The Effects of Online Learning Environments on Midwifery Students' Professional Belonging and Sel Efficacy Proficiency Levels

Yıl 2023, Cilt: 4 Sayı: 3, 74 - 82, 13.12.2023

Sema Aker , Yasemin Aydın Kartal

https://doi.org/10.59062/ijpes.1372224

Öz

This study was carried out to determine the effect of online learning environments on midwifery students' professional belonging and self-efficacy levels. The sample of the study, which was conducted in a descriptive and correlational design, consisted of 218 students studying in the 1st, 2nd, 3rd and 4th grades of a public university midwifery department in the 2021-2022 academic year (Participation rate 71%). Data; It was collected with the “Introductory Information Form”, “Midwifery Belonging Scale (MBS)” and “Self-Efficacy Scale (SES)”. Descriptive statistics, Mann Whitney U and Kruskal Wallis Test were used to evaluate the data. It was determined that the average age of midwifery students participating in the study was 21.01±1.66 and 75.9% of them willingly preferred the midwifery profession. While the rate of students who found online learning environments sufficient in theoretical education was 23.6%, it was only 7.9% in applied education. While 83.9% of the students mostly stated the advantages of online learning environments as providing continuous education, 72.9% of them equal opportunity in education, 71.6% of them as place and time independence; 78.7% of the disadvantages were stated as not being able to carry out the practical training effectively, 77.7% as the lack of sufficient interaction and 68.1% as technological inadequacy. While the mean score of the participants was found to be 86.33±15.29, the mean score of SES was found to be 83.37±12.28. While the level of satisfaction with online learning and the class variable did not significantly affect the scale scores of MBS and SES, it was determined that the variable of willingly choosing the department and academic achievement status significantly differentiated the scale mean scores. In addition, it was determined that as students' midwifery belonging increased, their self efficacy levels increased significantly in the positive direction. In line with the findings of the study, it was determined that the self efficacy and professional belonging of the students who experienced online learning due to the Covid-19 pandemic were moderate. It is recommended to develop effective distance education strategies by considering the factors affecting students' self-efficacy and professional belonging.

Anahtar Kelimeler

Distance education, midwifery, online, self-efficacy, student

Çevrim İçi Öğrenme Ortamlarının Ebelik Öğrencilerinin Mesleki Aidiyet ve Öz Etkililik-Yeterlilik Düzeylerine Etkisi

Öz

Bu çalışma, çevrim içi öğrenme ortamlarının ebelik öğrencilerinin mesleki aidiyet ve öz etkililik-yeterlik düzeylerine etkisinin belirlenmesi amacıyla yürütülmüştür. Tanımlayıcı ve korelasyonel desende yürütülen araştırmanın örneklemini 2021-2022 eğitim öğretim yılında bir kamu üniversitesi Ebelik bölümü 1.,2., 3. ve 4. sınıfta öğrenim gören 218 öğrenci oluşturmuştur (Katılım oranı %71). Veriler; “Tanıtıcı Bilgi Formu”, “Ebelik Aidiyet Ölçeği (EAÖ)” ve “Öz Etkililik-Yeterlik Ölçeği (ÖEYÖ)” ile toplanmıştır. Verilerin değerlendirilmesinde tanımlayıcı istatistikler, Mann Whitney U ve Kruskal Wallis Testi kullanılmıştır. Araştırmaya katılan ebelik öğrencilerinin yaş ortalaması 21,01±1,66 olduğu ve %75,9’nun ebelik mesleğini isteyerek tercih ettiği belirlendi. Çevrim içi öğrenme ortamlarını, teorik eğitimde yeterli bulan öğrencilerin oranı %23,6 iken uygulamalı eğitimde ise yalnızca %7,9 olarak saptandı. Çevrim içi öğrenme ortamların avantajlarını çoğunlukla öğrencilerin %83,9’u sürekli eğitim imkânı sağlama, %72,9’u eğitimde fırsat eşitliği, %71,6’sı yer ve zaman bağımsızlığı olarak belirtilirken; dezavantajlarını ise %78,7’si uygulama eğitimlerinin etkin yürütülememesi, %77,7’si yeterli etkileşimin olmaması ve %68,1’i ise teknolojik yetersizlik olarak belirtmiştir. Katılımcıların EAÖ puan ortalaması 86,33±15,29 iken, ÖEYÖ puan ortalaması 83,37±12,28 olarak bulunmuştur. Çevrim içi öğrenmeden memnuniyet düzeyi ve sınıf değişkeninin EAÖ, ÖEYÖ ölçek puanları anlamlı olarak etkilemezken, bölümü isteyerek tercih etme, akademik başarı durumu değişkeninin ölçek puan ortalamalarını anlamlı olarak farklılaştırdığı tespit edildi. Ayrıca, öğrencilerin ebelik aidiyetleri arttıkça öz etkililik-yeterlik düzeyleri pozitif yönde anlamlı olarak arttığı belirlenmiştir. Çalışma bulguları doğrultusunda, Covid-19 pandemisi nedeniyle çevrim içi öğrenmeyi deneyimleyen öğrencilerin öz etkililik-yeterlik ve mesleki aidiyetlerinin orta düzeyde olduğu belirlenmiştir. Öğrencilerin öz etkililik-yeterlik ve mesleki aidiyetlerini etkileyen faktörlerin de göz önünde bulundurularak etkili uzaktan eğitim stratejilerinin geliştirilmesi önerilmektedir.

Anahtar Kelimeler

Çevrim içi, ebelik, öğrenci, öz etkililik-yeterlik, uzaktan eğitim

Kaynakça

• Abbasi, M. S., Ahmed, N., Sajjad, B., Alshahrani, A., Saeed, S., Sarfaraz, S., ... & Abduljabbar, T. (2020). E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work, 67(3), 549-556.
• Ahmed, H., Allaf, M., & Elghazaly, H. (2020). COVID-19 and medical education (Mar, 10.1016/S14733099 (20) 30226-7, 2020). Lancet Infectıous Dıseases, 20(5), E79-E79.
• Akyıldız, D. (2021). Distance education of midwifery students during the COVID-19 pandemic: challenges and recommendations. European Journal of Midwifery, 5
• Armstrong-Mensah E, Ramsey-White K, Yankey B, Self-Brown S. (2020). COVID-19 and distance learning: Effects on Georgia State University school of public health students. Pub Health Front, 8: 576227.
• Ashktorab, T., Hasanvand, S., & Seyedfatemi, N. Salman, i N., & Hosseini, S.(2017). Factors affecting the belongingness sense of undergraduate nursing students towards clinical setting: a qualitative study. Journal Of Caring Sciences, 6(3), 221-235.
• Baskaya, Y., Sayıner, F. D., & Filiz, Z. (2020). How much do I belong to my profession? A scale development study: Midwifery Belonging Scale. Health Care for Women International, 41(8), 883-898.
• Brandford, E., Wang, T., Nguyen, C., & Rassbach, C. E. (2022). Sense of belonging and professional identity among combined pediatrics-anesthesiology residents. Academic Pediatrics, 22(7), 1246-1253.
• Çetinkaya, Ş. Ş., & Güney, D. (2022). The Effect of Distance Educationon the Professional Competence and Academic Motivation of Midwifery Students: A Qualitative Study. Black Sea Journal of Health Science, 5(3), 540-546.
• Çınar, S., Özbay, Ö., & Kanbay, Y. (2022), Distance education in nursing: Readiness and satisfaction levels of students. Journal of Educational Technology and Online Learning, 5(2), 467-480.
• Gözüm, S., Akyasan, S. (2010). Öz-Etkililik Yeterlik Ölçeği’nin Türkçe Formunun Güvenilirlik ve Geçerliliği. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 2(1).
• Hassanvand, S., Ashktorab, T., Seyed, F. N., & Zayeri, F. (2014). Translatıon, Cultural Adaptatıon, And Relıabılıty Of Nursıng Students’belongıngness Scale-Clınıcal Placement Experıence. Future Med Educ J. 4(3):22– 5. Persian.
• Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
• International Confederation of Midwifes-ICM. (2021). “Global standards for midwifery education”. https://www.internationalmidwives.org/our-work/policy-and-practice/global-standards.html (Erişim Tarihi: 15 Temmuz, 2023).
• Kim, M., & Park, S. Y. (2011). Factors affecting the self-directed learning of students at clinical practice course for advanced practice nurse. Asian Nursing Research, 5(1), 48-59.
• Luyben, A., Fleming, V., & Vermeulen, J. (2020). Midwifery education in COVID-19-time: Challenges and opportunities. Midwifery, 89, 102776
• Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53-60.
• Rahman, N. M., Made, S., Usman, A. N., Idris, I., Unde, A., & Bahar, B. (2022). Analysis of understanding of midwife students of midwife care as the impact of online learning. International Journal of Health and Medical Sciences, 5(1), 63-66.
• Rajabalee, B. Y., Santally, M. I., & Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-learning and Digital Media, 17(1), 1-20.
• Saadatbakht, M., Ahmadi, A., Mehdizadeh Zare Ansari, A., Azizzade Forouzi, M., & Jahani, Y. (2019). The Effectiveness of Group Counseling with Emphasis on Communication Skills on Midwifery Students’ Sense of Belonging in Clinical Settings. Strides in Development of Medical Education, 16(1).
• Tang, C., Thyer, L., Bye, R., Kenny, B., Tulliani, N., Peel, N., ... & Dark, L. (2023). Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives. BMC Medical Education, 23(1), 100.
• Topuz, Ş., Sezer, N. Y., Aker, M. N., Gönenç, İ. M., Cengiz, H. Ö., & Korucu, A. E. (2021). A SWOT analysis of the opinions of midwifery students about distance education during the Covid-19 pandemic a qualitative study. Midwifery, 103, 103161.
• Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 100510.
• Yüksek Öğretim Kurumu-YÖK. (2020). “Üniversitelerde uygulanacak uzaktan eğitime ilişkin açıklama”. https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx (Erişim Tarihi: 15 Temmuz, 2023).