HEMŞİRELİK ÖĞRENCİLERİNİN ÖĞRENME STİLLERİ VE PSİKOMOTOR BECERİLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Year 2020, Volume: 6 Issue: 3, 234 - 245, 31.12.2020

Handan Özdemir Ayten Zaybak

Abstract

ÖZET
Bu araştırma, hemşirelik öğrencilerinin öğrenme stilleri ile psikomotor becerileri arasındaki ilişkinin incelenmesi amacıyla yapılmış tanımlayıcı bir çalışmadır. Araştırma, Kasım 2013 - Mayıs 2014 tarihleri arasında İzmir’de bir Hemşirelik Fakültesinde yapıldı. Araştırmanın örneklemini, hemşirelik esasları dersini alan ve araştırmaya katılmayı kabul eden 2. Sınıf öğrenciler (n=174) oluşturdu. Araştırmada öncelikle bütün öğrencilere sınıf ortamında İM enjeksiyon ile ilgili teorik bilgi anlatıldı ve “Felder ve Soloman Öğrenme Stilleri Envanteri” ve İM enjeksiyon bilgi formu uygulandı. Daha sonra, öğrencilere beceri laboratuvarında, İM enjeksiyon uygulaması demonstre edildi. Demonstrasyondan 15 gün sonra “İM Enjeksiyon Beceri Listesi” kullanılarak öğrencilerin IM enjeksiyon uygulama becerisi değerlendirildi. Araştırmaya katılan öğrencilerin genel olarak; yaparak, görsel, hissederek ve sıralı öğrenme stiline sahip oldukları belirlendi. Hissederek öğrenme stiline sahip öğrencilerin İM enjeksiyon bilgi puan ortalamalarının sezgisel öğrenme stiline sahip öğrencilerden, sıralı öğrenme stiline sahip öğrencilerin İM enjeksiyon bilgi puan ortalamalarının bütünsel öğrenme stiline sahip öğrencilerden anlamlı derecede yüksek olduğu saptandı. Öğrencilerin öğrenme stillerine göre elde edilen psikomotor beceri (İM enjeksiyon) düzeyi puan ortalamaları arasında anlamlı fark olmadığı belirlendi. Çalışma sonucunda, hemşirelik öğrencilerinin öğrenme stilleri ile psikomotor becerileri (İM enjeksiyon) arasında ilişki bulunmamıştır.
Anahtar Kelimeler: Hemşirelik öğrencisi, öğrenme stilleri, psikomotor beceri.

Keywords

Hemşirelik öğrencisi, öğrenme stilleri

INVESTIGATION OF RELATIONSHIP BETWEEN LEARNING STYLES AND PSYCHOMOTOR SKILLS OF NURSING STUDENTS

Abstract

ABSTRACT
This study was performed to investigate the relationship between learning styles and psychomotor skills of nursing students. The study was conducted between November 2013 and May 2014 in a Nursing Faculty in Izmir. The sample of the study comprised 2nd grade students (n = 174) who took “fundamentals of nursing” course and agreed to participate in the study. In the study, all the participating students were first given theoretical knowledge about the intramuscular (IM) injection in the classroom, and then they were administered the “Felder-Soloman Index of Learning Styles” and “IM Injection Knowledge Form”. Later, in the skills lab, the participants were demonstrated how to administer IM injection. Fifteen days after the demonstration, the participants’ IM injection skills were assessed using the “IM Injection Practice Skills Checklist”. The majority of the participants in the study were determined to have active, visual, sensing and sequential learning styles. In the present study, IM injection knowledge mean scores of the participants with the sensing and sequential learning styles were higher than those of the participants with the intuitive and global learning styles. No significant differences were determined between the participants’ mean scores for psychomotor skills (IM injection) in terms of their learning styles. In the study, no relationship was determined between the learning styles and psychomotor skills (IM injection) of the participating nursing students.
Keywords: Nursing student, learning styles, psychomotor skill.

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