Human Papilloma Virüs Enfeksiyonu ve Aşısı Konusunda İki Farklı Öğretim Tekniğinin Hemşirelik Öğrencilerinin Sosyal Kaygı ve e-Öğrenme Tutumlarına Etkisi

Amaç: Bu araştırma, Human Papilloma Virüs Enfeksiyonu ve aşısı konusunda verilen eğitimin Öğrencilerin Sosyal Kaygı ve e-Öğrenme Tutumlarına etkisini Pecha Kucha ve Geleneksel Powerpoint sunum yöntemleri ile belirlemek amacıyla yapılmıştır. Gereç ve Yöntemler: Bu çalışmada rastgele deneysel öntest-sontest kontrol gruplu desen kullanılmıştır. Veriler Öğrenci Bilgi Formu, e-Öğrenme Ortamına İlişkin Sosyal Kaygı Ölçeği ve Mobil Öğrenmeye Yönelik Tutum Ölçeği kullanılarak toplanmıştır. Bulgular: Deney ve kontrol grubu öğrencilerinin eğitim sonrası bilgi puan ortalamaları karşılaştırıldığında; Deney grubundaki öğrencilerin puan ortalamalarının kontrol grubundaki öğrencilerin puan ortalamalarından daha yüksek olduğu belirlendi. Sonuç: Deney grubunun öğrencilerin öğrenme başarısı ve mobil öğrenme tutumları üzerinde olumlu etkisinin olduğu ve e-öğrenmeye yönelik sosyal kaygıyı azaltmada etkili olduğu sonucuna varılmıştır.

The Effects of Two Different Teaching Techniques on Human Papilloma Virus Infection and Vaccine on Nursing Students’ Social Anxiety and e-Learning Attitudes

Aim: This research was conducted to determine the effect of education on Human Papilloma Virus Infection and vaccine on Students' Social Anxiety and e-Learning Attitudes with Pecha Kucha and Traditional Powerpoint presentation methods. Materials and Methods: This study adopted a randomized experimental pretest-posttest control group design. The data were collected using the Student Information Form, the Social Anxiety Scale Regarding the e-Learning Environment and the Attitude Scale towards Mobile Learning. Results: When the post-training knowledge point averages of the experimental and control group students were compared; It was determined that the mean score of the students in the experimental group was higher than the mean score of the students in the control group. Conclusion: It has been concluded that the experimental group has a positive effect on students' learning success and mobile learning attitudes and is effective in reducing social anxiety towards e-learning.

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