Hemşirelik Eğitimine Değişen ve Gelişen Teknolojilerin Yansımaları

Yıl 2023, , 155 - 161, 01.03.2023

Duygu Ceren Güngör , Fatma Orgun , Nilay Özkütük

https://doi.org/10.52880/sagakaderg.1120307

Cited By: 4

Öz

Covid-19 pandemisi ile değişen eğitim paradigması dünyada olduğu gibi hemşirelik eğitiminde de yeniliklere ve gelişmelere sebep olmuştur. Bu süreç içerisinde mevcut değişimlerden hemşirelik eğitimi de etkilenmiştir. Pandemi sürecinde eğitimdeki en büyük değişimlerden biri olan uzaktan eğitim hemşirelik eğitimine entegre olmuş, değişen ve gelişen teknoloji ile yeniliklere ihtiyaç duyulmuş ve bu alanda bilgi açığı ortaya çıkmıştır. Bu bağlamda teknolojik yeniliklerden biri olan Web 2.0 araçlarının eğitimde değeri artmış ve birçok etkiye sahip olan araçların hemşirelik eğitiminde de kullanımı artmıştır. Bu derlemede, gelişim ve değişim gösteren teknolojilerin hemşirelik eğitimindeki önemi, kullanılan ve kullanılabilecek etkileşimli araçlar ve hemşirelik eğitimindeki yerini ortaya koymak amaçlanmıştır. Bu çalışma, hemşirelik eğitimini destekleyici uygulamalar ve etkileşimli eğitim teknolojileri sunulmuş, kullanım alanları ve etkilerine yer verilecektir.

Anahtar Kelimeler

Hemşirelik eğitimi, yenilik, teknoloji

Reflections of Changing and Developing Technologies in Nursing Education

Öz

The changing educational paradigm with the Covid-19 pandemic has led to innovations and developments in nursing education as well as in the world. During this process, nursing education was also affected by the current changes. Distance education, which is one of the biggest changes in education during the pandemic process, has been integrated into nursing education, and innovations have been needed with changing and developing technology, and a knowledge gap has emerged in this field. In this context, the value of Web 2.0 tools, which is one of the technological innovations, has increased in education and the use of tools that have many effects in nursing education has also increased. In this review, it is aimed to reveal the importance of developing and changing technologies in nursing education, interactive tools that are used and can be used and their place in nursing education. In this study, applications supporting nursing education and interactive education technologies will be presented, their usage areas and effects will be included.

Anahtar Kelimeler

İnnovation, nursing education, technology

Kaynakça

• 1. Kaya, Z., & Yılayaz, Ö. (2013). Öğretmen Eğitimine Teknoloji Entegrasyonu Modelleri Ve Teknolojik Pedagojik Alan Bilgisi. Batı Anadolu Eğitim Bilimleri Dergisi, 4(8), 57-83.,
• 2. Çelik, H. C., & Kahyaoğlu, M. (2007). İlköğretim Öğretmen Adaylarinin Teknolojiye Yönelik Tutumlarinin Kümeleme Analizi. Türk Eğitim Bilimleri Dergisi, 5(4), 571-586.
• 3. İşman, A. (2008). Uzaktan Eğitim. Pegem Akademi.
• 4. Erden, M. K., & Uslupehlivan, E. (2020). Eğitimde Teknoloji Kullanımının Bugünü Ve Geleceğine İlişkin Öğretmen Adaylarının Düşüncelerinin İncelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 13(1), 109-126.
• 5. Zaman, F., Pehlivanoğulları, Ş., Yerlikaya, M., Tel, H. & Yakut, E. (2022). Okullarda kullanılan eğitim öğretim teknolojileri ve bilgisayar destekli eğitimin incelenmesi. Journal of Social and Humanities Sciences Research, 9(80), 194-201.
• 6. Collier, K. G., Paula, F.J. & Goff, R.J. (1971). Colleges of Education Learning Programmes: A proposal (Working Paper No.5). Washington, DC: Commission on Instructional Technology
• 7. Ulupınar, F., & Toygar, Ş. A. (2020). Hemşirelik Eğitiminde Teknoloji Kullanımı Ve Örnek Uygulamalar. Fiscaoeconomia, 4(2), 524-537.
• 8. Göriş, S., Bilgi, N., & Bayındır, S. K. (2014). Hemşirelik Eğitiminde Simülasyon Kullanımı. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(2), 25-29.
• 9. Şenyuva, E. (2019). Teknolojik Gelişmelerin Hemşirelik Eğitimine Yansımaları. Fnjn Florence Nightingale Journal Of Nursing, 27(1), 79-90.
• 10. Nursing, N. L. f. (2015). A VISION FOR The Changing Faculty Role: Preparing Students for the Technological World of Health Care.
• 11. Organization, W. H. (2009). Global standards for the initial education of professional nurses and midwives. Retrieved from
• 12. Raman, J. (2015). Mobile Technology İn Nursing Education: Where Do We Go From Here? A Review Of The Literature. Nurse Education Today, 35(5): 663-672.
• 13. Merill-Earlene, B. (2015). Integrating Technology İnto Nursing Education. Journal Of Association Black Nursing Faculty, 26(4), 72.
• 14. Bozkurt, D. Ö. A. (2015). Mobil Öğrenme: Her Zaman, Her Yerde Kesintisiz Öğrenme Deneyimi. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 1(2), 65-81.
• 15. Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC horizon report: 2013 higher education edition. Austin, TX: The New Media Consortium.
• 16. Klopfer, E., & Squire, K. (2008). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Educational technology research and development, 56(2), 203-228.
• 17. Zauderer, C. R., & Ganzer, C. A. (2011). Cinematic technology: The role of visual learning. Nurse educator, 36(2), 76-79.
• 18. Moosvi, K., & Garbutt, S. (2020). Shifting Strategies: Using Film to Improve Therapeutic Communication and Nursing Education. Nursing Education Perspectives, 41(2), 134-135.
• 19. Ganzer, C. A., & Zauderer, C. (2013). Structured learning and self-reflection: Strategies to decrease anxiety in the psychiatric mental health clinical nursing experience. Nursing Education Perspectives, 34(4), 244-247.
• 20. Abd El Rahman, R. M., & Fayed, S. (2019). Effect Of Web 2.0 Tools Application On Nursing Administration Students' Self-Directed Learning. International Journal Of Novel Research İn Healthcare And Nursing,6(3), 1309-1325.
• 21. Leigh, J., Vasilica, C., Dron, R., Gawthorpe, D., Burns, E., Kennedy, S., ... & Croughan, C. (2020). Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies. British Journal of Nursing, 29(10), 566-569.
• 22. Hoesny, M. U., Cahyani, H., & Aziz, I. N. (2020). The Use Of Edmodo In Esp Classroom: A Study On Students’perceptıon And Classroom Actıvıtıes. Journal Of Languages And Language Teaching, 8(3), 237-250.
• 23. Permana, F. H., & Chamisijatin, L. (2019). Project-based learning through edmodo: improving critical thinking and histology concepts. Biosfer: Jurnal Pendidikan Biologi, 12(1), 58-69.
• 24. Ateş Çobanoğlu, A. (2018). Student teachers’ satisfaction for blended learning via Edmodo learning management system. Behaviour & Information Technology, 37(2), 133-144.
• 25. Abou Shosha, A. A., Mohamed, H. E., & Abd El hamid Fayed, S. (2019). Effect of mobile based learning program on postgraduate nursing students’ satisfaction and attitudes in Faculty of Nursing Damanhour University. Am J Nurs Res, 8(1), 114-121.
• 26. Haris, F., & Yusrian, S. (2019). Correlation of E-Learning Courses toward Nursing Students’ Cognitive Skills. IJNP (Indonesian Journal of Nursing Practices), 3(2), 92-98.
• 27. Çonoğlu, G., Özkütük, N., & Orgun, F. (2020) Hemşirelik Eğitiminde Yenilikçi Eğitim Paradigması: Öğretim Teknolojileriyle Duyuşsal Alanı Harekete Geçirmek. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 36(1), 61-65.
• 28. Littlefield, A. (2019). Increasing cognitive thinking skills with Edpuzzle. Nurse Educator, 44(2), 78.
• 29. Zaharudin, R., & Ting, V. Y. (2019, March). Students' Learning Experiences towards the Use of Assessments in a Virtual Learning Environment (VLE). In 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018) (pp: 456-461). Atlantis Press.
• 30. Deep, S., Salleh, B. M., & Othman, H. (2019). Study on problem-based learning towards improving soft skills of students in effective communication class. International Journal of Innovation and Learning, 25(1), 17-34.
• 31. Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 1-21.
• 32. Robertshaw, D., & Kotera, Y. (2020). Changing attitudes with a MOOC on dementia. European Journal of Open, Distance and E-learning, 22(2), 27-40.
• 33. Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016, August). Google classroom as a tool for active learning. In AIP Conference Proceedings (Vol. 1761, No. 1, p. 020069). AIP Publishing LLC.
• 34. Subandi, S., Choirudin, C., Mahmudi, M., Nizaruddin, N., Hermanita, H., & Hermanita, H. (2018). Building interactive communication with Google classroom. International Journal of Engineering & Technology, 7(2.13), 460-463.
• 35. Ramadhani, R., Rofiqul, U. M. A. M., Abdurrahman, A., & Syazali, M. (2019). The Effect Of Flipped-Problem Based Learning Model İntegrated With LMS-Google Classroom For Senior High School Students. Journal For The Education Of Gifted Young Scientists, 7(2), 137-158.
• 36. Almarzooq, Z. I., Lopes, M., & Kochar, A. (2020). Virtual learning during the COVID-19 pandemic: a disruptive technology in graduate medical education.
• 37. Özbay, U. & Canbazoğlu Bilici, S. (2020). Fen Bilimleri Öğretmenlerinin Mobil Uygulamaları Kullanımlarının İncelenmesi . Journal of Instructional Technologies and Teacher Education , 9 (1), 14-27.
• 38. Mischel, L. J. (2019). Watch and Learn? Using EDpuzzle to Enhance the Use of Online Videos. Management Teaching Review, 4(3), 283–289.
• 39. Hosack, B. (2010). VideoANT: Extending online video annotation beyond content delivery. TechTrends, 54(3), 45-49.
• 40. Aubert, O., Prié, Y., & Canellas, C. (2014). Leveraging video annotations in video-based e-learning. arXiv preprint arXiv:1404.4607.
• 41. Satı, D. İ. L., & Fatma, Ö. Z. (2014). Hemşirelik Öğretiminde Bir Strateji: Kavram Haritasının Kullanımı. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 1(1), 81-89.
• 42. Erdem, E., Efe, Y. S., Başdaş, Ö., Bayat, M., Korkmaz, Z., & Nevin, U. S. L. U. (2017). Hemşirelik Öğrencilerinde Kavram Haritasının Problem Çözme Ve Eleştirel Düşünme Düzeylerine Etkisi. Sağlık Bilimleri Dergisi, 26(2), 147-152.
• 43. Dorttepe, Z. U., & Arikan, B. (2019). Use of Concept Maps in Nursing Education/Hemsirelik Egitiminde Kavram Haritalari Kullanimi. Journal of Education and Research in Nursing, 16(2), 160-166.
• 44. Evrekli, E. & Balım, A. G. (2010). Fen ve Teknoloji Öğretiminde Zihin Haritası ve Kavram Karikatürü Kullanımının Öğrencilerin Akademik Başarılarına ve Sorgulayıcı Öğrenme Becerileri Algılarına Etkisi . Batı Anadolu Eğitim Bilimleri Dergisi , 1 (2) , 76-98
• 45. Wahyuni, S., Rahmadhani, E., & Mandasari, L. (2020). Pelatihan Pembuatan Media Pembelajaran Interaktif dengan Menggunakan Powerpoint. Jurnal Abdidas, 1(6), 597-602.
• 46. Kurniawan, C. C. D. (2020). Upaya pemanfaatan media powerpoint dalam pembelajaran kimia jarak jauh untuk meningkatkan keaktifan belajar (Doctoral dissertation, Universitas Pelita Harapan).
• 47. Kurniawan, M. H. (2021). Pengaruh Media Pembelajaran Powerpoint Interaktif Terhadap Motivasi Belajar Siswa Dengan Pendekatan Studi Literatur (Library Research) (Doctoral dissertation, Universitas Negeri Padang).
• 48. Prayitno, P., & Mardianto, M. F. F. (2020). Peningkatan Hasil Evaluasi Pembelajaran Daring saat Pandemi Covid-19 Berdasarkan Media Powerpoint Interaktif. MUST: Journal of Mathematics Education, Science and Technology, 5(2), 171-181.
• 49. Settle, Q., Abrams, K. M., & Baker, L. M. (2011). Using Prezi in the classroom. NACTA Journal, 55(4), 105.
• 50. Issa, N., Schuller, M., Santacaterina, S., Shapiro, M., Wang, E., Mayer, R. E., & DaRosa, D. A. (2011). Applying multimedia design principles enhances learning in medical education. Medical education, 45(8), 818-826.
• 51. Kuhnigk, O., Schreiner, J., Reimer, J., Emami, R., Naber, D., & Harendza, S. (2012). Cinemeducation in psychiatry: a seminar in undergraduate medical education combining a movie, lecture, and patient interview. Academic Psychiatry, 36(3), 205-210.
• 52. Retamero, C., Walsh, L., & Otero-Perez, G. (2014). Use of the film The Bridge to augment the suicide curriculum in undergraduate medical education. Academic Psychiatry, 38(5), 605-610.
• 53. Ustun, A. B. (2019). Students’ experiences in learning and using Prezi in higher education. Bartın University Journal of Faculty of Education, 8(3), 928-946.
• 54. Chou, P. N., Chang, C. C., & Lu, P. F. (2015). Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance. Computers & Education, 91, 73-82.
• 55. Akgün, Ö. E., Babur, A., & Albayrak, E. (2016). Effects of Lectures with PowerPoint or Prezi Presentations on Cognitive Load, Recall, and Conceptual Learning. International Online Journal of Educational Sciences, 8(3).
• 56. Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
• 57. Aljaloud, A., Gromik, N., Billingsley, W., & Kwan, P. (2015). Research trends in student response systems: A literature review. International Journal of Learning Technology, 10(4), 313-325.
• 58. Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.
• 59. Sirajudin, N., & Hasan, S. (2021). The Effect of Mentimeter Application on Enhancing Students’ Communication Skills through Environments Issues.