Jigsaw, metaverse ve klasik öğrenme yöntemlerinin hemşirelik öğrencilerinin çocuklarda ilaç uygulama öz-yeterliklerine etkisinin incelenmesi: karma yöntem araştırması

Year 2025, Volume: 8 Issue: 6, 1065 - 1075, 25.10.2025

Şerife Tutar , Hande Özgörü , Faruk Durna , Yurdagül Şahin

https://doi.org/10.32322/jhsm.1764718

Abstract

Amaç: Bu çalışma, jigsaw, metaverse ve klasik öğrenme yöntemlerinin hemşirelik öğrencilerinin çocuklarda ilaç uygulama özyeterlik düzeyleri üzerindeki etkilerini incelemek ve öğrencilerin bu öğrenme yöntemlerine ilişkin görüşlerini ortaya koymak amacıyla gerçekleştirilmiştir.
Yöntem: Karma yöntem tasarımında olan araştırmamız Türkiye’de Hemşirelik eğitimi veren bir üniversitede 150 öğrenciyle gerçekleştirilmiştir. Veriler “Tanıtıcı Bilgi Formu”, “Hemşirelik Öğrencileri İçin Çocuklarda İlaç Uygulamaları Öz-Yeterlilik Ölçeği” ve “Yarı Yapılandırılmış Görüşme Formu” kullanılarak toplanmıştır. Araştırma iki aşamada gerçekleştirilmiştir. İlk aşamada, öğrencilerin çocuklarda ilaç uygulama özyeterlik düzeyleri, ön test-son test uygulamalı randomize kontrollü araştırma tasarımıyla belirlenmiştir. İkinci aşamada ise her öğrenme yönteminden (jigsaw, metaverse, klasik) 10 gönüllü öğrenci ile yüz yüze nitel görüşmeler yapılarak ilgili yöntemin olumlu ve olumsuz yönleri değerlendirilmiştir.
Bulgular: Araştırmaya katılan öğrencilerin çoğunluğu kadın (%75,3) olup, yaş ortalaması 21,98±2,23 yıldır. Jigsaw, metaverse ve klasik öğrenme yöntemlerinin uygulandığı gruplar arasında son test Hemşirelik Öğrencileri İçin Çocuklarda İlaç Uygulamaları Öz-Yeterlilik Ölçeği puanlarında anlamlı farklılık belirlenmiştir (sırasıyla 71,51±4,99; 67,74±6,29; 68,66±7,70). Olumlu yönler; jigsaw için etkileşimli ders işleme ve eğitmen kaynaklı stresin azalması, metaverse için zaman tasarrufu ve esneklik, klasik öğrenme için ise eğitmenle doğrudan etkileşim olarak tanımlanmıştır. Olumsuz yönler ise metaverse için teknik sorunlar ve dikkat dağınıklığı; klasik öğrenme için ise tekdüzelik, tek yönlü iletişim ve dikkat süresinin azalması olarak bildirilmiştir.
Sonuç: Araştırmamız, jigsaw, metaverse ve klasik öğrenme yöntemlerinin çocuklarda ilaç uygulama özyeterlik düzeylerini artırmada etkili olduğunu ortaya koymaktadır. Jigsaw öğrenme, çocuklarda ilaç uygulama özyeterlik düzeyi açısından en yüksek puanı elde ederek diğer yöntemlere kıyasla daha etkili bir öğrenme ortamı sunduğunu göstermektedir.

Keywords

Öğrenme yöntemleri , hemşirelik eğitimi , öz-yeterlik , pediatri hemşireliği

Examining jigsaw, metaverse, and classic learning methods' impact on nursing students' self-efficacy in pediatric drug administration: a mixed-methods study

Abstract

Aims: This study aimed to examine the effects of jigsaw, metaverse, and classic learning methods on nursing students’ self-efficacy levels in pediatric drug administration and to explore students’ perspectives on these learning methods.
Methods: A mixed method study was conducted with 150 students in Turkiye. The data were collected “Introductory Information Form”, “Medication Administration Self-Efficacy Scale in Children for Nursing Students” and “Semi-Structured Interview Form”. Our research was performed in two phases. In the first stage, the self-efficacy levels of the students in drug administration in children were determined using a randomized controlled research design with pre-test and post-test administration. In the second stage, face-to-face qualitative interviews were conducted with 10 volunteer students from each learning method (jigsaw, metaverse, classic) about the positive and negative aspects of the learning method.
Results: The majority of the students participating in the study were female (75.3%), with a mean age of 21.98±2.23 years. A significant difference was determined in the post-test MASES-C scores between the groups in which the jigsaw, metaverse, and classic learning methods were applied (71.51±4.99; 67.74±6.29; 68.66±7.70, respectively). The positive aspects of the learning methods included interactive course delivery and reduced instructor-induced stress (jigsaw), time-saving and flexibility (metaverse), and direct interaction with the instructor (classic learning). The negative aspects were technical issues and distractions (metaverse) and monotony and one-way communication leading to reduced attention span (classic learning).
Conclusion: Our research reveals that jigsaw, metaverse, and classic learning methods can enhance nursing students’ self-efficacy in pediatric drug administration. Among these, jigsaw learning provided the most effective learning environment, yielding the highest self-efficacy scores.

Keywords

Learning methods , nursing education , self-efficacy , pediatric nursing

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