Effect of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students

Yıl 2020, Cilt: 45 Sayı: 2, 604 - 612, 30.06.2020

Sezgi Kaplan , Hilal Tüzer

https://doi.org/10.17826/cumj.668515

Cited By: 3

Öz

Purpose: The aim of this study was to compare the effects of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students.
Materials and Methods: The students were divided into two groups as a web-assisted learning group (n=33) and a peer learning group (n=34) in the study. A theoretical course about stoma care was first provided to the students during the study and an initial test then administered. A video was produced for the web-assisted learning group using a low reality simulator by the investigator at the skills laboratory; this video was then loaded to the Edpuzzle software and the students asked to watch it. In the peer learning group, the peer trainers received stoma care training from the investigator and underwent practical training with the low reality simulator. These peer trainers then had the peer learning group perform the skills at the skills laboratory with a low reality simulator and evaluated the students. All the students in the two groups then performed stoma care with the low reality simulator and were evaluated by the investigator. A final test was administered to all students.
Results: The mean knowledge score for the pre-test and post-test was 71.21±12.50 and 77.27±9.69, respectively, in the Web-assisted Learning Group and 67.50±10.46 and 78.24±8.52, respectively, in the Peer Learning Group. There was a significant increase in the mean knowledge test score following training in both groups.
Conclusion: According to the study results, the knowledge score and skill score increased in both groups. We recommend the use of web-assisted learning and peer learning in nursing education.

Anahtar Kelimeler

peer learning, web-assisted learning, nursing training

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

Web destekli eğitim ve akran eğitimininin hemşirelik öğrencilerinin stoma bakımı bilgi ve becerilerine etkisi

Öz

Amaç: Bu çalışma, hemşirelik öğrencilerinin stoma bakımına yönelik bilgi ve becerilerine web destekli öğretim ve akran eğitiminin etkisinin karşılaştırılması amacıyla yapılmıştır.
Gereç ve Yöntem: Çalışmada, öğrenciler web destekli eğitim grubu (n=33) ve akran eğitimi grubu (n=34) olmak üzere iki gruba ayrıldı. Öncelikle tüm öğrencilere stoma bakımı hakkında teorik ders anlatıldı ve daha sonra ön test uygulandı. Web destekli eğitim grubunda; düşük gerçeklikli simülatör ile beceri laboratuvarında stoma bakımına yönelik araştırmacı tarafından video çekildi ve video Edpuzzle programına yüklenerek gruptaki öğrencilerin videoyu izlemesi sağlandı. Akran eğitim grubunda ise; araştırmacı tarafından akran eğiticilerine akran eğitimi, stoma bakım eğitimi anlatıldı ve düşük gerçeklikli simülatör ile uygulama yaptırıldı. Akran eğiticileri, düşük gerçeklikli simülatör ile akran eğitimi grubuna stoma bakımını yaptırarak öğrencileri değerlendirdi. Daha sonra her iki gruptaki öğrencilerin tamamı araştırmacı gözleminde düşük gerçeklik simülatör ile stoma bakım uygulamasını yaparak ve araştırmacı tarafından değerlendirildi. Tüm öğrencilere son test uygulandı.
Bulgular: Bilgi puanı ortalaması ön test ve son test için Web Destekli Eğitim Grubu’ nda 71.21±12.50 ve 77.27±9.69; Akran Eğitimi Grubu’ nda sırasıyla 67.50±10.46 ve 78.24±8.52 olarak bulundu. Her iki grup için eğitim sonunda bilgi testi puan ortalamalarının anlamlı düzeyde arttığı gözlendi.
Sonuç: Araştırmanın sonucuna göre; her iki grubunda bilgi puanı artmıştır. Hemşirelik eğitiminde web destekli eğitim ve akran eğitimi yönteminin kullanılması önerilmektedir.

Anahtar Kelimeler

peer learning, web-assisted learning

Proje Numarası

-

Kaynakça

• REFERENCES 1. Blazun H, Kokol P, Vosner J. Research literature production on nursing competences from 1981 till 2012: A bibliometric snapshot. Nurse Educ Today. 2015; 35: 673-679.
• 2. Collier AD. Characteristics of an effective nursing clinical instructor: The state of the science. J Clin Nurs. 2017, 27(2):363-374.
• 3. Günay U, Kılınç G. The transfer of theoretical knowledge to clinical practice by nursing students and the difficulties they experience: A qualitative study. Nurse Educ Today. 2018; 65:81-86.
• 4. Jasemi M, Whitehead B, Habibzadeh H, Zabihi RE, Razaie SA. Challenges in the clinical education of the nursing profession in Iran: A qualitative study. Nurse Educ Today. 2018; 67:21-26.
• 5. Bloomfield J, While A, Roberts J. Using Computer Assisted Learning For Clinical Skills Education İn Nursing: Integrative Review. J Adv Nurs. 2008; 63(3):222-35.
• 6. Hansen M, Oosthuizen G, Windsor J. Enhancement of medical interns’ levels of clinical skills competence and self-confidence levels via video iPods: Pilot randomized controlled trial. J Med Internet Res. 2011; 13(1):e29.
• 7. Soran H, Akkoyunlu B, Kavak Y. Yaşam boyu öğrenme becerileri ve eğitimcileri eğitim programı: Hacettepe Üniversitesi. Hacettepe University Journal of Education, 2006;30:201-210.
• 8. Pront L, Mcneil L. Nursing students' perceptions of a clinical learning assessment activity: “Linking the puzzle pieces of theory to practice”. Nurse Educ Practice. 2019; 36:85-90.
• 9. Georg C, Zary N. Web-assisted virtual patients in nursing education: Development and validation of theory-anchored design and activity models. J Med Internet Res. 2014; 16(4):e105.
• 10. Lawn S, Zhi X, Morello A. An integrative review of e-learning in the delivery of self-management support training for health professionals. BMC Med Educ. 2017; 17:183.
• 11. Bitsika E, Karlis G, Lacovidou N, Geogiou M, Kontodima P, Vardaki Z, Xanthos T. Comparative analysis of two venipuncture learning methods on nursing students. Nurse Educ Today. 2014, 34:15-18.
• 12. Lahti M, Hatönen H, Valimaki M. Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis. Int J Nurs Stud. 2014, 51( 1):136-149.
• 13. Öztürk D, Dinç L. Effect of web-assisted education on nursing students' urinary catheterization knowledge and skills. Nurse Educ Today. 2014; 34(5):802–808.
• 14. Lee NJ, Chae SM, Kim H, Lee JH, Min JH, Park DE. Mobile- based video learning outcomes in clinical nursing skill education. Computers Informatics Nursing. 2016; 34(1):8-16.
• 15. Yoo MS, Son YJ, Kim YS, Park JH. Video-based self-assessment: Implementation and evaluation in an undergraduate nursing course. Nurse Educ Today. 2009; 29:585–589.
• 16. Palsson Y,Martensson G, Swenne LC, Adel E, Engstrom M. A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Educ Today. 2017; 51:81–87.
• 17. Brannagan KB, Dellinger A, Thomas J, Mitchell D, Trabeaux S, Dupre S. Impact of peer teaching on nursing students: Perceptions of learning environment, self-efficacy and knowledge. Nurse Educ Today.2013; 33:1440–1447.
• 18. Santee J, Garavalia L. Peer tutoring programs in health professions schools. Am J Pharm Educ. 2006; 70(3):1-10.
• 19. Ramm D, Thomson A, Jackson A. Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment. Nurse Educ Today.2015; 35:823–827.
• 20. Abaan S, Duygulu S, Uğur E. Akran danışmanlığı: Yeni hemşirelik öğrencilerini güçlendirmede iç denetim odağını geliştirme yolu. Sağlık Bilimleri Fakültesi Hemşirelik Dergisi. 2012; 19(1):24-35.
• 21. ÇırpanFK, Çınar S, Sağlık hizmetleri meslek yüksek okulu öğrencilerinde akran desteği ile akademik başarı arasındaki ilişkinin değerlendirilmesi. Marmara Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi. 2013; 3(4):191-199.
• 22. El-Sayed SH, Metwally FG, Abdeen MA, Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course. Journal of Nurs Educ Practice. 2013;3(9): 156-166.
• 23. Huston CL, Philips B, Todero C, Rich J, Knecht P, Sommer S, Lewis MP. The academic-practice gap: Strategies for a enduring problem. Nursing Forum an Independent Voice for Nursing. 2018; 53:27-37.
• 24. Türk Hemşireler Derneği, 19 Nisan 2011 Hemşirelik Yönetmeliğinde Değişiklik Yapılmasına Dair Yönetmelik, http://www.turkhemsirelerdernegi.org.tr/tr/yasa-ve-yonetmelikler/yonetmelikler/19-nisan-2011-hemsirelik-yonetmeliginde-degisiklik-yapilmasina-dair-yonetmelik.aspx. 19 Nisan 2011.
• 25. Yeşiltaş A, Gül İ, Hemşirelerin çalışmak için tercih ettikleri birimler ve tercih nedenleri. Mehmet Akif Ersoy Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi. 2016;4(2): 74-87.
• 26. Faury S, Koleck M, Foucaud J, Bailara KM. Quintard B. Patient education interventions for colorectal cancer patients with stoma: A systematic review. Patient Educ Couns. 2017; 100;1807-1819. 27. Uzşen H, Binay Ş, Gümüş M, Başbakkal Z. Nursing approach in children with stoma. Journal of Nursing Science. 2018; 1(3): 39-45.
• 28. Yang LQ, Wei Q, Huang Y, Jiang YX, Chen DZ, Huang P, Liang LJ. The application of multimedia messaging services via mobile phones to support outpatients: Home nursing guidance for pediatric intestinal colostomy complications. Chinese Nursing Research.2015; 9e:11.
• 29. Duruk N, Uçar H. Staff nurses’ knowledge and perceived responsibilities for delivering care to patients with intestinal ostomies. J Wound Ostomy Continence Nurs. 2013; 40(6):618-622.
• 30. Lima JA, Muniz KC, Salome GM, Ferreira LM. Association of sociodemographic and clinical factors with self-image, self-esteem and locus of health control in people with an intestinal stoma. Journal of Coloproctology. 2018; 38(1):56-64.
• 31. Mota MS, Gomes GC, PetucoVM, Heck RM, Barros EJL, Gomes VLO. Facilitators of the transition process for the self-care of the person with stoma: subsidies for Nursing. Revista da Escola de Enfermagem da USP. 2015; 49(1):80-86.
• 32. Zimnicki K, Pieper B. Assessment of prelicensure undergraduate baccalaureate nursing students: Ostomy knowledge, skill experiences, and confidence in care.Ostomy Wound Manage. 2018; 64(8):35-42.
• 33. Bales I. Testing a computer-based ostomy care training resource for staff nurses. Ostomy Wound Manage. 2010, 56 (5):60-69.
• 34. Braga CSR, Andrade EMLR, Luz MHBA, MonteiroAKC, Campos MOOB, Silva FMS, Net GCCF, Santos AMR. Pereira AFMP, Construction and validation of a virtual learning object on intestinal elimination stoma. Invest Educ Enferm. 2016; 34 (1):120-127.
• 35. Aşti AT, Karadağ A. Hemşirelik Esasları Hemşirelik Bilimi ve Sanatı. İstanbul Akademi Basın ve Yayıncılık. 2012; 1017-1040.
• 36. Uysal N, Çakırcalı E.Hemşirelik esasları insan sağlığı ve fonksiyonları. (çevirieditörü).Ankara. CravenRF, Hirnle KJ, Jensen S. PrepU for Craven's Fundamentals of Nursing: Human Health and Function (Ed). 7. Baskı. Palme Yayıncılık. 2012; 1091, 1069 -1114.
• 37. Berman A, Snyder SJ, Kozier B, Erb G. Kozier&Erb's Fundamentals of Nursing Concepts, Process, and Practice,8th Edition. Pearson Education, Inc., Upper Saddle River, New Jersey, USA. 2008; 1347 -1352.
• 38. Lynn P, Lebon M, Taylor’s Clinical Nursing Skills A Nursing Process Approach. 3rd Edition. Wolters Kluwer Health Lippincott Williams & Wilkins. 2011; 644 -647, 683 - 687.
• 39. Tüzer H. Abdominal Stomalı Hastaların Stoma Bakımına İlişkin Bilgi Düzeylerinin Belirlenmesi,. Sağlık Bilimleri Enstitüsü, Hemşirelik Programı, Yüksek Lisans tezi. Ankara, GaziÜniversitesi, 2007.
• 40. Ahmad MM, Musallam R, Allah AH. Nurses and internet health-related information: review on access and utility. Clujul Medikal. 2018; 91(3): 266-273.
• 41. Chuang YH, Lai FC, Chang CC, Wan HT. Effects of a skill demonstration video delivered by smartphone on facilitating nursing students' skill competencies and self-confidence: A randomized controlled trial study. Nurse Educ Today. 2018;66:63-68.
• 42. Sowan AK, Idhail JA. Evaluation of an interactive web-assisted nursing course with streaming videos for medication administration skills. International Journal of Medical İnformatics. 2014; 83(8): 592-600.
• 43. Versteeg M, Blankenstein FM, Atıcı H, Steendijk P. Peer instruction improves comprehension and transfer of physiological concepts: a randomized comparison with self-explanation. Advances in Health Sciences Education. 2019;24(1): 151-165. 44. Abdullah KL, Chan CM. A systematic review of qualitative studies exploring peer learning experiences of undergraduate nursing students. Nurse Educ Today. 2018, 71;185-192.
• 45. Sadowski CA, Li JC, Psay D, Jones Ca. Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students. Am J Pharm Educ. 2015, 79(10): 155.
• 46. Yurt S, Sağlam RA, Kadıoğlu H. Akran eğitiminin meme kanseri taraması ile ilgili sağlık inançlarına etkisi. Uluslararası Hemşirelik Dergisi. 2019; 1-19.
• 47. Tahari M, Amini M, Delavari S, Bazrafkan L, Moradi J. Effect of Peer Assisted Learning (PAL) education on knowledge, attitude and behavior related to prevention and control of diabetes. BMC Research Notes. 2019; 12: 227.
• 48. Hollanda A, Smith F, McCrossan G, Adamson E, Watt S, Penny K. Online video in clinical skills education of oral medication administration for undergraduate student nurses: A mixed methods, prospective cohort study. Nurse Educ Today. 2013; 33:663–670.
• 49. Kim SJ, Shin H, Lee J, Kang S, Bartlett R. A smartphone application to educate undergraduate nursing students about providing care for infant airway obstruction. Nurse Educ Today. 2017; 48: 145-152.
• 50. Gonzalez R, Barry-Brien P, Ancheta R, Razal R, Clyne MR. Peer Education Versus Computer-Based Education. J Nurses Prof Dev. 2017; 33(4): E1-E5.
• 51. Davis SA, Carpenter DM, Blalock SJ, Budenz DL, Lee CI, Muir KW, Robin AL, Sleath B. Glaucoma Patient Preferences for Video Education on Eye Drop Technique. Optometry and Vision Science. 2019; 96(5): 325-330 . 52. Bian H, Bian Y, Li J, Li Y, Ma Y, Shao X, Xu J. Peer instruction in a physiology laboratory course in China. Adv Physiol Educ. 2018; 42(3):449-453.
• 53. Yang Py, Lou MF, Lien AS, Gau BS. Adolescent perceptions of peer responses to diabetes self-management: A qualitative study. The Journal of Nursing Research. 2018; 26(2): 104-111.
• 54. Sabaq AG, Farouk M, İsmail S. Effect of peer teaching versus traditional teaching method on nursing students performance regarding pediatric cardio pulmonary resuscitation. Journal of Nursing and Health Science. 2016; 5 (2); 18-25.
• 55. Mills DA, Hammer CL, Murad A. Power of peers: Students' perceptions of pairing in clinical dental education. J Dent Educ. 2017; 81(1): 36-43.
• 56. Sheahan G, Reznick R, Klinger D, Flynn L, Zevin B. Comparison of faculty versus structured peer-feedback for acquisitions of basic and intermediate-level surgical skills. The American Journal of Surgery. 2017; 2: 214-221.
• 57. Carslson E, Stenberg M, Chan B, Ho S, Lai T, Wong A, Chan EA. Nursing as universal and recognisable: Nursing students' perceptions of learning outcomes from intercultural peer learning webinars: A qualitative study. Nurse Educ Today. 2017; 57;54–59.