İç Hastalıkları Hemşireliğinde İletişim Becerileri ve Hemşirelik Yetkinliğine Yönelik Rol Oynamaya Dayalı Oyunlaştırma

Year 2024, , 88 - 100, 25.06.2024

Huri Deniz Karcı , Nilay Bektaş Akpınar , Ulviye Özcan Yüce

https://doi.org/10.17049/jnursology.1507481

Abstract

Amaç: Bu çalışma, rol-play temelli oyunlaştırmanın İç Hastalıkları Hemşireliğinde semptomların analizi, karar verme, uygun hemşirelik bakımının yönetimi ve hemşirelik öğrencilerinin iletişim becerileri üzerindeki etkisini amaçlamaktadır.

Yöntemler: Katılımcı eylem araştırması olarak tasarlanan araştırma, Ankara'da bulunan özel bir üniversitenin Hemşirelik Bölümünde İç Hastalıkları dersini alan öğrenciler (n=10) ile rol yapma üzerine gerçekleştirildi. Oyunlara hemşirelik girişimlerine uygun ekipmanın seçilmesi ve kullanılmasına ilişkin her sistem için kontrol listeleri eklenmiştir. Dönem sonunda öğrencilerden oyunlaştırma ile sürdürülen öğrenme süreçlerini nitel görüşme yoluyla değerlendirmeleri istendi. Derinlemesine görüşmelerde öğrencilere araştırmacılar tarafından hazırlanan 9 adet yapılandırılmamış açık uçlu soru sorularak veriler toplandı. Verilerin analizi araştırmacılar tarafından elle kodlama yapılarak gerçekleştirilmiştir. Oyunlaştırma tasarımı için Werbach'ın D6 Modeli temel alınarak araştırma hedeflerinden kodlar oluşturulmuştur.

Bulgular: Niteliksel analiz altı ana temayı ortaya çıkardı: (i) İş Hedeflerini Tanımlamak (ii) Hedef Davranışları Tanımlamak (iii) Oyuncuları Tanımlamak (iv) Etkinlik Döngüleri Tasarlamak (v) Araçları Yerleştirmek (vi) Eğlenceyi unutmamak. Bu temalarda öğrenciler derslerde oyun unsurlarının kullanılmasıyla İç Hastalıkları Hemşireliği ile ilgili teorik bilgilerin hatırlanması ve uygulanmasının kolaylaştığını, pratik becerilerinin, zaman yönetimi becerilerinin ve kritik kararverme becerilerinin geliştiğini, ekip içinde etkili iletişimin sağlanması konusunun önemini daha iyi anladıklarını ifade etmişlerdir. Ayrıca öğrenciler teoride öğrenilmesi zor olan iç hastalıklarının temel yönlerini öğrenme deneyiminin oyunlaştırma tekniği ile eğlenceli hale geldiğini ifade etmişlerdir.

Sonuç: Oyunlaştırma kullanımıyla öğrenciler İç Hastalıkları Hemşireliği eğitimine ilişkin hemşirelik bakımı ve iletişim becerilerini motive edici ve daha kalıcı bir şekilde öğrenmişlerdir.

Keywords

İletişim, eğitim, oyunlaştırma, hemşirelik öğrencisi

Role-Play Based Gamification for Communication Skills and Nursing Competence in Internal Medicine Nursing

Abstract

Objective: This study aims to the effect of role-play-based gamification on the analysis of symptoms in Internal Medicine Nursing, decision making, administration of appropriate nursing care, and the communication skills of nursing students.

Methods: The study was designed in participatory action research as a qualitative design. In the action research, gamification elements were constructed on a role-play performance of the students in Nursing Department at a private university in Ankara-Türkiye. A gamification based on systems role play was performed for students taking the internal medicine nursing course (n=10). Checklists for each system regarding the selection and use of equipment appropriate for nursing interventions have been added to the games. At the end of the semester they were asked to evaluate this intervention via qualitative interview. In the in-depth interviews, data were collected by asking the students 9 unstructured open-ended questions prepared by the researchers. Data analysis was carried out by hand coding by the researchers. Codes were created from the research objectives based on Werbach's D6 Model for gamification design.

Results: The qualitative analysis revealed six major themes (i) Defining Business Goals (ii) Delineating Target Behaviors (iii) Describing Players (iv) Devising Activity Loops (v) Deploying Tools (vi) Not forgetting the fun. In these themes, students stated that by using game elements in lessons, it became easier to remember and apply theoretical knowledge about internal medicine nursing, improved their practical skills, time management skills and critical decision-making abilities, and that they better understood the importance of effective communication within the team. Additionally, students stated that the experience of learning the basic aspects of internal diseases, which are difficult to learn in theory, became fun with the gamification technique.

Conclusion: The use of gamification, students learned nursing care and communication skills related to Internal Medicine Nursing education in a motivated and more permanent manner.

Keywords

Communication, education, gamification, nursing student

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