HEMŞİRELİK EĞİTİMİ VE OTANTİK ÖĞRENME

Year 2021, , 35 - 44, 28.05.2021

Ayşe Metin , Özen Kulakaç

https://doi.org/10.47115/jshs.898818

Abstract

Otantiklik, değerler ve eylemler arasındaki tutarlılık olup gerçek, doğal, sahte olmayan gibi anlamlar taşımaktadır. Otantik olma aynı zamanda bireyin potansiyelinin farkına varması ve bu potansiyele uygun davranmasını, yaşam tercihlerinin sorumluluğunu ve sonuçlarını kabul etmesini gerektirmektedir. Otantikliğin beş boyutu: kendini fark etme, başkalarına farkındalık, öğrenenlerle olan ilişkiler, duruma ilişkin farkındalık ve uygulamaya eleştirel yaklaşımdır. Otantik öğrenme; otantik görevler, otantik etkinlikler ve otantik değerlendirmeleri içeren gerçek dünyaya, karmaşık problemlere ve potansiyel çözümlere, sanal ve/veya gerçek topluluklara katılıma odaklanan bir süreçtir. Otantik öğrenme ile hemşirelik öğrencileri; öğrenecekleri bilginin kendileri, hastaları ve hemşirelik uygulaması için neden gerekli olduğunu öğrenir ve bilgiye anlam kazandırır. Otantik öğrenme faaliyetleriyle hemşirelik öğrencileri "sürdürülebilir beceriler" geliştirir. Bu beceriler; karar verme, sabır, esneklik ve deneyim yoluyla elde edilebilen gerçeklik (doğru/yanlış) anlayışıdır. Ayrıca öğrenmeyi isteme ile karakterize olan otantik öğrenme hemşirelikte yalnız öğrencilik döneminde değil, ömür boyu kullanılabilecek bir öğrenme şekli olması nedeniyle önemlidir. Bu derlemede otantik öğrenmeye ve yöntemlerine ilişkin kavramsal bilgi ve hemşirelik eğitim süreçlerinde kullanılmasına ilişkin öneriler sunulmaktadır. 

Keywords

Hemşirelik eğitimi, Otantiklik, Öğrenme, Otantik öğrenme

Nursing Education and Authentic Learning

Abstract

Authenticity is consistency between values and actions and has meanings such as real, natural and not fake. Being authentic also requires the individual to realize his / her potential and act in accordance with this potential, and to accept the responsibility and consequences of life choices. The five dimensions of authenticity are: self-awareness, awareness of others, relationships with learners, awareness of the situation, and critical approach to practice. Authentic learning; It is a process that focuses on participating in the real world, complex problems and potential solutions, virtual and / or real communities, including authentic missions, authentic activities and authentic evaluations. Nursing students with authentic learning; They learn why the knowledge they will learn is necessary for themselves, their patients and nursing practice and gives meaning to the information. As a result, nursing students develop "sustainable skills" in various subjects with authentic learning activities. These skills are; it is an understanding of reality (true / false) that can be achieved through decision-making, patience, flexibility and experience. In addition, authentic learning, which is characterized by willingness to learn, is important in nursing not only during the student period, but also because it is a lifelong learning style. In this review, conceptual information about authentic learning and its methods and suggestions for its use in nursing education processes are presented.

Keywords

Authenticity;, Authentic learning;, Learning;, Nursing education;

References

• Amigud, Y., Archer, G., Smith, J., Szymanski, M., & Servatius, B. (2002). Assessing the quality of web-enabled laboratories in undergraduate education. In Frontiers in Education, FIE 2002. 32(2), F3E-F3E.
• Baron, K., Rocha, A., & Anderson, P. (2019). Ann's Story: An Authentic Learning Experience for Online Nursing Students. Creative nursing, 25(2), 144-147.
• Baxter Magolda, M.B. (2014). Self-Authorship. New Directions for Higher Education, 166, 25-33. DOI: https://doi.org/10.1002/he.20092
• Bektaş, M. (2019). Examining the Teacher Candidates' Metaphorical Perceptions related to the Notion of Authentic Learning. International Online Journal of Educational Sciences, 11(2).
• Bonnett, M. (2017). Sustainability and human being: Towards the hidden centre of authentic education. In Post-sustainability and environmental education (pp. 79-91). Palgrave Macmillan, Cham.
• Borthwick, F., Lefoe, G., Bennett, S., & Huber, E. (2007). Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject. Journal of Learning Design, 2(1), 14-24.
• Bowtell, L., Moloney, C., Kist, A. A., Parker, V., Maxwell, A., & Reedy, N. (2012, July). Using remote access laboratories in nursing education. In Remote Engineering and Virtual Instrumentation (REV), 2012 9th International Conference on (1-7). IEEE.
• Cant, R. P. & Cooper, S. J. (2010). Simulation‐based learning in nurse education: Systematic review. Journal of advanced nursing, 66(1), 3-15.
• Cholewinski, M. (2009). An introduction to constructivism and authentic activity. Journal of the school of contemporary international studies Nagoya University of Foreign Studies 5, 283-316.
• Corey, G. (2015). Theory and practice of counseling and psychotherapy. Nelson Education, 138.
• Cranton, P. & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55(1), 5-22.
• De Leng, B. A., Dolmans, D. H., Van de Wiel, M. W., Muijtjens, A. M. M., & Van Der Vleuten, C. P. (2007). How video cases should be used as authentic stimuli in problem‐based medical education. Medical education, 41(2), 181-188.
• EDUCAUSE http://www.educause.edu/ir/library/pdf/ELI7013.pdf Erişim Tarihi 14.04.2021.
• Erten, P. (2020). Otantik Öğrenme [Authentic Learning]. Bilgi ve İletişim Teknolojileri Dergisi/Journal of Information and Communication Technologies, 1 (2), 94-107.
• French, S., & Kennedy, G. (2017). Reassessing the value of university lectures. Teaching in Higher Education, 22(6), 639-654. http://dx.doi.org/10.1080/13562517.20161273213.
• Great Schools Partnership, https://www.edglossary.org/authentic-learning/ Erişim Tarihi 16.04.2021.
• Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational technology research and development, 52(3), 67.
• Herrington, A., & Herrington, J. (2006). What is an authentic learning environment?. In Authentic learning environments in higher education (1-14). IGI Global.
• Hodson, D. (1998). Teaching and learning science: Towards a personalized approach, McGraw-Hill Education (UK).
• Horning, M. L., Schneider, R., Beacham, B., McKechnie, A. C., Kirk, L., Emery, D., & Lindquist, R. (2020). Appreciation of the Research-Practice Link: Authentic Learning Environments for Writing-Intensive Nursing Courses. Nursing education perspectives, 41(6), 361-363.
• Horzum, M. B., & Bektaş, M. (2012). Otantik öğrenmenin topluma hizmet uygulamaları dersini alan öğretmen adaylarının derse yönelik tutum ve memnuniyetine etkisi. Kastamonu eğitim dergisi, 20(1), 341-361.
• Hovancsek M. (2007) Using simulation in nurse education. In Simulation in Nursing Education; from Conceptualization to Evaluation (Jeffries P.R., ed.), National League for Nursing, New York, 1–9.
• Ismail, N. (2006). Inquiry Based Learning: A New Approach to Classroom Learning. English Language Journal, 2(1), 13-24.
• Johnson, Z. D., & LaBelle, S. (2017). An examination of teacher authenticity in the college classroom. Communication Education, 66(4), 423-439.
• Julia Hayden Galindo, Ed.D., Harvard Graduate School of Education https://ablconnect.harvard.edu/authentic-learning Erişim Tarihi 16.04.2021.
• Katebi, M. S., Ahmadi, A. A., Jahani, H., Mohalli, F., Rahimi, M., & Jafari, F. (2020). The effect of portfolio training and clinical evaluation method on the clinical competence of nursing students. Journal of Nursing and Midwifery Sciences, 7(4), 233.
• Knobloch, N. A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22-34.
• Koçyiğit, S. & Zembat, R. (2013).Otantik Görevlerin Öğretmen Adaylarının Başarısınıa Etkisi. Hacettepe Üniversitesi eğitim Fakültesi Dergisi, 28(3), 291-303.
• Lee, K. (2020). Autoethnography as an authentic learning activity in online doctoral education: An integrated approach to authentic learning. TechTrends, 64, 570-580.
• Lee, W. S. & M. Kim (2011). Effects and adequacy of high-fidelity simulation-based training for obstetrical nursing. Journal of Korean Academy of Nursing, 41(4), 433-443.
• Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1-12.
• Maina, F. W. (2004). Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), 1-8.
• Manninen K., Henriksson EW., Scheja M., & Silén C. (2013) Authenticity in learning – nursing students’ experiences at a clinical education ward, Health Education, Vol. 113(2), 132-143
• Marra, T. (2019). Authentic learning environments. University of Michigan. http://www-personal.umich.edu/~tmarra/authenticity/page3.html Erişim Tarihi: 02.10.2019.
• McConville, S. A. & Lane A. M. (2006). Using on-line video clips to enhance self-efficacy toward dealing with difficult situations among nursing students. Nurse Education Today, 26(3), 200-208.
• Ndawo, G. (2019). A model to facilitate authentic learning in nursing education. Global Journal of Health Science, 11(9), 1-1.
• Nicaise, M., et al. (2000). Toward an understanding of authentic learning: Student perceptions of an authentic classroom. Journal of Science Education and Technology, 9(1), 79-94.
• Pearce, S. (2016). Authentic learning: What, why, and how? E-teaching; Management Strategies for the Classroom, (10). http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf Erişim tarihi:10.06.2018
• Pereira, J., et al. (2014). Student-generated online videos to develop cross-curricular and curricular competencies in Nursing Studies. Computers in Human Behavior, 31, 580-590.
• Reeves, T. C., Herrington, J. and Oliver, R. (2002). Authentic activities and online learning. In Quality conversations: Research and development in higher education, Edited by: Goody, A., Herrington, J. and Northcote, M. Vol. 25, 562–567.
• Scott, S., Clancy, T. L., & Ferreira, C. (2020). Journey to Authentic Learning-Enacting Reciprocity in Nursing Graduate Education-A Reflective Writing Circle. Witness: The Canadian Journal of Critical Nursing Discourse, 2(1), 111-121.
• Sitzman, K. L. (2007). Teaching-learning professional caring based on Jean Watson's theory of human caring. International Journal for Human Caring, 11(4), 8.
• Spies, C., & Botma, Y. (2020). Optimising simulation learning experiences for mature, postgraduate nursing students. Nurse Education in Practice, 47, 102834.
• Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in philosophy and education, 28(2), 135-151.
• Starr, S. S. (2008). Authenticity: A concept analysis. Nursing Forum, Wiley Online Library. 43(2), 55-62.
• Stein, S. J., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-58.
• Swartz, M. K. (2016). Promoting Authentic Learning for Our Students. Journal of Pediatric Health Care, 30(5), 405.
• Teskereci G., Boz İ., Buldukoğlu K., (2020). Hemşirelikte Profesyonel Sosyalizasyon Sürecine, Bakım Veren Eğitici ve Klinik Öğrenme Çevresinin Etkisi, Hemşirelik Akademik Araştırma Dergisi JAREN, 6 (1), 171-178.
• Theobald, K. A., & Ramsbotham, J. (2019). Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to ‘think like a nurse’. Nurse education in practice, 38, 59-65.
• Trubody, B. (2015). Heidegger, Education and the ‘Cult of the Authentic’. Journal of Philosophy of Education, 49(1), 14-31.
• Tschida, V. (2020). Using Technology To Provide Students With Authentic Learning Opportunities In The Elementary Classroom. https://digitalcommons.hamline.edu/hse_cp/454/ Erişim Tarihi: 14.04.2021.
• Varga, Somogy and Charles Guignon, "Authenticity", The Stanford Encyclopedia of Philosophy (Spring 2020 Edition), Edward N. Zalta (ed.), https://plato.stanford.edu/entries/authenticity/ Erişim Tarihi 16.04.2021.
• Venvertloh, B. L. (2019). Current Perspectives on the Gestalt of Nursing Curriculum (Doctoral dissertation, University of Northern Colorado). https://digscholarship.unco.edu/dissertations/550/ Erişim Tarihi: 14.04.2021
• Wikander, L., & Bouchoucha, S. L. (2018). Facilitating peer based learning through summative assessment – An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment. Nurse Education in Practice, 28, 40–45. doi:10.1016/j.nepr.2017.09.011
• Yancey, N. R. (2015). Why teach nursing theory. Nursing Science Quarterly, 28(4), 274-278. doi:10.1177/0894318415599234.
• Zielinski, D. E. (2017). The use of collaboration, authentic learning, linking material to personal knowledge, and technology in the constructivist classroom: Interviews with community college faculty members. Community College Journal of Research and Practice, 41(10), 668-686.
• Zuban, N., Clancy, T. L., & Ferreira, C. (2019). Authentic learning within the brave space created through student-faculty partnerships. Papers on Postsecondary Learning and Teaching, 3, 103-110.