Simülasyona Dayalı İşbirlikçi Öğrenme Modeline Göre Tasarlanan Temel Ekg Kursu’nun Etkinliği

Amaç; Bu çalışma, Simülasyona Dayalı İşbirlikçi Öğrenme Modeli’ne göre tasarlanan Temel Elektrokardiyografi (EKG) Kursu’nun etkinliğini değerlendirmek amacıyla yapılmıştır. Yöntem: Tek gruplu, ön-son test ile karşılaştırmalı bir çalışmadır. Hemşirelik son sınıf öğrencilerine 2 günlük EKG eğitim programı tasarlandı (n=125). Veriler ön-son test bilgi formu, Öğrencilerin Memnuniyet ve Öz-Güven Ölçeği, Simülasyon Tasarımı Ölçeği ve Eğitim Uygulamaları Anketi ile toplanmıştır. Bulgular: Öğrencilerin kurs öncesi bilgi puan ortalamaları 40.36±20.24, kurs sonrası puan ortalamaları 75.39±11.46 olup istatistiksel olarak anlamlı bulundu (p=.001; t=-14.78). Öğrenmede öğrenci memnuniyet puan ortalamaları 4.77±.42, özgüven puan ortalamaları ise 4.51±.54’dür. Simulasyon tasarımı toplam puan ortalamaları 4.44±.67, Eğitim Uygulamaları toplam puan ortalamaları 4.66±.56’dır. Sonuç: Simülasyona Dayalı İşbirlikçi öğrenme modelinde kurs sonrası öğrencilerin bilgi ve beceri düzeylerini geliştirmiş ayrıca öğrenmede öğrenci memnuniyetleri ve özgüvenleri yükselmiştir.

Effectiveness Of Simulation-Based Cooperative Learning Method Electrocardiography Education

Objective: The study was conducted to evaluate the effectiveness of basic electrocardiography education designed in accordance with the simulation-based cooperative learning method. Methods: This is a single group, quasi-experimental study. A two-day electrocardiography(ECG) education program was designed for the final yearnursing students (n=125). Data were gathered with pre-posttest, Students’ Satisfaction and Self-Confidence Scale, Simulation Design Scale and Educational Practices Questionnaire. Results: Theknowledge pretest score and the knowledge posttest score’ averagesof the students were 40.36±20.24 and 75.39±11.46 respectively, with a significant difference (p=.001; t=-14.78). The mean score for satisfaction with current learning was 4.77±.42 and the mean score for self-confidence was 4.51±.54. The mean total score for Simulation Design Scale was 4.44±.67 and the mean total score for Educational Practices Questionnaire was 4.66±.56. Conclusion: After simulation-based cooperative learning method, knowledge and skills of the students improved also had high self-confidence and satisfaction with learning.

Kaynakça

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Kaynak Göster

EndNote %0 Acıbadem Üniversitesi Sağlık Bilimleri Dergisi Effectiveness Of Simulation-Based Cooperative Learning Method Electrocardiography Education %A Yasemin Uslu , Vildan Kocatepe , Vesile Ünver , Ükke Karabacak %T Effectiveness Of Simulation-Based Cooperative Learning Method Electrocardiography Education %D 2021 %J Acıbadem Üniversitesi Sağlık Bilimleri Dergisi %P 1309-470X-1309-5994 %V 12 %N 3 %R doi: 10.31067/acusaglik.849615 %U 10.31067/acusaglik.849615
  • ISSN: 1309-470X
  • Yayın Aralığı: Yılda 4 Sayı
  • Yayıncı: Acıbadem Mehmet Ali Aydınlar Üniversitesi

7.7b 5.7b