Hemşirelik Öğr encilerinin Dijital Okuryazarlık Düzeyleri ve Danışmanlık Becerilerinin İlişkisi

Abstract

Amaç: Bu araştırma, hemşirelik öğrencilerinin dijital okuryazarlık düzeyleri ve danışmanlık becerileri arasındaki ilişkiyi incelemek amacıyla tanımlayıcı ve korelasyonel olarak yapıldı. Gereç ve Yöntem: Çalışma örneklemini 383 hemşirelik öğrencisi oluşturdu. Verilerin toplanmasında Birey Bilgi Formu, Dijital Okuryazarlık Ölçeği ve Hemşirelerde Danışmanlık Becerileri Ölçeği kullanıldı. Araştırma verilerinin analizinde tanımlayıcı istatistikler (sayı, yüzde), bağımsız örneklem t-testi, F-testi, Pearson korelasyon testi ve çoklu regresyon analiz testi kullanıldı. Bulgular: Hemşirelik öğrencilerinin dijital okuryazarlık düzeyleri (66.05±12.30) ve danışmanlık beceri puanlarının (45.17±4.11) yüksek olduğu bulundu. Bununla beraber öğrencilerin dijital okuryazarlık ve danışmanlık beceri puanları arasında pozitif yönde orta düzeyli bir ilişki (r=.367) elde edildi. Hemşirelik öğrencilerinin eğitim durumu, günlük internet kullanma süresi, öğrencilerin öz değerlendirmelerine göre internet kullanma süresi ile dijital okuryazarlık puanları arasında anlamlı fark belirlendi. Ayrıca yaş, eğitim, günlük internet kullanma süresi, mesleği isteyerek seçme ile danışmanlık becerisi arasında da anlamlı bir fark (p<0.05) olduğu bulundu. Sonuç: Bu çalışmanın sonuçları, hemşirelik öğrencilerinin dijital okuryazarlığını geliştirmeye yönelik stratejilerin geliştirilmesinin, öğrencilerin danışmanlık becerilerinin gelişimine katkı sağlayabileceğini gösterdi. Hemşirelik eğitiminde öğrencilerinin danışmanlık becerilerinin geliştirilmesi için dijital okuryazarlığı artıran strateji ve programlara yer verilmelidir.

Keywords

• Hemşirelik öğrencisi
• dijital okuryazarlık
• danışmanlık becerisi

Correlation of Nursing Students’ Digital Literacy Levels and Counseling Skills

Abstract

Objective: This research was conducted as a descriptive, and correlational study to analyze the association between nursing students’ digital literacy levels and counseling skills. Material and Method: The study sample comprised 383 nursing students. The Personal Information Form, the Digital Literacy Scale, and the Counseling in Nurses Scale were used in the data collection process. Descriptive statistics (number, percentage), the independent samples t-test, an F-test, Pearson’s correlation test, and multiple regression analysis test were utilized in the analysis of research data. Results: It was found that nursing students had high digital literacy levels (66.05±12.30 points) and counseling skill scores (45.17±4.11 points). In addition, a moderate positive correlation (r=.367) was obtained between the students' digital literacy and counseling skill scores. A significant difference was determined between nursing students' educational status, daily internet use time, internet use time according to students' selfevaluations and their digital literacy scores. In addition, it was found that there was a significant difference between age, education level, daily internet usage time, choosing a profession willingly and counseling skills (p<0.05). Conclusion: The results of this study showed that the development of strategies to improve the digital literacy of nursing students may contribute to the development of students' counseling skills. Strategies and programs that increase digital literacy should be included in nursing education to improve students' counseling skills.

Keywords

• Nursing student
• digital literacy
• counseling skill.

References

1. Yılmaz A, Kaya M, Akca N, Sönmez S. Determination of Digital Literacy Level of The Students at Faculty of Health. In: Proceedings of the 3rd International 13th National Health and Hospital Administration Congress. 2019. p. 287–97.
2. Terry J, Davies A, Williams C, Tait S, Condon L. Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of nice student champions. Nurse Educ Pract. 2019;34:192-198. Doi:10.1016/j.nepr.2018.11.016
3. Skiba D. Evaluation tools to appraise social media and mobile applications. Informatics, 2017;4:32-39. Doi:10.3390/ informatics4030032
4. Brown J, Pope N, Bosco AM, Mason J, Morgan A. Issues affecting nurses' capability to use digital technology at work: An integrative review. J Med Clin Nurs. 2020;29(15-16):2801-2819. Doi: 10.1111/ jocn.15321
5. Şendir M, Kabuk A. Nurses and technology-two unstoppable and inevitable powers. Ordu University J Nurs Stud. 2020;3(1):54-58. Doi:10.38108/ouhcd.713930.
6. Eshet Y. Digital Literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia. 2004;13(1):93-106. https://www.learntechlib.org/p/4793. Accessed August 15, 2021.
7. Hamutoğlu NB, Güngören ÖC, Uyanık GK, Erdoğan DG. Adapting digital literacy scale into Turkish. [Dijital okuryazarlık ölçeği: Türkçe’ye uyarlama çalışması]. Ege Journal of Education. 2017;18(1):408-429. https://dergipark.org.tr/tr/pub/egeefd/issue/28714/295306. Accessed August 15, 2021.
8. Karabacak Zİ, Sezgin AA. Digital transformation and digital literacy in Turkey. [Türkiye’de dijital dönüşüm ve dijital okuryazarlık]. Türk İdare Dergisi. 2019;1(488):319-343. https://www.researchgate.net/ publication/335840242. Accessed August 10, 2022.

9. Avcı İA, Kumcağız H. Developing counseling in nurses scale: Validity and reliability study. [Hemşirelerde Danışmanlık Becerileri Ölçeği’ni geliştirilmesi: Geçerlik ve güvenirlik çalışması]. Eskişehir Osmangazi University Journal of Social Sciences. 2019;20:873-884. https://dergipark. org.tr/tr/pub/ogusbd/issue/44338/554949 . Accessed August 10, 2022.
10. Ng, W. Can we teach digital natives digital literacy? Comput Educ. 2012;59(3):1065-1078. Doi: 10.1016/j.compedu.2012.04.016
11. Brown J, Morgan A, Mason J, Pope N, Bosco AM. Student Nurses' digital literacy levels: Lessons for curricula. Comput Inform Nurs. 2020;38(9):451-458. Doi: 10.1097/CIN.0000000000000615
12. Hwang J-I, Park H-A. Factors associated with nurses' informatics competency. Comput Inform Nurs. 2011;29(4):256-262. Doi: 10.1097/ NCN.0b013e3181fc3d24
13. Olajubu AO, Irinoye OO, Ogunfowokan AA, Olowokere AE. Utilization of nursing informatics by nurses in three tiers of health care facilities in Nigeria. West Afr Coll Nurs. 2015;26(1):1-14.
14. Karadaş A, Kaynak S, Ergün S, Karaca PP. Investigation of 21st century skills of nursing and midwifery students according to some variables. [Hemşirelik ve ebelik öğrencilerinin 21. yüzyıl becerilerinin bazı değişkenlere göre incelenmesi]. Ordu University J Nurs. Stud. 2021;4(2):232-239. Doi: https://doi.org/10.38108/ouhcd.906190
15. Sharma S, Oli N, Thapa B. Electronic health–literacy skills among nursing students. Adv Med Educ Pract. 2019;10:527. Doi: 10.2147/AMEP. S207353
16. Akgün İH, Akgün M. Investigation of the digital literacy levels of social studies teacher candidates. [Sosyal bilgiler öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi]. KEFAD. 2020;21(2):1006- 1024. Accessed August 10, 2022.
17. Karakuş G, Gürbüz O. An investigation of digital literacy self-efficacy skills of pre-service teachers in terms of different variables. Afyon Kocatepe University Journal of Social Sciences. 2019;21(1):129-147. Doi: https://doi.org/10.32709/akusosbil.466549
18. Kozan M, Özek MB. Examination of department of CEIT teacher candidates’ digital literacy levels and cyberbullying sensitivities. [Böte bölümü öğretmen adaylarının dijital okuryazarlık düzeyleri ve siber zorbalığa ilişkin duyarlılıklarının incelenmesi]. Fırat University Journal of Social Sciences. 2019;29(1):107-120. Doi: https://doi.org/10.18069/ firatsbed.538657
19. Özoğlu C, Esra K. Analysis of the relationship between the lifelong learning and digital literacy of generation teacher candidates. AJESI. 2020;11(1):415-437. Doi: https://doi.org/10.18039/ajesi.824040
20. Göldağ B. Investigation of the relationship between digital literacy levels and digital data security awareness levels of university students. E-IJER. 2021;12(3):82-100. Doi: https://doi.org/10.19160/e-ijer.950635
21. Costa PB, Prado C, Oliveira LFT, et al. Digital fluency and the use of virtual environments: The characterization of nursing students. Rev Esc Enferm USP. 2011;45:1589-1594. Doi: https://doi.org/10.1590/S0080- 62342011000700008
22. Kennedy S, Yaldren J. A look at digital literacy in health and social care. Br J Card Nurs. 2017;12(9):428-432. Doi: https://doi.org/10.12968/ bjca.2017.12.9.428
23. McCleary-Jones V. A systematic review of the literature on health literacy in nursing education. Nurse Educ. 2016;41(2):93-97. Doi: 10.1097/NNE.0000000000000204
24. Akcan F, Özsoy S, Ergül Ş. An investigation of midwives' and nurses' consultation skills who work in primary health care services [Birinci basamak sağlık hizmetlerinde çalışan ebe ve hemşirelerin danışmanlık becerilerinin incelenmesi]. The Official Journal of the Atatürk University. 2006;9(4):10-21. https://search.trdizin.gov.tr/yayin/detay/69153. Accessed August 10, 2022.
25. Abbas Q, Hussain S, Rasool S. Digital literacy effect on the academic performance of students at higher education level in Pakistan. Glob Soc Sci Rev. 2019;4(1):154-165. Doi: https://doi.org/10.31703/ gssr.2019(IV-I).14
26. Matthews B. Digital literacy in UK health education: What can be learnt from international research? Contemp Educ Technol. 2021;13(4):ep317. Doi: https://doi.org/10.30935/cedtech/11072
27. Park H, Lee E. Self-reported ehealth literacy among undergraduate nursing students in South Korea: A pilot study. Nurse Educ Today. 2015;35(2):408-413. Doi: https://doi.org/10.1016/j.nedt.2014.10.022
28. Prior DD, Mazanov J, Meacheam D, Heaslip G, Hanson J. Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. Internet High Educ. 2016;29:91-97. Doi: https://doi. org/10.1016/j.iheduc.2016.01.001
29. Kim S, Jeon J. Factors influencing ehealth literacy among korean nursing students: A cross‐sectional study. Nurs Health Sci. 2020;22(3):667-674. Doi: https://doi.org/10.1111/nhs.12711
30. Rosário R, Martins MR, Augusto C, et al. Associations between covid-19-related digital health literacy and online information-seeking behavior among portuguese university students. Int J Environ Res Public Health. 2020;17(23):8987. Doi: https://doi.org/10.3390/ijerph17238987
31. Semerci A. Comparison of cybersecurity awareness of education faculty students with students of other faculties. Mediterr J Educ Res. 2019;13(29):138-156. Doi: https://doi.org/10.29329/mjer.2019.210.8
32. Yaman C. Examination of digital literacy levels of social studies teacher candidates (The Example Of Niğde Ömer Halisdemir University). [Sosyal bilgiler öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi (Niğde Ömer Halisdemir Üniversitesi Örneği)] [dissertation], Niğde Ömer Halisdemir Üniversitesi; 2019.
33. Rathnayake S, Senevirathna A. Self-reported ehealth literacy skills among nursing students in Sri Lanka: A cross-sectional study. Nurse Educ Today. 2019;78:50-56. Doi: https://doi.org/10.1016/j.nedt.2019.04.006
34. Yayla E, İkiz FE. The relation between counselors’ effective characteristics and counseling self-efficacy levels. TIJSEG. 2017;7(48). https://dergipark.org.tr/tr/pub/tpdrd/issue/41239/488648. Accessed August 22, 2022.
35. Mustafa U, Ramazan A. Counseling skills of psychological counselors examination of levels. [Psikolojik danışmanların danışma becerisi düzeylerinin incelenmesi]. The Journal of Selcuk Unıversity Social Sciences Institute. 2005(14):509-519. https://dergipark.org.tr/en/pub/ susbed/issue/61791/924101. Accessed August 22, 2022.
36. Seok S, DaCosta B. Gender differences in teens’ digital propensity and perceptions and preferences with regard to digital and printed text. Tech Trends. 2017;61(2):171-178. Doi: https://doi.org/10.1007/s11528- 016-0134-4
37. Tran T, Ho M-T, Pham T-H, et al. How digital natives learn and thrive in the digital age: Evidence from an emerging economy. Sustainability. 2020;12(9):3819. Doi: https://doi.org/10.3390/su12093819
38. Koç B, Terzi Y, Gül A. The relationship between university students communication skills and their interpersonal problem solving skills. TLCE. 2015;4(1):369-390. https://search.trdizin.gov.tr/yayin/ detay/191214/. Accessed August 10, 2022.
39. Tubaishat A, Habiballah L. Ehealth literacy among undergraduate nursing students. Nurse Educ Today. 2016;42:47-52. Doi: https://doi. org/10.1016/j.nedt.2016.04.003
40. Holt KA, Overgaard D, Engel LV, Kayser L. Health literacy, digital literacy and ehealth literacy in danish nursing students at entry and graduate level: A cross sectional study. BMC Nurs. 2020;19(1):1-12. Doi: https://doi.org/10.1186/s12912-020-00418-w
41. McCarthy AK. Relationship between rehabilitation counselor efficacy for counseling skills and client outcomes. J Rehabil. 2014;80(2):3. https:// www.proquest.com/docview/1534475378/. Accessed June 1, 2022.
42. Ferit K, Oğuzöncül AF. Job satisfaction and affecting factors in primary health care providers. Dicle Medical Journal. 2016;43(2):248- 255. Doi:10.5798/diclemedj.0921.2016.02.0675
43. Mollaoğlu M, Fertelli TK, Tuncay FÖ. Assesment of perception relating work environment of nurses working in hospital. [Hastanede çalışan hemşirelerin çalışma ortamlarına ilişkin algılarının değerlendirilmesi]. Fırat Sağlık Hizmetleri Dergisi. 2010;5(15):17-30. https://www. researchgate.net/publication/291034181. Accessed September 10, 2022.
44. Tekir Ö, Çevik C, Selma A, Çetin G. Examining health workers' burnout, job satisfaction levels and life satisfaction. Kırıkkale Uni Med J. 2016;18(2):51-63. https://dergipark.org.tr/tr/pub/kutfd/ issue/23727/252677. Accessed September 10, 2022.