The Effect of Student Opinions on the Clinical Rotation of the Surgical Nursing Course on Self-Regulated Learning Skills and Perceptions of Self-Efficiency

Year 2024, , 236 - 243, 25.03.2024

Özlem Soyer Er , Yeliz Ciğerci

https://doi.org/10.38108/ouhcd.1242166

Abstract

Objective: It was aimed to determine the effects of nursing students' views on clinical rotation applied to their self-regulated learning skills and self-efficacy perceptions within the scope of surgical nursing course.
Methods: This descriptive study was conducted with 115 nursing students. Data were collected with Sociodemographic Characteristics Form, Opinion Form on Clinical Rotation Practices, Self-Regulated Learning Scale and Clinical Performance Self-Efficacy Scale. In the analysis of the data, mean, standard deviation, number and percentage were evaluated. Student's t, Mann Whitney U and one-way ANOVA tests were applied.
Results: It was determined that the students affected the motivation of the health professionals and instructors with whom they worked in the most rotated field with a significance level of 4.32±0.7. Students who have a positive opinion about rotation; self-regulated learning, motivation and learning syntheses sub-dimension, clinical performance self-efficacy scale mean scores were found to be higher than the students who had a negative opinion about rotation, and there was a statistically significant difference between the mean scores (p<0.001).
Conclusion: The opinions of those who are satisfied with studying in the nursing department about rotation practices are positive. Students who have positive opinions about rotation practice have high self-efficacy and clinical performance self-regulated learning scores.

Keywords

Nursing, Self-Regulated Learning, Clinical Rotation, self-efficacy in education

Project Number

-

Cerrahi Hastalıkları Hemşireliği Dersinin Klinik Rotasyonuna İlişkin Öğrenci Görüşlerinin Öz Düzenlemeli Öğrenme Becerileri ve Öz-Yeterlik Algılarına Etkisi

Abstract

Amaç: Cerrahi hastalıkları hemşireliği dersi kapsamında hemşirelik öğrencilerine uygulanan klinik rotasyona ilişkin görüşlerinin öz düzenlemeli öğrenme becerileri ve öz-yeterlik algılarına etkisinin belirlenmesi amaçlandı.
Yöntem: Tanımlayıcı tipte olan bu çalışma 115 hemşirelik öğrencisi ile yürütüldü. Veriler Sosyodemografik Özellikler Formu, Klinik Rotasyon Uygulamalarına İlişkin Görüş Formu, Öz Düzenlemeli Öğrenme Ölçeği ve Klinik Performansta Öz-Yeterlik Ölçeği ile toplandı. Verilerin analizinde ortalama, standart sapma, sayı ve yüzdelik değerlendirildi. Student’s t, Mann Whitney U ve one way ANOVA testi uygulandı.
Bulgular: Öğrencilerin 4.32±0.7 önem düzeyi ile en fazla rotasyon yapılan alanda birlikte çalıştığı sağlık çalışanı ve öğretim elemanının motivasyonunu etkilediği belirlendi. Rotasyona ilişkin olumlu görüşü olan öğrencilerin; öz düzenlemeli, ölçek alt boyutlarından motivasyon ve öğrenme sentezleri alt boyutu, klinik performansta öz-yeterlik ölçeği puan ortalaması rotasyona ilişkin görüşü olumsuz olan öğrencilerden daha yüksek olduğu ve puan ortalamaları arasında istatistiksel olarak anlamlı fark olduğu bulundu (p<0.001).
Sonuç: Hemşirelik bölümünde öğrenim görmekten memnun olanların rotasyon uygulamalarına ilişkin görüşleri olumludur. Rotasyon uygulamasına ilişkin olumlu görüşleri olan öğrencilerin, öz düzenlemeli öğrenme ve klinik performansta öz-yeterlik puanları yüksektir.

Keywords

Hemşirelik, Öz Düzenlemeli Öğrenme, Klinik Rotasyon, Eğitimde öz-yeterlik

Supporting Institution

Çalışmanın herhangi bir kurumsal ya da finansal desteği bulunmamaktadır.

Project Number

-

Thanks

Çalışmaya katılan tüm öğrencilere teşekkürlerimizi sunarız.

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