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Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim

Yıl 2017, Cilt 4, Sayı 3, 65 - 73, 31.01.2018

Öz

Hemşirelik eğitimi sürecinin temel bileşeni olan öğrencilerin öğrenme süreçlerinin gerçekleştirilmesinde öğretim elemanları önemli rol oynamaktadır. Genel olarak hemşire eğitimcinin; öğrenenlerin duygu, düşünce ve davranışlarına yönelik olarak kalıcı izli değişim/gelişimler yaratmaları beklenmektedir. Eğitimcinin bu rolünü en etkin düzeyde gerçekleştirebilmesi için lider bir eğitimci olma rolüne hazır olması ve aynı zamanda sürekli olarak kendini geliştirmesi gerekmektedir. Eğitimcilik rolünü yerine getirirken kendisine rehberlik edecek en önemli kavram kanıta dayalı eğitimdir. Kanıta dayalı eğitim köklerini tıp, hemşirelik, psikoloji ve sosyal hizmet alanlarından almakta olup, literatürde kanıta dayalı uygulamaların artık kanıta dayalı eğitime doğru evrildiği görülmektedir. Bu derlemenin amacı da, hemşirelik ve hemşirelik eğitiminde kullanılan kanıta dayalı eğitim uygulamalarını irdelemek ve eğitim sürecinde yararlanılabilecek bazı kanıtları sunmaktır.

Kaynakça

  • 1. Allen P, Jones MM, Boswell C. Program Evaluation. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 247-274
  • 2. Burns PB, Rohrich RJ, Chung KC. The Levels of Evidence and their role in Evidence-Based Medicine. Plast Reconstr Surg 2011; 128(1): 305–310.
  • 3. Boswell C. Online Educational Experiences. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 175-210.
  • 4. Boswell C, Cannon S. Overwiew of Evidence-Based Practice. In: Connon S, Boswell C, editors. EvidenceBased Teaching. Texas: Jones-Barlett Learning; 2016. 1-30.
  • 5. Cannon S. Classroom Educational Experiences. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 155-174.
  • 6. Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing 2009; 66(1): 3-15.
  • 7. Chisari G, Brown C, Calkins M, Echternacht M, Knopp B, Jackson B, Shipps T, Sharp-Henry L, Blubaugh M, Spector N. 2006. Evidence-Based Nursing Education for Regulation (EBNER). NCSBN Practice, Regulation and Education Committee; January 18, 2017.
  • 8. De Brun C.Finding the Evidence A key step in the information production process. The Information Standard Guide; November 7, 2013.
  • 9. D’Souza MS, Venkatesaperumal R, Radhakrishnan J, Balachandran S. Engagement in clinical learning environment among nursing students: Role of nurse educators. Open Journal of Nursing 2013; (3): 25-32.
  • 10. Demiray A, Keçeci A, Çetinkaya MY. Student’s perceptions of psychomotor skills: a qualititive study. International Archives of Nursing and Health Care 2016; 2(1): 1-6.
  • 11. Demirel Ö. Öğretim İlke ve Yöntemleri Öğretme Sanatı. Ankara: PegemA Yayıncılık; 2012. 226-294.
  • 12. Elamin MB, Montori VM. The hierarchy of evidence: From unsystematic clinical observations to systematic reviews. In: Burneo JG.et al, editors. Neurology: An Evidence-Based Approach. New York: Springer; 2012.
  • 13. Evidence Based Teaching e-Pathways CPD Handbook. 2012.URL: http://www.epathways.eu/, August 13, 2017.
  • 14. Faulcon RY. Innovative Teaching Strategies with Simulation Technology in Nursing Education. Innovative Teaching Strategies with Simulation Technology 2015; (1):47-50.
  • 15. Fineout-Overholt E, Melynk BM, Stillwell SB, Willianson KM. Critical Appraisal of the Evidence: Part I. An introduction to gathering, evaluating, and recording the evidence. AJN 2010; 110(7): 47-52.
  • 16. Gauntlett N. Literature Review on Formative Assessment in Higher Education. Mental Health and Social Work Centre for Excellence in Teaching and Learning Enhancing Pedagogic Research. Middle Sex University 2007; 1-41.
  • 17. Groccia JE, Buskist W. Need for Evidence-Based Teaching. New Directions for Teaching and Learning 2011; 128: 5-11.
  • 18. Hasheeh, MA, Al-Mostafa O, Obeidat H. Traditional Versus Nontraditional Methods of Teaching: the Impact on Nursing Teaching Effectiveness and Student‘s Achievements at Nursing Colleges. An - Najah Univ. J. Res. (Humanities) 2011; 25(1): 255-275.
  • 19. Ingham-Broomfield RB. A nurses’ guide to the hierarchy of research designs and evidence. Australian Journal of Advanced Nursing 2016; 33(3): 38-43.
  • 20. Jokelainen M. The Elements of Effective Student Nurse Mentorship in Placement Learning Environments Systematic Review and Finnish and British Mentors´ Conceptions. Department of Nursing Science Faculty of Health Sciences University of Eastern Finland 2013.
  • 21. Kalb K, O’Conner SK, Brockway C, Rierson CL, Sendelbach S. Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives 2015; 36(4): 212-219.
  • 22. Karkada S. Evidence Based Practice. International Journal of Nursing Research & Practice 2015; 2(2): 1-2
  • 23. Kube ML. The Relationship of Nursing Faculty Clinical Teaching Behaviors to Student Learning. Health Professions Education Department, Doctor of Education Dissertation; 2010.
  • 24. Lascelles MA. Students’ and Mentors’ experiences of mentoring and learning in practice during the first year of an accelerated programme leading to nursing registration. The University of Leeds School of Education Doctor of Education; 2010.
  • 25. Loyola S. Evidence-Based Teaching Guidelines Transforming Knowledge Into Practice for Better Outcomes in Healthcare. Critical Care Nursing Quarterly 2010; 33(1): 19–32.
  • 26. Mann K, Gordon J, Macleod A. Reflection and reflective practice in health professions education: A systematic review. Advences in Health Science Education 2009; 14: 595–621.
  • 27. McDonald AW, Ward-Smith P. A review of evidence-based strategies to retain graduate nurses in the profession. Journal for Nurses in Staff Development 2012; 28(1): E16-E20.
  • 28. Miller J, Boswell C. Clinical Educational Experiences In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 211-246.
  • 29. Moch SD, Cronje RJ, Branson J. Undergraduate nursing evidence-based practice education: Envisioning the role of students. Journal of Professional Nursing 2010; 26(1): 5–13.
  • 30. Muleya CM, Marshall J, Ashwin C. Nursing and Midwifery Students’ Perception and Experiences of Mentorship: A Systematic Review. Open Journal of Nursing 2015; 5: 571-586.
  • 31. Nabors K. Active Learning Strategies in Classroom Teaching: Practices of Associate Degree Nurse Educators in a Southern State. Doctor of Education in the Department of Educational Leadership, Policy, and Technology Studies, University of Alabama, Tuscaloosa, Alabama; 2012.
  • 32. Petty G. 2015; URL: http://geoffpetty.com/wp-content/uploads/2015/04/The-uses-and-abuses-ofevidence.pdf, August13, 2017.
  • 33. Pintz C. 2015; URL: http://www.teachingworks.org/images/files/TeachingWorks_Pintz.pdf. 13 Ağustos 2017.
  • 34. Prado ML, Testoni AK, Kempfer SS, Ferraz F, Lopes CR, Bernardi MC. Formative Evaluation of the Nursing Program at a University in the South of Brazil: Technological Tool to the Approach of the Unified Health System. Open Journal of Social Sciences 2014; 2: 1-6.
  • 35. Sailaxmi G, Mythili D, Thirumoorthy A. Nursing Students Perceptions about Traditional and Innovative Teaching Strategies– A Pilot Study. JKIMSU 2015; 4(1): 123-129.
  • 36. Stevens KY. Elementary, general-education teachers’ reports of self-efficacy in using evidenced-based ınstructional strategies to differentiate ınstruction for students with disabilities. University of Hartford Department of Educational Leadership Dissertation; 2012.
  • 37. Tichelaar E, Riklikiene O, Holland K, Pokorna A, Antohe I, Nagy E, Warne T, Saarikoski M.2013. URL: http://www.umfiasi.ro/RelatiiInternationale/EMPNURS/Empowering%20the%20nursing%20 profession%20through%20mentorship2.pdf , August 13, 2017.
  • 38. Valcke M. Evidence based teaching and learning presentation. 2014. URL: http://users.ugent. be/~mvalcke/CV/2_AE_EFE_EVIDENCE.pdf , August 13, 2017. 39. Valiga MTT, Phillips BC. The Theaching Experience in Nursing. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 61-86.
  • 40. Quenn’s University Paper. Illuminating Evidence-based ideas for effective teaching. The Teaching Doctor. 2008. URL: http://meds.queensu.ca/assets/Improve-learning-through-formative-assessment. pdf , August 13, 2017.
  • 41. Walsh D. The Nurse Mentor’s Handbook Supporting Students in Clinical Practice. England: McGraw Hill Open University Press; 2010. 1-231.
  • 42. World Health Organization. Nurse Educator Core Competencies. Switzerland: WHO Press; 2016.p.1-36 43. Yuan HB, Williams BA, Fang JB. The contribution of high-fidelity simulation to nursing students’ confidence and competence: a systematic review. International Nursing Review 2012; 26-33.

Transformation In Nursing Education: Evidence-Based Education

Yıl 2017, Cilt 4, Sayı 3, 65 - 73, 31.01.2018

Öz

Teaching staff plays an important role in the realization of learning process of the students, which is the basic component of the nursing education process. In general, nurse educators are expected to create permanent changes/developments in the feelings, thoughts and behaviors of the learners. In order for the educator to carry out this role most effectively, it is necessary that this educator should be ready for the role of becoming a leading educator besides improving oneself constantly. The most important concept that will guide a nurse educator when fulfilling this role is evidence-based education. Evidence-based education draws its roots from the fields of medicine, nursing, psychology and social services and it is seen that evidence-based practices in literature are now evolving towards evidence-based education. The aim of this review is to examine evidence-based education practices and to present some evidence that can be used in the education process.

Kaynakça

  • 1. Allen P, Jones MM, Boswell C. Program Evaluation. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 247-274
  • 2. Burns PB, Rohrich RJ, Chung KC. The Levels of Evidence and their role in Evidence-Based Medicine. Plast Reconstr Surg 2011; 128(1): 305–310.
  • 3. Boswell C. Online Educational Experiences. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 175-210.
  • 4. Boswell C, Cannon S. Overwiew of Evidence-Based Practice. In: Connon S, Boswell C, editors. EvidenceBased Teaching. Texas: Jones-Barlett Learning; 2016. 1-30.
  • 5. Cannon S. Classroom Educational Experiences. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 155-174.
  • 6. Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. Journal of Advanced Nursing 2009; 66(1): 3-15.
  • 7. Chisari G, Brown C, Calkins M, Echternacht M, Knopp B, Jackson B, Shipps T, Sharp-Henry L, Blubaugh M, Spector N. 2006. Evidence-Based Nursing Education for Regulation (EBNER). NCSBN Practice, Regulation and Education Committee; January 18, 2017.
  • 8. De Brun C.Finding the Evidence A key step in the information production process. The Information Standard Guide; November 7, 2013.
  • 9. D’Souza MS, Venkatesaperumal R, Radhakrishnan J, Balachandran S. Engagement in clinical learning environment among nursing students: Role of nurse educators. Open Journal of Nursing 2013; (3): 25-32.
  • 10. Demiray A, Keçeci A, Çetinkaya MY. Student’s perceptions of psychomotor skills: a qualititive study. International Archives of Nursing and Health Care 2016; 2(1): 1-6.
  • 11. Demirel Ö. Öğretim İlke ve Yöntemleri Öğretme Sanatı. Ankara: PegemA Yayıncılık; 2012. 226-294.
  • 12. Elamin MB, Montori VM. The hierarchy of evidence: From unsystematic clinical observations to systematic reviews. In: Burneo JG.et al, editors. Neurology: An Evidence-Based Approach. New York: Springer; 2012.
  • 13. Evidence Based Teaching e-Pathways CPD Handbook. 2012.URL: http://www.epathways.eu/, August 13, 2017.
  • 14. Faulcon RY. Innovative Teaching Strategies with Simulation Technology in Nursing Education. Innovative Teaching Strategies with Simulation Technology 2015; (1):47-50.
  • 15. Fineout-Overholt E, Melynk BM, Stillwell SB, Willianson KM. Critical Appraisal of the Evidence: Part I. An introduction to gathering, evaluating, and recording the evidence. AJN 2010; 110(7): 47-52.
  • 16. Gauntlett N. Literature Review on Formative Assessment in Higher Education. Mental Health and Social Work Centre for Excellence in Teaching and Learning Enhancing Pedagogic Research. Middle Sex University 2007; 1-41.
  • 17. Groccia JE, Buskist W. Need for Evidence-Based Teaching. New Directions for Teaching and Learning 2011; 128: 5-11.
  • 18. Hasheeh, MA, Al-Mostafa O, Obeidat H. Traditional Versus Nontraditional Methods of Teaching: the Impact on Nursing Teaching Effectiveness and Student‘s Achievements at Nursing Colleges. An - Najah Univ. J. Res. (Humanities) 2011; 25(1): 255-275.
  • 19. Ingham-Broomfield RB. A nurses’ guide to the hierarchy of research designs and evidence. Australian Journal of Advanced Nursing 2016; 33(3): 38-43.
  • 20. Jokelainen M. The Elements of Effective Student Nurse Mentorship in Placement Learning Environments Systematic Review and Finnish and British Mentors´ Conceptions. Department of Nursing Science Faculty of Health Sciences University of Eastern Finland 2013.
  • 21. Kalb K, O’Conner SK, Brockway C, Rierson CL, Sendelbach S. Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives 2015; 36(4): 212-219.
  • 22. Karkada S. Evidence Based Practice. International Journal of Nursing Research & Practice 2015; 2(2): 1-2
  • 23. Kube ML. The Relationship of Nursing Faculty Clinical Teaching Behaviors to Student Learning. Health Professions Education Department, Doctor of Education Dissertation; 2010.
  • 24. Lascelles MA. Students’ and Mentors’ experiences of mentoring and learning in practice during the first year of an accelerated programme leading to nursing registration. The University of Leeds School of Education Doctor of Education; 2010.
  • 25. Loyola S. Evidence-Based Teaching Guidelines Transforming Knowledge Into Practice for Better Outcomes in Healthcare. Critical Care Nursing Quarterly 2010; 33(1): 19–32.
  • 26. Mann K, Gordon J, Macleod A. Reflection and reflective practice in health professions education: A systematic review. Advences in Health Science Education 2009; 14: 595–621.
  • 27. McDonald AW, Ward-Smith P. A review of evidence-based strategies to retain graduate nurses in the profession. Journal for Nurses in Staff Development 2012; 28(1): E16-E20.
  • 28. Miller J, Boswell C. Clinical Educational Experiences In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 211-246.
  • 29. Moch SD, Cronje RJ, Branson J. Undergraduate nursing evidence-based practice education: Envisioning the role of students. Journal of Professional Nursing 2010; 26(1): 5–13.
  • 30. Muleya CM, Marshall J, Ashwin C. Nursing and Midwifery Students’ Perception and Experiences of Mentorship: A Systematic Review. Open Journal of Nursing 2015; 5: 571-586.
  • 31. Nabors K. Active Learning Strategies in Classroom Teaching: Practices of Associate Degree Nurse Educators in a Southern State. Doctor of Education in the Department of Educational Leadership, Policy, and Technology Studies, University of Alabama, Tuscaloosa, Alabama; 2012.
  • 32. Petty G. 2015; URL: http://geoffpetty.com/wp-content/uploads/2015/04/The-uses-and-abuses-ofevidence.pdf, August13, 2017.
  • 33. Pintz C. 2015; URL: http://www.teachingworks.org/images/files/TeachingWorks_Pintz.pdf. 13 Ağustos 2017.
  • 34. Prado ML, Testoni AK, Kempfer SS, Ferraz F, Lopes CR, Bernardi MC. Formative Evaluation of the Nursing Program at a University in the South of Brazil: Technological Tool to the Approach of the Unified Health System. Open Journal of Social Sciences 2014; 2: 1-6.
  • 35. Sailaxmi G, Mythili D, Thirumoorthy A. Nursing Students Perceptions about Traditional and Innovative Teaching Strategies– A Pilot Study. JKIMSU 2015; 4(1): 123-129.
  • 36. Stevens KY. Elementary, general-education teachers’ reports of self-efficacy in using evidenced-based ınstructional strategies to differentiate ınstruction for students with disabilities. University of Hartford Department of Educational Leadership Dissertation; 2012.
  • 37. Tichelaar E, Riklikiene O, Holland K, Pokorna A, Antohe I, Nagy E, Warne T, Saarikoski M.2013. URL: http://www.umfiasi.ro/RelatiiInternationale/EMPNURS/Empowering%20the%20nursing%20 profession%20through%20mentorship2.pdf , August 13, 2017.
  • 38. Valcke M. Evidence based teaching and learning presentation. 2014. URL: http://users.ugent. be/~mvalcke/CV/2_AE_EFE_EVIDENCE.pdf , August 13, 2017. 39. Valiga MTT, Phillips BC. The Theaching Experience in Nursing. In: Connon S, Boswell C, editors. Evidence-Based Teaching. Texas: Jones-Barlett Learning; 2016. 61-86.
  • 40. Quenn’s University Paper. Illuminating Evidence-based ideas for effective teaching. The Teaching Doctor. 2008. URL: http://meds.queensu.ca/assets/Improve-learning-through-formative-assessment. pdf , August 13, 2017.
  • 41. Walsh D. The Nurse Mentor’s Handbook Supporting Students in Clinical Practice. England: McGraw Hill Open University Press; 2010. 1-231.
  • 42. World Health Organization. Nurse Educator Core Competencies. Switzerland: WHO Press; 2016.p.1-36 43. Yuan HB, Williams BA, Fang JB. The contribution of high-fidelity simulation to nursing students’ confidence and competence: a systematic review. International Nursing Review 2012; 26-33.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Bilimleri ve Hizmetleri
Bölüm Makaleler
Yazarlar

Ayla KEÇECİ
0000-0002-8106-2830


Ayşe DEMİRAY (Sorumlu Yazar)
0000-0003-3100-9115

Yayımlanma Tarihi 31 Ocak 2018
Yayınlandığı Sayı Yıl 2017, Cilt 4, Sayı 3

Kaynak Göster

Bibtex @derleme { hunhemsire396384, journal = {Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi}, issn = {2148-3590}, eissn = {2149-2956}, address = {}, publisher = {Hacettepe Üniversitesi}, year = {2018}, volume = {4}, pages = {65 - 73}, doi = {}, title = {Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim}, key = {cite}, author = {Keçeci, Ayla and Demiray, Ayşe} }
APA Keçeci, A. & Demiray, A. (2018). Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim . Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi , 4 (3) , 65-73 . Retrieved from https://dergipark.org.tr/tr/pub/hunhemsire/issue/30984/396384
MLA Keçeci, A. , Demiray, A. "Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim" . Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi 4 (2018 ): 65-73 <https://dergipark.org.tr/tr/pub/hunhemsire/issue/30984/396384>
Chicago Keçeci, A. , Demiray, A. "Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim". Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi 4 (2018 ): 65-73
RIS TY - JOUR T1 - Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim AU - Ayla Keçeci , Ayşe Demiray Y1 - 2018 PY - 2018 N1 - DO - T2 - Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi JF - Journal JO - JOR SP - 65 EP - 73 VL - 4 IS - 3 SN - 2148-3590-2149-2956 M3 - UR - Y2 - 2017 ER -
EndNote %0 Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim %A Ayla Keçeci , Ayşe Demiray %T Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim %D 2018 %J Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi %P 2148-3590-2149-2956 %V 4 %N 3 %R %U
ISNAD Keçeci, Ayla , Demiray, Ayşe . "Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim". Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi 4 / 3 (Ocak 2018): 65-73 .
AMA Keçeci A. , Demiray A. Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi. 2018; 4(3): 65-73.
Vancouver Keçeci A. , Demiray A. Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi. 2018; 4(3): 65-73.
IEEE A. Keçeci ve A. Demiray , "Hemşirelik Eğitiminde Dönüşüm: Kanıta Dayalı Eğitim", Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, c. 4, sayı. 3, ss. 65-73, Oca. 2018