Web Tabanlı Uygulamaya Dayalı Temel Yaşam Desteği Eğitiminin Algılanan Öğrenme, Bilgi, Memnuniyet ve Özgüven Üzerindeki Etkisi: Bir Karma Yöntem Çalışması

Abstract

Amaç: Bilgisayar destekli öğrenme, öğrencilere materyale istedikleri zaman erişme ve tekrar kullanma olanağı sağlar ve öz-yönelimli öğrenmeyi destekler. Bu çalışma, temel yaşam desteği eğitimi için web tabanlı bir uygulamanın hemşirelik öğrencilerinin algılanan öğrenme, bilgi, memnuniyet ve özgüvenleri üzerindeki etkisini değerlendirmeyi amaçlamaktadır. Gereç ve Yöntemler: Çalışmanın ilk aşamasında temel yaşam desteğini içeren bir uygulama geliştirilmiştir. Daha sonra, öğrenciler müdahale ve kontrol gruplarına ayrılmış ve veri toplama için kullanılan form ve ölçekler ön ve son test olarak uygulanmıştır. Nitel aşamada ise uygulamayı kullanan 12 öğrenci ile yarı yapılandırılmış görüşme formu kullanılarak odak grup görüşmeleri gerçekleştirilmiştir. Nicel veriler için betimsel analiz, nitel veriler için ise tematik analiz kullanılmıştır. Bulgular: Uygulamayı kullanan öğrencilerin bilgi, algılanan öğrenme, memnuniyet ve özgüven puanları arasında anlamlı bir fark görülmezken, müdahale grubunun tüm puanları daha yüksek çıkmıştır. İki tema elde edilmiştir: (I) Deneyimlerden elde edilen kazanımlar, (II) Eleştiri ve uygulamanın geliştirilmesi. Sonuç: Web tabanlı simülasyon uygulamasının bilişsel alanda öğrenme çıktılarına ulaşmada faydalı bir yöntem olduğu ve psikomotor uygulamaları da olumlu yönde etkilediği görülmüştür. Ayrıca uygulamanın bireysel kazanımlar sağladığı ve öğrenme deneyimlerini olumlu yönde etkilediği tespit edilmiştir.

Keywords

• Oyunlaştırma
• Hemşirelik öğrencileri
• Hemşirelik eğitimi
• Öğretim yöntemi

The Effect of Basic Life Support Training based on Web-Based Application on Perceived Learning, Knowledge, Satisfaction and Self-Confidence: A Mixed Method Study

Abstract

Aim: Computer-assisted learning provides students with the opportunity to access and reuse the material at any time and supports self-directed learning. This study aims to evaluate the effect of a web-based application for basic life support training on nursing students' perceived learning, knowledge, satisfaction and self-confidence. Material and methods: In the initial phase of the study, an application with basic life support was developed. Subsequently, students were divided into intervention and control groups, and the forms and scales used for data collection were administered as pre- and post-tests. In the qualitative phase, focus group discussions were conducted with 12 students who used the application, using a semi-structured interview form. Descriptive analysis was used for quantitative data and thematic analysis was used for qualitative data. Results: Students using the application showed no significant difference between the knowledge, perceived learning, satisfaction and self- confidence scores, but all the scores of the intervention group were higher. Two themes were identified: (I) Gains from experiences, (II) Criticism and development of the application. Conclusion: It has been observed that web-based simulation application is a useful method in achieving learning outcomes in the cognitive domain and also positively affects psychomotor applications. In addition, it has been found that the application provides individual gains and positively affects learning experiences.

Keywords

• Gamification
• Nursing students
• Nursing education
• Teaching method

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