Number

The research was supported by the project numbered KBÜBAP-22-DS-146 of the Scientific Research Projects Coordinatorship of Karabük University and the project numbered 2021-1-ES01-KA220-HED-000031128 of the Spanish National Agency.

Hizmet Ederek Öğrenme Yaklaşımının Hemşirelik Öğrencilerinin Mesleki ve Sosyal Sorumluluk Gelişimine Etkisinin İncelenmesi

Abstract

Amaç: Hizmet ederek öğrenme yaklaşımının etkililiğini belirlemek amacıyla yürütülen çalışma, Türkiye’de faaliyet gösteren bir devlet üniversitesinin sağlık bilimleri fakültesi 2. sınıf hemşirelik öğrencileri ile 2022-2023 eğitim-öğretim yılı güz döneminde (14 hafta) yapılmıştır.
Gereç ve Yöntem: Karma yöntem kullanılarak yapılan bu çalışmada nicel araştırmanın örneklem grubu 132 öğrenciden oluşmuştur. Bu amaçla geçerliliği ve güvenirliği kanıtlanmış “Bireysel ve Sosyal Sorumluluk Ölçeği ve Hizmet Ederek Öğrenme Ölçeği” kullanılmıştır. Araştırmanın nitel kısmı çalışmanın tamamına katılan 10 katılımcı ile gerçekleştirilmiş olup yarı yapılandırılmış anket kullanılmıştır. Araştırmanın nitel kısmında ise katılımcıların hizmet ederek öğrenme sürecinde edindikleri deneyimler aracılığıyla derinlemesine bilgi edinmesi amaçlanmıştır.
Bulgular: Araştırmaya katılan öğrencilerin Bireysel ve Sosyal Sorumluluk Ölçeği’nin ön test uygulamasında ortalama puanının 58,51±17,59, son test uygulamasında ise 62,59±10,13 olduğu belirlenmiştir. Ayrıca öğrencilerin hizmet ederek öğrenme toplam ölçeğinden ön testte aldıkları puanların ortalaması 82,78±13,88; Son testte aldıkları puan ortalamasının 86,00±10,69 olduğu saptanmıştır. Araştırmanın nitel verileri, hizmet ederek öğrenme yaklaşımının katılımcıların toplum için çalışmasının önemine dair içgörülerinin gelişmesine olumlu katkıda bulunduğunu, sosyal çeşitliliği anlamalarına yardımcı olduğunu, sosyal becerilerinin gelişmesine yardımcı olduğunu ve sorumluluk duygularının arttığını göstermektedir.
Sonuç: Hizmet ederek öğrenme, öğrencilerin mesleki ve sosyal sorumluluk bilgilerini ve bilgi-beceri-tutumlarına ilişkin öz değerlendirmelerini olumlu yönde etkilemiştir. Hemşireliğin mesleki ve sosyal sorumluluğunu öğretmek için hizmet ederek öğrenme yaklaşımının kullanılması önerilmektedir.

Keywords

Hemşirelik eğitimi, Hemşirelik öğrencileri, Hizmet ederek öğrenme, Sosyal sorumluluk, Mesleki gelişim

Project Number

The research was supported by the project numbered KBÜBAP-22-DS-146 of the Scientific Research Projects Coordinatorship of Karabük University and the project numbered 2021-1-ES01-KA220-HED-000031128 of the Spanish National Agency.

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