Hemşirelik Öğrencileri için Geliştirilen COVID-19 Oyunlaştırılmış E-Öğrenme Modülünün Geliştirilme Basamakları

Year 2022, Volume: 13 Issue: 3, 551 - 558, 20.12.2022

Afra Çalık Ridvan Bilal Saglam Murat Gökhan Kabal Betül Çakmak Bahar İnkaya Sevgisun Kapucu

https://doi.org/10.22312/sdusbed.1021472

Cited By: 1

Abstract

Pandemi sürecinde çevrimiçi öğretim yöntemlerinden biri olan e-öğrenme modüllerine olan ilgi artmıştır. Bu makalenin amacı hemşirelik öğrencileri için geliştirilen oyunlaştırılmış e-öğrenme modülünün geliştirme basamaklarını açıklamaktır. Bir eğitim tasarımcısı, iki içerik uzmanı, iki danışman ve bir öğrenciden oluşan işbirlikçi, çok disiplinli bir proje ekibi düzenlenmiştir. Ekip, oyunlaştırmanın D6 modelini kullanarak bir e-öğrenme modülü geliştirmiştir. Bu modül, hemşirelik lisans öğrencilerinin COVID-19’a yönelik klinik beceri ve bilgilerini artırmak için çevrimiçi ve asenkron olarak tasarlanmıştır. Bir e-öğrenme modülünün hemşirelik eğitimine entegre edilerek kullanılan oyunlaştırılmış probleme dayalı öğrenmenin teori ve uygulama şeklinde öğretim materyali olarak kullanılması, öğrencilerin aktif katılım göstermesine, motivasyonunun artmasına ve öğrenmenin etkili olarak gerçekleşmesine katkı sağlayacaktır.

Keywords

hemşirelik eğitimi, oyunlaştırma, eğitim teknolojileri

Development Steps of a COVID-19 Gamification E-Learning Module for Nursing Students

Abstract

The interest in e-learning modules, which is one of the online teaching methods, has increased during the pandemic process. This article explains the development steps of the gamified e-learning module developed for nursing students. A collaborative, multidisciplinary project team consisting of an educational designer, two content experts, two consultants and a student was organized. The team developed an e-learning module using the D6 model of gamification. This module was designed online and asynchronously to increase the clinical skills and knowledge of undergraduate nursing students regarding COVID-19. Using gamified problem-based learning, which is used by integrating an e-learning module into nursing education, as a teaching material as theory and practice will contribute to the active participation of students, increase their motivation and effective learning.

Keywords

nursing educaiton, gamification, educational technology

References

• [1] Schneider S.L., Council M.L. 2020. Distance Learning in The Era of COVID-19. Arch Dermatol Res,1. doi: 10.1007/s00403-020-02088-9.
• [2] Zhong R. 2020. The Coronavirus Exposes Education’s Digital Divide. The New York Times. https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html (Erişim tarihi 15.06.2021).
• [3] Kowitlawakul Y., Chan M.F., Tan S.S.L., Soong A.S.K., Chan S.W.C. 2017. Development of an E-Learning Research Module Using Multimedia Instruction Approach. Comput Inform Nurs,35(3):158-168. doi: 10.1097/CIN.0000000000000306.
• [4] McDonald E.W., Boulton J.L., Davis J.L. 2018. E-Learning and Nursing Assessment Skills and Knowledge–an İntegrative Review. Nurse Educ Today, 66:166-174. doi: 10.1016/j.nedt.2018.03.011.
• [5] Parquet F., Marchionni C. 2015. E-Learning And IV Therapy: Can Learning Be Fun. Vascular Access, 9(3):11-22.
• [6] Briscoe G.S., Brown L.G. 2019. Self-Regulated E-Learning Modules for Prenursing Success. Nursing Educ Perspec, 40(3):186-188. doi: 10.1097/01.NEP.0000000000000356.
• [7] Cook D.A., Levinson A.J., Garside S., Dupras D.M., Erwin P.J., Montori V.M. 2008. Internet-Based Learning in the Health Professions: A Meta-Analysis. JAMA, 300(10):1181-1196. doi: 10.1001/jama.300.10.1181.
• [8] Farrell G.A., Cubit K.A., Bobrowski C.L., Salmon P. 2007. Using The WWW to Teach Undergraduate Nurses Clinical Communication. Nurse Educ Today, 27(5):427-435. doi: 10.1016/j.nedt.2006.07.005.
• [9] Ahmed H., Allaf M., Elghazaly H. 2020. COVID-19 and Medical Education. Lancet Infect Dis, 20(7):777-778. doi: 10.1016/S1473-3099(20)30226-7.
• [10] Wittich C.M., Agrawal A., Cook D.A., et al. 2017. E-Learning in Graduate Medical Education: Survey of Residency Program Directors. BMC Med Educ, 17(1):1-7. doi: 10.1186/s12909-017-0953-9.
• [11] Cervera-Gasch Á., González-Chordá V.M., Mena-Tudela D. 2020. COVID-19: Are Spanish Medicine and Nursing Students Prepared? Nurse Educ Today, 92:104473. doi: 10.1016/j.nedt.2020.104473.
• [12] Malicki A., Vergara F.H., Van de Castle B., et al. 2020. Gamification in Nursing Education: An Integrative Literature Review. Journal Contin Educ Nurs, 51(11):509-515. doi: 10.3928/00220124-20201014-07. [13] Suppan M., Catho G., Nunes T.R., et al. 2020. A Serious Game Designed to Promote Safe Behaviors Among Health Care Workers During the COVID-19 Pandemic: Development of “Escape COVID-19”. JMIR Serious Games, 8(4):e24986. doi: 10.2196/24986.
• [14] Hu H., Xiao Y., Li H. 2021. The Effectiveness of a Serious Game Versus Online Lectures for Improving Medical Students' Coronavirus Disease 2019 Knowledge. Games Health J. doi: 10.1089/g4h.2020.0140.
• [15] Kapp K.M. 2012. The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. 1. Baskı. John Wiley & Sons; 2012.
• [16] Panis I., Setyosari P., Kuswandi D., Yuliati L. 2020. Design Gamification Models in Higher Education: A Study in Indonesia. iJET, 15(12):244-255. doi: 10.3991/ijet.v15i12.13965.
• [17] Hunter D., Werbach K. 2012. For the Win. Wharton Digital Press, 100s.
• [18] Urh M., Vukovic G., Jereb E. 2015. The Model for Introduction of Gamification into E-learning in Higher Education. Procedia Soc Behav Sci, 197:388-397. doi: 10.1016/j.sbspro.2015.07.154
• [19] Nakamura J., Csikszentmihalyi M. 2009. Flow Theory and Research. The Oxford Handbook of Positive Psychology. 2. baskı. Oxford University Press, 195-206s.
• [20] Sağlık Bakanlığı. 2020. COVID-19 Kişisel Koruyucu Ekipman Giyme ve Çıkarma Talimatı. https://khgmstokyonetimidb.saglik.gov.tr/Eklenti/36977/0/covid-19-kisisel-koruyucu-ekipman-giyme-ve-cikarma-talimatipdf.pdf (Erişim tarihi 12.09.2021).
• [21] Dewart G., Corcoran L., Thirsk L., Petrovic K. 2020. Nursing Education in a Pandemic: Academic Challenges in Response to COVID-19. Nurse Educ Today, 92:104471. doi: 10.1016/j.nedt.2020.104471.
• [22] Joshi K., Madhura L., Jamadar D. 2020. Knowledge and Awareness Among Nursing Students Regarding the COVID-19: A Cross Sectional Study. Int J Community Med Public Health, 7(6):1-4. doi: 10.18203/2394-6040.ijcmph20202536.
• [23] Anderson, L.W., & Krathwohl, D.R. 2001. A Taxonomy For Learning, Teaching, And Assessing: A Revision Of Bloom's Taxonomy Of Educational Objectives. New York, NY: Addison Wesley Longman.
• [24] Logan R.M., Johnson C.E., Worsham J.W. 2021. Development of an E-learning Module to Facilitate Student Learning and Outcomes. Teach Learn Nurs, 16(2):139-142. doi: 10.1016/j.teln.2020.10.007.
• [25] Chen J.H., Björkman A., Zou J.H., Engström M. 2019. Self–regulated Learning Ability, Metacognitive Ability, and General Self-Efficacy in a Sample of Nursing Students: A cross-sectional and Correlational Study. Nurse Educ Pract, 37:15-21. doi: 10.1016/j.nepr.2019.04.014.
• [26] Moon H., Hyun H.S. 2019. Nursing Students’ Knowledge, Attitude, Self-Efficacy in Blended Learning of Cardiopulmonary Resuscitation: a Randomized Controlled Trial. BMC Med Educ, 19(1):1-8. doi: 10.1186/s12909-019-1848-8.