HEMŞİRELİK EĞİTİMİNDE TEKNOLOJİK BİR YAKLAŞIM: E-ÖĞRENME

Yıl 2022, Cilt: 5 Sayı: 1, 31 - 41, 28.04.2022

Betül Şahin

https://doi.org/10.51536/tusbad.1029933

Cited By: 1

Öz

Hemşirelik, kanıta dayalı kapsamlı tıbbi uygulamalar içeren, teknik bilgi ve beceri donanımı gerektiren eleştirel düşünme becerileri kullanmayı temel alan bir sorun çözme süreci olarak tanımlanmaktadır. Değişen ve gelişen dünyada, hemşirelik eğitiminde, geleneksel yöntemlerin teorik bilgi ve klinik uygulama arasında oluşturduğu boşluğun doldurulması için bir köprü görevi gören teknolojik yöntemlerin kullanılması beklenmektedir. Eğitimde teknoloji ve dijitalleşmeyle birlikte öğretimin, üniversitelerin ve kampüslerin web siteleri aracılığıyla hazırladığı e-öğrenme ortamları ve çevrimiçi ortamlar gibi ağ sistemleri aracılığıyla gerçekleştirildiği görülmektedir. E-öğrenmenin, hemşirelik öğrencilerinin eğitmen liderliğindeki geleneksel yöntemlerden daha hızlı bilgi ve beceri kazanmalarına yardımcı olduğu, öğrencilerin öz güven gelişimine ve memnuniyetine olumlu katkılar sağladığı önemle vurgulanmaktadır. Bu derleme çalışmasında, elektronik öğrenme (e-öğrenme) teknolojilerinin hemşirelik eğitimi üzerindeki etkilerinin literatür kapsamında incelenmesi ve hemşirelik uygulamalarına ilişkin bilgi ve beceri gelişiminde e-öğrenmenin rolüne vurgu yapılması amaçlanmıştır.

Anahtar Kelimeler

Eğitim Teknolojisi, Hemşirelik Eğitimi, Öğrenme

A TECHNOLOGICAL APPROACH TO NURSING EDUCATION: E-LEARNING

Öz

Nursing is defined as a problem-solving process based on using critical thinking skills that require technical knowledge and skill equipment, including extensive medical practices based on evidence. In the changing and evolving world, the use of technological methods in nursing education is expected to be used as a hyperlink to fill the gap between theoretical knowledge and clinical practice of traditional methods. In education, technology and digitization together with education is realized through network systems such as e-learning environments and online environments that universities and campuses prepare via websites. It is emphasized that e-Learning helps nursing students gain knowledge and skills faster than traditional instructor-led methods, and contributes positively to the development and satisfaction of self-confidence. This review aims to study the effects of electronic learning (e-learning) technologies on nursing education within the literature and to highlight the role of e-learning in the development of knowledge and skills related to nursing practices.

Anahtar Kelimeler

Educational Technology, Learning, Nursing Education

Kaynakça

• Cooper S, Endacott, R, Cant R. Measuring nontecnical skills in medical emergency care: A review of assessment measures. Emergency Medicine. 2010; 2(1): 7-16.
• Gillespie BM, Polit DF, Hamlin L, Chaboyer W. Developing a model of competence in the OR: Psycometric validation of perceived perioperative competence scale-revised. International Journal Nursing Studies. 2012; 49(1): 90-101.
• Forsberg A, Engström, Å. Critical care nurses’ experiences of performing successful peripheral intravenous catheterization in difficult situations. Journal of Vascular Nursing. 2018; 36(2): 64-70.
• Yamamoto TG, Demiray U, & Kesim M. Türkiye'de e-öğrenme: Gelişmeler ve uygulamalar II [Internet]. İstanbul; 2011[cited 2021 July 18]. Available from: https://www.researchgate.net/publication/235909633_TURKIYE'DE_E-OGRENME_Gelismeler_ve_Uygulamalar_II.
• Griscti O, & Jacono J. Effectiveness of continuing education programmes in nursing: Literature Review. Journal of Advanced Nursing. 2006; 55(4).
• Harerimana A, et al. E-learning in nursing education in Rwanda: Benefits and challenges. An exploration of participants’ perceptives. IOSR J Nurs and Health Sc. 2016; 5(3): 64-92.
• Alinier G, Hunt B, Gordon R, & Harwood C. Effectiveness of intermediate‐fidelity simulation training technology in undergraduate nursing education. Journal of advanced nursing. 2006; 54(3): 359-369.
• Van Houwelingen C T, Moerman A H, Ettema R G, Kort H S, & ten Cate O. Competencies required for nursing telehealth activities: A Delphi-study. Nurse Education Today. 2016; 39: 50-62.
• Risling T. Educating the nurses of 2025: Technology trends of the next decade. Nurse education in practice. 2017; 22: 89-92.
• While Alison. The effect of computer-assisted learning versus conventional teaching methods on the acquisition and retention of handwashing theory and skills in pre-qualification nursing students: A randomised controlled trial. International Journal of Nursing Studies. 2010; 47(3): 287-294.
• Adnan M, Anwar K. Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission. 2020; 2(1): 45-51.
• Law M. Student’s Attitude and Satisfaction towards Transformative Learning: A Research Study on Emergency Remote Learning in Tertiary Education. Creative Education. 2021; 12: 494-528.
• Sintema E J. Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology Education. 2020; 16(7):1-6.
• Arkorful V, & Abaidoo N. The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning. 2015; 12(1): 29-42.
• Fry K. E-learning markets and providers: some issues and prospects. Education Training. 2001; 233-239.
• JG Bloomfield, A Jones. Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate firstyear pre-registration nursing students -a mixed method study. Nurse Educ Today. 2013; 33(12): 1605-11.
• Mazanec P, Ferrell B, Malloy P, & Virani R. Educating associate degree nursing students in primary palliative care using online-e-learning. Teaching and Learning in Nursing. 2019; 14(1): 58-64.
• Bremner M N, Aduddell K, Bennett D N, & VanGeest J B. The use of human patient simulators: Best practices with novice nursing students. Nurse Educator. 2006; 31(4): 170-174.
• Lu D F, & Li Y J. Effects of a web-based course on nursing skills and knowledge learning. Journal of Nursing Education. 2009; 48(2): 70-77.
• Kaveevivitchai C, Chuengkriankrai B, Luecha Y, Thanooruk R, Panijpan B, & Ruenwongsa P. Enhancing nursing students’ skills in vital signs assessment by using multimedia computer-assisted learning with integrated content of anatomy and physiology. Nurse Education Today. 2009; 29(1): 65-72.
• Foronda C L, Alfes C M, Dev P, Kleinheksel A J, Nelson Jr D A, O'Donnell J M, & Samosky J T. Virtually nursing: Emerging technologies in nursing education. Nurse Educator. 2017; 42(1): 14-17.
• Elahi N, Sheikhabumasudi R, Ashouri E and Bagheri M. Applying e-Learning in the Laboratory of Nursing Clinical Skills: Resultant of Learning and Student’s Satisfaction. Research Journal of Applied Sciences. 2018; 13: 131-136.
• Dangwal K L. Electronic learning Technologies. TechnoLearn: An International Journal of Educational Technology. 2018; 8(1): 11-22.
• Dhawan S. Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems. 2020; 49(1): 5-22.
• Onan A, Gürpınar E. Tıpta e-öğrenme. Tıp eğiticisi el kitabı, Ed. Sayek İ., Güneş Tıp Kitabevi. 2016:195-212.
• Watson J, Murin A, Vashaw L, Gemin B, Rapp C. Keeping pace with K-12 online & blended learning: An annual review of policy and practice. 10 Year Anniversary Issue. Evergreen Education Group. 2013.
• Khatoon N, Prakash R. Efficacy of a computer assisted learning programme on the knowledge and practice scores of nursing students in ''ıntranatal & postnatal care'' in a selected ınstitution of New Delhi. GFNPSS-International Journal of Multidisciplinary Research. 2020; 1(3): 113-117.
• Mythili G. Unit-5 E-Learning: Types, tools and standards, Indira Gandhi National Open University. New Delhi. 2021:115-116.
• Uppal MA, Ali S, Gulliver SR. Factors determining e-learning service quality. British Journal of Educational Technology. 2018;49(3):412-26.
• Ghoreishi M, Nadi MA, Manshee G, Saeedian N. A Thematic analysis of the conceptual framework of E-learning in higher education. Interdiscip J Virtual Learn Med Sci. 2017; 8(1): e11498.
• Raoufı S, Manoochehrı H, Zarıfsanaıey N, & Nıkravanmofrad M. Developing an e-learning model for nursing education. Journal of Clinical & Diagnostic Research. 2020; 14(1).
• Swift A. E-learning may be no better than traditional teaching for continuing education of health professionals. Evidence-Based Nursing. 2019;22(2):52.
• Sinclair PM, Levett-Jones T, Morris A, Carter B, Bennett PN, Kable A. High engagement, high quality: A guiding framework for developing empirically informed asynchronous e-learning programs for health professional educators. Nursing & Health Sciences. 2017;19(1):126-37.
• Mirzamohammadi M. The Feasibility of E-Learning Implementation in an Iranian University. Electronic Journal of e-Learning. 2017;15(5):423-32.
• Koch LF. The nursing educator's role in e-learning: a literature review. Nurse Educ Today. 2014 Nov;34(11):1382-7.
• Sheikhaboumasoudi R, Bagheri M, Hosseini SA, Ashouri E, Elahi N. Improving nursing students' learning outcomes in fundamentals of nursing course through combination of traditional and e-learning methods. Iranian J Nursing Midwifery Res. 2018;2(3):217-21.
• Zanjani N, Edwards SL, Nykvist S, Geva S. The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology. 2017;33(1).
• Algahtani AF. Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia from Male Students' Perceptions. Durham theses, Durham University. 2011.
• Wentling TL, Waight C, Gallagher J, La Fleur J, Wang C, Kanfer A. E-learning- a review of literature. Knowledge and Learning Systems Group NCSA. 2000; 9(1)-73.
• Klein D, & Ware M. E-learning: new opportunities in continuing professional development. Learned publishing. 2003; 16 (1): 34-46.
• Nichols M. A Theory for E-Learning. Educational Technology and Society. 2003; 6(2):1-10.
• Hameed S, Badii A, & Cullen AJ. Effective e-learning integration with traditional learning in a blended learning environment. European and Mediterranean conference on information system. 2008; 25-26.
• Smedley JK. Modelling the impact of knowledge management using technology. OR Insight. 2010; 23: 233-250.
• Wagner N, Hassanein K, & Head M. Who is responsible for e-learning in higher education? a stakeholders’ analysis. Educational Technology & Society. 2008; 11 (3): 26-36.
• Akkoyuklu B, & Soylu M Y. A study on students‟ views on blended learning environment. Turkish Online Journal of Distance Education. 2006; 7(3): ISSN 1302-6488.
• Dublin L. If you only look under the street lamps or nine e-Learning Myths. The e-Learning developer’s journal. 2003; 1-7.
• Farrel M. Learning differently: e-learning in nurse education. Nursing Management. 2006; 13(6).
• Johnson A E. Nursing faculty’s transition to teaching online. Nursing Education Perspectives. 2008; 29(1).
• İlkay A Ö, and C O Zeynep. Impacts of e-learning in nursing education: ın the light of recent studies. International Journal of Nursing and Health Sciences. 2014; 8(5): 1285-1287.
• Lahti, Mari, Heli Hätönen, and Maritta Välimäki. Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis. International journal of nursing studies. 2014; 51(1):136-149.
• Fernández Alemán J L, Carrillo de Gea J M, & Rodríguez Mondéjar J J. Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students. Nurse Education Today. 2011; 31(8): 866-871.
• Worm Bjarne Skjødt. Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology. PLOS one. 2013; 8(9): e73336.
• McKimm J, & Swanwick T. Web‐based faculty development: e‐learning for clinical teachers in the London Deanery. The clinical teacher. 2010; 7(1): 58-62.
• McDonald EW, Jessica LB, Jacqueline LD. E-learning and nursing assessment skills and knowledge–An integrative review. Nurse Education Today. 2018; 66:166-174.