Fizyoterapi ve rehabilitasyon bölümü öğrencilerinin teknostres seviyeleri ile bilgi, medya ve teknoloji becerilerinin incelenmesi

Abstract

Amaç: Bu çalışma, Hacettepe Üniversitesi, Fizyoterapi ve Rehabilitasyon Bölümü öğrencilerinde teknostres düzeyleri ile bilgi, medya ve teknoloji becerilerini incelemek amacıyla yapıldı. Yöntem: Tanımlayıcı ve kesitsel tasarıma sahip araştırmaya Hacettepe Üniversitesi Fizyoterapi ve Rehabilitasyon Bölümü’nde öğrenim gören 231 öğrenci (yaş=20.52±2.08 yıl) katıldı. Veriler çevrim içi anket formu ile toplanmış, teknostres düzeyi Üniversite Öğrencilerinin Teknoloji Destekli Öğrenme Ortamında Teknostres Düzeyleri Ölçeği ve dijital yeterlilik Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeği kullanılarak değerlendirildi. Bulgular: Katılımcıların %80.5’i kadın, %19.5’i erkektir. Ortalama teknostres puanı 32.1±10 ve dijital yeterlilik puanı 73.8±12.6 bulundu. Teknostres ile dijital yeterlilik arasında zayıf ve negatif yönde anlamlı ilişki saptandı (r=− 0.273, p<0.001). Alt boyut analizlerinde, problem çözme, dijital içerik geliştirme, bilgi-veri okuryazarlığı, güvenlik ve iletişim-iş birliği becerileri ile teknostres arasında benzer biçimde zayıf düzeyde negatif ilişkiler gözlendi. Sonuç: Fizyoterapi öğrencilerinin dijital yeterlilik düzeyi arttıkça teknostres düzeyi azalmaktadır. Dijital yeterliliği artırmaya yönelik eğitim müdahalelerinin, öğrencilerin teknoloji destekli öğrenme ortamlarına uyumunu kolaylaştırarak teknostresi azaltabileceği düşünülmektedir.

Keywords

• Dijital teknoloji
• Profesyonel yetkinlik
• Fizyolojik stres
• Fizyoterapist.

Investigation of technostress levels, information, media, and technology skills among physiotherapy and rehabilitation students

Abstract

Purpose: This study aimed to examine the relationship between technostress levels and information, media, and technology (IMT) skills among students of the Department of Physiotherapy and Rehabilitation at Hacettepe University. Methods: A descriptive and cross-sectional design was employed. The study included 231 students (mean age=20.5±2.1 years) enrolled in the Department of Physiotherapy and Rehabilitation. Data were collected online using self-administered questionnaires. Technostress levels were assessed with the Technostress Scale for Technology-Enhanced Learning Environments, and digital competence was evaluated using the Information, Media, and Technology Skills Competency Scale. Results: Of the participants, 80.5% were female and 19.5% were male. The mean technostress score was 32.1±10, and the mean IMT skills score was 73.8±12.6. A weak negative correlation was found between technostress and IMT skills (r=− 0.273, p<0.001). Subscale analyses revealed similarly weak negative relationships between technostress and problem-solving, digital content creation, information and data literacy, security, and communication-collaboration skills. Conclusion: Higher digital competence levels were associated with lower technostress among physiotherapy students. Implementing educational interventions that enhance digital skills may reduce technostress and facilitate students’ adaptation to technology-enhanced learning environments.

Keywords

• Digital technology
• Professional competence
• Physiological stress
• Physiotherapist

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