Türkiye’deki Hemşire Akademisyenlerin COVID-19 Pandemi Sürecinde Uzaktan Eğitime Geçiş Deneyimleri: Fenomonoloji Bir Yaklaşım

Öz

Çalışmanın amacı, COVID-19 salgını sırasında Türk hemşire akademisyenlerin uzaktan eğitim deneyimlerini incelemektir. Hemşire
akademisyenlerin uzaktan eğitime ilişkin deneyimleri fenomenolojik yaklaşımla tartışılmıştır. Veriler yarı yapılandırılmış görüşme formları
aracılığıyla ve çevrimiçi ortamda 18 hemşire akademisyenden toplanmıştır. Verileri analiz etmek için; Colaizzi’nin fenomenolojik yöntemi
kullanılmıştır. Yapılan kodlama sonucunda beş tema oluşturulmuştur. Hemşire akademisyenlerin COVID-19 salgını sırasında uzaktan
eğitim deneyimleri “1) karşılaşılan zorluklar; 2) uzaktan eğitim başarıları; 3) başa çıkma yöntemleri; 4) sınav sistemi; 5) gelecekle ilgili
görüşler” başlıkları altında ele alınmıştır. Hemşire akademisyenlerin, COVID-19 salgını sürecinde uzaktan eğitimin neden olduğu bazı
zorluklar yaşamalarına rağmen kazanımlarda elde ettikleri belirlenmiştir. Sonuçların, uzaktan eğitime geçen akademisyenlere ve eğitim
kurumlarına yol göstereceği ve yaşanabilecek sıkıntılara yönelik gerekli önlemleri almalarına yardımcı olacağı düşünülmektedir

Anahtar Kelimeler

• COVID-19
• Uzaktan Eğitim
• Akademisyen Hemşire
• Fenomenolojik Yaklaşım

Distance Education Experiences of Nurse Academician During COVID-19 Pandemic in Turkey: A Phenomenological Approach

Öz

The purpose of the study was to explore the distance education experiences of Turkish nurse academicians during the COVID-19
pandemic. The experiences of nurse academicians about distance education were discussed using a phenomenological approach. The
data were gathered through semi-structured interview forms and in the online setting from 18 nurse academicians. To analyze the
data; Colaizzi’s phenomenological method was employed. As a result of the coding conducted, five themes were established. Distance
education experiences of nurse academicians during the COVID-19 epidemic are discussed under the headings of “1) difficulties
encountered; 2) distance education achievements; 3) coping methods; 4) examination system; 5) views about the future”. Although nurse
academicians underwent some difficulties caused by distance education during the COVID-19 pandemic, it was understood that they
gained achievements, too. It was thought that results would guide academicians and educational institutions that would provide distance
education and would help them take necessary measures against possible difficulties

Anahtar Kelimeler

• COVID-19
• Distance education
• Nurse academician
• Phenomenological approach

Kaynakça

1. Abazoğlu, İ., Yatağan, M., Arifoğlu, A. & Umurhan, H (2015). Students' mathematics achievement trends of the international science and mathematics evaluation of research results. International Periodical for the Languages, Literature and History of Turkish or Turkie, 10(7), 33-50.
2. Akça, M., & Tepe Küçükoğlu, M (2020). COVID-19 and its effects on business life: Work at home. Journal of International Management, Educational and Economics Perspectives, 8(1), 71-81.
3. Alamiah, MA., Al-Khasawneh, A., & Althunibat, A (2020). Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-020-10219-y.
4. Alea-Aris, L., Fabrea-Frosyl, M., Roldan-Artur, DR., & Farooqi, ZA (2020). Teachers’ COVID-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8.
5. An, P., Song, P., Lian, K., & Wang, Y (2020). CT manifestations of novel coronavirus pneumonia: A case report. Balkan Medical Journal, 37, 163-5. https://doi. org/10.4274/balkanmedj.galenos.2020.2020.2.15.
6. Aslan, R (2020). Endemic diseases in history and today and COVID-19. Ayrıntı Journal, 8(85), 35-41.
7. Bakioğlu, B., & Çevik, M (2020). Science teachers' views on distance education in the COVID-19 pandemic process. Turkish Studies, 15(4), 109-129. https://doi.org/10.7827/TurkishStudies.43502.
8. Başkale, H (2016). Determination of validity, reliability and sample size in qualitative studies. Dokuz Eylul University E-Journal of Nursing Faculty, 9(1), 23-28.

9. Council of Higher Education (CHE) (2020a). Press briefing. https://www.yok.gov.tr. Accessed 7 September 2020.
10. Council of Higher Education (CHE) (2020b). Press briefing. https://www.yok.gov.tr. Accessed 7 September 2020.
11. Council of Higher Education (CHE) (2020c). Press briefing. https://www.yok.gov.tr. Accessed 7 September 2020.
12. Dockery, M., & Bawa, S (2020). Working from Home in the COVID-19 Lockdown. Bankwest Curtin Economics Centre Research Brief COVID-19, 1-5. https://bcec.edu.au/assets/2020/05/BCEC-COVID19-Brief-4_Working-from-home.pdf Accessed 1 October 2020.
13. Fatmasari, R (2018). Teaching practice in distance education context. SHS Web of Conferences 42(2), 00099. https://doi.org/10.1051/shsconf/20184200099.
14. Göktepe Aydın, E. (2020). A phenomenological research to determine ındividuals' perception of distance (work from home) model in pandemic period; Public university example. Journal of Current Researches on Business and Economics, 10(1), 29-42. https://doi.org/10.26579/jocrebe.68.
15. Guba, EG., & Lincoln, YS (1994). Competing paradigms in qualitative research. In. N. K. Denzin, & Y.S. Lincoln (Eds.), Handbook of qualitative research. (pp. 105-117). Thousand Oaks, CA: Sage.
16. Honey-Roses, J., Anguelovski, I., Bohigas, J., Chireh, V., Daher, C., Konijnendijk, C.,…..& Nieuwenhuijsen, M (2020). The impact of COVID-19 on public space: A review of the emerging questions. https://doi.org/10.31219/osf.io/rf7xa.
17. Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y. I., … & Cao, B (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497–506. https://doi. org/10.1016/S0140-6736(20)30183-5.
18. Ilgaz, H (2014). The problems of distance education students on synchronized learning applications and suggestions for solutions. Educational Sciences and Practice Journal, 13(26), 187-204.
19. Joseph, ML (2007). Innovativeness in nursing: A phenomenological and constructivist study. Doctoral Thesis, Capella University: United States.
20. Kartepe, F., Küçükgençay, N., & Peker, B (2020). What are the perspectives of teacher candidates on synchronous distance education? A survey study. Journal of Social and Humanities Sciences Research. 7(53), 1262-1274. http://dx.doi.org/10.26450/jshsr.1868.
21. Kaya, M., Akyol Çitil, C., Özbek, R., & Pepeler, E (2017). Views of academicians in 'department of educational sciences' about 'distance education application' at post-graduate education programs. Electronic Journal of Social Sciences, 16(64), 1616-1627.
22. Kissler, S. M., Tedijanto, C., Goldstein, E., Grad, YH, & Lipsitch, M (2020). Projecting the transmission dynamic of SARS-CoV-2 through the postpandemic period. Science, 368(6493), 860-868. https://doi.org/10.1126/ science.abb5793.
23. Koç, E (2020). An evaluation of distance learning in higher education through the eyes of course instructors. Akdeniz Journal of Education, 3(1), 25-39. Koloğlu, FT., Kantar, M., & Doğan, M (2016). The importance of lecturers' readiness in distance education. Journal of Açıköğretim Applications and Research, 2(1), 52‐70.
24. Kürtüncü, M., & Kurt, A (2020). Problems of nursing students in distance education in the COVID-19 pandemia period. Eurasian Journal of Researches in Social and Economics, 7(5), 66-77.
25. Lu, H., Stratton, CW., & Tang, YW (2020). Outbreak of pneumonia of unknown etiology in Wuhan, China: The mystery and the miracle. Journal of Medical Virology, 92, 401–402. https://doi. org/10.1002/jmv.25678.
26. Miles, MB., & Huberman, AM (2015). Nitel veri analizi. In. A. S., Altun & A., Ersoy (Eds.) (pp. 10-317). Ankara: Pegem A Yayıncılık.
27. Özgöl, M., Sarikaya, İ., & Öztürk, M. (2017). Students’ and teaching staff’s assessments regarding distance education applications in formal education. Journal of Higher Education and Science, 7(2), 294-304. https://doi.org/10.5961/jhes.2017.208.
28. Sahu, P (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), e7541. https://doi.org/10.7759/cureus.7541.
29. Serçemeli, M., & Kurnaz, E (2020). A research on students' perspectives to distance education and distance accounting education in the COVID-19 pandemia period. International Journal of Social Sciences Academic Researches, 3(3), 2687-2641.
30. Sintema, JE (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), 1-6. https://doi.org/10.29333/ejmste/7893.
31. Subedi, S., Nayaju, S., Subedi, S., Shah-Kumar, S., & Shah –Mathias, J (2020). Impact of e-learning during COVID-19 pandemic among nursing students and teachers of Nepal. International Journal of Science and Healthcare Research, 5(3), 68-76.
32. Telli, YS., & Altun, D (2020). The coronavirus and the rising of online education. Journal of University Research, 3(1), 25-34. https://doi.org/10.32329/uad.711110. The United Nations Children's Fund (UNICEF). UNICEF and Microsoft launch global learning platform to help address COVID-19 education crisis. (2020).
33. https://www.unicef.org/press-releases/unicefand-microsoft-launch-global-learning-platform-help-address-covid-19-education. Accessed 1 October 2020.
34. Turkish Ministry of Health (TMH). COVID-19 information page (2020). https://covid19.saglik.gov.tr/ Accessed 7 October 2020.
35. Viner, MR., Russell, S., Croker, H., Packer, J., Ward, J., Stansfield, C., …..& Booy, R (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child & Adolescent Health, 4, 397–404. https://doi.org/10.1016/ S2352-4642(20)30095-X.
36. Wang, C., Cheng, Z., Yue, XG., & McAleer, M (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(36), 1-6. https://doi. org/10.3390/jrfm13020036.
37. Wang, Y., Di, Y., Ye, J., & Wei, W (2020). Study on the public psychological states and its related factors during the outbreak of coronavirus disease 2019 (COVID-19) in some regions of China. Psychology, Health & Medicine. http://dx.doi.org/10.1080/13548506.2020.1746817.
38. World Health Organization (WHO). Clinical management of severe acute respiratory infection (SARI) when COVID-19 disease is suspected: Interim guidance (2020). file:///C:/Users/lnv/Downloads/WHO-2019-nCoV-clinical-2020.4-eng.pdf. Accessed 7 October 2020.
39. Yıldız, M., & Selim, Y (2015). A qualitative study on transferring the experience of using technology from formal education to distance education. Turkish Online Journal of Distance Education, 16(4), 125-134.