Hemşirelik Eğitiminde Uygulanan Takım Çalışmasına Dayalı Öğrenmede Öğrenci Tepkileri ve Sınıf İçi Katılım

Year 2024, , 413 - 430, 15.07.2024

Serpil İnce , Mustafa Levent Özgönül , Hilal Gamze Hakbilen , Mustafa Daloğlu , Mustafa Kemal Alimoğlu

https://doi.org/10.46483/jnef.1458345

Abstract

Giriş: Öğrencilerin eleştirel düşünme ve karar verme becerilerini kullanarak öğrenme süreçlerine aktif olarak katılmalarını sağlayan eğitim stratejilerine ve programlarına ihtiyaç vardır.

Amaç: Bu çalışmanın amacı, geleneksel ders ve takım çalışmasına dayalı öğrenme yöntemini öğrenci memnuniyeti ve derse katılımı açısından karşılaştırmaktır.

Yöntem: Araştirma yarı deneysel desen kullanılarak gerçekleştirilmiştir. Araştırmanın evrenini hemşirelik birinci sınıf öğrencileri oluşturmuştur. Araştırmacı tarafından yürütülen 16 saatlik dersin 8 saatinde takım çalışmasına dayalı öğrenme yöntemi (girişim grubu, n=30), 8 saatinde ise geleneksel ders yöntemi (kontrol grubu, n=59) kullanılmıştır. Öğrencilerin derse katılımlarını değerlendirmek için “sınıf içi katılım formu”, öğrencilerin geri bildirimlerini ve memnuniyetlerini belirlemek için beş bölümden oluşan “geri bildirim formu” kullanılmıştır.

Bulgular: Takım çalışmasına dayalı öğrenme oturumlarında öğrencinin derse katılım puanları ve hem öğretim üyelerine hem de öğrencilere sorulan soru sayısı daha yüksek bulunmuştur. Dört temel dönüt alanında (ön hazırlık ve hazırbulunuşluk, tartışma, eğitici ve genel) öğrencilerin memnuniyet puanları arasında takım çalışmasına dayalı öğrenme lehine istatistiksel olarak anlamlı bir fark bulunmuştur. Organizasyon, altyapı ve kaynaklarla ilgili memnuniyet puanları takım çalışmasına dayalı öğrenme ve geleneksel ders yöntemi arasında farklılık göstermemiştir.

Sonuç: Bulgular takım çalışmasına dayalı öğrenmenin, öğrenci memnuniyeti ve derse katılım için etkili bir yöntem olduğunu ortaya koymuştur. Takım çalışmasına dayalı öğrenme ile yürütülen derslerde öğrenci katılımının yüksek olması yöntemin doğası ile uyumludur. Çalışma bulguları öğrencilerin yeni yöntemlere açık olduklarını ve derse katılımı destekleyen öğrenen merkezli yaklaşımları tercih ettiklerini göstermiştir.

Keywords

Takım Çalışmasına Dayalı Öğrenme, Hemşirelik Eğitimi, Sınıf İçi Katılım, Öğrenci Memnuniyeti

Learner Reactions and In-Class Engagement in Team-Based Learning Implemented in Nursing Education

Abstract

Background: There is a need for training strategies and programs to enable students to actively participate in their learning process by using critical thinking and decision-making skills.

Objective: The aim of this study was to compare the traditional lecture-based teaching with the team-based learning method in terms of student satisfaction and in-class learner engagement.

Method: This study was conducted using a quasi-experimental design. The population of the research consisted of first-year nursing students (n = 101). During half of the 16-hour course conducted by the researcher, team-based learning was used as the teaching method (intervention group, n=30), and lecture-based (control group, n=59) approach was employed for the remaining 8 hours. The in-class engagement measure was used to assess the in-class engagement of the students. A feedback form composed of five parts was made available to learners in order to reveal their reactions.

Results: In-class learner engagement scores and the number of questions asked both by the instructors and students were found to be higher in team-based learning sessions. In four basic feedback areas (preliminary preparation and readiness, discussion, teacher, and general), there was a statistically significant difference between the satisfaction scores of the students in favour of team-based learning. Satisfaction scores regarding the organization, infrastructure, and resources did not differ between team-based learning and lecture-based method.

Conclusion: The results have indicated that Team-Based Learning is an effective method for student satisfaction and in-class engagement. The high level of student participation in the lessons conducted with Team-Based Learning is compatible with the nature of method. The findings of the study have also shown that students are open to new methods and prefer learner-centered approaches that support in-class engagement.

Keywords

Team-Based Learning, Nursing Education, In-class Engagement, Learner Satisfaction

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