Sağlık Bilimleri Öğrencilerinde Problem Çözme Becerileri ile İletişim Becerileri Arasındaki İlişkinin İncelenmesi

Abstract

Amaç: Sağlık profesyonelleri için iletişim ve problem çözme yeteneği, mesleki uygulamada sık kullanılan beceriler olması açısından oldukça önemlidir. Bu araştırma, sağlık bilimleri alanında son sınıf öğrencilerinin problem çözme ve iletişim becerileri arasındaki ilişkiyi değerlendirmek amacıyla planlanmıştır. Gereç ve Yöntem: Çalışmaya yaş ortalaması 22.64 ± 1,60 yıl olan toplam 171 sağlık bilimleri öğrencisi (135 kadın, 36 erkek) dahil edilmiştir. Bu bireylerin iletişim becerileri İletişim Becerileri Envanteri ile problem çözme becerileri ise Problem Çözme Envanteri ile değerlendirilmiştir. İki envanter arasındaki ilişki Pearson korelasyon analizi ile değerlendirilmiştir. Bulgular: Problem Çözme Envanteri ile İletişim Becerileri Envanteri bilişsel alt ölçek (r=-0,39, p<0,01), davranışsal alt ölçek (r=-0,32, p<0,01) puanları ve toplam puanı (r=-0,33, p<0,01) arasında istatistiksel olarak anlamlı bir ilişki bulunmuştur. Sonuç: Bu bulgular ışığında, sağlık bilimleri öğrencilerinin eğitiminde meslek hayatına geçişte ihtiyaç duyulacak problem çözme ve iletişim becerilerinin birbiriyle ilişkili olduğu ve birlikte düşünülmesi gerektiği düşünülmektedir. İleriki çalışmalarda sağlık bilimleri öğrencilerinin problem çözme ve iletişim becerilerini etkileyebilecek faktörlerin ve bunların müfredatla ilişkisini inceleyen çalışmaların yapılmasını önermekteyiz.

Keywords

• problem çözme
• öğrenciler
• iletişim

Investigation of the Relationship between Problem-Solving Skills and Communication Skills in Health Sciences Students

Abstract

Objectives: Communication and problem-solving skills are very important for health professionals as they are frequently used skills in professional practice. This study was planned to evaluate the relationship between the problem-solving and communication skills of final-year students studying in the field of health sciences. Materials and Methods: A total of 171 health sciences students (135 females, 36 males) with a mean age of 22.64 ± 1.60 years were included in the study. The communication skills of these individuals were evaluated with the Communication Skills Inventory, and their problem-solving skills were evaluated with the Problem Solving Inventory. The relationship between the two inventories was evaluated by Pearson correlation analysis. Results: A statistically significant relationship was found between the Problem Solving Inventory and Communication Skills Inventory cognitive subscale (r=-0.39, p<0.01), behavioral subscale (r=-0.32, p<0.01) scores and total score (r= -0.33, p<0.01). Conclusion: In light of these findings, it is thought that the problem-solving and communication skills that will be needed in the transition to professional life are associated with each other and should be considered together in the education of health sciences students. In future studies, we suggest that studies examine the factors that may affect the problem-solving and communication skills of health science students and their relationship with the curriculum.

Keywords

• problem-solving
• students
• communication

References

1. Altun I. The perceived problem solving ability and values of student nurses and midwives. Nurse Education Today. 2003 Nov 1;23(8):575-84.
2. Bayindir Çevik, A., & Olgun, N. (2015). Do Problem‐Solving Skills Affect Success in Nursing Process Applications? An Application Among Turkish Nursing Students. International Journal of Nursing Knowledge, 26(2), 90-95.
3. Bennett, S., Hoffmann, T., & Arkins, M. (2011). A multi‐professional evidence‐based practice course improved allied health students' confidence and knowledge. Journal of Evaluation in Clinical Practice, 17(4), 635-9.
4. Corbridge, S. J., Corbridge, T., Tiffen, J., & Carlucci, M. (2013). Implementing team-based learning in a nurse practitioner curriculum. Nurse educator, 38(5), 202-205.
5. Ergün, G., & Arslan, B. Ş. (2017). Reviewing the relation between the problem solving skills of school of health students and their social skill levels. Journal of Human Sciences, 14(1), 902-913.
6. Ersanlı, K. & Balcı, S. (1998). İletişim Becerileri Envanterinin Geliştirilmesi:Geçerlik ve Güvenirlik Çalışması . Turkish Psychological Counseling and Guidance Journal, 2(10) , 7-12 .
7. Fallowfield, L., & Jenkins, V. (1999). Effective communication skills are the key to good cancer care. European Journal of Cancer, 35(11), 1592-1597.
8. Hagemeier, N. E., Hess, R., Hagen, K. S., & Sorah, E. L. (2014). Impact of an interprofessional communication course on nursing, medical, and pharmacy students’ communication skill self-efficacy beliefs. American Journal of Pharmaceutical Education, 78(10).

9. Harrell, P. L., Kearl, G. W., Reed, E. L., Grigsby, D. G., & Caudill, T. S. (1993). Medical students' confidence and the characteristics of their clinical experiences in a primary care clerkship. Academic Medicine: Journal of The Association of American Medical Colleges, 68(7), 577-9.
10. Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29(1), 66.
11. Isobel, S., & Delgado, C. (2018). Safe and collaborative communication skills: A step towards mental health nurses implementing trauma informed care. Archives of Psychiatric Nursing, 32(2), 291-296.
12. Ji EJ, Bang MR, Jeon HJ. Ego resilience, communication ability and problem-solving ability in nursing students. J Korean Acad Soc Nurs Educ. 2013; 19(4):571-9.
13. Kim, H.-R., Song, Y., Lindquist, R., & Kang, H.-Y. (2016). Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students. Nurse education today, 38, 115-118.
14. Kuzu, A., & Eker, F. (2010). The evaluation of emotional intelligence and communication skills of nursing students and the other university students in comparative way. Journal of Search Development in Nursing, 3(1), 14-29.
15. Largo-Wight, E., Peterson, P. M., & Chen, W. W. (2005). Perceived problem solving, stress, and health among college students. American Journal of Health Behavior, 29(4), 360-370.
16. L'Ecuyer, K. M., Pole, D., & Leander, S. A. (2015). The use of PBL in an interprofessional education course for health care professional students. Interdisciplinary Journal of Problem-Based Learning, 9(1), 6.
17. Levinson, W., Lesser, C. S., & Epstein, R. M. (2010). Developing physician communication skills for patient-centered care. Health Affairs, 29(7), 1310-1318.
18. Michaelsen, L.K. & Sweet, M. (2008), The essential elements of team-based learning. New Directions for Teaching and Learning, 116: 7-27.
19. Oermann, M., Truesdell, S., & Ziolkowski, L. (2000). Strategy to assess, develop, and evaluate critical thinking. The journal of continuing education in nursing, 31(4), 155-160.
20. Özyazıcıoğlu, N., Aydınoğlu, N., & Aytekin, G. (2009). Sağlik Yüksekokulu Öğrencilerinin Empatik ve Problem Çözme Becerilerinin İncelenmesi. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 12(3), 46-53.
21. Sargeant, J., MacLeod, T., & Murray, A. (2011). An interprofessional approach to teaching communication skills. Journal of Continuing Education in the Health Professions, 31(4), 265-267.
22. Sayin, Y., & Farimaz, M. (2011). P02-287-Problem solving skills of the 1st year and 4th year nursing students. European Psychiatry, 26, 883.
23. Sweet, M., & Michaelsen, L. K. (Eds.). (2012). Team-based learning in the social sciences and humanities: Group work that works to generate critical thinking and engagement. Sterling VA: Stylus Publishing.
24. Taylan, S. (1990). Heppner’in Problem Çözme Envanterinin Uyarlama, Güvenirlik ve Geçerlik Çalışmaları. (Yayımlanmamış yüksek lisans tezi) Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
25. Titzer, J. L., Swenty, C. F., & Hoehn, W. G. (2012). An interprofessional simulation promoting collaboration and problem solving among nursing and allied health professional students. Clinical Simulation in Nursing, 8(8), e325-e333.
26. Xie, J., Ding, S., Wang, C., & Liu, A. (2013). An evaluation of nursing students' communication ability during practical clinical training. Nurse Education Today, 33(8), 823-827.
27. Zaidi, U., Hammad, L. F., Awad, S. S., Qasem, H. D., & Al-Mahdi, N. A. (2017). Problem-based learning vs. Traditional teaching methods: Self-efficacy and academic performance among students of Health and Rehabilitation Sciences College, PNU. Rehabilitation, 55, 38-35.