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Diyabet Bilgi Düzeyinin Artırılmasında Kavram Haritası ile Geleneksel Anlatıma Dayalı Öğretim Yönteminin Karşılaştırılması

Yıl 2023, , 117 - 127, 31.05.2023
https://doi.org/10.52369/togusagbilderg.1081317

Öz

Amaç: Bu çalışma, hemşirelik öğrencilerinin diyabet bilgisinin arttırılmasında kavram haritası ve geleneksel anlatıma dayalı öğretim yöntemlerini karşılaştırmayı amaçlamaktadır.
Yöntem: Ön test-son test yarı deneysel çalışma, tabakalı örnekleme yöntemi kullanılarak iki gruba ayrılan (müdahale grubu: 24- kontrol grubu:28) 52 ikinci sınıf hemşirelik öğrencisi ile yürütülmüştür. Müdahale grubuna kavram haritası yöntemi, kontrol grubuna ise geleneksel anlatım yöntemiyle diyabet anlatılmıştır. Yaş, cinsiyet gibi demografik değişkenler bakımından kavram haritası ve geleneksel yöntem grubu arasında fark olup olmadığının değerlendirilmesinde ki-kare testi kullanılmıştır. Diyabet bilgisi yönünden iki grup arasında fark olup olmadığı Mann Whitney U testi ile karşılaştırılmıştır. Tekrarlı ölçümler arasındaki farkın belirlenmesinde Wilcoxon test ve Friedman testi kullanılmıştır.
Bulgular: Bu çalışmada her iki grubun da kendi içinde son test diyabet bilgi puanının ön test bilgi puanına göre istatistiksel olarak anlamlı yüksek olduğu bulunmuştur (p<0,05). Ancak gruplar arası karşılaştırmada kavram haritası grubunun son test bilgi puanının istatistiksel olarak anlamlı yüksek olduğu saptanmıştır (<0,001). Ayrıca son testten bir ay sonra yapılan tekrar testinde kavram haritası grubunun bilgi testi puanının istatistiksel olarak anlamlı yüksek olduğu saptanmıştır (<0,001).
Sonuç: Hemşirelik öğrencilerinin diyabet bilgisinin arttırılmasında kavram haritası yönteminin geleneksel anlatım yöntemine göre daha etkili olduğu görülmektedir. Aynı zamanda kavram haritası ile eğitim yönteminin, zamandan bağımsız olarak öğrenmenin sürekliliğini sağlamak için geleneksel yöntemlerden daha iyi olduğu söylenilebilir. Sonuç olarak, kavram haritası ile eğitim yönteminin hemşirelik öğrencilerinin diyabet bilgi düzeylerini artırmak ve uzun süreli öğrenmeyi sürdürmek için kullanılması önerilir.

Kaynakça

  • 1. Harrison CV. Predicting success for associate degree nursing students in a concept- based curriculum. Teach Learn Nurs 2018; 13: 135–140. https://doi.org/10.1016/j.teln.2018.01.005.
  • 2. Kaddoura M, VanDyke O, Cheng B, Shea-Foisy. Impact of concept mapping on the development of clinical judgment skills in nursing students. Teach Learn Nurs 2016; 11: 101–107. http://dx.doi.org/10.1016/j.teln.2016.02.001.
  • 3. Yue M, Zhang M, Zhang C, Jin C. The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta- analysis. Nurse Educ Today 2017; 52: 87–94. http://dx.doi.org/10.1016/j.nedt.2017.02.018.
  • 4. Aliyari S, Pishgooie AH, Abdi A, Mazhari MS, Nazari MR. Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support. Nurse Educ Pract 2019; 38: 40–44. https://doi.org/10.1016/j.nepr.2019.05.008.
  • 5. Lucieer SM, van der Geest JN, Elo´i-Santos SM, de Faria RMD, Jonker L, Visscher C, Rikers RMJP, Themmen APN. The development of self- regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problembased curriculum. Adv in Health Sci Educ 2016; 21: 93–104. DOI:10.1007/s10459-015-9613-1
  • 6. Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? Nurse Educ Today 2016; 36: 129–132. http://dx.doi.org/10.1016/j.nedt.2015.08.029.
  • 7. Aghakhani N, Nia HS, Eghtedar S, Torabizadeh C. The Effect of Concept Mapping on the Learning Levels of Students in Taking the Course of “Nursing Care of Patients With Glandular Diseases Subject”; in Urmia University of Medical Sciences, Iran. Jundishapur J Chronic Dis Care 2015; 4 (2): e28387. DOI: 10.5812/jjcdc.28387.
  • 8. Chan ZCY. A qualitative study on using concept maps in problem-based learning. Nurse Educ Pract 2017; 24: 70-76. https://doi.org/10.1016/j.nepr.2017.04.008.
  • 9. Hsu LL, Pan HC, Hsieh SI. Randomized comparison between objective- based lectures and outcome-based concept mapping for teaching neurological care to nursing students. Nurse Educ Today 2016; 37: 83–90. http://dx.doi.org/10.1016/j.nedt.2015.11.032.
  • 10. Tiap OS, Hassan H, Tee MH, Mohd Rosli RA. Evaluation of Clinical Learning Experience on Concept Mapping for Final Year Nursing Students in a Private Hospital. J Nurs Care 2018; 7(4): 2-5. doi:10.4172/2167-1168.1000465.
  • 11. Zadeh NR, Gandomani HS, Delaram M, Yekta ZP. Comparing the Effect of Concept Mapping and Conventional Methods on Nursing Students’ Practical Skill Score. Nurs Midwifery Stud. 2015; 4(3): e27471. DOI: 10.17795/nmsjournal27471.
  • 12. Garwood JK, Ahmed AH, McComb SA. The Effect of Concept Maps on Undergraduate Nursing Students’ Critical Thinking. Nurs Educ Perspect 2018; 39 (4): 208-214. doi: 10.1097/01.NEP.0000000000000307
  • 13. Khrais H, Saleh AM. The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students. Creat Nurs. 2020; 26(1): 19-24. doi: 10.1891/1078- 4535.26.1.e19.
  • 14. Tunam A. The Learning and Satisfaction Levels of Nursing Students in Relation to Concept Maps and Video Recording. İTOBİAD 2017; 6 (3): 1863-75.
  • 15. Sarıca R, Çetin B. The Effects of Using Concept Maps on Achievement and Retention in Teaching Science Lessons. EEO 2012;11(2): 306-318.
  • 16. Dong R, Yang X, Xing B, Ziha Zou Z, Zhenda Zheng Z, Xie X, Zhu J, Chen L, Zhou H. Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students. Int J Clin Exp Med 2015; 8(5): 7794-7801. www.ijcem.com/ISSN:1940-5901/IJCEM0006251.
  • 17. Karadakovan A. Sinir sitemi hastalıkları. Eds. Karadakovan, A. Eti, Arslan, F. Care in Internal and Surgical Diseases. 1st Edition. Adana, Nobel Bookstore, 2011; p.1203-7.
  • 18. Erol Ö. Endocrine System Diseases and Care. Ed. Durna Z. Internal Medicine Nursing. 1 st Edition. İstanbul, Academy Press and Publishing, 2013; p.231-53.
  • 19. Dörttepe ZÜ, Arikan B. Use of concept maps in nursing education. HEAD 2019; 16(2): 160-165. doi:10.5222/HEAD.2019.160
  • 20. Aein F, Aliakbari F. Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course. JEHP 2017; 6: 1-12. https://doi.org/10.4103/jehp.jehp_49_14
  • 21. Dil S, Öz F. A teaching strategy in nursing: Using concept mapping. Journal of Hacettepe University Faculty of Nursing 2014; 1(1): 81-9. http://www.hacettepehemsirelikdergisi.org/pdf/pdf_HHD_154.pdf

Concept Map and Traditional Lecture-Based Teaching Method in Increasıng The Diabetes Knowledge Level

Yıl 2023, , 117 - 127, 31.05.2023
https://doi.org/10.52369/togusagbilderg.1081317

Öz

Purpose: This study aims to compare the effects of the traditional and concept mapping methods on knowledge levels of the nursing students on diabetes.
Methods: This pretest posttest semi-experimental study was conducted on 56 second grade nursing students randomly assigned into two groups of 28 people. The intervention group was taught through concept mapping method, while the control group was taught using traditional method. Categorical variables were compared by using chi-square test whereas the age of the participants was evaluated by using t-test. Continuous variables were compared using Wilcoxon test, Mann Whitney U test or Friedman test.
Results: There was no statistically significant difference between the pretest scores of the intervention and the control groups on diabetes knowledge (p=0.941). However, following the lectures, median values of the intervention group was statistically significantly higher than the control group (p=0.001). Comparison of the scores obtained by the concept mapping and traditional learning groups from the pretest, second test and final test showed a statistically significant difference (p=0.001).
Conclusions: In achieving th elevel of nursing students’ learning in Diabet, it seems that the concept mapping method was more effective than the traditional method. In conclusion that concept mapping as the educational method could encourage a group of nursing students knowledge of diabetes, which might ultimately result in beter nursing care quality.

Kaynakça

  • 1. Harrison CV. Predicting success for associate degree nursing students in a concept- based curriculum. Teach Learn Nurs 2018; 13: 135–140. https://doi.org/10.1016/j.teln.2018.01.005.
  • 2. Kaddoura M, VanDyke O, Cheng B, Shea-Foisy. Impact of concept mapping on the development of clinical judgment skills in nursing students. Teach Learn Nurs 2016; 11: 101–107. http://dx.doi.org/10.1016/j.teln.2016.02.001.
  • 3. Yue M, Zhang M, Zhang C, Jin C. The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta- analysis. Nurse Educ Today 2017; 52: 87–94. http://dx.doi.org/10.1016/j.nedt.2017.02.018.
  • 4. Aliyari S, Pishgooie AH, Abdi A, Mazhari MS, Nazari MR. Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support. Nurse Educ Pract 2019; 38: 40–44. https://doi.org/10.1016/j.nepr.2019.05.008.
  • 5. Lucieer SM, van der Geest JN, Elo´i-Santos SM, de Faria RMD, Jonker L, Visscher C, Rikers RMJP, Themmen APN. The development of self- regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problembased curriculum. Adv in Health Sci Educ 2016; 21: 93–104. DOI:10.1007/s10459-015-9613-1
  • 6. Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? Nurse Educ Today 2016; 36: 129–132. http://dx.doi.org/10.1016/j.nedt.2015.08.029.
  • 7. Aghakhani N, Nia HS, Eghtedar S, Torabizadeh C. The Effect of Concept Mapping on the Learning Levels of Students in Taking the Course of “Nursing Care of Patients With Glandular Diseases Subject”; in Urmia University of Medical Sciences, Iran. Jundishapur J Chronic Dis Care 2015; 4 (2): e28387. DOI: 10.5812/jjcdc.28387.
  • 8. Chan ZCY. A qualitative study on using concept maps in problem-based learning. Nurse Educ Pract 2017; 24: 70-76. https://doi.org/10.1016/j.nepr.2017.04.008.
  • 9. Hsu LL, Pan HC, Hsieh SI. Randomized comparison between objective- based lectures and outcome-based concept mapping for teaching neurological care to nursing students. Nurse Educ Today 2016; 37: 83–90. http://dx.doi.org/10.1016/j.nedt.2015.11.032.
  • 10. Tiap OS, Hassan H, Tee MH, Mohd Rosli RA. Evaluation of Clinical Learning Experience on Concept Mapping for Final Year Nursing Students in a Private Hospital. J Nurs Care 2018; 7(4): 2-5. doi:10.4172/2167-1168.1000465.
  • 11. Zadeh NR, Gandomani HS, Delaram M, Yekta ZP. Comparing the Effect of Concept Mapping and Conventional Methods on Nursing Students’ Practical Skill Score. Nurs Midwifery Stud. 2015; 4(3): e27471. DOI: 10.17795/nmsjournal27471.
  • 12. Garwood JK, Ahmed AH, McComb SA. The Effect of Concept Maps on Undergraduate Nursing Students’ Critical Thinking. Nurs Educ Perspect 2018; 39 (4): 208-214. doi: 10.1097/01.NEP.0000000000000307
  • 13. Khrais H, Saleh AM. The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students. Creat Nurs. 2020; 26(1): 19-24. doi: 10.1891/1078- 4535.26.1.e19.
  • 14. Tunam A. The Learning and Satisfaction Levels of Nursing Students in Relation to Concept Maps and Video Recording. İTOBİAD 2017; 6 (3): 1863-75.
  • 15. Sarıca R, Çetin B. The Effects of Using Concept Maps on Achievement and Retention in Teaching Science Lessons. EEO 2012;11(2): 306-318.
  • 16. Dong R, Yang X, Xing B, Ziha Zou Z, Zhenda Zheng Z, Xie X, Zhu J, Chen L, Zhou H. Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students. Int J Clin Exp Med 2015; 8(5): 7794-7801. www.ijcem.com/ISSN:1940-5901/IJCEM0006251.
  • 17. Karadakovan A. Sinir sitemi hastalıkları. Eds. Karadakovan, A. Eti, Arslan, F. Care in Internal and Surgical Diseases. 1st Edition. Adana, Nobel Bookstore, 2011; p.1203-7.
  • 18. Erol Ö. Endocrine System Diseases and Care. Ed. Durna Z. Internal Medicine Nursing. 1 st Edition. İstanbul, Academy Press and Publishing, 2013; p.231-53.
  • 19. Dörttepe ZÜ, Arikan B. Use of concept maps in nursing education. HEAD 2019; 16(2): 160-165. doi:10.5222/HEAD.2019.160
  • 20. Aein F, Aliakbari F. Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course. JEHP 2017; 6: 1-12. https://doi.org/10.4103/jehp.jehp_49_14
  • 21. Dil S, Öz F. A teaching strategy in nursing: Using concept mapping. Journal of Hacettepe University Faculty of Nursing 2014; 1(1): 81-9. http://www.hacettepehemsirelikdergisi.org/pdf/pdf_HHD_154.pdf
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Birinci Basamak Sağlık Hizmetleri
Bölüm Araştırma Makaleleri
Yazarlar

Döndü Şanlıtürk 0000-0002-2055-759X

Yasemin Boy 0000-0002-9882-7721

Yayımlanma Tarihi 31 Mayıs 2023
Gönderilme Tarihi 1 Mart 2022
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

Vancouver Şanlıtürk D, Boy Y. Concept Map and Traditional Lecture-Based Teaching Method in Increasıng The Diabetes Knowledge Level. TOGÜ Sağlık Bilimleri Dergisi. 2023;3(2):117-2.