HEMŞİRELİK ÖĞRENCİLERİNE YÖNELİK DİJİTAL AKRAN ÖĞRETİMİ MODELİNİN GELİŞTİRİLMESİ

Yıl 2025, Cilt: 13 Sayı: 2, 1088 - 1098, 31.12.2025

Mehmet Aziz Çakmak , Fadime Çınar , Nurşah Büyükçamsari Şanlier

https://doi.org/10.52122/nisantasisbd.1748776

https://izlik.org/JA77NE84BS

Öz

Öğrenme teorileri tarafından desteklenen akran öğretimi, öğrencilerin birbirlerinden öğrenmelerini teşvik eden, öğrenci merkezli bir öğrenme yöntemidir. Bu çalışma sağlık bilimleri branşlarında eğitim gören öğrencilerin teknoloji desteği ile akran öğrenmesi yaklaşımlarını harmanlayarak dijital akran öğretimi yönteminin etkinliğini değerlendirme amacıyla yapılmıştır. Tüm sağlık bilimleri öğrencilerini dahil etmenin ve dijital akran öğrenimi platformunun demonstrasyonunun zor olması sebebiyle örnek seçimi dar bir çerçevede tutulmuştur. Çalışmanın yapılabilmesi için güvenirliği kanıtlanmış bir yazılım geliştirme süreci olan Spiral Geliştirme metoduyla NishPost adında dijital akran öğretimi platformu kodlanmıştır. 16 Temmuz-16 Ağustos 2024 tarihleri arasında, bir vakıf üniversitesinde Cerrahi Hastalıkları yaz okuluna kaydolan 60 hemşirelik öğrencisi, iki eşit gruba ayrılmış, bir gruba çalışmada kullanılması için tasarlanan dijital platform üzerinden akran dersi yaptırılmıştır. Diğer gruba ise sınıf ortamında akran dersi yüz yüze anlatılmıştır. Her iki grupta da eğitmen gözlemci rolünde yer almış, tüm koşulların aynı kalması sağlanmıştır. Akran tarafından aktarılan dersin sonunda dersi dinleyen öğrencilerin Akran Mentörlüğü Değerlendirme Ölçeği ile akranı değerlendirmesi sağlanmıştır. Elde edilen ortalama ölçek puanları kullanılarak bağımsız örneklem t-Testi uygulanmış ve dijital ortam ile yüz yüze akran öğretimi arasında anlamlı bir farklılık (p:0,032, t:-0,653) tespit edilmiştir. Öğrencilerin dijital mecralarda daha rahat hissetmesinin söz konusu farklılığa etki ettiği öngörülmektedir. Bu durumda çalışma, gelecekte yapılacak araştırmalar için önemli bir veri sunmaktadır. Çalışma bu bakımdan özgün ve önemli bir değer oluşturmaktadır.

Anahtar Kelimeler

Sağlık Eğitimi , Akran Öğretimi , Dijital Platform.

Proje Numarası

Bu çalışma, 25.12.2023 tarihli ve E-53822972-050.02.04-24343 sayılı karar ile İstanbul Nişantaşı Üniversitesi Bilimsel Araştırma Projeleri Birimi kapsamında desteklenmiştir.

DEVELOPMENT OF A DIGITAL PEER TEACHING MODEL FOR STUDENTS IN HEALTH SCIENCES PROGRAMS

https://izlik.org/JA77NE84BS

Öz

Peer teaching, supported by learning theories, is a student-centred learning method that encourages students to learn from each other. This study was conducted to evaluate the effectiveness of the digital peer teaching method by blending peer learning approaches with technology support for students studying in health sciences branches. Since it is difficult to include all health sciences students and to demonstrate the digital peer learning platform, the sample selection was kept within a narrow framework. In order to carry out the study, a digital peer teaching platform called NishPost was coded with the Spiral Development method, a software development process with proven reliability. Between 16 July-16 August 2024, 60 nursing students enrolled in the Surgical Diseases summer school at a foundation university were divided into two equal groups, and one group was given peer tutoring through the digital platform designed for use in the study. The other group was taught the peer lesson face-to-face in the classroom environment. In both groups, the trainer was in the role of observer and all conditions were kept the same. At the end of the lesson delivered by the peer, the students who listened to the lesson evaluated the peer with the Peer Mentoring Evaluation Scale. An independent sample t-test was performed using the average scale scores obtained and a significant difference (p: 0.032, t: -0.653) was found between digital media and face-to-face peer teaching. It is predicted that students' feeling more comfortable in digital media has an effect on this difference. In this case, the study provides important data for future research. In this respect, the study constitutes a unique and important value.

Anahtar Kelimeler

Health Education , Peer Teaching , Digital Platform.

Proje Numarası

Bu çalışma, 25.12.2023 tarihli ve E-53822972-050.02.04-24343 sayılı karar ile İstanbul Nişantaşı Üniversitesi Bilimsel Araştırma Projeleri Birimi kapsamında desteklenmiştir.

Kaynakça

• Arkun-Kocadere, S. (2015). The development of a scale on assessing peer mentoring at the college level. Mentoring & Tutoring: Partnership in Learning, 23(4), 1–13. https://doi.org/10.1080/13611267.2015.1090283
• Aydek, B. (2015). Yazılım geliştirme modelleri [Image]. Retrieved December 29, 2025, from https://dhalsim.github.io/software/2015/11/14/software-development-processes
• Biwer, F., oude Egbrink, M. G. A., Aalten, P., & de Bruin, A. B. H. (2020). Fostering effective learning strategies in higher education—A mixed-methods study. Journal of Applied Research in Memory and Cognition, 9(2), 186–203. https://doi.org/10.1016/j.jarmac.2020.03.004
• Boehm, B. W., & Hansen, W. J. (2000). Spiral development: Experience, principles, and refinements (Special Report CMU/SEI-2000-SR-008). Software Engineering Institute, Carnegie Mellon University. https://doi.org/10.21236/ADA382590
• Boehm, B., Lane, J. A., Koolmanojwong, S., & Turner, R. (2014). The incremental commitment spiral model: Principles and practices for successful systems and software. Addison-Wesley Professional.
• Ferguson, R. (2010). Peer interaction: The experience of distance students at university level. Journal of Computer Assisted Learning, 26(6), 574–584. https://doi.org/10.1111/j.1365-2729.2010.00386.x
• Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. Routledge. https://doi.org/10.4324/9780203166093
• Ghisalberti, M., & Haupt, J. (2014). Student perspectives on peer learning: From 'genius friends' to 'learning twice by teaching'. Education Research and Perspectives, 41, 174–195. https://doi.org/10.70953/ERPv41.14009
• Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 31(4), 51–55. Retrieved from https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning
• Jaime, A., Blanco, J. M., Domínguez, C., Sánchez, A., Heras, J., & Usandizaga, I. (2016). Spiral and project-based learning with peer assessment in a computer science project management course. Journal of Science Education and Technology, 25(3), 439–449. https://doi.org/10.1007/s10956-016-9604-x
• Johnson, D. W., & Johnson, R. T. (1994). Cooperative learning and the achievement of students with disabilities. Exceptional Children, 60(4), 318–327. https://doi.org/10.1177/001440299406000403
• Khan, K. W., Imran, S. S., Ramzan, M., & Maqsood, I. (2021). Is peer assisted learning better? A modern question to answer: A comparative study. Journal of the Pakistan Medical Association, 71(8), 1940–1943. https://doi.org/10.47391/JPMA.881
• Kimmins, L. R. (2013). Meet-up for success: The story of a peer led program's journey. Journal of Peer Learning, 6, 103–114. Retrieved from https://journalofpeerlearning.org/articles/45/files/668f8b2a36df4.pdf
• Kumar, V., & Sharma, D. (2021). E-learning theories, components, and cloud computing-based learning platforms. International Journal of Web-Based Learning and Teaching Technologies, 16(3), 1–16. https://doi.org/10.4018/IJWLTT.20210501.oa1
• Lee, J. (2016). Peer learning in higher education: A review of research. International Journal of Educational Research, 75, 19–29. https://doi.org/10.1016/j.ijer.2015.08.004
• Matković, P., & Tumbas, P. (2010). A comparative overview of the evolution of software development models. International Journal of Industrial Engineering and Management, 1(4), 163–172. Retrieved from https://ijiemjournal.uns.ac.rs/images/journal/volume1/ijiem_vol1_no4_4.pdf
• Muhammad, A. H., Siddique, A., Youssef, A. E., Saleem, K., Shahzad, B., Akram, A., & Al-Thnian, A. B. S. (2020). A hierarchical model to evaluate the quality of web-based e-learning systems. Sustainability, 12(10), Article 4071. https://doi.org/10.3390/su12104071
• Pushpakumar, R., Sanjaya, K., Rathika, S., Alawadi, A. H., Makhzuna, K., Venkatesh, S., & Rajalakshmi, B. (2023). Human-computer interaction: Enhancing user experience in interactive systems. E3S Web of Conferences, 399, Article 04037. https://doi.org/10.1051/e3sconf/202339904037
• Rienties, B., & Rivers, D. J. (2014). The impact of learning design on students' online learning behaviors and performance. Computers in Human Behavior, 36, 575–583. https://doi.org/10.1016/j.chb.2014.04.016
• Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
• Valverde-Berrocoso, J., Garrido-Arroyo, M. D. C., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in educational research about e-learning: A systematic literature review (2009–2018). Sustainability, 12(12), Article 5153. https://doi.org/10.3390/su12125153
• XB Software. (n.d.). Software development life cycle: Spiral model. Retrieved December 29, 2025, from https://xbsoftware.com/blog/software-development-life-cycle-spiral-model/.