TÜRK ÜNİVERSİTELERİNDE FARKLI EĞİTİM MODELLERİNİN SAĞLIK ÖĞRENCİLERİNİN FİZİKSEL AKTİVİTE DÜZEYLERİ VE SAĞLIK PROFİLLERI ÜZERİNE ETKİLERİ

Abstract

Amaç: Çalışmamızın amacı üniversitelerde sağlık eğitimi alan öğrencilerde farklı eğitim modellerinin fiziksel aktivite ve sağlık profili üzerindeki etkilerini karşılaştırmaktır. Yöntemler: Çalışmamıza 17-25 yaş arası Türkiye üniversitelerinde eğitim gören 600 sağlık öğrencisi dahil edildi. Katılımcılar üniversitede aldıkları eğitim modeline göre hibrit (n = 300, 246 kız, 54 erkek) ve uzaktan (n = 300, 258 kız, 42 erkek) olmak üzere 2 gruba ayrıldı. Ölçümler Google Formlar aracılığıyla çevrimiçi olarak uygulandı. Katılımcıların Fiziksel Aktivitelerini (FA) değerlendirmek için Uluslararası Fiziksel Aktivite Anketi Kısa Formu (UFAA-KF) kullanıldı. Katılımcıların sağlık profilleri hakkında veri toplamak için Nottingham Sağlık Profili (NSP) envanteri kullanıldı. Sonuçlar: Hibrit eğitim modeli uygulanan öğrenciler, uzaktan eğitim modelini uygulaNan öğrencilere göre daha yüksek FA ve daha iyi sağlık porofiline sahipti (p ˂ 0,01). Tartışma: Hibrit eğitim modelini uygulanan sağlık öğrencileri fiziksel olarak daha aktiftir ve daha iyi bir sağlık profiline sahiptir.

Keywords

• Eğitim Modeli
• Fiziksel Aktivite
• Sağlık Profili
• Eğitim Modeli, Fiziksel Aktivite, Sağlık Profili

The Effects of Different Education Models on the Physical Activity and Health Profile of Healthcare Students in Turkish University

Abstract

Purpose: Hybrid and distance educational models can lead to different levels of physical activity among students. The aim of our study is to compare the effects of different education models on physical activity and health profile of university healthcare students. Methods: Six hundred healthcare students at Turkish universities between the ages of 17-25 were included in our study. Participants were divided into 2 groups as hybrid (n = 300, 246 females, 54 males) and distance (n = 300, 258 females, 42 males) according to the education model they received at the university. Measurements were applied online via Google Forms. The Physical Activity (PA) of the participants were assessed with Physical Activity Questionnaire-Short Form (IPAQ-SF) and the health profiles of the participants were assessed with The Nottingham Health Profile (NHP) inventory. Results: The students in the hybrid education model had significantly higher physical activity level (p=0.001) and a better health profile (p=0.001) compared to the students who were in distance education model. Conclusions: Students with hybrid education model are more physically active and have a better health profile than students with distance education model because they go to university more than students with distance education model.

Keywords

• Education model
• physical activity
• healh profile
• Education model, physical activity, healh profile

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