VİDEO DESTEKLİ TERS YÜZ ÖĞRENME SİSTEMİNİN HEMŞİRELİK ÖĞRENCİLERİNİN LABORATUVAR BECERİSİNE ETKİSİ

Yıl 2026, Cilt: 19 Sayı: 1, 32 - 46, 15.01.2026

Handan Aydın Kahraman

https://doi.org/10.46483/jnef.1421154

Öz

Giriş: Kuramsal ve uygulama kısımları bir arada bulunduran hemşirelik eğitiminde, birbirini destekleyen öğretim yöntem ve tekniklerinin kullanılması oldukça önemlidir. Laboratuvar uygulamaları öğrencilerin yaparak öğrenmesini, kuramsal bilgi ile uygulamanın bütünleşmesini sağlamada önemli bir yere sahiptir. Laboratuvar becerisi kazandırmada öğrenci merkezli aktif öğretim yöntemlerini kullanma öğrenmede kalıcılığı sağlamakta; öğrenci başarısı ve motivasyonu arttırmaktadır.
Amaç: Bu araştırmanın amacı; laboratuvar dersi alan öğrenci grubunda video destekli ters yüz öğrenme yönteminin laboratuvar beceri düzeyleri üzerine etkisini belirlemektir.
Yöntem: Randomize kontrollü deneysel türdeki çalışma 2021-2022 eğitim öğretim yılı içerisinde, bir devlet üniversitesinin, Hemşirelik Bölümü’nde gerçekleştirildi. Çalışma laboratuvar dersi alan öğrencilerden kontrol ve girişim grubu olmak üzere toplamda 60 öğrenci ile yürütüldü. Araştırmada ilaç uygulamalarına yönelik konular girişim grubuna video destekli ters yüz edilmiş öğretim yöntemiyle, kontrol grubu ise geleneksel öğretim yöntemiyle verildi. Veriler, Öğrenci Tanıtıcı Bilgi Formu ve Beceri Kontrol Listeleri ile toplandı. Deney ve kontrol grubu öğrencileri psikomotor beceri öğrenme düzeyleri açısından karşılaştırıldı. Verilerin analizinde tanımlayıcı istatistikler Pearson ki-kare, mann-Whitney U ve Kruskal Wallis testleri kullanıldı.
Bulgular: Öğrencilerin puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olduğu belirlendi (p<0.001). Video destekli ters yüz öğrenme sonrasında girişim grubundaki hemşirelik öğrencilerinin ilaç uygulamalarına ilişkin beceri puan ortalaması 82,23/±9,19, kontrol grubundakilerin ise puan ortalaması 75,52±13,24 olarak saptandı.
Sonuç: Hemşirelik öğrencilerinde ilaç uygulamalarıyla ilişkili videoları ters yüz olarak öğrenme sistemi yoluyla öğretmenin laboratuvar becerilerini kazanmaya daha iyi hazırladığı görüldü. Çalışmanın sonuçları, ters yüz öğrenmenin öğrencilerin yeni beceriler öğrenirken ders konusuna yönelik videoları izlemeye teşvik ettiğini ve öğrenmeye daha hazır hissettiklerini göstermektedir.

Anahtar Kelimeler

Hemşirelik eğitimi , İlaç uygulamaları , Laboratuvar becerisi , Ters yüz öğrenme sistemi.

Kaynakça

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