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A New Approach in Nursing Education with Covid-19: Blended Learning

Yıl 2022, , 975 - 989, 23.12.2022
https://doi.org/10.47994/usbad.1149203

Öz

Rapid developments and changes in information and communication technologies in the 21st century affect every aspect of human life, as well as the nursing education system, making it necessary for learning-teaching processes to change and keep up with new developments. The integration of these changes and developments has gained more importance, especially with the covid-19 pandemic, which caused the current education system to collapse and stop suddenly. Due to the fact that nursing education consists of theoretical and applied courses, distance education has been insufficient, and blended learning, which is a combination of distance and traditional education, has gained importance. In this context, both national and international nursing education institutions had to switch to blended learning with the covid-19 pandemic. With blended learning, nursing students develop their 21st century skills such as problem solving, critical thinking, reasoning, analytical thinking, and at the same time, the academic achievement, learner motivation, effectiveness of education and active participation of nursing students are positively affected. With this review, it is aimed to support blended learning in the integration process into the nursing education program by presenting the definitions of blended learning, its theoretical and historical development, models, components, advantages and disadvantages.

Kaynakça

  • Anderson, T., Liam, R., Garrison, D. R., & Archer, W. (2001) Assessing teaching presence in a computer conferencing context, Journal of Asynchronous Learning Networks 5 (2).
  • Ateş, A. (2013). Eğitsel web sitelerini değerlendirmeye yönelik bir ölçek önerisi [A scale proposal for evaluation of the educational web sites]. Eğitim Teknolojileri Araştırmaları Dergisi, 4(1).
  • Azemi, A., Chinn, G. ve Litzinger, T. (2011). Work in progress - enhancement of distance learning through hybrid e-learning approach. 41st ASEE/IEEE Frontiers in education conference. Rapid City, SD. https://ieeexplore.ieee.org/document/6142998 (E.T.:25.11.2021)
  • Berga, K. A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96, 104622.
  • Bersin, J. (2004). The Blended Learning Book. Best Practices, Proven Methodologies and Lessons Learned. San Francisco, CA: Pfeiffer Publishing.
  • Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64(4), 557-560.
  • Choi, S.H., Kim, Y.H. (2018). Effects of smoking cessation intervention education program based on blended learning among nursing students in South Korea. Osong Public Heal. Res. Perspect. 9, 185–191. https://doi.org/10.24171/j.phrp.2018.9.4.07
  • Collis, B., Bruijstens, H., & van Veen, J. K. D. (2003). Course redesign for blended learning: Modern optics for technical professionals. International Journal of Continuing Engineering Education and Life Long Learning, 13(1-2), 22-38.
  • Damen, I.M. (2009). The effectiveness of a restraint reduction policy implemented to reduce the use of physical restraint with children and adolescents in a residential care facility (Doctoral dissertation, University of Tennessee). Retrieved from (25.06.2021): https://trace. tennessee.edu/cgi/viewcontent.cgi?article=1062&context=utk_ graddiss.
  • Emami Sigaroudi, A., Ghiyasvandian, S., & Nikbakht Nasabadi, A. (2016). Understanding Doctoral Nursing Students' Experiences of Blended Learning: A Qualitative Study. Acta medica Iranica, 54(11), 743–749.
  • Eunjoo, O. (2006). Current Practices İn Blended İnstruction. Unpublished Doctoral Dissertation). Knoxville: The University Of Tennessee.
  • Fernando, S. Y., & Marikar, F. M. (2017). Constructivist Teaching/Learning Theory and Participatory Teaching Methods. Journal of Curriculum and Teaching, 6(1), 110-122..
  • Funda, D. A. Ğ. (2011). Harmanlanmış Karma Öğrenme Ortamları Ve Tasarımına İlişkin Öneriler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 73-97.
  • Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with technology today, 8(6), 5.
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: Jossey-Bass.
  • Gouifrane, R., Lajane, H., Belaaouad, S., Benmokhtar, S., Lotfi, S., Dehbi, F., & Radid, M. (2020). Effects of a Blood Transfusion Course Using a Blended Learning Approach on the Acquisition of Clinical Reasoning Skills among Nursing Students in Morocco. International Journal of Emerging Technologies in Learning (iJET), 15(18), 260-269.
  • Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
  • Hsu L. L. (2012). Qualitative assessment of a blended learning intervention in an undergraduate nursing course. The journal of nursing research : JNR, 20(4), 291–299. https://doi.org/10.1097/jnr.0b013e31827363bc
  • Hsu, L. L., & Hsieh, S. I. (2014). Factors affecting metacognition of undergraduate nursing students in a blended learning environment. International journal of nursing practice, 20(3), 233–241. https://doi.org/10.1111/ijn.12131
  • Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse education in practice, 44, 102775. https://doi.org/10.1016/j.nepr.2020.102775
  • Kaur, M. (2013). Blended learning-its challenges and future. Procedia-social and behavioral sciences, 93, 612-617.
  • Mäenpää, K., Järvenoja, H., Peltonen, J., Pyhältö, K. (2020). Nursing students’ motivation regulation strategies in blended learning: A qualitative study. Nurs. Heal. Sci. 22, 602–611. https://doi.org/10.1111/nhs.12702
  • Magtibay, D. L., Chesak, S. S., Coughlin, K., & Sood, A. (2017). Decreasing Stress and Burnout in Nurses: Efficacy of Blended Learning With Stress Management and Resilience Training Program. The Journal of nursing administration, 47(7-8), 391–395. https://doi.org/10.1097/NNA.0000000000000501
  • McCutcheon, K., O'Halloran, P., & Lohan, M. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial. International journal of nursing studies, 82, 30–39. https://doi.org/10.1016/j.ijnurstu.2018.02.005
  • Moradimokhles H. & Hwang, G.J. (2020). The effect of online vs. blended learning in developing English language skills by nursing student: an experimental study. undefined. https://doi.org/10.1080/10494820.2020.1739079
  • Morgan, K. R. (2002). Blended learning: a strategic action plan for a new campus. Seminole: University of Central Florida. Morin, K. H. (2020). Nursing education after COVID-19: Same or different?. Journal of clinical nursing, 29(17-18), 3117–3119. https://doi.org/10.1111/jocn.15322on
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly review of distance education, 4(3), 227-33.
  • Ropero-Padilla, C., Rodriguez-Arrastia, M., Martinez-Ortigosa, A., Salas-Medina, P., Folch Ayora, A., & Roman, P. (2021). A gameful blended-learning experience in nursing: A qualitative focus group study. Nurse education today, 106, 105109. https://doi.org/10.1016/j.nedt.2021.105109
  • Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. The internet and higher education, 6(1), 1-16.
  • Sadhuwong, K., Koraneekij, P., & Natakuatoong, O. (2016). Effects of a blended learning model integrating situated multimedia lessons and cognitive apprenticeship method on the clinical reasoning skills of nursing students. Journal of Health Research, 30(6), 421-431.
  • Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543-553.
  • Siah, C.J., Lim, F.P., Lau, S.T., Tam, W. (2021). The use of the community of inquiry survey in blended learning pedagogy for a clinical skill-based module. J. Clin. Nurs. 30, 454–465. https://doi.org/10.1111/jocn.15556
  • Sigaroudi, A. E., Ghiyasvandian, S., & Nasabadi, A. N. (2016). Understanding doctoral nursing students' experiences of blended learning: a qualitative study. Acta Medica Iranica, 743-749.
  • Singh, H. (2021). Building effective blended learning programs. In Challenges and Opportunities for the Global Implementation of E-Learning Frameworks (pp. 15-23). IGI Global.
  • Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1, 1-11.
  • Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development, 38(2), 383-397.
  • Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Mountain View, CA: Innosight Institute.
  • http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf Tayebinik, M. & Puteh, M. (2013). Blended learning or e-learning? International magazine Technology Today, 8 (6), 5.
  • TMIE (Top Masters in Education) (2013). The context & history of blended learning. http://www.teachthought.com/learning/the-context-and-history-of-blended-learning/. (E.T.: 25.11.2021).
  • Valiathan, P. (2002). Blended learning models. Learning circuits, 3(8), 50-59.
  • Wilson, D. and Smilanich, E. (2005) The Other Blended Learning. A Classroom-Centered Approach. Pfeiffer, San Francisco.

Covid-19 ile Hemşirelik Eğitiminde Yeni Bir Yaklaşım: Harmanlanmış Öğrenme

Yıl 2022, , 975 - 989, 23.12.2022
https://doi.org/10.47994/usbad.1149203

Öz

21. yüzyılda bilgi ve iletişim teknolojilerindeki hızlı gelişmeler ve değişimler insan yaşamının her alanını etkilediği gibi, hemşirelik eğitim sistemini de etkilemekte olup, öğrenme-öğretme süreçlerinin değişime uğramasını ve yeni gelişmelere ayak uydurmasını zorunlu hale getirmektedir. Bu değişim ve gelişmelerin entegrasyonu, özellikle COVID-19 pandemisi ile mevcut eğitim sisteminin aniden çökmesine ve durmasına sebep olmasıyla daha çok önem kazanmıştır. Hemşirelik eğitimi teorik ve uygulamalı derslerden oluşması nedeniyle uzaktan eğitim yetersiz kalmış, uzaktan ve geleneksel eğitimin birleşimi olan harmanlanmış öğrenme önem kazanmıştır. Bu bağlamda hem ulusal hem de uluslararası hemşirelik eğitim kurumları harmanlanmış öğrenmeye COVID-19 pandemisi ile geçiş yapmak zorunda kalmışlardır. Harmanlanmış öğrenme ile hemşirelik öğrencileri 21. yy becerilerinden problem çözme, eleştirel düşünme, akıl yürütme, analitik düşünme becerilerini geliştirmekte, aynı zamanda hemşirelik öğrencilerinin akademik başarılarını, öğrenen motivasyonunu, eğitimin etkililiğini, aktif katılımı olumlu yönde etkilenmektedir. Bu derleme ile harmanlanmış öğrenme tanımları, kuramsal ve tarihsel gelişimi, modelleri, bileşenleri, avantajları ve dezavantajları sunularak, hemşirelik eğitim programına entegrasyon sürecinde harmanlanmış öğrenmenin desteklenmesi amaçlanmıştır.

Kaynakça

  • Anderson, T., Liam, R., Garrison, D. R., & Archer, W. (2001) Assessing teaching presence in a computer conferencing context, Journal of Asynchronous Learning Networks 5 (2).
  • Ateş, A. (2013). Eğitsel web sitelerini değerlendirmeye yönelik bir ölçek önerisi [A scale proposal for evaluation of the educational web sites]. Eğitim Teknolojileri Araştırmaları Dergisi, 4(1).
  • Azemi, A., Chinn, G. ve Litzinger, T. (2011). Work in progress - enhancement of distance learning through hybrid e-learning approach. 41st ASEE/IEEE Frontiers in education conference. Rapid City, SD. https://ieeexplore.ieee.org/document/6142998 (E.T.:25.11.2021)
  • Berga, K. A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96, 104622.
  • Bersin, J. (2004). The Blended Learning Book. Best Practices, Proven Methodologies and Lessons Learned. San Francisco, CA: Pfeiffer Publishing.
  • Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64(4), 557-560.
  • Choi, S.H., Kim, Y.H. (2018). Effects of smoking cessation intervention education program based on blended learning among nursing students in South Korea. Osong Public Heal. Res. Perspect. 9, 185–191. https://doi.org/10.24171/j.phrp.2018.9.4.07
  • Collis, B., Bruijstens, H., & van Veen, J. K. D. (2003). Course redesign for blended learning: Modern optics for technical professionals. International Journal of Continuing Engineering Education and Life Long Learning, 13(1-2), 22-38.
  • Damen, I.M. (2009). The effectiveness of a restraint reduction policy implemented to reduce the use of physical restraint with children and adolescents in a residential care facility (Doctoral dissertation, University of Tennessee). Retrieved from (25.06.2021): https://trace. tennessee.edu/cgi/viewcontent.cgi?article=1062&context=utk_ graddiss.
  • Emami Sigaroudi, A., Ghiyasvandian, S., & Nikbakht Nasabadi, A. (2016). Understanding Doctoral Nursing Students' Experiences of Blended Learning: A Qualitative Study. Acta medica Iranica, 54(11), 743–749.
  • Eunjoo, O. (2006). Current Practices İn Blended İnstruction. Unpublished Doctoral Dissertation). Knoxville: The University Of Tennessee.
  • Fernando, S. Y., & Marikar, F. M. (2017). Constructivist Teaching/Learning Theory and Participatory Teaching Methods. Journal of Curriculum and Teaching, 6(1), 110-122..
  • Funda, D. A. Ğ. (2011). Harmanlanmış Karma Öğrenme Ortamları Ve Tasarımına İlişkin Öneriler. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 73-97.
  • Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with technology today, 8(6), 5.
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: Jossey-Bass.
  • Gouifrane, R., Lajane, H., Belaaouad, S., Benmokhtar, S., Lotfi, S., Dehbi, F., & Radid, M. (2020). Effects of a Blood Transfusion Course Using a Blended Learning Approach on the Acquisition of Clinical Reasoning Skills among Nursing Students in Morocco. International Journal of Emerging Technologies in Learning (iJET), 15(18), 260-269.
  • Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
  • Hsu L. L. (2012). Qualitative assessment of a blended learning intervention in an undergraduate nursing course. The journal of nursing research : JNR, 20(4), 291–299. https://doi.org/10.1097/jnr.0b013e31827363bc
  • Hsu, L. L., & Hsieh, S. I. (2014). Factors affecting metacognition of undergraduate nursing students in a blended learning environment. International journal of nursing practice, 20(3), 233–241. https://doi.org/10.1111/ijn.12131
  • Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse education in practice, 44, 102775. https://doi.org/10.1016/j.nepr.2020.102775
  • Kaur, M. (2013). Blended learning-its challenges and future. Procedia-social and behavioral sciences, 93, 612-617.
  • Mäenpää, K., Järvenoja, H., Peltonen, J., Pyhältö, K. (2020). Nursing students’ motivation regulation strategies in blended learning: A qualitative study. Nurs. Heal. Sci. 22, 602–611. https://doi.org/10.1111/nhs.12702
  • Magtibay, D. L., Chesak, S. S., Coughlin, K., & Sood, A. (2017). Decreasing Stress and Burnout in Nurses: Efficacy of Blended Learning With Stress Management and Resilience Training Program. The Journal of nursing administration, 47(7-8), 391–395. https://doi.org/10.1097/NNA.0000000000000501
  • McCutcheon, K., O'Halloran, P., & Lohan, M. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial. International journal of nursing studies, 82, 30–39. https://doi.org/10.1016/j.ijnurstu.2018.02.005
  • Moradimokhles H. & Hwang, G.J. (2020). The effect of online vs. blended learning in developing English language skills by nursing student: an experimental study. undefined. https://doi.org/10.1080/10494820.2020.1739079
  • Morgan, K. R. (2002). Blended learning: a strategic action plan for a new campus. Seminole: University of Central Florida. Morin, K. H. (2020). Nursing education after COVID-19: Same or different?. Journal of clinical nursing, 29(17-18), 3117–3119. https://doi.org/10.1111/jocn.15322on
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly review of distance education, 4(3), 227-33.
  • Ropero-Padilla, C., Rodriguez-Arrastia, M., Martinez-Ortigosa, A., Salas-Medina, P., Folch Ayora, A., & Roman, P. (2021). A gameful blended-learning experience in nursing: A qualitative focus group study. Nurse education today, 106, 105109. https://doi.org/10.1016/j.nedt.2021.105109
  • Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. The internet and higher education, 6(1), 1-16.
  • Sadhuwong, K., Koraneekij, P., & Natakuatoong, O. (2016). Effects of a blended learning model integrating situated multimedia lessons and cognitive apprenticeship method on the clinical reasoning skills of nursing students. Journal of Health Research, 30(6), 421-431.
  • Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543-553.
  • Siah, C.J., Lim, F.P., Lau, S.T., Tam, W. (2021). The use of the community of inquiry survey in blended learning pedagogy for a clinical skill-based module. J. Clin. Nurs. 30, 454–465. https://doi.org/10.1111/jocn.15556
  • Sigaroudi, A. E., Ghiyasvandian, S., & Nasabadi, A. N. (2016). Understanding doctoral nursing students' experiences of blended learning: a qualitative study. Acta Medica Iranica, 743-749.
  • Singh, H. (2021). Building effective blended learning programs. In Challenges and Opportunities for the Global Implementation of E-Learning Frameworks (pp. 15-23). IGI Global.
  • Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1, 1-11.
  • Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development, 38(2), 383-397.
  • Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Mountain View, CA: Innosight Institute.
  • http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf Tayebinik, M. & Puteh, M. (2013). Blended learning or e-learning? International magazine Technology Today, 8 (6), 5.
  • TMIE (Top Masters in Education) (2013). The context & history of blended learning. http://www.teachthought.com/learning/the-context-and-history-of-blended-learning/. (E.T.: 25.11.2021).
  • Valiathan, P. (2002). Blended learning models. Learning circuits, 3(8), 50-59.
  • Wilson, D. and Smilanich, E. (2005) The Other Blended Learning. A Classroom-Centered Approach. Pfeiffer, San Francisco.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Elif Kocaağalar Akince 0000-0002-9623-5335

Duygu Ceren Güngör 0000-0002-3614-7835

Nilay Özkütük 0000-0003-1405-4600

Fatma Orgun 0000-0002-2351-7227

Yayımlanma Tarihi 23 Aralık 2022
Kabul Tarihi 22 Aralık 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Kocaağalar Akince, E., Güngör, D. C., Özkütük, N., Orgun, F. (2022). Covid-19 ile Hemşirelik Eğitiminde Yeni Bir Yaklaşım: Harmanlanmış Öğrenme. Uluslararası Sosyal Bilimler Akademi Dergisi, 4(10), 975-989. https://doi.org/10.47994/usbad.1149203

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