The Relationship Between Lifelong Learning Attitudes and 21st Century Skills of Nursing Students

Abstract

Objectives: Scientific, technological, and economic developments require nurses to graduate as lifelong learners, and nurses with 21st century skills. The purpose of the research is to determine nursing students' lifelong learning attitudes and 21st century skills and the relationship between them. Materials and Methods: This research is a cross-sectional, descriptive, and correlational design, and was carried out with 338 students. The data for the research were collected using "Information Form", " Lifelong Learning Attitude Scale for Healthcare Students in Higher Education " and "Multidimensional 21st Century Skills Scale". Results: The critical thinking and problem solving skills of the students included in the research have a high mean score (25,11±4,91) however, their mean scores of career awareness (8,86±3,37) are low. The significant difference was found between the conditions such as high school graduation, post-graduation career plan, and participation in vocational courses of nursing students, and their lifelong learning attitudes and 21st century skills (p<0,05). The strong positive relationship was found between the lifelong learning attitude of the nursing students within the scope of the research, and their levels of critical thinking and problem solving skills, which are the sub-dimensions of 21st century skills. The weak negative relationship was found between students' lifelong learning attitude and 21st century skills sub-dimensions of career awareness, and information and technology literacy. Conclusion: The results of the research showed that nursing students' critical thinking and problem solving skills were high and as their lifelong learning attitudes increased, their critical thinking and problem solving skills also increased positively.

Keywords

• lifelong learning
• 21st century skills
• nursing education
• continuing education

Hemşirelik Öğrencilerinin Yaşam Boyu Öğrenme Tutumları ile 21. Yüzyıl Becerileri Arasındaki İlişki

Abstract

Amaç: Bilimsel, teknolojik ve ekonomik gelişmeler, hemşirelerin yaşam boyu öğrenen ve 21. yüzyıl becerilerine sahip hemşireler olarak mezun olmalarını gerektirmektedir. Araştırmanın amacı, hemşirelik öğrencilerinin yaşam boyu öğrenme tutumları ile 21. yüzyıl becerilerini ve aralarındaki ilişkiyi belirlemektir. Gereç ve Yöntem: Araştırma kesitsel, tanımlayıcı ve ilişki arayıcı bir desende olup 338 öğrenci ile gerçekleştirilmiştir. Araştırmanın verileri “Bilgi Formu”, “Sağlıkta Yüksek Öğrenim Öğrencileri İçin Yaşam Boyu Öğrenme Tutum Ölçeği” ve “Çok Boyutlu 21. Yüzyıl Becerileri Ölçeği” kullanılarak toplanmıştır. Bulgular: Araştırmaya alınan öğrencilerin eleştirel düşünme ve problem çözme becerileri puan ortalamaları yüksek (25,11±4,91), kariyer farkındalığı puan ortalamaları (8,86±3,37) düşüktür. Hemşirelik öğrencilerinin lise mezuniyeti, mezuniyet sonrası kariyer planı ve meslek kurslarına katılma durumları ile yaşam boyu öğrenme tutumları ve 21. yy. becerileri arasında anlamlı fark bulunmuştur (p<0,05). Araştırma kapsamındaki hemşirelik öğrencilerinin yaşam boyu öğrenme tutumları ile 21. yüzyıl becerilerinin alt boyutları olan eleştirel düşünme ve problem çözme becerileri düzeyleri arasında pozitif yönde güçlü bir ilişki bulunmuştur. Ancak öğrencilerin yaşam boyu öğrenme tutumları ile kariyer farkındalığının 21. yüzyıl becerileri alt boyutları ile bilgi ve teknoloji okuryazarlığı arasında negatif yönde zayıf bir ilişki bulunmuştur. Sonuç: Araştırmanın sonuçları, hemşirelik öğrencilerinin eleştirel düşünme ve problem çözme becerilerinin yüksek olduğunu, yaşam boyu öğrenme tutumları arttıkça eleştirel düşünme ve problem çözme becerilerinin de olumlu yönde arttığını göstermiştir.

Keywords

• yaşam boyu öğrenme
• 21. yüzyıl becerileri
• hemşirelik eğitimi
• sürekli eğitim

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