Rol oynama ve ters yüz öğrenme yöntemi ile yapılandırılmış cerrahi hemşireliği dersinin öğrencilerin motivasyonuna ve klinik uygulamaya yönelik tutumuna etkisi

Öz

Amaç: Hemşirelik eğitimi teorik ve uygulamalı boyutlarıyla bütüncül bir süreçtir. Öğrencilerin bu süreçte başarılı olabilmeleri için öğrenmeye yönelik motivasyonları ve klinik uygulamaya dair tutumları önemlidir. Bu araştırma, rol oynama ve ters yüz öğrenme yöntemi ile yapılandırılmış cerrahi hemşireliği dersinin hemşirelik öğrencilerinin motivasyonu ve klinik uygulama tutumlarına etkisini belirlemek amacıyla yapılmıştır. Gereç ve Yöntemler: Tanımlayıcı, kesitsel ve ilişki arayıcı desende yürütülen araştırmanın evrenini, Türkiye’nin Karadeniz Bölgesi’nde bir üniversitenin Hemşirelik Bölümü’nde 2024-2025 akademik yılında Cerrahi Hastalıklar Hemşireliği dersini alan ikinci sınıf öğrenciler oluşturmuştur (n=113). Cohen’in orta etki büyüklüğüne göre en az 54 öğrenci ile tamamlanması planlanmış, araştırmaya 89 öğrenci katılmıştır. Ders kapsamında rol oynama ve ters yüz öğrenme yöntemleri kullanılmıştır. Veriler bilgi formu, Öğretim Materyali Motivasyon Ölçeği ve Korzul Klinik Uygulama Tutum Ölçeği ile toplanmış olup istatistikel anlamlılık düzeyi p<0,05 olarak kabul edilmiştir. Bulgular: Öğrencilerin yaş ortalaması 20,96±2,66 olup, %74,2’si kadındır (n=66). Öğrencilerin öğretim materyali motivasyonları orta (51,52±10,83), klinik uygulama tutumları ise yüksek (84,57±12,88) düzeyde bulunmuştur. Ayrıca motivasyon ve klinik tutum puanları arasında pozitif yönde orta düzeyde anlamlı ilişki saptanmıştır (rho=0,446, p<0,001). Sonuç: Rol oynama ve ters yüz öğrenme yöntemleri öğrencilerin motivasyonlarını artırmakta ve klinik uygulamalara yönelik olumlu tutum geliştirmelerine katkı sağlamaktadır. Bu yöntemlerin hem akademisyenler hem de öğrenciler tarafından yaygın olarak kullanılması önerilmektedir.

Anahtar Kelimeler

• Hemşirelik
• klinik uygulama
• motivasyon
• öğrenci
• rol oynama
• ters yüz öğrenme
• tutum

The effect of a surgical nursing course structured with role-playing and flipped learning methods on students’ motivation and attitudes toward clinical practice

Öz

Aim: Nursing education is a holistic process with both theoretical and practical dimensions. Students’ motivation and attitudes toward clinical practice are crucial for success. This study aimed to examine the effects of a surgical nursing course structured with role-playing and flipped learning methods on nursing students’ motivation and clinical practice attitudes. Material and Methods: This descriptive, cross-sectional, correlational study was conducted with second-year students enrolled in the Surgical Diseases Nursing course in the 2024–2025 academic year at a university in the Black Sea Region of Turkey (n=113). Based on Cohen’s medium effect size, the minimum sample was 54, and 89 students participated. Role-playing and flipped learning were applied within the course. The data were collected using the Information Form, the Instructional Materials Motivation Scale, and the Korzul Clinical Practice Attitude Scale, and the level of statistical significance was set at p < 0.05. Results: The mean age of participants was 20.96±2.66, and 74.2% were female (n=66). Students’ motivation toward teaching materials was moderate (51.52±10.83), while attitudes toward clinical practice were high (84.57±12.88). A positive, moderate, and significant correlation was found between motivation and clinical practice attitude scores (rho=0.446, p<0.001). Conclusion: The use of role-playing and flipped learning methods in nursing education enhances students’ motivation and fosters more positive attitudes toward clinical practice. These methods should be encouraged among both academics and students.

Anahtar Kelimeler

• Nursing
• clinical practice
• motivation
• student
• role playing
• flipped learning
• attitude

Kaynakça

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