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Nursing Students’ Opinions about Usage of YouTube in Operating Room Nursing Lecture

Yıl 2020, Cilt: 13 Sayı: 3, 490 - 504, 21.07.2020

Öz

This study was aimed to
determine the opinions of nursing students’ about the usage of YouTube. A
descriptive study was conducted with 144 3rd grade students. The data were
collected with "Sociodemographic Characteristics and Technology Use
Form" and "Evaluation Form of Students’ Opinions on the Use of YouTube
Videos in the Operating Room Lecture". Data were analyzed by number
percentage, mean and standard deviation. 68.9% of the nursing students stated
that the integration of YouTube videos is good. 97.9% of the students stated
that they were pleased that the lecture was video-aided. The rate of effective,
intelligibility and adequate use of YouTube videos was found between 59.7% and
74.3%, 69.5% and 90.3%, 89.6% and 95.2%, respectively. Nursing students
indicated that they were pleased with the integration of YouTube videos into
the Operating Room Nursing lecture and found that the videos were effective,
clear and sufficient. 

Kaynakça

  • Burke, S. C., Snyder, S., & Rager, R. C. (2009). An Assessment of Faculty Usage of YouTube as a Teaching Resource. The Internet Journal of Allied Health Sciences and Practice, 7(1), 1–8.
  • Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal of E-Learning and Learning Objects., 10, 17–32.
  • Clifton, A., & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse Education Today, 31(4), 311–313. https://doi.org/10.1016/j.nedt.2010.10.004
  • Dil, S., Uzun, M., & Aykanat, B. (2012). Hemşirelik eğitiminde inovasyon. International Journal of Human Sciences, 9(2), 1217–1228.Duncan, I., Yarwood-Ross, L., & Haigh, C. (2013). YouTube as a source of clinical skills education. Nurse Education Today, 33(12), 1576–1580. https://doi.org/10.1016/j.nedt.2012.12.013
  • Gabarron, E., Fernandez-Luque, L., Armayones, M., & Lau, A. Y. (2013). Identifying Measures Used for Assessing Quality of YouTube Videos with Patient Health Information: A Review of Current Literature. Interactive Journal of Medical Research, 2(1), 1–9. https://doi.org/10.2196/ijmr.2465
  • Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy education. Anatomical Sciences Education, 5(3), 158–164. https://doi.org/10.1002/ase.1268
  • June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research. International Education Studies, 7(8), 56–67.
  • Knösel, M., Jung, K., & Bleckmann, A. (2011). YouTube, dentistry, and dental education. Journal of Dental Education, 75(12), 1558–1568.
  • May, O. W., Wedgeworth, M. G., & Bigham, A. B. (2013). Technology in Nursing Education: YouTube as a Teaching Strategy - ScienceDirect. J Pediatr Nurs., 28(4), 408–410.
  • Mukhopadhyay, S., Kruger, E., & Tennant, M. (2014). YouTube: a new way of supplementing traditional methods in dental education. Journal of Dental Education, 78(11), 1568–1571.
  • Operating room nursing - YouTube. (2016, October 29). Retrieved October 29, 2016, from Operating room nursing - YouTube website: https://www.youtube.com/results?search_query=operating+room+nursing
  • Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., & Kourkouta, L. (2014). Critical Thinking: The Development of an Essential Skill for Nursing Students. Acta Inform Med., 22(4), 283–286.
  • Roodt, S., & Peier, D. (2013). Using Youtube© in the Classroom for the Net Generation of Students. Issues in Informing Science and Information Technology, 10, 473–488. https://doi.org/10.28945/1823
  • Safar, A. H., & Alkhezzi, F. (2016). Students’ Perspectives of the Impact of Online Streaming Media on Teaching and Learning at the College of Education at Kuwait University. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2975–2989. https://doi.org/10.12973/eurasia.2016.02317a
  • Snelson, C. (2010, March). Mapping YouTube “Video Playlist Lessons” to the Learning Domains: Planning for Cognitive, Affective, and Psychomotor Learning - Learning & Technology Library (LearnTechLib). Presented at the Society for Information Technology & Teacher Education International Conference, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/33518/
  • Snyder, S. L., & Burke, S. (2008). Using YouTube in the Classroom: A How-To Guide. International Journal of Instructional Technology & Distance Learning., 5(4), 45–52.
  • Szeto, E., & Cheng, A. Y. N. (2014). Exploring the Usage of ICT and YouTube for Teaching: A Study of Pre-service Teachers in Hong Kong. Asia-Pacific Edu Res., 23(1), 53–59.
  • Terkes, N., Celik, F., & Bektas, H. (2019). Determination of nursing students’ attitudes towards the use of technology. Japan Journal of Nursing Science, 16(1), 17–24. https://doi.org/10.1111/jjns.12207
  • YouTube. (2016, October 26). Retrieved October 26, 2016, from Vikipedi website: https://tr.wikipedia.org/w/index.php?title=YouTube&oldid=20366249
  • YouTube Nedir? Nasıl Kullanılır? Ne İşe Yarar? (2018, April 22). Retrieved April 22, 2018, from Bilgihanem.com website: https://bilgihanem.com/youtube-nedir-nasil-kullanilir/

Hemşirelik Öğrencilerinin Ameliyathane Hemşireliği Dersinde YouTube’un Kullanımına İlişkin Görüşleri

Yıl 2020, Cilt: 13 Sayı: 3, 490 - 504, 21.07.2020

Öz

Bu çalışmada hemşirelik öğrencilerinin ameliyathane hemşireliği ders içeriğinde YouTube kullanımı hakkındaki görüşlerinin belirlenmesi amaçlandı. Bu çalışma, tanımlayıcı bir çalışma olup 144 3. sınıf öğrencisi ile yapıldı. Veriler "Sosyodemografik Özellikler ve Teknoloji Kullanım Formu" ve “Hemşirelik Öğrencilerinin Ameliyathane Hemşireliği Ders İçeriğinde YouTube Videolarının Kullanımına İlişkin Görüşlerinin Değerlendirilmesi Formu” ile toplandı. Veriler, sayı, yüzde, ortalama ve standart sapma ile analiz edildi. Hemşirelik öğrencilerinin %68.9'u YouTube videolarının derse dahil edilmesinin iyi olduğunu belirtti. Öğrencilerin %97.9'u dersin video destekli olmasından memnun olduklarını belirtti. YouTube videolarının etkin, anlaşılır ve yeterli kullanımı oranı sırasıyla %59.7 ile %74.3, %69.5 ve %90.3 ve %89.6 ve %95.2 arasında bulundu. Hemşirelik öğrencileri, YouTube videolarının Ameliyathane Hemşireliği dersine dahil edilmesinden memnun olduklarını ve videoların etkili, açık ve yeterli olduğunu bulduklarını belirtti.

Kaynakça

  • Burke, S. C., Snyder, S., & Rager, R. C. (2009). An Assessment of Faculty Usage of YouTube as a Teaching Resource. The Internet Journal of Allied Health Sciences and Practice, 7(1), 1–8.
  • Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal of E-Learning and Learning Objects., 10, 17–32.
  • Clifton, A., & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse Education Today, 31(4), 311–313. https://doi.org/10.1016/j.nedt.2010.10.004
  • Dil, S., Uzun, M., & Aykanat, B. (2012). Hemşirelik eğitiminde inovasyon. International Journal of Human Sciences, 9(2), 1217–1228.Duncan, I., Yarwood-Ross, L., & Haigh, C. (2013). YouTube as a source of clinical skills education. Nurse Education Today, 33(12), 1576–1580. https://doi.org/10.1016/j.nedt.2012.12.013
  • Gabarron, E., Fernandez-Luque, L., Armayones, M., & Lau, A. Y. (2013). Identifying Measures Used for Assessing Quality of YouTube Videos with Patient Health Information: A Review of Current Literature. Interactive Journal of Medical Research, 2(1), 1–9. https://doi.org/10.2196/ijmr.2465
  • Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy education. Anatomical Sciences Education, 5(3), 158–164. https://doi.org/10.1002/ase.1268
  • June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research. International Education Studies, 7(8), 56–67.
  • Knösel, M., Jung, K., & Bleckmann, A. (2011). YouTube, dentistry, and dental education. Journal of Dental Education, 75(12), 1558–1568.
  • May, O. W., Wedgeworth, M. G., & Bigham, A. B. (2013). Technology in Nursing Education: YouTube as a Teaching Strategy - ScienceDirect. J Pediatr Nurs., 28(4), 408–410.
  • Mukhopadhyay, S., Kruger, E., & Tennant, M. (2014). YouTube: a new way of supplementing traditional methods in dental education. Journal of Dental Education, 78(11), 1568–1571.
  • Operating room nursing - YouTube. (2016, October 29). Retrieved October 29, 2016, from Operating room nursing - YouTube website: https://www.youtube.com/results?search_query=operating+room+nursing
  • Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., & Kourkouta, L. (2014). Critical Thinking: The Development of an Essential Skill for Nursing Students. Acta Inform Med., 22(4), 283–286.
  • Roodt, S., & Peier, D. (2013). Using Youtube© in the Classroom for the Net Generation of Students. Issues in Informing Science and Information Technology, 10, 473–488. https://doi.org/10.28945/1823
  • Safar, A. H., & Alkhezzi, F. (2016). Students’ Perspectives of the Impact of Online Streaming Media on Teaching and Learning at the College of Education at Kuwait University. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2975–2989. https://doi.org/10.12973/eurasia.2016.02317a
  • Snelson, C. (2010, March). Mapping YouTube “Video Playlist Lessons” to the Learning Domains: Planning for Cognitive, Affective, and Psychomotor Learning - Learning & Technology Library (LearnTechLib). Presented at the Society for Information Technology & Teacher Education International Conference, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/33518/
  • Snyder, S. L., & Burke, S. (2008). Using YouTube in the Classroom: A How-To Guide. International Journal of Instructional Technology & Distance Learning., 5(4), 45–52.
  • Szeto, E., & Cheng, A. Y. N. (2014). Exploring the Usage of ICT and YouTube for Teaching: A Study of Pre-service Teachers in Hong Kong. Asia-Pacific Edu Res., 23(1), 53–59.
  • Terkes, N., Celik, F., & Bektas, H. (2019). Determination of nursing students’ attitudes towards the use of technology. Japan Journal of Nursing Science, 16(1), 17–24. https://doi.org/10.1111/jjns.12207
  • YouTube. (2016, October 26). Retrieved October 26, 2016, from Vikipedi website: https://tr.wikipedia.org/w/index.php?title=YouTube&oldid=20366249
  • YouTube Nedir? Nasıl Kullanılır? Ne İşe Yarar? (2018, April 22). Retrieved April 22, 2018, from Bilgihanem.com website: https://bilgihanem.com/youtube-nedir-nasil-kullanilir/
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Meryem Yavuz Van Gıersbergen Bu kişi benim 0000-0002-8661-0066

Özlem Soyer 0000-0002-9272-2400

Yayımlanma Tarihi 21 Temmuz 2020
Gönderilme Tarihi 17 Temmuz 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 13 Sayı: 3

Kaynak Göster

APA Yavuz Van Gıersbergen, M., & Soyer, Ö. (2020). Nursing Students’ Opinions about Usage of YouTube in Operating Room Nursing Lecture. Journal of Theoretical Educational Science, 13(3), 490-504.