Hemşirelik Öğrencilerinin Mikro Öğretim Yöntemine Yönelik Görüşleri

Yıl 2024, Cilt: 7 Sayı: 3, 773 - 787, 01.12.2024

Esra Tayaz , Sevgisun Kapucu

https://doi.org/10.38108/ouhcd.1374698

Öz

Amaç: Araştırma mikro öğretim yöntemi ile eğitim alan hemşirelik öğrencilerinin bu yönteme ilişkin görüşlerinin belirlenmesi amacıyla yapıldı.
Yöntem: Çalışma nitel araştırma olarak yapıldı ve fenomenoloji modeli kullanıldı. Araştırmanın örneklemini 01 Mayıs-15 Temmuz 2023 tarihleri arasında bir üniversitenin hemşirelik bölümünde okuyan, mikro öğretim yöntemi ile ders almış, 18 dördüncü sınıf öğrencisi oluşturdu. Veri toplama aracı olarak “Tanıtıcı Özellikler Formu” ve “Mikro Öğretim Yöntemine İlişkin Görüş Formu” kullanıldı. Tanıtıcı Özellikler Formunda yer alan verilerin analizinde IBM SPSS Statistics 22.0 paket programı kullanıldı. Araştırma verilerinin analizi MAXQDA Nitel Araştırma Veri Analiz programı aracılığı ile gerçekleştirildi.
Bulgular: Çalışmaya katılmayı kabul eden öğrencilerin %88.9’unu kadınlar oluştururken, yarısının 22 yaşında olduğu belirlendi. Öğrencilerin verdikleri yanıtlar mikro öğretime ilişkin duygular ve mikro öğretime yönelik görüşler olarak iki grupta incelendi. Mikro öğretime ilişkin duygular olumlu ve olumsuz duygular olarak iki temaya ayrılmış olup, mikro öğretime yönelik görüşler ise, öğretim yöntemini kullanmak isteme nedenleri, mesleki katkı, psikolojik/kişisel katkı ve olumsuz görüşler olarak dört temaya ayrıldı.
Sonuç: Öğrencilere mikro öğretim yöntemi ile verilen eğitimin hem mesleki açıdan hem de psikolojik/kişisel açıdan kazanım sağladığı sonucuna ulaşılmıştır. Etkin öğrenme için etkili bir öğrenme tekniği olarak mikro öğretim yönteminin, hemşirelik eğitiminde kullanımının yaygınlaştırılmasını önermekteyiz.

Anahtar Kelimeler

hemşirelik, hemşirelik eğitimi, mikro öğretim

Nursing Students' Views on Micro Teaching Method

Öz

Objective: The aim of the study was to determine the opinions of nursing students who received education with micro-teaching method about this method.
Methods: The study was conducted as qualitative research and phenomenology model was used. The sample of the study consisted of 18 fourth-year students studying in the nursing department of a university between May 1 and July 15, 2023, who had taken courses with micro-teaching methods. "Descriptive Characteristics Form" and "Opinion Form on Microteaching Method" were used as data collection tools. IBM SPSS Statistics 22.0 package program was used to analyze the data in the Descriptive Characteristics Form. The research data were analyzed using MAXQDA Qualitative Research Data Analysis program.
Results: It was determined that 88.9% of the students who agreed to participate in the study were women and half of them were 22 years old. The responses of the students were analyzed in two groups: feelings towards microteaching and opinions towards microteaching. Emotions about microteaching were divided into two themes as positive and negative emotions, and opinions about microteaching were divided into four themes as: reasons for wanting to use the teaching method, professional contribution, psychological/personal contribution and negative opinions.
Conclusion: It was concluded that the education given to the students using micro-teaching method provided both professional and psychological/personal gains. We recommend that the use of micro-teaching method as an effective learning technique for effective learning should be expanded in nursing education.

Anahtar Kelimeler

nursing, nursing education, micro teaching

Kaynakça

• Allen DW. (1966). Micro-teaching: A new framework for in-service education. The High School Journal, 49(8), 355-362.
• Asma M. (2023). School based and socıal media supported micro teaching applications from the perspective of physical education and sport pre-service teachers. International Journal of Education Technology & Scientific Researches, 8(21), 256-313.
• Babacan T, Ören FŞ. (2018). Fen bilgisi öğretmen adaylarının teknoloji destekli mikro öğretim uygulamaları hakkındaki görüşleri. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 16(1), 195-224.
• Benton-Kupper J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830.
• Cebeci N. (2016). Prospective teachers' beliefs about micro-teaching. ELT Research Journal, 5(1), 60-71.
• Chaudhary N, Mahato SK, Chaudhary S, Bhatia BD. (2015). Micro teaching skills for health professionals. Journal of Universal College of Medical Sciences, 3(1), 60-64.
• Crichton H, Valdera Gil F, Hadfield C. (2021). Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22(3), 345-362.
• Crosby MH. (1977). Teaching strategies: a microteaching project for nurses in Virginia. Nursing Research, 26(2), 144-147.
• D’Eon M, Premkumar K, Polreis MS. (2011). Teaching ımprovement project systems facilitators: Ms. Deirdre bonnycastle. Educational Support and Development, Saskatoon, Canada.
• De Gagne JC, Park HK, Hall K, Woodward A, Yamane S, Kim SS. (2019). Microlearning in health professions education: scoping review. JMIR medical education, 5(2), e13997.
• Dieker LA, Hynes MC, Hughes CE, Hardin S, Becht K. (2015). TLE TeachLivE™: Using technology to provide quality professional development in rural schools. Rural Special Education Quarterly, 34(3), 11-16.
• Erdemir N, Yeşilçınar S. (2021). Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection. Reflective Practice, 22(6), 766-781.
• Fiedler KM, Beach BL. (1979). Microteaching: a model for employee counseling education. Journal of the American Dietetic Association, 75(6), 674-678.
• Fischetti J, Ledger S, Lynch D, Donnelly D. (2022). -Practice before practicum: Simulation in initial teacher education. The Teacher Educator, 57(2), 155-174.
• Foley RP. (1974). Microteaching for teacher training. Public health papers, (61), 80-88.
• Fowler J. (1993). The use of video cameras in one college of nursing. Nurse Education Today, 13(1), 66-68.
• Göçer A. (2016). Türkçe öğretmeni adaylarının gerçekleştirdikleri mikro-öğretim uygulamalarının kendi görüşlerine göre değerlendirilmesi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 30(40), 21-39.
• Güler E. (2020). Görsel sanatlar eğitimi özel öğretim yöntemleri dersinde mikro öğretim uygulaması: Fenomenografik araştırma. Bayburt Eğitim Fakültesi Dergisi, 15(30), 482-507.
• Hamidi NB, Kinay İ. (2021). An analysis of preservice teachers' opinions about micro teaching course. International Journal of Progressive Education, 17(5), 226-240.
• Hammerness K, Klette K. (2015). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. In Promoting and sustaining a quality teacher workforce (pp. 239-277). Emerald Group Publishing Limited.
• Hanqin Y, Yu L, Yue X. (2021). Analysis of the influence of micro-teaching method on the effect of nursing teaching of interns in hematology department. The Theory and Practice of Innovation and Enntrepreneurship, 4(9), 27.
• Higgins A, Nicholl H. (2003). The experiences of lecturers and students in the use of microteaching as a teaching strategy. Nurse Education in Practice, 3(4), 220-227.
• James SD. (2021). Using micro-teaching to improve the quality of care provided by the non-psychiatric nurse caring for the psychiatric patient. Doctoral dissertation, California State University, Los Angeles.
• Karataş FÖ, Cengiz C, Uludüz ŞM. (2020). Öğretim sürecinde endişenin azaltılması için mikro-öğretimin yeniden düzenlenmesi: Öğretmen adaylarının görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 30-56.
• Karataş FÖ, Cengiz C. (2016). Özel öğretim yöntemleri II dersinde gerçekleştirilen mikro-öğretim uygulamalarının kimya öğretmen adayları tarafından değerlendirilmesi. Kastamonu Eğitim Dergisi, 24(2), 565-584.
• Kokkinos T. (2022). Student teachers and online microteaching: Overcoming challenges in the age of the pandemic. European Journal of Educational Research, 11(3), 1897-1909.
• Koşar G. (2021). Microteaching: A technique to enhance english-as-a-foreign language teacher candidates’ professional learning. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 628-651.
• Kridiotis CA, Van Wyk C. (2019). A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators. African journal of health professions education, 11(2), 41-46.
• Mustul Ö, Yağışan N. (2020). Keman öğretiminde uygulanan mikro öğretim tekniği’ne ilişkin öğretmen adayı görüşleri. The Journal of Social Sciences, 31(31), 190-206.
• Nguyen EE. (2020). Doctor of nursing practice project aims to educate non-oncology providers about the management of immunotherapy AEs. https://www. ilcn.org/doctor-of-nursing-practice-project-aims-to-educate-non-oncology-providers-about-the-management-of-immunotherapy-aes/
• Otsupius IA. (2014). Micro-teaching: A technique for effective teaching. African Research Review, 8(4), 183-197.
• Pham NKT. (2022). Vietnamese students’ perspectives on online micro-teaching (OMT) as a technique in English teacher education in the 4.0 era. AsiaCALL Online Journal, 13(1), 40-72.
• Popovich NG, Katz NL. (2009). A microteaching exercise to develop performance-based abilities in pharmacy students. American Journal of Pharmaceutical Education, 73(4).
• Remesh A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of research in medical sciences: the official journal of Isfahan University of Medical Sciences, 18(2), 158-163.
• Singh LC, Sharma RD. New delhi: Department of teacher education NCERT; 1987. Micro-teaching–Theory and Practice.
• Suzanne N, Anita R, Azizah RN. (2020). Students’ perception on advantages of feedback in improving teaching skills. Proceeding Iaın Batusangkar, 1(3), 177-182.
• Wan Y, Zhang L, Sun G, Dong Q, Han W. (2021). Application of micro-course teaching combined with TSP/OSCE mode in clinical practice teaching of pediatric nursing. Chinese Journal of Medical Education Research, 856-859.
• You, Y., & Liu, R. (2019). Application of micro-teaching in the training of intravenous indwelling needle infusion for clinical nursing students. Yangtze Medicine, 3(3), 176-182.
• Yunping Z, Qiaoling Z. (2015). Study on application effect of micro teaching in surgical nursing practice teaching. Chinese Nursing Research, 29(4), 1430-1433.
• Zhang W. (2021). Micro teaching online system based on teaching information. In Big Data Analytics for Cyber-Physical System in Smart City: BDCPS 2020, 28-29 December 2020, Shanghai, China (pp. 1494-1498). Springer Singapore.