The Effect of Training According to Students' Learning Styles on Their Ability to Make Nursing Diagnoses: A Quasi-Experimental Study

Year 2024,

Asli Kurtgöz , Hülya Keskin , Selin Keskin Kızıltepe

https://doi.org/10.17049/jnursology.1429938

Abstract

Objective: This study was conducted to evaluate the effect of training according to students’ learning styles on their ability to make nursing diagnoses.

Methods: The study was conducted as a one-group quasi-experimental study with pre and post-test design between April and September 2022. The research was carried out with 63 second-year students studying in the nursing department of a public university. The participants’ learning styles were identified using the VARK Learning Styles Inventory. The Case Diagnosis Form (pre-test) was applied to the participants and they were asked to determine the nursing diagnoses related to the case example. They were divided into groups according to their learning styles. They were trained on the nursing diagnoses and diagnosing process according to their learning styles. Three weeks after the training, the Case Diagnosis Form was applied to them again (post-test).

Results: It was found that 71.4% of students had multiple learning styles, 74.6% had problems applying the nursing process, and 73% had problems determining nursing diagnoses. It was determined that the post-test mean scores of the participants increased significantly after the trainings compared to the pre-test mean scores (P<.001). There was no difference between pre and post-test mean scores according to the descriptive characteristics of the participants (P>.05).

Conclusion: The training students according to their learning styles improved their ability to make nursing diagnoses. Taking into account the learning styles of students and using different teaching strategies in their education in line with this can help improve students' ability to make nursing diagnoses.

Keywords

Nursing diagnosis, nursing education, nursing students, learning style

Ethical Statement

Ethical committee approval was received from the Amasya University Non-Interventional Clinical Research Ethics Committee (March 10, 2022, No: E-30640013-050.01.04-61748). Oral and written informed consent was obtained from the nursing students participating in the study.

Supporting Institution

The authors have no sources of funding to declare.

Project Number

-

Thanks

We would like to extend our gratitude to participant nursing students and Dr. Leyla Baran and Dr. Amine Terzi, who supported this study with their expert opinion.

Öğrenme Stillerine Yönelik Verilen Eğitimlerin Öğrencilerin Hemşirelik Tanısı Belirleyebilme Becerilerine Etkisi: Bir Yarı Deneysel Çalışma

Abstract

Amaç: Bu çalışma, öğrenme stillerine yönelik verilen eğitimlerin öğrencilerin hemşirelik tanısı belirleyebilme becerilerine etkisini değerlendirmek amacıyla yapıldı.

Yöntemler: Araştırma, Nisan- Eylül 2022 tarihleri arasında, ön test-son test desenli tek gruplu yarı deneysel çalışma olarak yürütüldü. Araştırma bir kamu üniversitesinin hemşirelik bölümünde ikinci sınıfta öğrenim gören 63 öğrenci ile gerçekleştirildi. Katılımcıların öğrenme stilleri VARK Öğrenme Stilleri Envanteri kullanılarak belirlendi. Vaka Tanılama Formu (ön test) katılımcılara uygulanarak, vaka örneğine ilişkin hemşirelik tanılarını belirlemeleri istendi. Öğrenciler öğrenme stillerine göre gruplara ayrıldı. Katılımcılara öğrenme stillerine göre hemşirelik tanıları ve tanılama süreci hakkında eğitimler verildi. Eğitimlerden üç hafta sonra Vaka Tanılama Formu (son test) tekrar uygulandı.

Bulgular: Öğrencilerin %71,4’ünün çoklu öğrenme stiline sahip olduğu, %74,6’sının hemşirelik sürecinin kullanımında ve %73’ünün hemşirelik tanılarını belirlemede sorun yaşadığı belirlendi. Katılımcıların eğitimler sonrasında son test puan ortalamalarının ön test puan ortalamalarına göre anlamlı düzeyde arttığı belirlendi (P<,001). Katılımcıların tanıtıcı özelliklerine göre ön test ve son test puan ortalamaları arasında fark olmadığı saptandı (P>,05).

Sonuç: Öğrenme stiline yönelik verilen eğitimlerin, öğrencilerin hemşirelik tanısı belirleme becerisini geliştirdiği saptandı. Hemşirelik öğrencilerinin öğrenme stillerinin dikkate alınması ve bu doğrultuda eğitimlerinde farklı öğretim stratejilerinin kullanılması, öğrencilerin hemşirelik tanısı belirleyebilme becerilerinin geliştirilmesine yardımcı olabilir.

Keywords

Hemşirelik eğitimi, hemşirelik öğrencileri, hemşirelik tanıları, öğrenme stili

Project Number

-

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