Hemşirelik Öğrencilerinde Yakın Akran Öğretiminin Fiziksel Muayene Uygulamaları ve Stres Düzeylerine Etkisi

Year 2025, Volume: 8 Issue: 3, 547 - 555

Yasemin Kalkan Uğurlu , Aslı Aydın , Barış Tongal , Mustafa Bakır , Songül Özuzma

https://doi.org/10.38108/ouhcd.1481889

Abstract

Amaç: Bu araştırmanın amacı, yakın akran öğretiminin hemşirelik öğrencilerinin fiziksel muayene uygulamaları ve algılanan stresleri üzerindeki etkisini incelemektir.
Yöntem: Tek gruplu ön test-son test çalışması 91 öğrenci (hemşirelik ikinci sınıf öğrencileri) ile yürütüldü. Veriler Öğrenci Bilgi Formu, Fiziksel Muayene Uygulama Formu ve Hemşirelik Öğrencileri İçin Algılanan Stres Ölçeği kullanılarak toplandı.
Bulgular: Hemşirelik öğrencilerinde boy ve kilo ölçümü dışında tüm fiziksel muayene uygulamalarında anlamlı gelişme gözlendi (p<0.05). Öğrencilerin uygulama öncesinde algıladıkları toplam stres puanı 67.0 (SS 21.6), uygulama sonrasında algıladıkları toplam stres puanı ise 57.6 (SS 21.42) olup aradaki fark istatistiksel olarak anlamlı bulunmuştur (p<0.05). Hemşirelik Öğrencileri İçin Algılanan Stres Ölçeğinin akran stresi ve günlük yaşam stresi dışındaki tüm alt boyutlarında anlamlı azalmalar gözlendi (p<0.05).
Sonuç: Bu araştırmada yakın akran öğretimi yöntemiyle verilen fiziksel muayene eğitiminin öğrencilerin fizik muayene uygulamaları ve algılanan stres düzeyleri üzerinde olumlu etkisi olduğu tespit edilmiştir. Bu bağlamda hemşirelik öğrencilerinin klinik ortamlarda fiziksel muayene uygulamaları yapmalarına yönelik yakın akran öğretimi programlarının uygulanması önerilmektedir.

Keywords

Akran öğrenmesi , hemşirelik öğrencileri , fiziksel muayene , stres

The Effect of Near-Peer Teaching on Nursing Students' Physical Examination Practices and Stress Levels

Abstract

Objective: The objective of this research was to examine the effect of near-peer teaching on nursing students' physical examination practices and perceived stress.
Methods: This single group pretest-posttest study was conducted with 91 students (second-year nursing undergraduate students). Data were collected using the Student Information Form, Physical Examination Practices Form, and the Perceived Stress Scale for Nursing Students.
Results: A significant improvement was observed in all physical examination practices among nursing students, except for height and weight measurements (p<0.05). The total perceived stress score of students before the implementation was 67.0 (SD 21.6), and the total perceived stress score after the implementation was 57.6 (SD 21.42), with the difference being statistically significant (p<0.05). Significant reductions were observed in all subscales of the Perceived Stress Scale for Nursing Students, except for stress from peers and daily life (p<0.05).
Conclusion: This research determined that physical examination education provided through the near-peer teaching method had a positive impact on students' physical examination practices and perceived stress levels. In this context, implementing near-peer teaching programs for nursing students to practice physical examinations in clinical settings is recommended.

Keywords

Physical examination , nursing students , peer learning , stress

Ethical Statement

Ethics committee approval for this study retrieved from the Ordu University Clinical Research Ethics Committee (Date: 30.09.2022 and Issue No: 2022/224)

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