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Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı

Yıl 2022, Cilt 5, Sayı 1, 32 - 46, 31.05.2022
https://doi.org/10.52538/iduhes.1012220

Öz

Teknoloji hayatımızın diğer alanlarını olduğu gibi eğitimi sistemlerini de etkisi altına almıştır. Yeni neslin öğrenme ihtiyaçları, değişen koşullar ve gelişen teknoloji hemşirelik eğitiminde yenilikçi yaklaşımları zorunlu kılmaktadır. Bu süreç hemşire eğitimcileri öğrenci kitlesine uygun ve verimli teknikleri araştırmaya teşvik ederken, öğrencilerin de aktif olarak eğitim faaliyetine katılmasını sağlar. Teknolojideki gelişmeler hız kesmeden sürerken eğitim sistemleri bu gelişmelere istendik ölçüde entegre olamamakta, çoğu eğitim sistemi klasik öğrenme yöntemlerini kullanmaya devam etmektedir. Covid-19 salgını eğitimcileri ve öğrencileri hızla yeni çözümler üretmeye teşvik etmiştir. Bu zor süreçte eğitim büyük oranda mobil cihazlardan ve çevrimiçi platformlardan sürdürülmüştür. Salgın dönemi neden olduğu zorluklarla birlikte eğitimde teknolojinin entegrasyonunu hızlandırmıştır. Bu makalede teknolojinin hemşirelik eğitimindeki etkileri ve teknolojiye dayalı öğrenme yöntemleri üzerinde durulacaktır.

Kaynakça

  • Brown, T. (2018). Using Jenga to teach risk management concepts to senior nursing students. Journal of Nursing Education, 57(12), 765. https://doi.org/10.3928/01484834-20181119-12
  • Carter, A. G., Creedy, D. K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. Nurse Education Today, 40, 209–218. https://doi.org/10.1016/j.nedt.2016.03.010.
  • Chicca, J., & Shellenbarger, T. (2018). Connecting with Generation Z: Approaches in nursing education. Teaching and Learning in Nursing, 13(3), 180-184.
  • Gutiérrez-Puertas, L., García-Viola, A., Márquez-Hernández, V. V., Garrido-Molina, J. M., Granados-Gámez, G., & Aguilera-Manrique, G. (2021). Guess it (SVUAL): An app designed to help nursing students acquire and retain knowledge about basic and advanced life support techniques. Nurse Education in Practice, 50, 102961.
  • Hartman, J. L. (2008). Moving teaching and learning with technology from adoption to transformation. Educause Review, 43(6), 24-25.
  • Holtschneider, M. E. (2017). Expanding the fidelity of standardized patients by incorporating wearable technology. Journal for Nurses in Professional Development, 33(6), 320–321. https://doi.org/10.1097/NND.0000000000000391.
  • Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16–21.
  • Kinder, F. D., & Kurz, J. M. (2018). Gaming strategies in nursing education. Teaching and Learning in Nursing, 13(4), 212-214.
  • Kuzu Kurban N. (2015). Eğitimde Teknolojinin Entegrasyonu. İçinde: Hemşirelikte Öğretim ve Eğiticinin Rolü (Ed.: Arslan S. ve Kuzu Kurban N). Anı Yayıncılık, Ankara. S: 73-97.
  • Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.
  • McEnroe-Petitte, D., & Farris, C. (2020). Using gaming as an active teaching strategy in nursing education. Teaching and Learning in Nursing, 15(1), 61-65. https://doi.org/10.1016/j.teln.2019.09.002
  • Mocek, E. A. (2017). The effects of syllabus design on information retention by at-risk first semester students. Syllabus, 6(2), 1–15 (Retrieved from http://www. syllabusjournal.org/syllabus/article/view/222/Mocek).
  • Mulyadi, M., Tonapa, S. I., Rompas, S. S. J., Wang, R. H., & Lee, B. O. (2021). Effects of simulation technology-based learning on nursing students' learning outcomes: A systematic review and meta-analysis of experimental studies. Nurse Education Today, 105127. https://doi.org/10.1016/j.nedt.2021.105127
  • Philip, T. M., & Garcia, A. D. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300–401.
  • Reed, J. M. (2020). Gaming in Nursing Education: Recent Trends and Future Paths. Journal of Nursing Education, 59(7), 375-381.
  • Rickes, P. S. (2016). Generation in flux: How Gen Z will continue to transform higher education space. Planning for Higher Education Journal, 44(4), 21–45.
  • Roh, Y.S., Jang, K.I., 2017. Survey of factors influencing learner engagement with simulation debriefing among nursing students. Nursing & Health Sciences 19 (4),485–491. https://doi.org/10.1111/nhs.12371
  • Shatto, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24–28. https://doi.org/10.1891/1078-4535.23.1.24.
  • Spears, J., Zobac, S. R., Spillane, A., & Thomas, S. (2015). Marketing learning communities to Generation Z: The importance of face-to-face interaction in a digitally driven world. Learning Communities Research and Practice, 3(1), 1–10.
  • Thompson, R., Sullivan, S., Campbell, K., Osman, I., Statz, B., Jung, H.S. (2018). Does a written tool to guide structured debriefing improve discourse implications for interprofessional team simulation. Journal of Surgical Education 75 (6), e240–e245. https://doi.org/10.1016/j.jsurg.2018.07.001
  • Tonbuloğlu, İ. & Tonbuloğlu, B. (2021). Eğitimde Dijital Dönüşüm Harmanlanmış Öğrenme, (Analiz Raporu: 2021/09). İstanbul: İLKE İlim Kültür Eğitim Vakfı.
  • Turner, A. (2015). Generation Z: Technology and social interest. The Journal of Individual Psychology, 71(2), 103–113.
  • Valdez, A. (2021). Creativity and innovation in nursing education. Teaching and Learning in Nursing 16 (2021)193. https://doi.org/10.1016/j.teln.2021.04.002
  • Van Hoose, D. E., & Tatum, J. L. (2020). Undergraduate Nursing Team-Building During a CyberCANOE® Heart and Lung Sounds Race. Journal of Nursing Education, 59(2), 116-116.
  • Wiedmer, T. (2015). Generations do differ: Best practices in leading Traditionalists, Boomers, and Generations X, Y, and Z Delta Kappa Gamma, 82 (1) (2015), pp. 51-58.
  • Williams, Cheryl A. PhD, MS, RN, CNE, NP-C Nurse Educators Meet Your New Students: Generation Z, Nurse Educator: 3/4 2019 - Volume 44 - Issue 2 - p 59-60 doi: 10.1097/NNE.0000000000000637
  • Xu, J. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3, 54e57. https://doi.org/10.1016/j.cnre.2016.06.002

THE EFFECT OF TECHNOLOGY IN NURSING EDUCATION AND CURRENT APPLICATIONS

Yıl 2022, Cilt 5, Sayı 1, 32 - 46, 31.05.2022
https://doi.org/10.52538/iduhes.1012220

Öz

Technology has influenced education systems as well as other areas of our lives. The learning needs of the new generation, changing conditions, and developing technology necessitate innovative approaches in nursing education. While this process encourages nurse educators to research appropriate and efficient techniques for the student population, it also actively enables students to participate in educational activities. While technological developments continue unabated, education systems cannot integrate these developments to the desired extent, and most education systems continue to use classical learning methods. The Covid-19 outbreak has prompted educators and students to produce new solutions rapidly. In this challenging process, education has been carried out mainly from mobile devices and online platforms. The epidemic period has accelerated the integration of technology in education with the difficulties it caused. This article will focus on the effects of technology in nursing education and technology-based learning methods.

Kaynakça

  • Brown, T. (2018). Using Jenga to teach risk management concepts to senior nursing students. Journal of Nursing Education, 57(12), 765. https://doi.org/10.3928/01484834-20181119-12
  • Carter, A. G., Creedy, D. K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. Nurse Education Today, 40, 209–218. https://doi.org/10.1016/j.nedt.2016.03.010.
  • Chicca, J., & Shellenbarger, T. (2018). Connecting with Generation Z: Approaches in nursing education. Teaching and Learning in Nursing, 13(3), 180-184.
  • Gutiérrez-Puertas, L., García-Viola, A., Márquez-Hernández, V. V., Garrido-Molina, J. M., Granados-Gámez, G., & Aguilera-Manrique, G. (2021). Guess it (SVUAL): An app designed to help nursing students acquire and retain knowledge about basic and advanced life support techniques. Nurse Education in Practice, 50, 102961.
  • Hartman, J. L. (2008). Moving teaching and learning with technology from adoption to transformation. Educause Review, 43(6), 24-25.
  • Holtschneider, M. E. (2017). Expanding the fidelity of standardized patients by incorporating wearable technology. Journal for Nurses in Professional Development, 33(6), 320–321. https://doi.org/10.1097/NND.0000000000000391.
  • Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16–21.
  • Kinder, F. D., & Kurz, J. M. (2018). Gaming strategies in nursing education. Teaching and Learning in Nursing, 13(4), 212-214.
  • Kuzu Kurban N. (2015). Eğitimde Teknolojinin Entegrasyonu. İçinde: Hemşirelikte Öğretim ve Eğiticinin Rolü (Ed.: Arslan S. ve Kuzu Kurban N). Anı Yayıncılık, Ankara. S: 73-97.
  • Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.
  • McEnroe-Petitte, D., & Farris, C. (2020). Using gaming as an active teaching strategy in nursing education. Teaching and Learning in Nursing, 15(1), 61-65. https://doi.org/10.1016/j.teln.2019.09.002
  • Mocek, E. A. (2017). The effects of syllabus design on information retention by at-risk first semester students. Syllabus, 6(2), 1–15 (Retrieved from http://www. syllabusjournal.org/syllabus/article/view/222/Mocek).
  • Mulyadi, M., Tonapa, S. I., Rompas, S. S. J., Wang, R. H., & Lee, B. O. (2021). Effects of simulation technology-based learning on nursing students' learning outcomes: A systematic review and meta-analysis of experimental studies. Nurse Education Today, 105127. https://doi.org/10.1016/j.nedt.2021.105127
  • Philip, T. M., & Garcia, A. D. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300–401.
  • Reed, J. M. (2020). Gaming in Nursing Education: Recent Trends and Future Paths. Journal of Nursing Education, 59(7), 375-381.
  • Rickes, P. S. (2016). Generation in flux: How Gen Z will continue to transform higher education space. Planning for Higher Education Journal, 44(4), 21–45.
  • Roh, Y.S., Jang, K.I., 2017. Survey of factors influencing learner engagement with simulation debriefing among nursing students. Nursing & Health Sciences 19 (4),485–491. https://doi.org/10.1111/nhs.12371
  • Shatto, B., & Erwin, K. (2017). Teaching Millennials and Generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24–28. https://doi.org/10.1891/1078-4535.23.1.24.
  • Spears, J., Zobac, S. R., Spillane, A., & Thomas, S. (2015). Marketing learning communities to Generation Z: The importance of face-to-face interaction in a digitally driven world. Learning Communities Research and Practice, 3(1), 1–10.
  • Thompson, R., Sullivan, S., Campbell, K., Osman, I., Statz, B., Jung, H.S. (2018). Does a written tool to guide structured debriefing improve discourse implications for interprofessional team simulation. Journal of Surgical Education 75 (6), e240–e245. https://doi.org/10.1016/j.jsurg.2018.07.001
  • Tonbuloğlu, İ. & Tonbuloğlu, B. (2021). Eğitimde Dijital Dönüşüm Harmanlanmış Öğrenme, (Analiz Raporu: 2021/09). İstanbul: İLKE İlim Kültür Eğitim Vakfı.
  • Turner, A. (2015). Generation Z: Technology and social interest. The Journal of Individual Psychology, 71(2), 103–113.
  • Valdez, A. (2021). Creativity and innovation in nursing education. Teaching and Learning in Nursing 16 (2021)193. https://doi.org/10.1016/j.teln.2021.04.002
  • Van Hoose, D. E., & Tatum, J. L. (2020). Undergraduate Nursing Team-Building During a CyberCANOE® Heart and Lung Sounds Race. Journal of Nursing Education, 59(2), 116-116.
  • Wiedmer, T. (2015). Generations do differ: Best practices in leading Traditionalists, Boomers, and Generations X, Y, and Z Delta Kappa Gamma, 82 (1) (2015), pp. 51-58.
  • Williams, Cheryl A. PhD, MS, RN, CNE, NP-C Nurse Educators Meet Your New Students: Generation Z, Nurse Educator: 3/4 2019 - Volume 44 - Issue 2 - p 59-60 doi: 10.1097/NNE.0000000000000637
  • Xu, J. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3, 54e57. https://doi.org/10.1016/j.cnre.2016.06.002

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Bilimleri ve Hizmetleri, Hemşirelik
Bölüm Makaleler
Yazarlar

Dilek AYGİN>
SAKARYA ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ, HEMŞİRELİK BÖLÜMÜ
0000-0003-4620-3412
Türkiye


Ayşe ÇELİK YILMAZ> (Sorumlu Yazar)
SAKARYA ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ, HEMŞİRELİK BÖLÜMÜ
0000-0002-9085-4848
Türkiye

Destekleyen Kurum yok
Proje Numarası -
Teşekkür -
Yayımlanma Tarihi 31 Mayıs 2022
Başvuru Tarihi 19 Ekim 2021
Kabul Tarihi 8 Şubat 2022
Yayınlandığı Sayı Yıl 2022, Cilt 5, Sayı 1

Kaynak Göster

Bibtex @derleme { iduhes1012220, journal = {Izmir Democracy University Health Sciences Journal}, eissn = {2651-4575}, address = {iduhes@idu.edu.tr}, publisher = {İzmir Demokrasi Üniversitesi}, year = {2022}, volume = {5}, number = {1}, pages = {32 - 46}, doi = {10.52538/iduhes.1012220}, title = {Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı}, key = {cite}, author = {Aygin, Dilek and Çelik Yılmaz, Ayşe} }
APA Aygin, D. & Çelik Yılmaz, A. (2022). Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı . Izmir Democracy University Health Sciences Journal , 5 (1) , 32-46 . DOI: 10.52538/iduhes.1012220
MLA Aygin, D. , Çelik Yılmaz, A. "Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı" . Izmir Democracy University Health Sciences Journal 5 (2022 ): 32-46 <https://dergipark.org.tr/tr/pub/iduhes/issue/70107/1012220>
Chicago Aygin, D. , Çelik Yılmaz, A. "Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı". Izmir Democracy University Health Sciences Journal 5 (2022 ): 32-46
RIS TY - JOUR T1 - Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı AU - DilekAygin, AyşeÇelik Yılmaz Y1 - 2022 PY - 2022 N1 - doi: 10.52538/iduhes.1012220 DO - 10.52538/iduhes.1012220 T2 - Izmir Democracy University Health Sciences Journal JF - Journal JO - JOR SP - 32 EP - 46 VL - 5 IS - 1 SN - -2651-4575 M3 - doi: 10.52538/iduhes.1012220 UR - https://doi.org/10.52538/iduhes.1012220 Y2 - 2022 ER -
EndNote %0 Izmir Democracy University Health Sciences Journal Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı %A Dilek Aygin , Ayşe Çelik Yılmaz %T Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı %D 2022 %J Izmir Democracy University Health Sciences Journal %P -2651-4575 %V 5 %N 1 %R doi: 10.52538/iduhes.1012220 %U 10.52538/iduhes.1012220
ISNAD Aygin, Dilek , Çelik Yılmaz, Ayşe . "Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı". Izmir Democracy University Health Sciences Journal 5 / 1 (Mayıs 2022): 32-46 . https://doi.org/10.52538/iduhes.1012220
AMA Aygin D. , Çelik Yılmaz A. Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı. IDUHeS. 2022; 5(1): 32-46.
Vancouver Aygin D. , Çelik Yılmaz A. Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı. Izmir Democracy University Health Sciences Journal. 2022; 5(1): 32-46.
IEEE D. Aygin ve A. Çelik Yılmaz , "Hemşirelik Eğitiminde Teknolojinin Etkisi ve Teknoloji Tabanlı Öğrenme Yöntemlerinin Kullanımı", Izmir Democracy University Health Sciences Journal, c. 5, sayı. 1, ss. 32-46, May. 2022, doi:10.52538/iduhes.1012220

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