Hemşirelik Eğitiminde Üç Farklı Eğitim Modeline Göre Öğrenci Memnuniyetinin Karşılaştırılması

Abstract

Amaç: Çalışmanın amacı, hemşirelik eğitiminde kullanılan klasik, entegre ve probleme dayalı eğitim modellerindeki öğrenci memnuniyetlerini belirlemektir. Gereç ve Yöntem: Karşılaştırmalı tanımlayıcı tipte planlanan araştırmanın örneklemini, üç farklı eğitim modeline sahip hemşirelik okulunda üçüncü ve dördüncü sınıfta okuyan 621 öğrenci oluşturdu. Veriler yüz yüze görüşme yöntemiyle ve Sosyo-Demografik Özellikler Formu ve Öğrenci Doyum Ölçeği kullanılarak toplandı. Öğrenci Memnuniyeti Ölçeği; öğretim elemanları, okul yönetimi, kararlara katılma, bilimsel-sosyal-teknik olanaklar, eğitim kalitesi alt boyutlarından oluşmaktadır. Ölçek puan ortalamaları 1’den 5’e derecelendirilir ve puanların yükselmesi memnuniyet artışını ifade etmektedir. Bulgular: Öğrenci Doyum Ölçeği puanları, Klasik eğitim modelinde 2,95±0,6; Probleme Dayalı Öğretim modelinde 3,33±0,6 ve Entegre eğitim modelinde 2,95±0,6’dır. Probleme Dayalı Öğretim modelinde, öğrenci memnuniyeti açısından en yüksek puana sahip olup diğer modellerden istatistiksel olarak farklıdır (p<0.05). Sonuç: Hemşirelik öğrencilerinin memnuniyetleri üç eğitim modelinde de orta düzeydedir. Alt boyutlarda en yüksek memnuniyet öğretim elemanları boyutunda gözlenmiştir.

Keywords

• hemşirelik
• eğitim modeli
• öğrenci memnuniyeti
• klasik
• entegre
• probleme dayalı öğretim

Comparison of Student Satisfaction According to Three Different Education Models in Nursing Education

Abstract

Objective: The objective of the study is to determine student satisfaction in classical, integrated and problem-based learning education model used in nursing education. Material and Methods: The descriptive-comparative research design study consisted of 621 students from the third and fourth grades (senior-nursing students) in nursing schools with different education models. The data were collected by face to face interview method using the Socio-Demographic Attributes Form and Student Satisfaction Scale. Student Satisfaction Scale consists of the sub-dimensions of instructors, school administration, agreeing with decisions, scientific-social-technical facilities, quality of education. Scale average scores are graded from 1 to 5, and the increase of score averages signifies the increase of satisfaction. Results: Student Satisfaction Scale scores were 2.95±0.6 in the classical education model, 3.33±0.6 in the problem based learning model and 2.95±0.6 in the integrated education model. Problem-based learning model has the highest score in terms of student satisfaction and statistically differs from other models (p<0.05). Conclusion: The satisfaction of nursing students is moderate in all three education model. In the sub-dimensions, the highest satisfaction was observed in the instructors.

Keywords

• Nursing
• education model
• student satisfaction
• classical
• integrated
• problem-based learning

References

1. Gülcan Y, Kuştepeli Y, Aldemir A. Student satisfaction in higher education: a theoretical framework and a sensible research. Süleyman Demirel Univ J Fac Econ Admin Sci. 2002;7 (1): 99-114.
2. Stacey G, McGarry J, Aubeelack A, Bull H, Simpson C, Sheppard F, Thompson S. An integrated educational model for graduate entry nursing cirriculum design. Nurse Educ Today 2014; 34 (1): 145–149. https://doi.org/10.1016/j.nedt.2012.08.014
3. Scott P. Globalisation and higher education: challenges for the 21st century, J Stud in Internat Educ. 2002; 2 (1): 193–208. https://doi. org/10.1177/102831530000400102
4. Öngider N, Yüksel İ. A review on the determination of the psychological needs of the students of Dokuz Eylül University. Turk Psych Bull. 2002; 26, 7 (1): 99-114.
5. Kane D, Williams J, Cappuccini-Ansfield G. Student satisfaction surveys: the value in taking an historical perspective. QH Educ. 2008; 14 (2): 135-155. https://doi.org/10.1080/13538320802278347
6. Şahin İ, Zoraloğlu YR, Şahin Fırat N. University students’ aims in life, educational goals, expectations from the university and their state of satisfaction. Educ Adm: Theory and Pract. 2011; 17 (3): 429-452.
7. Bos E, Alinaghizadeh H, Saarikoski M, Kaila P. Factors associated with student learning processes in primary health care units: A questionnaire study. Nurse Educ Today 2015; 35 (1): 170-175. https://doi.org/10.1016/j. nedt.2014.09.012
8. Espeland V, Indrehus O. Evaluation of students’ satisfaction with nursing education in Norway. J Adv. Nursing 2003; 42 (3): 226-36. https://doi.org/10.1046/j.1365-2648.2003.02611.x

9. Hakım A. Nursing students’ satisfaction about their field of study. J. Adv. Med. Educ. Prof. 2014; 2 (2): 82–7. https://www.ncbi.nlm.nih.gov/ pmc/articles/PMC4235554/
10. Üstünlüoğlu E. The role of cognitive questions in improving high order thinking skills. Contemporary Educ J. 2006; 31 (331): 17-24.
11. Brown ST, Kirkpatrick KM, Mangum D, Avery J. A review of narrative pedagogy strategies to transform traditional nursing education. J. Nurs. Educ. 2008; 47 (6): 283–286. https://doi.org/10.3928/01484834- 20080601-01
12. Fulmer T, Cathcart E, Glassman K, Budin W, Naegle M, Van Devanter N. The attending nurse: an evolving model for integrating nursing education and practice. Open Nurs J. 2011; 5: 9–13. doi: 10.2174/1874434601105010009
13. Sabancıoğulları S, Doğan S. Ideas concerning school education of the nurses who newly graduated from an integrated school program and their professional identity levels. İ.Ü.F.N. Nurs J. 2012; 20 (3): 184- 192.
14. Baker JS. Transforming nursing education through problem based learning. Nurse Educ Today 2002; 22 (8): 671.
15. Distler JW. Critical thinking and clinical compotence: Results of the implementation of student centered teaching strategies in an advanced practice nurse curriculum. Nurse Educ Pract. 2007; 7 (1): 53-59. https://doi.org/10.1016/j.nepr.2006.08.003
16. Kılınç A. Problem based learning. Kastamonu Educ J. 2007; 15 (2): 561-578.
17. Javid MA. Comparison between the effects of lecturing and problem based learning (PBL) on nursing students. Iran Mag Educ M Sci. 1998; 50: 35–42.
18. McParland M, Noble LM, Livingston G. The effectiveness of problem based learning compared to traditional teaching in undergraduate psychiatry. Medical Educ. 2004; 38(8): 859–867.
19. Shin I, Kim J. The effect of problem-based learning in nursing education: a meta-analysis. Advances In Health Sciences Education: Theory And Pract. 2013; 18(5): 1103- 1120. doi: 10.1007/s10459-012-9436-2
20. Hernando CG, Martín MÁC, Ortega LF, Villamor PM. Nursing students’ satisfaction in problem-based learning. Enfermería Global 2014; 13(3): 105-112. http://scielo.isciii.es/scielo.php?pid=S1695-61412014000300006
21. Hamdan AR, Kwan CL, Khan A, Ghafar MNA, Sihes AJ. Implementation of problem based learning among nursing students. Intr Educ Stud. 2014; 7(7): 136-142. doi:10.5539/ies.v7n7p136
22. D’S JL. Effect of problem based learning on motivation of nursing student. IJCRR 2015; 7(8): 34-38. https://files.eric.ed.gov/fulltext/ EJ1146606.pdf
23. Özbıçakçı Ş, Gezer N, Bilika Ö (2015) Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy, Nurse Educ Today 2015; 35 (2): 73-77. https://doi.org/10.1016/j.nedt.2014.10.008
24. Hwang SY, Kim MJ (2006) A comparison of problem-based learning and lecture-based learning in an adult health nursing course. Nurse Educ Today 2006; 26: 315–321. https://doi.org/10.1016/j.nedt.2005.11.002
25. Yardimci F, Bektaş M, Özkütük N, Muslu GK, Gerçeker GÖ, Başbakkal Z. A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems. Nurse Educ Today 2017; 48: 13–18. https://doi. org/10.1016/j.nedt.2016.09.017
26. Choi E, Lindquist R, Song Y. Effects of problem-based learning vs. traditional lecture on Korean nursing students’ critical thinking, problem-solving, and self-directed learning. Nurse Educ Today 2014; 34: 52–56. https://doi.org/10.1016/j.nedt.2013.02.012
27. Marques PAO, Correia NCM (2017) Nursing Education Based on “Hybrid” Problem-Based Learning: The Impact of PBL-Based Clinical Cases on a Pathophysiology Course. J Nurs Educ. 2017; 56 (1): 60. https:// doi.org/10.3928/01484834-20161219-12
28. Baykal Ü, Harmancı AK, Eşkin F, Altuntaş S, Sökmen S. Student satisfaction scale - short form validity-reliability study. J Anatolia Nurs Health Sci. 2011; 14 (4): 60-68.
29. Mete S, Yildirim Sari H. Nursing students’ expectations from tutors in PBL and effects of tutors’ behaviour on nursing students, Nurs Educ Today 2008; 28 (4): 434-442. https://doi.org/10.1016/j.nedt.2007.07.008
30. Sangestani G, Khatiban M (2013) Comparison of problem-based learning and lecture-based learning in midwifery. Nurs Educ Today 2013; 33(8): 791-795. https://doi.org/10.1016/j.nedt.2012.03.010
31. Freeman-Gibb L, Jones B, Rehman S, Ragier J. Collaborative Baccalaureate Programs: Preliminary Data on Canadian Undergraduate Nursing Students’ Satisfaction. J Nurs Educ. 2017; 56 (7): 420-424. https://doi.org/10.3928/01484834-20170619-06