Hemşirelik Eğitiminde Üç Farklı Eğitim Modeline Göre Öğrenci Memnuniyetinin Karşılaştırılması

Year 2021, Volume: 6 Issue: 3, 61 - 66, 30.09.2021

Feyza Dereli , Hatice Yıldırım Sarı , Yasemin Tokem

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

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