Meme Kanseri Hakkında Internet Tabanlı ve Dijital Hikaye Eğitimi Arasındaki Teorik Bilgi Farkı

Abstract

Amaç: Yapılan araştırmalar hemşirelik öğrencilerinin meme kanseri erken tanısı konusundaki bilgi donanımlarını artırabilmek için eğitimde yeni yöntemlere ihtiyaç duyulduğunu belirtmektedir. Bu araştırma meme kanseri erken tanı yöntemlerine ilişkin bilgi artırmada internet tabanlı ya da dijital hikaye anlatımının etkisini belirlemeyi amaçlamaktadır. Materyal ve Methot: Araştırma ön ve son test ölçümleriyle yarı deneysel çalışma niteliğindedir. İnternet tabanlı eğitim grubunda 68 ve dijital hikaye videoları grubunda ise 66 hemşirelik lisans öğrencisi araştırmaya dahil edildi. Araştırmanın verileri eğitim öncesi ve eğitimden sekiz hafta sonra iki aşamalı olarak toplandı. Her ölçüm için yüzdeler hesaplandı. Ölçümler arasındaki değişiklikleri belirleyebilmek için normal dağılıma bakıldı ve istatistiksel olarak anlamlılıkları test edildi. Bulgular: İnternet tabanlı eğitimde bilgi puanlarındaki artışın dijital hikaye anlatımı videosundaki artıştan daha fazla olduğu ve bu farkın istatistiksel olarak anlamlı olduğu belirlendi. Sonuç: Bu araştırma meme kanseri erken tanı yöntemlerini öğretmede gelişen teknolojiden yararlanılarak değişiklikler oluşturmanın mümkün olduğunu göstermektedir.

Theoretical Knowledge Difference Between Internet-Based and Digital Storytelling Education About Breast Cancer

Abstract

Aim: Previous research has identified the theoretical knowledge about breast cancer early diagnosis of nursing students and stated that new methods are needed in education. To evaluate the effect of education on the theoretical knowledge of students through internet-based or digital storytelling. Material and Method: Quasi-experimental study with comparison groups and pre- and post-measurements. In the internet-based education group 68 and digital storytelling videos 66 undergraduate nursing students have included in the study. Data for the study were gathered, before education and after eight weeks. The percentages were calculated for every measurement, the test was used for the data whose conformity to normal distribution, and was used to detect the statistical significance of changes between measurements. Results: The increase in knowledge scores was more often statistically significant in internet-based education than in the digital storytelling video. Conclusion: This research shows that it is possible to create changes in teaching breast cancer early diagnosis methods by using the developing technology.

Keywords

• Nursing education
• internet-based education
• digital storytelling
• theoretical knowledge

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