Derleme
BibTex RIS Kaynak Göster

COVID-19 Pandemisi Sürecinde Hemşirelik Eğitimi ve Zoom Yorgunluğu

Yıl 2022, Cilt: 17 Sayı: 3, 218 - 222, 02.11.2022
https://doi.org/10.17517/ksutfd.981924

Öz

Özet
Ülkemizde COVID-19’un Dünya Sağlık Örgütü tarafından bir pandemi olarak açıklanmasının ardından üniversitelerde yüz yüze yürütülen eğitime ara verilerek uzaktan eğitim sürecine başlanmıştır. Bununla birlikte, bu olanaklar bazı sorunları da beraberinde getirmektedir. Eş zamanlı sınıf oturumlarının, uzun derslere ve çoklu görevlere dönüşmesi dikkat dağılmasına sebep olabilmektedir. Bireysel yaşantıya (ev ve iş hayatı, ikamet bölgesi) bağlı olarak derslere katılım zorlaşabilmektedir. Bu faktörler nedeniyle insanların tükenmesi ve yorgun hissetmeleri “Zoom Yorgunluğu” terimini ortaya çıkarmaktadır. Geleceğin sağlık profesyoneli adayı olan hemşirelik öğrencilerinin COVID-19 pandemisinde zoom yorgunluğu ve uzaktan eğitim sürecinde stres kaynaklı biyopsikososyal bir
takım sorunlar yaşadıkları, bu süreçte hayatlarının hem olumlu hem de olumsuz olarak etkilendiği ve öğrencilerin klinik uygulama yapmadan sadece teorik bilgiyi alması konuları çabuk unutmalarına sebep olmuştur. Bu problemler nedeniyle hemşirelik mesleğine ilişkin bazı negatif düşünceler oluştuğu belirlenmiştir. Öğrencilerin istenilen düzeyde cevap alamaması, kendilerini ifade etmede eksik olduklarını düşünmeleri ve anlatılan dersleri çabuk unutmaları uzaktan eğitimin dezavantajlarının bulunduğunu, öğrenciler için kişisel ve mesleki gelişime engel olduğunu göstermektedir. Pandeminin yıkıcı ve yıpratıcı psikolojik etkilerini azaltmak amacıyla öğrencilerin, online (çevrimiçi) derslerin olası sorunları hakkında bilgilendirilmesi ve duygularını net ifade edilebilmeleri için imkân yaratılması, gerektiği zaman ruh sağlığı profesyonellerine başvurmaları konusunda desteklenmeleri; mesleki bilgi ve yeterliliklerini artırabilecekleri, gelişimlerine katkı sağlayabilecek mesleki topluluk veya derneklerle etkileşim içinde olmaları önerilmektedir.

Kaynakça

  • Yıldırım B. Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal. 2021:1-17.
  • Özer M. Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Turkey. Kastamonu Eğitim Dergisi. 2020;28(3):1124-1129.
  • YÖK. Koronavirüs (Covıd-19) Bilgilendirme Notu: 1. 2020 [Available from: https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx. Erişim Tarihi:03.04.2021
  • YÖK. YÖK’ten hemşirelik programlarındaki son sınıf öğrencileri için alınan yeni karar. 2020 [Available from: https://www.yok.gov.tr/Sayfalar/Haberler/2020/hemsirelik-programlarindaki-ogrencilere-uzaktan-egitim-imkani.aspx. Erişim Tarihi:03.04.2021
  • Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause review. 2020;27:1-12.
  • Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences. 2020;36(COVID19-S4):27-31.
  • Kumar SC. Awareness, benefits and challenges of e-learning among the students of Kurukshetra University Kurukshetra: A study. International Journal of Information Dissemination and Technology. 2018;8(4):227-230.
  • Özbay Ö. Dünyada ve Türkiye’de uzaktan eğitimin güncel durumu. Uluslararası Eğitim Bilimleri Dergisi. 2015(5):376-394.
  • Barton AJ, Murray TA, Spurlock Jr DR. An open letter to members of the nursing education community. J Nurs Educ. 2020;59(4):183.
  • Lazenby M, Chambers S, Chyun D, Davidson P, Dithole K, Norman I et al. Clinical nursing and midwifery education in the pandemic age. International Nursing Review. 2020;67(3):323-325.
  • Konrad S, Fitzgerald A, Deckers C. Nursing fundamentals–supporting clinical competency online during the COVID-19 pandemic. Teaching and Learning in Nursing. 2021;16(1):53-56.
  • İlaslan N, Demiray A. Koronavirüs 2019 pandemi sürecinde hemşirelik eğitimi: Belirsizlikler ve öneriler. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi. 2021;14(2):171-177.
  • .Smiley RA. Survey of simulation use in prelicensure nursing programs: Changes and advancements, 2010–2017. Journal of Nursing Regulation. 2019;9(4):48-61.
  • Rim D, Shin H. Effective instructional design template for virtual simulations in nursing education. Nurse Educ Today. 2021;96:104624.
  • O'Flynn-Magee K, Hall W, Segaric C, Peart J. The impact of Covid-19 on clinical practice hours in pre-licensure registered nurse programs. Teach Learn Nurs. 2021;16(1):3-4.
  • Ulenaers D, Grosemans J, Schrooten W, Bergs J. Clinical placement experience of nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Educ Today 2021;99:104746.
  • Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M et al. Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. Nurse Educ Today. 2021;97:104711.
  • Fogg N, Wilson C, Trinka M, Campbell R, Thomson A, Merritt L et al. Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic. J Prof Nurs. 2020;36(6):685-691.
  • Rourke S. How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses? A systematic review. Int J Nurs Stud. 2020;102:103466.
  • .Alexander M, Durham CF, Hooper JI, Jeffries PR, Goldman N, Kesten KS et al. NCSBN simulation guidelines for prelicensure nursing programs. Journal of Nursing Regulation. 2015;6(3):39-42.
  • Sullivan N, Swoboda SM, Breymier T, Lucas L, Sarasnick J, Rutherford-Hemming T et al. Emerging evidence toward a 2:1 clinical to simulation ratio: a study comparing the traditional clinical and simulation settings. Clinical Simulation in Nursing. 2019;30:34-41.
  • Swift A, Banks L, Baleswaran A, Cooke N, Little C, McGrath L et al. COVID‐19 and student nurses: A view from England. J Clin Nurs. 2020;29(17-18):3111-3114.
  • Cervera-Gasch Á, González-Chordá VM, Mena-Tudela D. COVID-19: Are Spanish medicine and nursing students prepared? Nurse Educ Today. 2020;92:104473.
  • Bozkurt A. Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi. 2020;6(3):112-142.
  • Keskin M, Özer D. COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 2020;5(2):59-67.
  • Keis O, Grab C, Schneider A, Öchsner W. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Med Educ. 2017;17(1):194.
  • Thanji M, Vasantha S. ICT factors influencing consumer adoption of ecommerce offerings for education. Indian Journal of Science and Technology. 2016;9(32):1-6.
  • Lowenthal P, Borup J, West R, Archambault L. Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education. 2020;28(2):383-91.
  • Feijt M, de Kort Y, Bongers I, Bierbooms J, Westerink J, IJsselsteijn W. Mental health care goes online: Practitioners' experiences of providing mental health care during the COVID-19 pandemic. Cyberpsychol Behav Soc Netw. 2020;23(12):860-864.
  • Iqbal M. Zoom revenue and usage statistics. 2020 [Available from: https://www.businessofapps.com/data/zoom-statistics/. Erişim Tarihi:03.04.2021.
  • Lowenthal P, Dunlap J, Snelson C. Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning Journal. 2017;21(4):177-194.
  • McDaniels M, Pfund C, Barnicle K. Creating dynamic learning communities in synchronous online courses: One approach from the Center for the Integration of Research, Teaching and Learning (CIRTL). Online Learning. 2016;20(1):110-129.
  • Lederman D. Will Shift to Remote Teaching be Boon or Bane for Online Learning? 2020 [Available from: historynewsnetwork. org/article/174661. Erişim Tarihi:03.04.2021.
  • Fauville G, Luo M, Muller Queiroz AC, Bailenson JN, Hancock J. Zoom Exhaustion & Fatigue Scale. SSRN Electronic Journal. 2021:1-25.
  • Akduman G. Zoom yorgunluğu ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenilirlik çalışması. İş'te Davranış Dergisi. 2021;6(1):16-28.
  • Bailenson JN. Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior. 2021;2(1).
  • Mucuk S, Ceyhan Ö, Kartın Tekinsoy P. COVID-19 pandemi sürecinde uzaktan hemşirelik eğitimi: Ulusal deneyim. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 2021;6(1):33-36.
  • Bernard RM, Abrami PC, Borokhovski E, Wade CA, Tamim RM, Surkes MA et al. A meta-analysis of three types of interaction treatments in distance education. Review of Educational research. 2009;79(3):1243-1289.
  • Heilferty CM, Phillips LJ, Mathios R. Letters from the pandemic: Nursing student narratives of change, challenges and thriving at the outset of COVID-19. J Adv Nurs. 2021 Aug;77(8):3436-3445.
  • Diab G, Elgahsh NF. E-learning during COVID-19 pandemic: Obstacles faced nursing students and its effect on their attitudes while applying it. American Journal of Nursing. 2020;9(4):300-314.
  • Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students’ perception of a web-based intervention to support learning. Nurse educ today. 2010;30(6):584-590.
  • Süt Kahyaoğlu H, Küçükkaya B. Hemşirelik bölümü öğrencilerinin uzaktan eğitime ilişkin görüşleri. Hemşirelikte Eğitim ve Araştırma Dergisi. 2016;13(3):235-243.
  • Ertuğ C. Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi. 2020;6(2):11-53.

Nursing Education and Zoom Fatigue in the Pandemic Process

Yıl 2022, Cilt: 17 Sayı: 3, 218 - 222, 02.11.2022
https://doi.org/10.17517/ksutfd.981924

Öz

Abstract
In our country the distance learning process was started by taking a break from face-to-face training at universities after the announcement of COVID-19 as a pandemic by the World Health Organization. At the same time, these possibilities also bring some problems. Simultaneous classroom sessions often turn into long lessons, which can lead to multitasking and distraction. Depending on individual life (home and work life, residence area), it may be difficult for them to attend classes. Because of these factors, people feel frustrated, exhausted, and tired, resulting in the term “Zoom Fatigue”. Nursing students who are prospective health professionals of the future have experienced zoom fatigue in the COVID-19 pandemic and some biopsychosocial problems caused by stress in the distance education process, their lives have been affected both positively and negatively in this process, and students’ taking only theoretical knowledge without clinical practice has caused them to forget the issues quickly. Due to these problems, it has been determined that some negative thoughts about the nursing profession have occurred. The fact that students do not get answers at the desired level think that they are deficient in expressing themselves and quickly forget the lessons taught shows that distance education has disadvantages and hinders personal and professional development for students. In order to reduce the devastating and wearisome psychological effects of the pandemic, students should be informed about the correct use of online courses and possible problems, creating opportunities for them to express their feelings clearly, and supporting them to consult mental health professionals when necessary; It is recommended that they interact with professional societies or associations that can increase their professional knowledge and competencies and contribute to their development.

Kaynakça

  • Yıldırım B. Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal. 2021:1-17.
  • Özer M. Educational policy actions by the Ministry of National Education in the times of COVID-19 pandemic in Turkey. Kastamonu Eğitim Dergisi. 2020;28(3):1124-1129.
  • YÖK. Koronavirüs (Covıd-19) Bilgilendirme Notu: 1. 2020 [Available from: https://www.yok.gov.tr/Sayfalar/Haberler/2020/coronavirus_bilgilendirme_1.aspx. Erişim Tarihi:03.04.2021
  • YÖK. YÖK’ten hemşirelik programlarındaki son sınıf öğrencileri için alınan yeni karar. 2020 [Available from: https://www.yok.gov.tr/Sayfalar/Haberler/2020/hemsirelik-programlarindaki-ogrencilere-uzaktan-egitim-imkani.aspx. Erişim Tarihi:03.04.2021
  • Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause review. 2020;27:1-12.
  • Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences. 2020;36(COVID19-S4):27-31.
  • Kumar SC. Awareness, benefits and challenges of e-learning among the students of Kurukshetra University Kurukshetra: A study. International Journal of Information Dissemination and Technology. 2018;8(4):227-230.
  • Özbay Ö. Dünyada ve Türkiye’de uzaktan eğitimin güncel durumu. Uluslararası Eğitim Bilimleri Dergisi. 2015(5):376-394.
  • Barton AJ, Murray TA, Spurlock Jr DR. An open letter to members of the nursing education community. J Nurs Educ. 2020;59(4):183.
  • Lazenby M, Chambers S, Chyun D, Davidson P, Dithole K, Norman I et al. Clinical nursing and midwifery education in the pandemic age. International Nursing Review. 2020;67(3):323-325.
  • Konrad S, Fitzgerald A, Deckers C. Nursing fundamentals–supporting clinical competency online during the COVID-19 pandemic. Teaching and Learning in Nursing. 2021;16(1):53-56.
  • İlaslan N, Demiray A. Koronavirüs 2019 pandemi sürecinde hemşirelik eğitimi: Belirsizlikler ve öneriler. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi. 2021;14(2):171-177.
  • .Smiley RA. Survey of simulation use in prelicensure nursing programs: Changes and advancements, 2010–2017. Journal of Nursing Regulation. 2019;9(4):48-61.
  • Rim D, Shin H. Effective instructional design template for virtual simulations in nursing education. Nurse Educ Today. 2021;96:104624.
  • O'Flynn-Magee K, Hall W, Segaric C, Peart J. The impact of Covid-19 on clinical practice hours in pre-licensure registered nurse programs. Teach Learn Nurs. 2021;16(1):3-4.
  • Ulenaers D, Grosemans J, Schrooten W, Bergs J. Clinical placement experience of nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Educ Today 2021;99:104746.
  • Casafont C, Fabrellas N, Rivera P, Olivé-Ferrer MC, Querol E, Venturas M et al. Experiences of nursing students as healthcare aid during the COVID-19 pandemic in Spain: A phemonenological research study. Nurse Educ Today. 2021;97:104711.
  • Fogg N, Wilson C, Trinka M, Campbell R, Thomson A, Merritt L et al. Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic. J Prof Nurs. 2020;36(6):685-691.
  • Rourke S. How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses? A systematic review. Int J Nurs Stud. 2020;102:103466.
  • .Alexander M, Durham CF, Hooper JI, Jeffries PR, Goldman N, Kesten KS et al. NCSBN simulation guidelines for prelicensure nursing programs. Journal of Nursing Regulation. 2015;6(3):39-42.
  • Sullivan N, Swoboda SM, Breymier T, Lucas L, Sarasnick J, Rutherford-Hemming T et al. Emerging evidence toward a 2:1 clinical to simulation ratio: a study comparing the traditional clinical and simulation settings. Clinical Simulation in Nursing. 2019;30:34-41.
  • Swift A, Banks L, Baleswaran A, Cooke N, Little C, McGrath L et al. COVID‐19 and student nurses: A view from England. J Clin Nurs. 2020;29(17-18):3111-3114.
  • Cervera-Gasch Á, González-Chordá VM, Mena-Tudela D. COVID-19: Are Spanish medicine and nursing students prepared? Nurse Educ Today. 2020;92:104473.
  • Bozkurt A. Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi. 2020;6(3):112-142.
  • Keskin M, Özer D. COVID-19 sürecinde öğrencilerin web tabanlı uzaktan eğitime yönelik geri bildirimlerinin değerlendirilmesi. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 2020;5(2):59-67.
  • Keis O, Grab C, Schneider A, Öchsner W. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC Med Educ. 2017;17(1):194.
  • Thanji M, Vasantha S. ICT factors influencing consumer adoption of ecommerce offerings for education. Indian Journal of Science and Technology. 2016;9(32):1-6.
  • Lowenthal P, Borup J, West R, Archambault L. Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education. 2020;28(2):383-91.
  • Feijt M, de Kort Y, Bongers I, Bierbooms J, Westerink J, IJsselsteijn W. Mental health care goes online: Practitioners' experiences of providing mental health care during the COVID-19 pandemic. Cyberpsychol Behav Soc Netw. 2020;23(12):860-864.
  • Iqbal M. Zoom revenue and usage statistics. 2020 [Available from: https://www.businessofapps.com/data/zoom-statistics/. Erişim Tarihi:03.04.2021.
  • Lowenthal P, Dunlap J, Snelson C. Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning Journal. 2017;21(4):177-194.
  • McDaniels M, Pfund C, Barnicle K. Creating dynamic learning communities in synchronous online courses: One approach from the Center for the Integration of Research, Teaching and Learning (CIRTL). Online Learning. 2016;20(1):110-129.
  • Lederman D. Will Shift to Remote Teaching be Boon or Bane for Online Learning? 2020 [Available from: historynewsnetwork. org/article/174661. Erişim Tarihi:03.04.2021.
  • Fauville G, Luo M, Muller Queiroz AC, Bailenson JN, Hancock J. Zoom Exhaustion & Fatigue Scale. SSRN Electronic Journal. 2021:1-25.
  • Akduman G. Zoom yorgunluğu ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenilirlik çalışması. İş'te Davranış Dergisi. 2021;6(1):16-28.
  • Bailenson JN. Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior. 2021;2(1).
  • Mucuk S, Ceyhan Ö, Kartın Tekinsoy P. COVID-19 pandemi sürecinde uzaktan hemşirelik eğitimi: Ulusal deneyim. İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi. 2021;6(1):33-36.
  • Bernard RM, Abrami PC, Borokhovski E, Wade CA, Tamim RM, Surkes MA et al. A meta-analysis of three types of interaction treatments in distance education. Review of Educational research. 2009;79(3):1243-1289.
  • Heilferty CM, Phillips LJ, Mathios R. Letters from the pandemic: Nursing student narratives of change, challenges and thriving at the outset of COVID-19. J Adv Nurs. 2021 Aug;77(8):3436-3445.
  • Diab G, Elgahsh NF. E-learning during COVID-19 pandemic: Obstacles faced nursing students and its effect on their attitudes while applying it. American Journal of Nursing. 2020;9(4):300-314.
  • Koch J, Andrew S, Salamonson Y, Everett B, Davidson PM. Nursing students’ perception of a web-based intervention to support learning. Nurse educ today. 2010;30(6):584-590.
  • Süt Kahyaoğlu H, Küçükkaya B. Hemşirelik bölümü öğrencilerinin uzaktan eğitime ilişkin görüşleri. Hemşirelikte Eğitim ve Araştırma Dergisi. 2016;13(3):235-243.
  • Ertuğ C. Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi. 2020;6(2):11-53.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm Derlemeler
Yazarlar

Afife Yurttaş 0000-0002-9297-1706

Tuğçe Kabak 0000-0001-6621-5344

Erken Görünüm Tarihi 1 Kasım 2022
Yayımlanma Tarihi 2 Kasım 2022
Gönderilme Tarihi 12 Ağustos 2021
Kabul Tarihi 30 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 17 Sayı: 3

Kaynak Göster

AMA Yurttaş A, Kabak T. COVID-19 Pandemisi Sürecinde Hemşirelik Eğitimi ve Zoom Yorgunluğu. KSÜ Tıp Fak Der. Kasım 2022;17(3):218-222. doi:10.17517/ksutfd.981924