Hemşirelik Öğrencilerinde Akran Eğitiminin Heimlich Manevrası Bilgi Düzeyine ve Yaşam Boyu Öğrenme Becerilerine Etkisinin İncelenmesi: Girişimsel Bir Çalışma
Yıl 2024,
Cilt: 3 Sayı: 2, 95 - 107, 27.12.2024
Eda Ayten Kankaya
,
Büşra Tuday
,
Nurullah Aslan
,
Muhammet Akgün
,
Abdullah Yavuzel
Öz
Amaç: Yaşam boyu öğrenme, tıbbi profesyonelliğin önemli bir parçasıdır ve sağlık çalışanları için mesleki bir yükümlülük olarak kabul edilir. Ayrıca, acil durum müdahaleleri, özellikle solunum yolu tıkanıklıklarında kullanılan Heimlich manevrası gibi hayati beceriler, sağlık profesyonelleri için kritik öneme sahiptir. Bu çalışmanın amacı hemşirelik öğrencilerinde akran eğitiminin Heimlich manevrasına ilişkin bilgi düzeyleri ve yaşam boyu öğrenme tutumları üzerindeki etkisi incelenmiştir.
Yöntem: Araştırma, ön test-son test kontrollü girişimsel bir çalışmadır. Türkiye’nin batısındaki bir üniversitenin Hemşirelik Fakültesi'nde öğrenim gören 60 öğrenci, akran eğitimi sürecine dahil edilmiştir. Veriler Mart 2024-Temmuz 2024 tarihleri arasında toplanmıştır. Eğitim süreci, Heimlich manevrasının uygulandığı maketler, bilgilendirici broşürler ve videolar ile desteklenmiştir. Akran eğitimi öncesi ve üç ay sonrası verileri Öğrenci Bilgi Formu, Heimlich Manevrası Bilgi Formu ve Yaşam Boyu Öğrenme Tutum Ölçeği ile toplanmıştır.
Bulgular: Heimlich manevrasına ilişkin bilgi düzeylerinde ve yaşam boyu öğrenme tutumlarında, akran eğitimi öncesi ve sonrası arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Akran eğitimi, öğrencilerin Heimlich manevrasına ilişkin bilgi düzeylerini ve yaşam boyu öğrenme tutumlarını belirgin şekilde etkilememiştir. Ancak, daha önce ilk yardım uygulamasına tanık olma durumunun, mesleksel öğrenmeye istek duyma alt boyutu üzerinde anlamlı bir etkisi olduğu bulunmuştur.
Sonuç: Bu çalışma, akran eğitiminin hemşirelik öğrencilerinin Heimlich manevrasına ilişkin bilgi düzeyleri ve yaşam boyu öğrenme tutumları üzerinde belirgin bir etki yaratmadığını, ancak daha önce ilk yardıma tanık olmanın mesleksel öğrenme isteğini olumlu yönde etkilediğini göstermiştir. Bu bulgular, deneyimsel öğrenmenin mesleki gelişim üzerindeki önemini vurgularken, akran eğitiminin etkinliğini artırmak için daha fazla araştırma ve yenilikçi yaklaşımlar gerekliliğine işaret etmektedir.
Etik Beyan
alışmanın yapılacağı kurum olan Dokuz Eylül Üniversitesi Hemşirelik Fakültesinden (22.12.2023 sayı: 303-fakülte izni) ve Dokuz Eylül Üniversitesi Girişimsel Olmayan Etik kurulundan (Karar No:2024/02-15 tarih: 10.01.2024) gerekli izinler alınmıştır. Araştırmaya katılan öğrencilerin sözlü ve Yazılı olarak Bilgilendirilmiş Onamları alınmıştır.
Destekleyen Kurum
Bu proje TÜBİTAK 2209 2209-A - Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı kapsamında desteklenmiştir. Destekleri için TÜBİTAK’a teşekkür ederiz
Kaynakça
- 1. Ojeda Rodriguez JA, Ladd M, Brandis D. Abdominal Thrust Maneuver. [Updated 2023 May 23]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK531467/
- 2. Ebrahimi M, Mirhaghi A . Heimlich Maneuver Complications: A Systematic Review. Eurasian J Emerg Med. 2019 Sep;18(3):157-165. doi:10.4274/eajem.galenos.2019.21033.
- 3. Patsaki A, Pantazopoulos I, Dontas I, Passali C, Papadimitriou L, Xanthos T. Evaluation of Greek high school teachers' knowledge in basic life support, automated external defibrillation, and foreign body airway obstruction: implications for nursing interventions. J Emerg Nurs. 2012;38(2):176–81.
- 4. Harvey PR, Higenbottam CV, Owen A, Hulme J, Bion JF. Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience. Resuscitation. 2012;83(7):894–9.
- 5. Sarıgöl Ordin Y, Akpınar Söylemez B, Deveci Z, Kankaya EA, Çelik B, Yasak K, et al. Increasing university students attitudes towards organ donation with peer learning approach. J Basic Clin Health Sci. 2022;6(1):139-47. doi: 10.30621/jbachs.1001493.
- 6. Korkut S, Başer M. Students’ opinions on the peer education approach in nursing skill training. J High Educ Sci. 2020;10(3):414-22.
- 7. Putri ST, Sumartini S. Integrating peer learning activities and problem-based learning in clinical nursing education. SAGE Open Nurs. 2021;7:23779608211000262.
- 8. Markowski M, Bower H, Essex R, Yearley C. Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature. J Clin Nurs. 2021;30(11-12):1519-41.
- 9. Bahar A, Kocacal E, Maras GB. Impact of the peer education model on nursing students' anxiety and psychomotor skill performance: a quasi-experimental study. Niger J Clin Pract. 2022;25(5):677–82. doi: 10.4103/njcp.njcp_1905_21.
- 10. Şenyuva E, Akince EK. Is peer education an effective method of strengthening nursing education?. J Hum Sci. 2020;17(1):92-103. doi: 10.14687/jhs.v17i1.5779.
11. Ünver V, Akbayrak N. Peer tutoring model in nursing education. Dokuz Eylül Univ Sch Nurs Electron J. 2013;6(4):214-17.
- 12. Andrews M, Manning N. A guide to peer-to-peer learning how to make peer-to-peer support and learning effective in the public sector?. Effective Institutions Platform. 2016. Available from: https://www.effectiveinstitutions.org/media/The_EIP_P_to_P_Learning_Guide.pdf
- 13. Samancı O, Ocakcı E. Hayat Boyu Öğrenme. Bayburt Eğitim Fakültesi Dergisi. 2017;12(24):711-722. 14. Demir Acar M, Kilinc CG, Demir O. The Relationship Between Lifelong Learning Perceptions of Pediatric Nurses and Self-Confidence and Anxiety in Clinical Decision-Making Processes. Compr Child Adolesc Nurs. 2023;46(2):102-113. doi:10.1080/24694193.2023.2171507. 15. Davis L, Taylor H, Reyes H. Lifelong learning in nursing: a Delphi study. Nurse Educ Today. 2014;34(3):441-445. doi:10.1016/j.nedt.2013.04.014.
- 16. Choi JA, Kim O, Park S, Lim H, Kim JH. The effectiveness of peer learning in undergraduate nursing students: a meta-analysis. Clin Simul Nurs. 2021;50(C):92-101. doi: 10.1016/j.ecns.2020.09.002
- 17. Akçin Şenyuva E, Kaya P, Küçük Yüceyurt N. The Relationship Between Nursing Students’ Life-Long Learning Tendencies and Self-Directed Learning Readiness. Gazi Sağlık Bil. Mart 2024;9(1):103-115. doi:10.52881/gsbdergi.1364075.
- 18. Karaca O, Çalışkan SA, Dönmez O, Durak Hİ. Sağlık Alanında Yükseköğrenim Gören Öğrenciler için Yaşam Boyu Öğrenme Tutum Ölçeği: Geliştirme, Geçerlik, Güvenirlik Çalışması. Tıp Eğitimi Dünyası. 2021;20(62):87-101.
19. Kaulback MK. Correlating self-directed learning abilities to lifelong learning orientation in baccalaureate nursing students. Nurse Educ. 2020;45(6):347-51. doi: 10.1097/NNE.0000000000000803
20. Qalehsari MQ, Khaghanizadeh M, Ebadi A. Lifelong learning strategies in nursing: a systematic review. Electron Physician. 2017;9(10):5541-50. doi: 10.19082/5541
- 21. Fujiwara T, Nishimura M, Honda R, Nishiyama T, Nomoto M, Kobayashi N, Ikeda M. Comparison of peer-led versus professional-led training in basic life support for medical students. Adv Med Educ Pract. 2011;2:187-91.
- 22. Kesici S, Bayrakci Z, Birbilen AZ, Hanalioglu D, Öztürk Z, Teksam Ö, et al. Peer education model for basic life support training among high school children: a randomized trial. Prehosp Disaster Med. 2021;36(5):553–60. doi: 10.1017/S1049023X21000674.
- 23. Choi HS, Lee DH, Kim CW, Kim SE, Oh JH. Peer-assisted learning to train high-school students to perform basic life-support. World J Emerg Med. 2015;6(3):186.
- 24. Ramadan Abouzied W, Mohamed Elesawy F, Hussein Abo El-maaty Mohamed O, Dahi Mohamed Ahmed R. Effects of peer education on the knowledge and practice regarding selected first aid among engineering students at South Valley University. Egypt J Health Care. 2021;12(2):785-800.
- 25. Zhang H, Liao AWX, Goh SH, Wu XV, Yoong SQ. Effectiveness of peer teaching in health professions education: a systematic review and meta-analysis. Nurse Educ Today. 2022;118:105499. doi: 10.1016/j.nedt.2022.105499.
- 26. Kose S, Akin S, Mendi O, Goktas S. The effectiveness of basic life support training on nursing students' knowledge and basic life support practices: a non-randomized quasi-experimental study. Afr Health Sci. 2019;19(2):2252-62. doi: 10.4314/ahs.v19i2.51.
- 27. Requena-Mullor MDM, Alarcón-Rodríguez R, Ventura-Miranda MI, García-González J. Effects of a clinical simulation course about basic life support on undergraduate nursing students' learning. Int J Environ Res Public Health. 2021;18(4):1409. doi: 10.3390/ijerph18041409.
- 28. Murray R. An overview of experiential learning in nursing education. Advances in Social Sciences Research Journal. 2018;5(2):1-9.
29. Townsend L, Gray J, Forber J. New ways of seeing: Nursing students' experiences of a pilot service learning program in Australia. Nurse Educ Pract. 2016;16(1):60-65.
- 30. Pramilaa RS. United for future: Learning from experience in nursing. Int J Adv Nurs Manag. 2019;7(1):14-19.
- 31. Şenyuva E, Kaya H. Do the lifelong learning tendencies of nursing students affect their attitudes toward e-learning?. Florence Nightingale J Nurs. 2022;30(3):259-66. doi: 10.5152/FNJN.2022.21164.
Investigation of the Impact of Peer Education on Nursing Students' Knowledge of the Heimlich Maneuver and Lifelong Learning Competencies in Nursing Students: an Interventional Study
Yıl 2024,
Cilt: 3 Sayı: 2, 95 - 107, 27.12.2024
Eda Ayten Kankaya
,
Büşra Tuday
,
Nurullah Aslan
,
Muhammet Akgün
,
Abdullah Yavuzel
Öz
Aim: Lifelong learning is crucial in medical professionalism, seen as an obligation for healthcare workers. Emergency procedures like the Heimlich maneuver are vital for healthcare professionals. This study investigates how peer education affects nursing students' knowledge of the Heimlich maneuver and their attitudes towards lifelong learning.
Methods: It is a controlled intervention study with pre-test and post-test designs. Sixty nursing students from a university in western Turkey participated in the peer education program from March to July 2024. The education included mannequins, brochures, and videos. Data were gathered before and three months after the intervention using a Student Information Form, a Heimlich Maneuver Information Form, and the Lifelong Learning Attitude Scale.
Results: The results showed no significant difference in the students' knowledge of the Heimlich maneuver or their lifelong learning attitudes before and after the peer education. Peer education did not notably impact students' knowledge or attitudes. However, prior experience with first aid application significantly influenced their willingness to engage in professional learning.
Conclusion: This study found that peer education did not significantly impact nursing students' knowledge levels regarding the Heimlich maneuver or their attitudes toward lifelong learning. However, prior experience witnessing a first aid intervention was found to have a positive effect on the subdimension of willingness to engage in professional learning. These findings emphasize the importance of experiential learning in professional development and highlight the need for further research and innovative approaches to enhance the effectiveness of peer education.
Kaynakça
- 1. Ojeda Rodriguez JA, Ladd M, Brandis D. Abdominal Thrust Maneuver. [Updated 2023 May 23]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK531467/
- 2. Ebrahimi M, Mirhaghi A . Heimlich Maneuver Complications: A Systematic Review. Eurasian J Emerg Med. 2019 Sep;18(3):157-165. doi:10.4274/eajem.galenos.2019.21033.
- 3. Patsaki A, Pantazopoulos I, Dontas I, Passali C, Papadimitriou L, Xanthos T. Evaluation of Greek high school teachers' knowledge in basic life support, automated external defibrillation, and foreign body airway obstruction: implications for nursing interventions. J Emerg Nurs. 2012;38(2):176–81.
- 4. Harvey PR, Higenbottam CV, Owen A, Hulme J, Bion JF. Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience. Resuscitation. 2012;83(7):894–9.
- 5. Sarıgöl Ordin Y, Akpınar Söylemez B, Deveci Z, Kankaya EA, Çelik B, Yasak K, et al. Increasing university students attitudes towards organ donation with peer learning approach. J Basic Clin Health Sci. 2022;6(1):139-47. doi: 10.30621/jbachs.1001493.
- 6. Korkut S, Başer M. Students’ opinions on the peer education approach in nursing skill training. J High Educ Sci. 2020;10(3):414-22.
- 7. Putri ST, Sumartini S. Integrating peer learning activities and problem-based learning in clinical nursing education. SAGE Open Nurs. 2021;7:23779608211000262.
- 8. Markowski M, Bower H, Essex R, Yearley C. Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature. J Clin Nurs. 2021;30(11-12):1519-41.
- 9. Bahar A, Kocacal E, Maras GB. Impact of the peer education model on nursing students' anxiety and psychomotor skill performance: a quasi-experimental study. Niger J Clin Pract. 2022;25(5):677–82. doi: 10.4103/njcp.njcp_1905_21.
- 10. Şenyuva E, Akince EK. Is peer education an effective method of strengthening nursing education?. J Hum Sci. 2020;17(1):92-103. doi: 10.14687/jhs.v17i1.5779.
11. Ünver V, Akbayrak N. Peer tutoring model in nursing education. Dokuz Eylül Univ Sch Nurs Electron J. 2013;6(4):214-17.
- 12. Andrews M, Manning N. A guide to peer-to-peer learning how to make peer-to-peer support and learning effective in the public sector?. Effective Institutions Platform. 2016. Available from: https://www.effectiveinstitutions.org/media/The_EIP_P_to_P_Learning_Guide.pdf
- 13. Samancı O, Ocakcı E. Hayat Boyu Öğrenme. Bayburt Eğitim Fakültesi Dergisi. 2017;12(24):711-722. 14. Demir Acar M, Kilinc CG, Demir O. The Relationship Between Lifelong Learning Perceptions of Pediatric Nurses and Self-Confidence and Anxiety in Clinical Decision-Making Processes. Compr Child Adolesc Nurs. 2023;46(2):102-113. doi:10.1080/24694193.2023.2171507. 15. Davis L, Taylor H, Reyes H. Lifelong learning in nursing: a Delphi study. Nurse Educ Today. 2014;34(3):441-445. doi:10.1016/j.nedt.2013.04.014.
- 16. Choi JA, Kim O, Park S, Lim H, Kim JH. The effectiveness of peer learning in undergraduate nursing students: a meta-analysis. Clin Simul Nurs. 2021;50(C):92-101. doi: 10.1016/j.ecns.2020.09.002
- 17. Akçin Şenyuva E, Kaya P, Küçük Yüceyurt N. The Relationship Between Nursing Students’ Life-Long Learning Tendencies and Self-Directed Learning Readiness. Gazi Sağlık Bil. Mart 2024;9(1):103-115. doi:10.52881/gsbdergi.1364075.
- 18. Karaca O, Çalışkan SA, Dönmez O, Durak Hİ. Sağlık Alanında Yükseköğrenim Gören Öğrenciler için Yaşam Boyu Öğrenme Tutum Ölçeği: Geliştirme, Geçerlik, Güvenirlik Çalışması. Tıp Eğitimi Dünyası. 2021;20(62):87-101.
19. Kaulback MK. Correlating self-directed learning abilities to lifelong learning orientation in baccalaureate nursing students. Nurse Educ. 2020;45(6):347-51. doi: 10.1097/NNE.0000000000000803
20. Qalehsari MQ, Khaghanizadeh M, Ebadi A. Lifelong learning strategies in nursing: a systematic review. Electron Physician. 2017;9(10):5541-50. doi: 10.19082/5541
- 21. Fujiwara T, Nishimura M, Honda R, Nishiyama T, Nomoto M, Kobayashi N, Ikeda M. Comparison of peer-led versus professional-led training in basic life support for medical students. Adv Med Educ Pract. 2011;2:187-91.
- 22. Kesici S, Bayrakci Z, Birbilen AZ, Hanalioglu D, Öztürk Z, Teksam Ö, et al. Peer education model for basic life support training among high school children: a randomized trial. Prehosp Disaster Med. 2021;36(5):553–60. doi: 10.1017/S1049023X21000674.
- 23. Choi HS, Lee DH, Kim CW, Kim SE, Oh JH. Peer-assisted learning to train high-school students to perform basic life-support. World J Emerg Med. 2015;6(3):186.
- 24. Ramadan Abouzied W, Mohamed Elesawy F, Hussein Abo El-maaty Mohamed O, Dahi Mohamed Ahmed R. Effects of peer education on the knowledge and practice regarding selected first aid among engineering students at South Valley University. Egypt J Health Care. 2021;12(2):785-800.
- 25. Zhang H, Liao AWX, Goh SH, Wu XV, Yoong SQ. Effectiveness of peer teaching in health professions education: a systematic review and meta-analysis. Nurse Educ Today. 2022;118:105499. doi: 10.1016/j.nedt.2022.105499.
- 26. Kose S, Akin S, Mendi O, Goktas S. The effectiveness of basic life support training on nursing students' knowledge and basic life support practices: a non-randomized quasi-experimental study. Afr Health Sci. 2019;19(2):2252-62. doi: 10.4314/ahs.v19i2.51.
- 27. Requena-Mullor MDM, Alarcón-Rodríguez R, Ventura-Miranda MI, García-González J. Effects of a clinical simulation course about basic life support on undergraduate nursing students' learning. Int J Environ Res Public Health. 2021;18(4):1409. doi: 10.3390/ijerph18041409.
- 28. Murray R. An overview of experiential learning in nursing education. Advances in Social Sciences Research Journal. 2018;5(2):1-9.
29. Townsend L, Gray J, Forber J. New ways of seeing: Nursing students' experiences of a pilot service learning program in Australia. Nurse Educ Pract. 2016;16(1):60-65.
- 30. Pramilaa RS. United for future: Learning from experience in nursing. Int J Adv Nurs Manag. 2019;7(1):14-19.
- 31. Şenyuva E, Kaya H. Do the lifelong learning tendencies of nursing students affect their attitudes toward e-learning?. Florence Nightingale J Nurs. 2022;30(3):259-66. doi: 10.5152/FNJN.2022.21164.