Hemşirelik Öğrencilerinin Klinik Akıl Yürütme Becerileri ve Etkileyen Faktörlerin İncelenmesi

Öz

Amaç: Bu çalışma, hemşirelik öğrencilerinin klinik akıl yürütme becerilerini belirlemek ve bu düzeyi etkileyen bireysel özellikleri incelemek amacıyla yürütülmüştür. Yöntem: Araştırma, tanımlayıcı-kesitsel tasarımda planlanarak, Türkiye’nin batısındaki bir devlet üniversitesinde hemşirelik bölümüne kayıtlı 403 öğrenci ile Kasım–Aralık 2024 tarihleri arasında yürütülmüştür. Veriler “Tanıtıcı Özellik Formu” ve “Klinik Muhakeme Ölçeği” kullanılarak elde edilmiş; analizlerde sayı, yüzde, ortalama, bağımsız gruplarda t testi ve tek yönlü varyans analizi (ANOVA) tercih edilmiştir. Bulgular: Klinik Muhakeme Ölçeği’nden alınan ortalama toplam puan 66.26±7.61 olarak saptanmış olup, bu değer öğrencilerin klinik akıl yürütme becerilerinin orta düzeyin üzerinde olduğunu ortaya koymaktadır. Cinsiyet, sınıf ve ikamet edilen yer değişkenleriyle klinik muhakeme puanları arasında istatistiksel açıdan anlamlı bir ilişki bulunmamıştır (p>0,05). Bununla birlikte kendini girişken olarak ifade eden ve problem çözme ile eleştirel düşünme becerilerini yüksek olarak değerlendiren öğrencilerin, toplam ve alt ölçek puanlarının anlamlı düzeyde yüksek olduğu saptanmıştır (p<0,05) Sonuç ve Öneriler: Araştırmada elde edilen bulgular, hemşirelik öğrencilerinin klinik akıl yürütme becerilerinin genel olarak ortalamanın üzerinde olduğunu ortaya koymaktadır. Bununla birlikte bireysel özelliklerin önemli bir rol oynadığı anlaşılmaktadır. Bu doğrultuda öğrencilerin girişkenlik, iletişim ve problem çözme becerilerini geliştirecek etkinliklerin planlanması, klinik akıl yürütme becerilerinin düzenli aralıklarla değerlendirilmesi ve öğrencilere yapılandırılmış geri bildirim sağlanması önerilmektedir. Bu tür yaklaşımların öğrencilerin mesleki yeterliliklerini güçlendireceği ve klinik uygulamalarda bakım kalitesine katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

• Hemşirelik
• Hemşirelik Eğitimi
• Hemşirelik Öğrencisi
• Klinik Akıl Yürütme

Etik Beyan

Araştırmaya başlamadan önce ilgili fakülteden kurum izni, Üniversitenin Lisansüstü Eğitim Enstitüsü Etik Kurulundan (2400301133 karar sayılı,14.11.2024 tarih ve 16/01 no’lu) etik onay alınmıştır. Form üzerinde katılımcılara çalışmanın amacı açıklanmış ve “Bilgilendirilmiş Gönüllü Olur Formu” eklenmiştir. “Kabul ediyorum” seçeneğini işaretleyen gönüllüler soru formunu yanıtlamıştır. Ayrıca kullanılan ölçeğin yazarından e-mail yolu ile yazılı izin alınmıştır. Araştırma, insan katılımcılar üzerinde yürütülen araştırmalara ilişkin etik ilkelere uygun olarak ve Helsinki Deklarasyonu doğrultusunda gerçekleştirilmiştir

Teşekkür

Bu çalışma sürecine katkı sağlayan tüm öğrencilere teşekkür ederiz.

An Investigation of Clinical Reasoning Skills Among Nursing Students and Influencing Factors

Öz

Aim: This study was conducted to determine the level of clinical reasoning among nursing students and to examine the individual characteristics that influence this level. Method: The study was designed as a descriptive cross-sectional study and was conducted between October and November 2024 with 403 students enrolled in the nursing department at a state university in western Turkey. Data were obtained using the “Descriptive Characteristics Form” and the “Clinical Reasoning Scale”; frequency, percentage, mean, t-test for independent groups, and one-way analysis of variance (ANOVA) were preferred in the analyses. Results: The mean total score obtained from the Clinical Reasoning Scale was 66.26±7.61, indicating that students’ clinical reasoning skills were above average. There was no statistically meaningful association between clinical reasoning scores and gender, year of study, or living environment (p>0,05). However, it was determined that students who described themselves as assertive and rated their problem-solving and critical thinking skills as high had significantly higher total scale scores and subscale scores (p<0,05). Conclusions and Recommendations: The findings of this study reveal that nursing students’ clinical reasoning skills are generally above average. However, it is understood that individual characteristics play an important role. In this regard, it is recommended to plan activities that will develop students’ assertiveness, communication, and problem-solving skills, to evaluate clinical reasoning skills at regular intervals, and to provide structured feedback to students. It is believed that such approaches will strengthen students’ professional competence and contribute to the quality of care in clinical practice.

Anahtar Kelimeler

• Nursing
• Nursing Education
• Nursing Student
• Clinical Reasoning

Kaynakça

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