Correlation of Nursing Students’ Digital Literacy Levels and Counseling Skills

Yıl 2023, , 985 - 991, 08.10.2023

Tülay Kars Fertelli , Harun Küçükballı

https://doi.org/10.61399/ikcusbfd.1277701

Öz

Objective: This research was conducted as a descriptive, and correlational study to analyze the association between nursing students’ digital literacy levels and counseling skills.
Material and Method: The study sample comprised 383 nursing students. The Personal Information Form, the Digital Literacy Scale, and the Counseling in Nurses Scale were used in the data collection process. Descriptive statistics (number, percentage), the independent samples t-test, an F-test, Pearson’s correlation test, and multiple regression analysis test were utilized in the analysis of research data.
Results: It was found that nursing students had high digital literacy levels (66.05±12.30 points) and counseling skill scores (45.17±4.11 points). In addition, a moderate positive correlation (r=.367) was obtained between the students' digital literacy and counseling skill scores. A significant difference was determined between nursing students' educational status, daily internet use time, internet use time according to students' selfevaluations and their digital literacy scores. In addition, it was found that there was a significant difference between age, education level, daily internet usage time, choosing a profession willingly and counseling skills (p<0.05).
Conclusion: The results of this study showed that the development of strategies to improve the digital literacy of nursing students may contribute to the development of students' counseling skills. Strategies and programs that increase digital literacy should be included in nursing education to improve students' counseling skills.

Anahtar Kelimeler

Nursing student, digital literacy, counseling skill.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Hemşirelik Öğr encilerinin Dijital Okuryazarlık Düzeyleri ve Danışmanlık Becerilerinin İlişkisi

Öz

Amaç: Bu araştırma, hemşirelik öğrencilerinin dijital okuryazarlık düzeyleri ve danışmanlık becerileri arasındaki ilişkiyi incelemek amacıyla tanımlayıcı ve korelasyonel olarak yapıldı.
Gereç ve Yöntem: Çalışma örneklemini 383 hemşirelik öğrencisi oluşturdu. Verilerin toplanmasında Birey Bilgi Formu, Dijital Okuryazarlık Ölçeği ve Hemşirelerde Danışmanlık Becerileri Ölçeği kullanıldı. Araştırma verilerinin analizinde tanımlayıcı istatistikler (sayı, yüzde), bağımsız örneklem t-testi, F-testi, Pearson korelasyon testi ve çoklu regresyon analiz testi kullanıldı.
Bulgular: Hemşirelik öğrencilerinin dijital okuryazarlık düzeyleri (66.05±12.30) ve danışmanlık beceri puanlarının (45.17±4.11) yüksek olduğu bulundu. Bununla beraber öğrencilerin dijital okuryazarlık ve danışmanlık beceri puanları arasında pozitif yönde orta düzeyli bir ilişki (r=.367) elde edildi. Hemşirelik öğrencilerinin eğitim durumu, günlük internet kullanma süresi, öğrencilerin öz değerlendirmelerine göre internet kullanma süresi ile dijital okuryazarlık puanları arasında anlamlı fark belirlendi. Ayrıca yaş, eğitim, günlük internet kullanma süresi, mesleği isteyerek seçme ile danışmanlık becerisi arasında da anlamlı bir fark (p<0.05) olduğu bulundu.
Sonuç: Bu çalışmanın sonuçları, hemşirelik öğrencilerinin dijital okuryazarlığını geliştirmeye yönelik stratejilerin geliştirilmesinin, öğrencilerin danışmanlık becerilerinin gelişimine katkı sağlayabileceğini gösterdi. Hemşirelik eğitiminde öğrencilerinin danışmanlık becerilerinin geliştirilmesi için dijital okuryazarlığı artıran strateji ve programlara yer verilmelidir.

Anahtar Kelimeler

Hemşirelik öğrencisi, dijital okuryazarlık, danışmanlık becerisi

Proje Numarası

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Kaynakça

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