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

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.

Anahtar Kelimeler:

Teaching methods, Traditional method, Concept map, Nursing education

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

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.

Keywords:

Nursing education, Teaching methods, concepts math,

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