Araştırma Makalesi
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DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE

Yıl 2022, , 153 - 166, 29.04.2022
https://doi.org/10.47115/jshs.998421

Öz

Aim: This study was conducted to determine the effects of free sessions with philosophical sessions on the epistemological beliefs, critical thinking disposition and metacognitive awareness of nursing students taking research course.
Method: It was conducted using semi-experimental pretest-posttest design with 177 students. Ethical approval was taken. It used Epistemological Beliefs Scale, Metacognitive Awareness Inventory and Critical Thinking Disposition Scale. Research in Nursing course was implemented in a 10-week program as two hours of theory and two hours of practice.
Results: It was found that the posttest Epistemological Beliefs Scale total score, Metacognitive Awareness Inventory total score and was Critical Thinking Disposition Scale total score were significantly higher than their respective pretest total scores (p=0.00). A significant positive relationship was found between the posttest score of Critical Thinking Disposition Scale and posttest score of Metacognitive Awareness Inventory (r=0.452, p=0.000).
Conclusion and Suggestions: Free sessions with philosophical sessions were found to help students develop epistemological beliefs, metacognitive skills and critical thinking skills. It is recommended for nursing education to include free sessions in different course programs and to increase research on this subject.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

  • Aksan, N., & Sözer, M.A. (2007). The relationships among epistemological beliefs and problem solving skills of university students. Journal of Kırşehir Faculty of Education (KEFAD), 8(1), 3.
  • Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability study of the Turkish version of the Metacognitive Awareness Inventory. Educational Science: Theory & Practice, 7(2), 655-680.
  • APA. (2013). APA Guidelines for the Undergraduate Psychology Major, version 2.0, Washington, DC.
  • Ata, A.A., & Abdelwahid, A. (2019). Nursing students' metacognitive thinking and goal orientation as predictors of academic motivation. American Journal of Nursing Research, 7(5), 793-801. DOI: 10.12691/ajnr-7-5-12.
  • Aypay, A. (2011). Adaptation of epistemological beliefs questionnaıre in Turkish and investigation of pre-service teachers’ beliefs. Eskişehir Osmangazi University Journal of Social Sciences, 12(1), 3.
  • Carbogim FDC, et al., (2018). Educational intervention to improve critical thinking for undergraduate nursing students:A randomized clinical trial. Nurse Educ Pract., 33, 121-126. doi: 10.1016/j.nepr.2018.10.001.
  • Chan, K.W., & Elliott, R.G. (2002). Exploratory study of hong kong teacher education students’ epistemological beliefs: cultural perspectives and ımplications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
  • Chan, K.W., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Gelen, G. (2003). The effects of metacognitive strategies on attitudes toward Turkish course, reading comprehension achievement and retention. Doctoral Dissertation, Adana: Çukurova University Institute of Social Sciences, Department of Educational Sciences,
  • Deryakulu, D., & Buyukozturk, S. (2005). Re-examination of epistemologic beliefs questionnaire's factor structure: comparison of epistemologic beliefs according to gender and program of study. EJER, 1(18), 57-70.
  • Ertaş, H. (2012). The Effect of Critical Thinking Instruction Supported by Out-of-School Activities on Attitude towards Critical Thinking Tendency and Physics Lesson. Doctoral Dissertation, Ankara: Hacettepe University Institute of Science.
  • Eskiyurt, R., Özkan, B., Deliduman, C., & Abbak, R.M. (2016). Investigating nursing students of metacognitive reading comprehension awareness. Journal of MAKÜ Health Sciences Institute, 4(2), 50-60.
  • Gholami, M., Moghadama, P.K., & Mohammadipoor, F. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. https://doi.org/10.1016/j.nedt.2016.06.007.
  • Haydeh, H., & Hamooleh, M.M. (2016). Nursing students' experiences regarding nursing process: a qualitative study. Res. Develop. Med. Educ, 5(2), 101-104.
  • Kılıç, H.E., Şen, A.E. (2014). Turkish adaptation study of UF/EMI critical thinking disposition instrument. Education and Science, 39(176), 1-12.
  • Ku, K.Y., & Ho, I.T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267.
  • Lia, S., Yeb, X., & Chena, W. (2019). Practice and effectiveness of “nursing case-based learning” course on nursing student's critical thinking ability: A comparative study. Nurse Education in Practice, 36, 91-96.
  • Lipe, S., & Beasley, S. (2004). Critical Thinking in Nursing A Cognitive Skills Workbook.1nd. United States of America.
  • Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156.
  • McGrath, J.P. (2005). Critical thinking and evidence-based practice. Journal of Professional Nursing, 21(6), 364-371. https://doi.org/10.1016/j.profnurs.2005.10.002.
  • Moores, T.T., Chang, J.C.J., & Smith, D.K. (2006). Clarifying the role of self-efficacy and Nmetacognition as predictors of performance: construct development and test. ACM SIGMIS Database, 37(2-3), 125-132.
  • Noonea, T., Seeryb, A. (2018). Critical thinking dispositions in undergraduate nursing students: A case study approach. Nurse Education Today, 68, 203-207.
  • Oguz, A. (2008). Investigation of Turkish trainee teachers' epistemological beliefs. Soc. Behav. Pers, 36 (3), 709-720.
  • Oguz, A., & Ataseven, N. (2016). The relationship between metacognitive skills and motivation of university students. Educational Process: International Journal, 5(1), 54-64.
  • Orgun, F., & Karaoz, B. (2014). Epistemological beliefs and the Self-efficacy Scale in nursing students. Nurse Education Today, 34, 37-40.
  • Öngen, D. (2003). Relationship between epistemologic beliefs and problem solving strategies: a study with Education Faculty students. Eurasian Journal of Educational Research, 3 (13), 155-163.
  • Özden, Y. (2005). Learning and Teaching, 7nd ed. Pegem Publishing, 60-169.
  • Öztürk, N. (2006). Critical Thinking Levels of Nursing Students and Factors Affecting Critical Thinking. Master's Thesis, Sivas: Cumhuriyet University Institute of Health Sciences Nursing Program.
  • Öztürk, C., & Karayağız, G. (2005). The Effect of Different Education Models on Student Nurses' Critical Thinking Skills., II. Active Education Congress, DEU Publications, Izmir.
  • Öztürk, N., & Ulusoy, H. (2008). Factors affecting critical thinking levels and critical thinking level of nursing students undergraduate and graduate education. Maltepe University Journal of Nursing Science and Art, 11(1), 15-25.
  • Salari, M., Tarmizi, R., Hamzah, R., & Hambali, Z. (2013). Meta-Cognitive strategies and nursing students’ achievement. Journal of Education and Vocational Research, 4(6),169-173.
  • Schraw, G, & Dennison, R. (1994). Assessing Metacognitive Awareness, Contemporary Educational Psychology, 19, 460-470.
  • Yılmaz, A., & Kaya, H. (2010). Relationship between nursing students’ epistemological beliefs and locus of control. Nurse Education Today, 30, 680-686.
  • Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of conceptmapping on development of critical thinking in nursing education: A systematic review and meta-analysis. Nurse Education Today, 52, 87-94.
  • Zhanga, J., & Chenb, B. (2020). The effect of cooperative learning on critical thinking of nursing students in clinical practicum: A quasi-experimental study. Journal of Professional Nursing, 37(1), 177-183. https://doi.org/10.1016/j.profnurs.2020.05.008.

Serbest Oturumların Araştırma Dersi Alan Hemşirelik Öğrencilerinin Epistemolojik İnançlarına, Eleştirel Düşünme Eğilimlerine ve Üstbilişsel Farkındalıklarına Etkisinin Belirlenmesi

Yıl 2022, , 153 - 166, 29.04.2022
https://doi.org/10.47115/jshs.998421

Öz

Amaç: Bu çalışma, felsefi seanslarla yapılan serbest oturumların, araştırma dersi alan hemşirelik öğrencilerinin epistemolojik inançlarına, eleştirel düşünme eğilimlerine ve üstbilişsel farkındalıklarına etkisinin belirlenmesi amacıyla yapılmıştır. Yöntem:Çalışma öntest- sontest yarı deneysel araştırma olarak 177 öğrenciyle yapılmıştır. Etik onay alınmıştır. Çalışmada Öğrencileri Tanımlayıcı Form, Epistemolojik İnançlar Ölçeği, Üstbilişsel Farkındalık Envanteri, Eleştirel Düşünme Eğilim Ölçeği kullanılmıştır. Araştırma dersleri; 10 hafta iki saat teorik ve iki saatte uygulama olarak yapılmıştır.
Bulgular: Sontest Epistemolojik İnançlar Ölçeği toplam puanı, Üstbilişsel Farkındalık Envanteri toplam puanı ve Eleştirel Düşünme Eğilim Ölçeği toplam puanı, öntest toplam puanlarından anlamlı düzeyde yüksek bulunmuştur (p = 0.00). Eleştirel Düşünme Eğilim Ölçeği sontest puanı ile Üstbilişsel Farkındalık Envanteri’nin sontest puanı arasında pozitif yönde anlamlı bir ilişki bulunmuştur (r= 0.452, p= 0.000).
Sonuç ve Önerileri: Çalışma sonucunda araştırma dersi kapsamında felsefi seanslarla yapılan serbest oturumların öğrencilerin epistemiyolojik inanaçlarını, üstbilişsel becerilerini ve eleştirel düşünme becerilerini geliştirmede yardımcı ve başarılı olduğu bulunmuştur. Hemşirelik eğitiminde farklı ders programlarına serbest oturumların müfredata dâhil edilmesi ve bu konuya yönelik araştırmaların arttırılması önerilmektedir.

Proje Numarası

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Kaynakça

  • Aksan, N., & Sözer, M.A. (2007). The relationships among epistemological beliefs and problem solving skills of university students. Journal of Kırşehir Faculty of Education (KEFAD), 8(1), 3.
  • Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability study of the Turkish version of the Metacognitive Awareness Inventory. Educational Science: Theory & Practice, 7(2), 655-680.
  • APA. (2013). APA Guidelines for the Undergraduate Psychology Major, version 2.0, Washington, DC.
  • Ata, A.A., & Abdelwahid, A. (2019). Nursing students' metacognitive thinking and goal orientation as predictors of academic motivation. American Journal of Nursing Research, 7(5), 793-801. DOI: 10.12691/ajnr-7-5-12.
  • Aypay, A. (2011). Adaptation of epistemological beliefs questionnaıre in Turkish and investigation of pre-service teachers’ beliefs. Eskişehir Osmangazi University Journal of Social Sciences, 12(1), 3.
  • Carbogim FDC, et al., (2018). Educational intervention to improve critical thinking for undergraduate nursing students:A randomized clinical trial. Nurse Educ Pract., 33, 121-126. doi: 10.1016/j.nepr.2018.10.001.
  • Chan, K.W., & Elliott, R.G. (2002). Exploratory study of hong kong teacher education students’ epistemological beliefs: cultural perspectives and ımplications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
  • Chan, K.W., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
  • Gelen, G. (2003). The effects of metacognitive strategies on attitudes toward Turkish course, reading comprehension achievement and retention. Doctoral Dissertation, Adana: Çukurova University Institute of Social Sciences, Department of Educational Sciences,
  • Deryakulu, D., & Buyukozturk, S. (2005). Re-examination of epistemologic beliefs questionnaire's factor structure: comparison of epistemologic beliefs according to gender and program of study. EJER, 1(18), 57-70.
  • Ertaş, H. (2012). The Effect of Critical Thinking Instruction Supported by Out-of-School Activities on Attitude towards Critical Thinking Tendency and Physics Lesson. Doctoral Dissertation, Ankara: Hacettepe University Institute of Science.
  • Eskiyurt, R., Özkan, B., Deliduman, C., & Abbak, R.M. (2016). Investigating nursing students of metacognitive reading comprehension awareness. Journal of MAKÜ Health Sciences Institute, 4(2), 50-60.
  • Gholami, M., Moghadama, P.K., & Mohammadipoor, F. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. https://doi.org/10.1016/j.nedt.2016.06.007.
  • Haydeh, H., & Hamooleh, M.M. (2016). Nursing students' experiences regarding nursing process: a qualitative study. Res. Develop. Med. Educ, 5(2), 101-104.
  • Kılıç, H.E., Şen, A.E. (2014). Turkish adaptation study of UF/EMI critical thinking disposition instrument. Education and Science, 39(176), 1-12.
  • Ku, K.Y., & Ho, I.T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267.
  • Lia, S., Yeb, X., & Chena, W. (2019). Practice and effectiveness of “nursing case-based learning” course on nursing student's critical thinking ability: A comparative study. Nurse Education in Practice, 36, 91-96.
  • Lipe, S., & Beasley, S. (2004). Critical Thinking in Nursing A Cognitive Skills Workbook.1nd. United States of America.
  • Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156.
  • McGrath, J.P. (2005). Critical thinking and evidence-based practice. Journal of Professional Nursing, 21(6), 364-371. https://doi.org/10.1016/j.profnurs.2005.10.002.
  • Moores, T.T., Chang, J.C.J., & Smith, D.K. (2006). Clarifying the role of self-efficacy and Nmetacognition as predictors of performance: construct development and test. ACM SIGMIS Database, 37(2-3), 125-132.
  • Noonea, T., Seeryb, A. (2018). Critical thinking dispositions in undergraduate nursing students: A case study approach. Nurse Education Today, 68, 203-207.
  • Oguz, A. (2008). Investigation of Turkish trainee teachers' epistemological beliefs. Soc. Behav. Pers, 36 (3), 709-720.
  • Oguz, A., & Ataseven, N. (2016). The relationship between metacognitive skills and motivation of university students. Educational Process: International Journal, 5(1), 54-64.
  • Orgun, F., & Karaoz, B. (2014). Epistemological beliefs and the Self-efficacy Scale in nursing students. Nurse Education Today, 34, 37-40.
  • Öngen, D. (2003). Relationship between epistemologic beliefs and problem solving strategies: a study with Education Faculty students. Eurasian Journal of Educational Research, 3 (13), 155-163.
  • Özden, Y. (2005). Learning and Teaching, 7nd ed. Pegem Publishing, 60-169.
  • Öztürk, N. (2006). Critical Thinking Levels of Nursing Students and Factors Affecting Critical Thinking. Master's Thesis, Sivas: Cumhuriyet University Institute of Health Sciences Nursing Program.
  • Öztürk, C., & Karayağız, G. (2005). The Effect of Different Education Models on Student Nurses' Critical Thinking Skills., II. Active Education Congress, DEU Publications, Izmir.
  • Öztürk, N., & Ulusoy, H. (2008). Factors affecting critical thinking levels and critical thinking level of nursing students undergraduate and graduate education. Maltepe University Journal of Nursing Science and Art, 11(1), 15-25.
  • Salari, M., Tarmizi, R., Hamzah, R., & Hambali, Z. (2013). Meta-Cognitive strategies and nursing students’ achievement. Journal of Education and Vocational Research, 4(6),169-173.
  • Schraw, G, & Dennison, R. (1994). Assessing Metacognitive Awareness, Contemporary Educational Psychology, 19, 460-470.
  • Yılmaz, A., & Kaya, H. (2010). Relationship between nursing students’ epistemological beliefs and locus of control. Nurse Education Today, 30, 680-686.
  • Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of conceptmapping on development of critical thinking in nursing education: A systematic review and meta-analysis. Nurse Education Today, 52, 87-94.
  • Zhanga, J., & Chenb, B. (2020). The effect of cooperative learning on critical thinking of nursing students in clinical practicum: A quasi-experimental study. Journal of Professional Nursing, 37(1), 177-183. https://doi.org/10.1016/j.profnurs.2020.05.008.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Orjinal Makaleler
Yazarlar

Filiz Özkan 0000-0002-7286-3548

Handan Zincir 0000-0002-1722-4647

Derya Dağdelen 0000-0002-1047-0482

Proje Numarası -
Yayımlanma Tarihi 29 Nisan 2022
Gönderilme Tarihi 21 Eylül 2021
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Özkan, F., Zincir, H., & Dağdelen, D. (2022). DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE. Samsun Sağlık Bilimleri Dergisi, 7(1), 153-166. https://doi.org/10.47115/jshs.998421
AMA Özkan F, Zincir H, Dağdelen D. DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE. JSHS. Nisan 2022;7(1):153-166. doi:10.47115/jshs.998421
Chicago Özkan, Filiz, Handan Zincir, ve Derya Dağdelen. “DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE”. Samsun Sağlık Bilimleri Dergisi 7, sy. 1 (Nisan 2022): 153-66. https://doi.org/10.47115/jshs.998421.
EndNote Özkan F, Zincir H, Dağdelen D (01 Nisan 2022) DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE. Samsun Sağlık Bilimleri Dergisi 7 1 153–166.
IEEE F. Özkan, H. Zincir, ve D. Dağdelen, “DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE”, JSHS, c. 7, sy. 1, ss. 153–166, 2022, doi: 10.47115/jshs.998421.
ISNAD Özkan, Filiz vd. “DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE”. Samsun Sağlık Bilimleri Dergisi 7/1 (Nisan 2022), 153-166. https://doi.org/10.47115/jshs.998421.
JAMA Özkan F, Zincir H, Dağdelen D. DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE. JSHS. 2022;7:153–166.
MLA Özkan, Filiz vd. “DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE”. Samsun Sağlık Bilimleri Dergisi, c. 7, sy. 1, 2022, ss. 153-66, doi:10.47115/jshs.998421.
Vancouver Özkan F, Zincir H, Dağdelen D. DETERMINING THE EFFECTS OF FREE SESSIONS ON EPISTEMOLOGICAL BELIEFS, CRITICAL THINKING DISPOSITION AND METACOGNITIVE AWARENESS OF NURSING STUDENTS TAKING RESEARCH COURSE. JSHS. 2022;7(1):153-66.

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