PANDEMİ SÜRECİNDE UZAKTAN EĞİTİMDE HEMŞİRE EĞİTİCİLERİN ROLLERİ VE ÖĞRENEN MERKEZLİ ÖĞRETİM STRATEJİLERİNE UYGUN WEB TABANLI ARAÇLARIN KULLANIMI

Yıl 2021, Cilt: 24 Sayı: 4, 571 - 578, 15.12.2021

Havva Arslan Yürümezoğlu Hale Sezer Deniz Şanlı Hülya Okumuş

https://doi.org/10.17049/ataunihem.941538

Öz

COVID-19 pandemisinin en fazla etkilediği alanlardan birisi hemşirelik eğitimi olmuştur. Bu süreç, getirdiği pek çok güçlüğün yanı sıra eğiticilere mevcut geleneksel eğitimi tekrar gözden geçirme fırsatı sunmuştur. Özellikle geleneksel yüz yüze eğitimdeki öğrenenlerin motivasyonunu sağlamak ve öğrenenleri öğrenme sürecine dahil etmek gibi mevcut sorunlar uzaktan eğitim sürecinde çok daha fazla tartışılır hale gelmiştir. Bu bağlamda öğrenen merkezli bir hemşirelik eğitimi için bazı eğitici rollerinin daha fazla ön plana çıktığı bir süreç yaşanmıştır. Ayrıca öğrenen merkezli öğretim stratejilerine uygun web tabanlı araçların kullanılması önem kazanmıştır. Bu makalede, hemşirelik eğitiminde uzaktan eğitimde eğitici rolleri, öğrenen merkezli öğretim stratejileri ve bunlara uygun araçların kullanımı konusunda bir çerçeve sunarak pandemi sonrası da eğitim programlarında kısmen devam edecek olan uzaktan eğitimde kalitenin sürdürülmesine katkı sağlamak amaçlanmıştır.

Anahtar Kelimeler

COVID-19, çevrim içi eğitim, hemşirelik eğitimi, uzaktan eğitim, öğrenen merkezli öğretim, pandemi, web tabanlı araçlar

Destekleyen Kurum

Bulunmamaktadır.

Proje Numarası

Bulunmamaktadır.

Teşekkür

Bulunmamaktadır.

THE ROLES OF NURSE EDUCATORS AND THE USE OF WEB-BASED TOOLS SUITABLE FOR LEARNER-CENTERED LEARNING STRATEGIES IN DISTANCE EDUCATION IN THE PANDEMIC PROCESS

Öz

One of the areas most affected by the COVID-19 pandemic has been nursing education. This process not only has created many difficulties, but also has provided the educators with the opportunity to revise existing traditional education. Especially current problems such as providing motivation for learners and involving learners in the learning process in traditional face-to-face education have been discussed in the distance education process much more. In this context, for a learner-centered nursing education, there has been a process in which some educator roles have come to the fore. In addition, it has become important to the use of web-based tools compatible for learner-centered teaching strategies. In this article, it is aimed to contribute to the maintenance of quality in distance education, which will partially continue in education programs after the pandemic, by providing a framework on the roles of educators, learner-centered learning strategies and the use of suitable tools for these in distance education in nursing education.

Anahtar Kelimeler

Active learning, COVID-19, nursing education, distance education, learner-centered learning, pandemic, web-based tools

Proje Numarası

Bulunmamaktadır.

Kaynakça

• 1. Chang C, Fang M. E-Learning and Online Instructions of Higher Education during the 2019 Novel Coronavirus Diseases (COVID-19) Epidemic. Journal of Physics: Conference Series Paper 2020;1574:012166.
• 2. Guangul FM, Suhail AH, Khalit MI, Khidhir BA. Challenges of Remote Assessment in Higher Education in the Context of Covid-19: A Case Study of Middle East College. Educational Assessment, Evaluation and Accountability 2020;32(4):519-35.
• 3. Aggarwal G, Aggarwal S, Robles J, Depasquale JR, Auseon A. Medical Education Focus in Published Articles Related to COVID-19. European Review for Medical and Pharmacological Sciences 2020;24(14):7905-7.
• 4. Bezerra IMP. State of the Art of Nursing Education and the Challenges to Use Remote Technologies in the Time of Corona Virus Pandemic. Journal of Human Growth and Development 2020;30(1):141-7.
• 5. Lazenby M, Chambers S, Chyun D, Davidson P, Dithole K, Norman I, et al. Clinical Nursing and Midwifery Education in the Pandemic Age. International Nursing Review 2020;67(3):323-5.
• 6. Fitzgerald D. Employing Think-Pair-Share in Associate Degree Nursing Curriculum. Teaching and Learning in Nursing 2013;8(3):88-90.
• 7. Baumberger-Henry M. Cooperative Learning and Case Study: Does the Combination Improve Students’ Perception of Problem-Solving and Decision Making Skills? Nurse Education Today 2005;25:238-46.
• 8. Renganathan L. A Comparative Study on Effect of Jigsaw Puzzle Method among Nursing Students’ Academic Level of Performance at Oman Nursing Institute. Indian Journal of Applied Research 2013;9(3):180-3.
• 9. Sand-Jecklin K. The Impact of Active/Cooperative Instruction on Beginning Nursing Student Learning Strategy Preference. Nurse Education Today 2007;27(5):474-80.
• 10. Lai CY, Wu CC. Using Handhelds in a Jigsaw Cooperative Learning Environment. Journal of Computer Assisted Learning 2006;22:284-97.
• 11. Jamshidi H, Maslakpak MH, Parizad N. Does Problem-Based Learning Education Improve Knowledge, Attitude, and Perception Toward Patient Safety Among Nursing Students? A Randomized Controlled Trial. BMC Nursing 2021;20(1):1-9.
• 12. Burton R, van de Mortel T, Kain V. Applying Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore. BMC Nursing 2021;20(1):1-10.
• 13. Xue H, Yuan H, Li G, Liu J, Zhang X. Comparison of Team-Based Learning vs. Lecture-Based Teaching with Small Group Discussion in a Master’s Degree in Nursing Education Course. Nurse Education Today 2021;105:105043.
• 14. Kaya H, Şenyuva E, Işık B, & Bodur G. Nursing Students’ Opinions Regarding Project Based Learning. Procedia-Social and Behavioral Sciences 2014;152:379-85.
• 15. Kim Y. Effect of Project-Based Learning on the Creative Personality, Teamwork Competence and Self-Regulated Efficacy of Undergraduate Nursing Students. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 2021;12(10):872-81.
• 16. Hwang GJ, Chang CY. Facilitating Decision-Making Performances in Nursing Treatments: A Contextual Digital Game-Based Flipped Learning Approach. Interactive Learning Environments 2020;1-16. doi: 10.1080/10494820.2020.1765391
• 17. Gallegos C, Tesar AJ, Connor K, Martz K. The Use of a Game-Based Learning Platform to Engage Nursing Students: A Descriptive, Qualitative Study. Nurse Education in Practice 2017;27:101-6.
• 18. Kim H, Kim YH. An Action Research on Flipped Learning for Fundamental Nursing Practice Courses. Journal of Korean Academy of Fundamentals of Nursing. Korean Association of Fundamentals of Nursing 2017;24(4):265-76.
• 19. Presti CR. The Flipped Learning Approach in Nursing Education: A Literature Review. Journal of Nursing Education 2016;55(5):252-7.
• 20. Erkut E. Covid-19 Sonrası Yükseköğretim. Yükseköğretim Dergisi 2020;10(2):125-33.
• 21. Heuer BP, King KP. Leading the Band: The Role of the Instructor in Online Learning for Educators. Journal of Interactive Online Learning 2004;3(1):1-11.
• 22. Knowles MS. Andragogy: Adult Learning Theory in Perspective. Community College Review 1978;5(3):9-20.
• 23. Lawler P, King KP. Planning for Effective Faculty Development: Using Adult Learning Strategies. Malabar: Krieger Publishing Company; 2000. p.15-22.
• 24. Dietrich N, Kentheswaran K, Ahmadi A, Teychene J, Bessiere Y, Alfenore S, et al. Attempts, Successes, and Failures of Distance Learning in the Time of Covid-19. Journal of Chemical Education 2020;97(9):2448-57.
• 25. Koch LF. The Nursing Educator’s Role in E-Learning: A Literature Review. Nurse Education Today 2014;34(11):1382-7.
• 26. Cantor JA. Delivering Instruction to Adult Learners. Toronto, Ontario: Wall & Emerson, Inc., Six O’Connor Drive; 2001. p.39-43.
• 27. Ebenezars SR, Prem B. Teachers Perception and Behavioural Outcomes in Higher Educational Institution. The International Journal of Analytical and Experimental Modal Analysis 2020;12(3):1765-75.
• 28. Rogers J. Communities of Practice: A Framework for Fostering Coherence in Virtual Learning Communities. Journal of Educational Technology & Society 2000;3(3),384-92.
• 29. Berge ZL. Facilitating Computer Conferencing: Recommendations from the Field. Educational Technology 1995;35(1):22-30.
• 30. Martin F, Wang C, Sadaf A. Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses. Online Learning Journal 2020;24(1):28-49.
• 31. Dianati S, Vasquez C. Student Perceptions of Technological Tools for Flipped Instruction: The Case of Padlet, Kahoot! and Cirrus. Journal of University Teaching & Learning Practice 2020;17(5):1-14.
• 32. Parvathi M. Activity Based Analysis and Prediction Strategy for the Class Room Performance Improvement. Journal of Engineering Education Transformations 2021;34:686-93.
• 33. Lyman FT. The Responsive Classroom Discussion: The Inclusion of All Students. In Anderson AS, ed. Mainstreaming Digest. College Park, Maryland: University of Maryland Press; 1981. p.109-13.
• 34. Filiz NY, Dikmen Y. Hemşirelik Eğitiminde Aktif Öğrenme Yöntemlerinin Kullanımı: Jigsaw Tekniği. Journal of Human Rhythm 2017;3(3):145-50.
• 35. Tavakol K, Reicherter PEA. The Role of Problem-Based Learning in the Enhancement of Allied Health Education. Journal of Allied Health 2003;32(2):110-5.
• 36. Crawford TR. Using Problem-Based Learning in Web-Based Components of Nurse Education. Nurse Education in Practice 2011;11(2):124-30.
• 37. Kibble JD, Bellew C, Asmar A, Barkley L. Team-Based Learning in Large Enrollment Classes. Advances in Physiology Education 2016;40(4):435-42.
• 38. Gaber DA, Shehata MH, Amin HAA. Online Team-Based Learning Sessions as Interactive Methodologies during the Pandemic. Medical Education 2020;54(7):666-7.
• 39. Malik AS, Malik RH. Twelve Tips for Conducting Team-Based Learning Session Online in Synchronous Setting. Medical Teacher 2021;1-8. doi:10.1080/0142159x.2021.1910642
• 40. Guo P, Saab N, Post LS, Admiraal W. A review of Project-Based Learning in Higher Education: Student Outcomes and Measures. International Journal of Educational Research 2020;102:101586.
• 41. Chang WL, Yeh YC. A Blended Design of Game-Based Learning for Motivation, Knowledge Sharing and Critical Thinking Enhancement. Technology, Pedagogy and Education 2021;30(2):271-85.
• 42. Bergmann J, Sams A. Flip Your Classroom: Reach Every Student in Every Class Every Day. 1st ed. Eugene, Oregon: International Society for Technology in Education; 2012. p.13-7.
• 43. Martin F, Parker M. Use of Synchronous Virtual Classrooms: Why, Who, and How? Journal of Online Learning and Teaching 2014;10(2):192-210.
• 44. Çankaya S, Durak G. Acil Uzaktan Eğitimde Bütüncül Sistemler: Microsoft Teams Örneği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 2020;14(2):889-920.
• 45. Durak G, Çankaya S, İzmirli S. COVID-19 Pandemi Döneminde Türkiye’deki Üniversitelerin Uzaktan Eğitim Sistemlerinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 2020;14(1):787-810.
• 46. De Tantillo L, Christopher R. Transforming Graduate Nursing Education during an Era of Social Distancing: Tools from the Field. Nurse Educ Today 2020;92:104472.
• 47. Lee D. Teaching Statistics Online to Prepare Educators for Evidence-Based Practice. Journal of Education for Teaching 2020;46(3):424-9.
• 48. Kiles TM, Vishenchuk J, Hohmeier KC. Implementation of Flipgrid as a Self-Reflection Tool for Student Engagement-A Pilot Study. Innovations in Pharmacy 2020;11(4):6-9.
• 49. Benians A, Collins E. From Concept to Course: Creating a Pathway to Better Community Healthcare in Rural Aotearoa New Zealand. Scope (Teaching and Learning) 2020;9:108-17.
• 50. Wang AI, Tahir R. The Effect of Using Kahoot! for Learning-A Literature Review. Computers and Education 2020;149:103818.
• 51. Mayhew E, Davies M, Millmore A, Thompson L, Pena Bizama A. The Impact of Audience Response Platform Mentimeter on the Student and Staff Learning Experience. Research in Learning Technology 2020;28:2397.
• 52. Adams AL. Online Teaching Resources. Public Services Quarterly 2020;16(3):172-8.