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INVESTIGATION OF THE USE OF CONCEPT MAP AS A TOOL FOR THE EVALUATION OF VIDEO-BASED DISTANCE SURGICAL NURSING LABORATORY TRAINING DURING THE COVID-19 PANDEMIC

Yıl 2022, Cilt: 3 Sayı: 2, 98 - 102, 31.08.2022
https://doi.org/10.52831/kjhs.1082795

Öz

Objective: During the pandemic, laboratory education of applied courses has been carried out through distance education with previously-known, valid methods. One of these methods is video teaching and concept maps. This study aimed to examine the results of and student satisfaction from using concept maps as an assessment method in video-based distance surgical nursing laboratory education during the COVID-19 pandemic.
Method: This study used a cross-sectional study design. The study was conducted with the second-year nursing students of a four-year faculty in the fall semester of the 2020-2021 academic year. The study sample consisted of 182 second-year nursing students. The students were divided into 11 small groups on the digital education platform. They were shown a total of six different videos, in one-video-a-day fashion, about perioperative nursing approaches within the scope of surgical nursing laboratory practice. They were asked to create a concept map explaining the applications presented during each video teaching and upload it to the system using the homework tab of the distance learning system. The students were asked to evaluate their education through an online questionnaire. Each concept map was scored by the instructors within the framework of the template map prepared previously.
Results: The students' total scores from the concept maps were high, but the scores from the Hierarchy, Examples, and Cross Links sections in all of the maps they created were statistically lower than the scores from the Proposition section (p<0.05). Also, their scores from the first map they created and their general satisfaction were lower (p<0.05).
Conclusion: In this study, it was found that the use of concept maps as an assessment method in video-based distance surgical nursing laboratory education affected student success and satisfaction positively. Concept maps are considered to be an appropriate method even for crowded classes when planned well.

Kaynakça

  • Cobourne K, Shellenbarger T. Virtual site visits: a new approach to nursing accreditation. Teach Learn Nurs. 2020;000:3-6.
  • Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Educ Today. 2020;92:104471.
  • Baker C, Cary AH, da Conceicao Bento M. Global standards for professional nursing education: The time is now. J Prof Nurs. 2020;37(1):86-92.
  • Kürtüncü M, Kurt A. COVID-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunları. Avrasya Sos ve Ekon Araştırmaları Derg. 2020;7(5):66-77.
  • Cant RP, Cooper SJ. Use of simulation-based learning in undergraduate nurse education : An umbrella systematic review. Nurse Educ Today. 2017;49:63-71.
  • Fogg N, Wilson C, Trinka M, Campbell R, Thomson A, Merritt L, et al. Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic. J Prof Nurs. 2020;36(6):685-691.
  • Vatan F, Avdal EÜ, Yağcan H, Şanlı D. COVID-19 Pandemisi ve Hemşirelik Eğitimi Derneği Faaliyetleri. 2020;17(4):369-373.
  • Wands LM, Geller DE, Hallman M. Positive outcomes of rapid freeware implementation to replace baccalaureate student clinical experiences. J Nurs Educ Slack Incorporated. 2020;59:701-704.
  • Esposito CP, Sullivan K. Maintaining clinical continuity through virtual simulation during the COVID-19 pandemic. J Nurs Educ. 2020;59(9):522-525.
  • Forbes H, Oprescu FI, Downer T, Phillips NM, McTier L, Lord B, et al. Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Educ Today. 2016;42:53-56.
  • Cardoso AF, Moreli L, Braga FTMM, Vasques CI, Santos CB, Carvalho EC. Effect of a video on developing skills in undergraduate nursing students for the management of totally implantable central venous access ports. Nurse Educ Today. 2012;32(6):709-713.
  • Mete S, Uysal N. Hemşirelik mesleksel beceri laboratuarındaki psikomotor beceri eğitiminin öğrenci ve eğiticiler tarafından değerlendirilmesi. Hemşirelikte Araştırma Geliştirme Derg. 2010;12(2):28-38.
  • Fawaz M, Kavuran E. Lebanese nursing students’ perceptions regarding use of concept mapping. Teach Learn Nurs. 2020;16(1):48-52.
  • Noonan P. Using concept maps in perioperative education. AORN J. 2011. 94(5):469-478.
  • Ausubel DP, Novak JD, Hanesian H. Educational Psychology: A Cognitive View. New York, NY.: Holt, Rinehart and Winston; 1978.
  • Novak JD, Gowin DR. Learning how to learn. New York: Cambridge Press; 1984.
  • Novak JD. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Erlbaum, Mahwah, NJ. 1998.
  • Abel W, Freze M. Evaluation of concept mapping in an associated degree nursing program. J Nurs Educ. 2006;45(9):356-364.
  • MacNeil MS. Educational innovations concept mapping as a means of course evaluation. J Nurs Educ. 2007;46(5):232-234.
  • Hsu LL. Developing concept maps from problem-based learning scenario discussions. J Adv Nurs. 2004;48(5):510-518.
  • Hsu L, Hsieh SI. Concept maps as an assessment tool in a nursing course. J Prof Nurs. 2005;21(3):141-149.
  • Hicks-Moore SL. Clinical concept maps in nursing education: An effective way to link theory and practice. Nurse Educ Pract. 2005;5(6):348-352.
  • Korkmaz Z, Avci Ö, Tosun Ö, Uslu N, Erdem E, Bayat M. Klinik uygulamada kavram haritası kullanımı: respiratuar distress sendromu (RDS) örneği. Sağlık Bilimleri Dergisi. 2011;20(3):235-239.
  • Bilik Ö, Kankaya EA, Deveci Z. Effects of web-based concept mapping education on students’ concept mapping and critical thinking skills: A double blind, randomized, controlled study. Nurse Educ Today. 2020;86:104312.
  • Ülker Dörttepe Z, Arıkan B. Use of concept maps in nursing education. J Educ Res Nurs. 2019;16(2):160-165.
  • Dil S, Öz F. Hemşirelik çğretiminde bir strateji: Kavram haritasının kullanımı. Hacettepe Üniversitesi Hemşirelik Fakültesi Derg. 2015;1(1):81-89.
  • Bressington DT, Wong W kit, Lam KKC, Chien WT. Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. Nurse Educ Today. 2018;60:47-55.
  • Hagell P, Edfors E, Hedin G, Westergren A, Hammarlund CS. Group concept mapping for evaluation and development in nursing education. Nurse Educ Pract. 2016;20:147-153.
  • Atay S, Karabacak Ü. Care plans using concept maps and their effects on the critical thinking dispositions of nursing students. Int J Nurs Pract. 2012;18(3):233-239.
  • Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? Nurse Educ Today. 2016;36:129-132.
  • Hsu LL, Pan HC, Hsieh SI. Randomized comparison between objective-based lectures and outcome-based concept mapping for teaching neurological care to nursing students. Nurse Educ Today. 2016;37:83-90.

COVID-19 PANDEMİSİ SIRASINDA UZAKTAN VİDEO TEMELLİ CERRAHİ HEMŞİRELİĞİ LABORATUVAR EĞİTİMİNİN DEĞERLENDİRİLMESİNDE BİR ARAÇ OLARAK KAVRAM HARİTASI KULLANIMININ İNCELENMESİ

Yıl 2022, Cilt: 3 Sayı: 2, 98 - 102, 31.08.2022
https://doi.org/10.52831/kjhs.1082795

Öz

Amaç: Pandemi döneminde uygulamalı derslerin laboratuvar eğitimleri, daha önceden bilinen geçerli yöntemlerle yapılandırılarak ve harmanlanarak uzaktan eğitimle sürdürülmektedir. Bu yöntemlerden biri de video eğitimleri ve kavram haritalarıdır. Çalışmanın amacı, COVID-19 pandemisi sürecinde, uzaktan video temelli cerrahi hemşireliği laboratuvar eğitiminde bir değerlendirme yöntemi olarak kavram haritası kullanımı sonuçlarının ve öğrenci memnuniyetinin incelenmesidir.
Yöntem: Bu çalışmada kesitsel araştırma tasarımı kullanıldı. Araştırma, 2020-2021 eğitim-öğretim yılı güz döneminde 2. sınıf hemşirelik öğrencileri ile yürütülmüş olup, araştırmanın örneklemini 182 öğrenci oluşturdu. Öğrenciler dijital eğitim platformunda 11 küçük gruba ayrıldı. Cerrahi Hastalıkları Hemşireliği laboratuvarı uygulaması kapsamında öğrencilere, perioperatif hemşirelik yaklaşımları ile ilgili günde bir video olmak üzere toplam altı farklı video izletildi. Öğrencilerden video eğitimin içeriğinde yer alan uygulamaları açıklayan bir kavram haritası oluşturmaları ve ödev sekmesine yüklemeleri istendi. Ardından dijital eğitim platformunun küçük grup kanallarında öğretim elemanı eşliğinde, öğrencilerle videonun çözümlemesi yapıldı. Öğrencilerden dijital anket platformu ile eğitimi değerlendirmeleri istendi. Her bir kavram haritası, daha önce hazırlanan şablon harita çerçevesinde öğretim elemanları tarafından puanlandırıldı.
Bulgular: Öğrencilerin kavram haritalarından aldıkları toplam puanın, oldukça yüksek olduğu, ancak hazırladıkları tüm haritalarda Hiyerarşi, Örnekler ve Çapraz Bağlantılar kısımlarından aldıkları puanların, Kavramlar kısmına göre istatistiksel olarak daha düşük olduğu bulundu (p<0.05). Ayrıca, öğrencilerin ilk hazırladıkları haritadan başarı puanlarının ve memnuniyetlerinin daha düşük olduğu saptandı (p<0.05).
Sonuç: Bu çalışmada uzaktan video temelli cerrahi hemşireliği laboratuvar eğitiminde bir değerlendirme yöntemi olarak kavram haritası kullanımının, öğrenci başarısını ve memnuniyetini olumlu etkilediği görülmektedir. İyi planlandığında kavram haritalarının kalabalık sınıflar için bile uygun bir yöntem olduğu değerlendirilmektedir.

Kaynakça

  • Cobourne K, Shellenbarger T. Virtual site visits: a new approach to nursing accreditation. Teach Learn Nurs. 2020;000:3-6.
  • Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Educ Today. 2020;92:104471.
  • Baker C, Cary AH, da Conceicao Bento M. Global standards for professional nursing education: The time is now. J Prof Nurs. 2020;37(1):86-92.
  • Kürtüncü M, Kurt A. COVID-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunları. Avrasya Sos ve Ekon Araştırmaları Derg. 2020;7(5):66-77.
  • Cant RP, Cooper SJ. Use of simulation-based learning in undergraduate nurse education : An umbrella systematic review. Nurse Educ Today. 2017;49:63-71.
  • Fogg N, Wilson C, Trinka M, Campbell R, Thomson A, Merritt L, et al. Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic. J Prof Nurs. 2020;36(6):685-691.
  • Vatan F, Avdal EÜ, Yağcan H, Şanlı D. COVID-19 Pandemisi ve Hemşirelik Eğitimi Derneği Faaliyetleri. 2020;17(4):369-373.
  • Wands LM, Geller DE, Hallman M. Positive outcomes of rapid freeware implementation to replace baccalaureate student clinical experiences. J Nurs Educ Slack Incorporated. 2020;59:701-704.
  • Esposito CP, Sullivan K. Maintaining clinical continuity through virtual simulation during the COVID-19 pandemic. J Nurs Educ. 2020;59(9):522-525.
  • Forbes H, Oprescu FI, Downer T, Phillips NM, McTier L, Lord B, et al. Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Educ Today. 2016;42:53-56.
  • Cardoso AF, Moreli L, Braga FTMM, Vasques CI, Santos CB, Carvalho EC. Effect of a video on developing skills in undergraduate nursing students for the management of totally implantable central venous access ports. Nurse Educ Today. 2012;32(6):709-713.
  • Mete S, Uysal N. Hemşirelik mesleksel beceri laboratuarındaki psikomotor beceri eğitiminin öğrenci ve eğiticiler tarafından değerlendirilmesi. Hemşirelikte Araştırma Geliştirme Derg. 2010;12(2):28-38.
  • Fawaz M, Kavuran E. Lebanese nursing students’ perceptions regarding use of concept mapping. Teach Learn Nurs. 2020;16(1):48-52.
  • Noonan P. Using concept maps in perioperative education. AORN J. 2011. 94(5):469-478.
  • Ausubel DP, Novak JD, Hanesian H. Educational Psychology: A Cognitive View. New York, NY.: Holt, Rinehart and Winston; 1978.
  • Novak JD, Gowin DR. Learning how to learn. New York: Cambridge Press; 1984.
  • Novak JD. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Erlbaum, Mahwah, NJ. 1998.
  • Abel W, Freze M. Evaluation of concept mapping in an associated degree nursing program. J Nurs Educ. 2006;45(9):356-364.
  • MacNeil MS. Educational innovations concept mapping as a means of course evaluation. J Nurs Educ. 2007;46(5):232-234.
  • Hsu LL. Developing concept maps from problem-based learning scenario discussions. J Adv Nurs. 2004;48(5):510-518.
  • Hsu L, Hsieh SI. Concept maps as an assessment tool in a nursing course. J Prof Nurs. 2005;21(3):141-149.
  • Hicks-Moore SL. Clinical concept maps in nursing education: An effective way to link theory and practice. Nurse Educ Pract. 2005;5(6):348-352.
  • Korkmaz Z, Avci Ö, Tosun Ö, Uslu N, Erdem E, Bayat M. Klinik uygulamada kavram haritası kullanımı: respiratuar distress sendromu (RDS) örneği. Sağlık Bilimleri Dergisi. 2011;20(3):235-239.
  • Bilik Ö, Kankaya EA, Deveci Z. Effects of web-based concept mapping education on students’ concept mapping and critical thinking skills: A double blind, randomized, controlled study. Nurse Educ Today. 2020;86:104312.
  • Ülker Dörttepe Z, Arıkan B. Use of concept maps in nursing education. J Educ Res Nurs. 2019;16(2):160-165.
  • Dil S, Öz F. Hemşirelik çğretiminde bir strateji: Kavram haritasının kullanımı. Hacettepe Üniversitesi Hemşirelik Fakültesi Derg. 2015;1(1):81-89.
  • Bressington DT, Wong W kit, Lam KKC, Chien WT. Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. Nurse Educ Today. 2018;60:47-55.
  • Hagell P, Edfors E, Hedin G, Westergren A, Hammarlund CS. Group concept mapping for evaluation and development in nursing education. Nurse Educ Pract. 2016;20:147-153.
  • Atay S, Karabacak Ü. Care plans using concept maps and their effects on the critical thinking dispositions of nursing students. Int J Nurs Pract. 2012;18(3):233-239.
  • Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? Nurse Educ Today. 2016;36:129-132.
  • Hsu LL, Pan HC, Hsieh SI. Randomized comparison between objective-based lectures and outcome-based concept mapping for teaching neurological care to nursing students. Nurse Educ Today. 2016;37:83-90.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Hatice Ayhan 0000-0002-3022-9389

Sibel Yılmaz Şahin 0000-0003-2589-9756

Rumeysa Özçelik Şen 0000-0001-5439-6280

Fadime Koyuncu 0000-0001-9928-3191

Hasret Topalı 0000-0003-4254-8720

Özlem Yılmaz Özdem 0000-0001-9399-6406

Hatice Akkaya 0000-0003-1363-8452

Ali Başgün 0000-0002-1097-447X

Esra Özden 0000-0001-9882-438X

İsmail Deniz 0000-0002-6671-7667

Bircan Kolçak 0000-0002-6032-8564

Emine İyigün 0000-0002-6452-372X

Yayımlanma Tarihi 31 Ağustos 2022
Gönderilme Tarihi 4 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 3 Sayı: 2

Kaynak Göster

Vancouver Ayhan H, Yılmaz Şahin S, Özçelik Şen R, Koyuncu F, Topalı H, Yılmaz Özdem Ö, Akkaya H, Başgün A, Özden E, Deniz İ, Kolçak B, İyigün E. INVESTIGATION OF THE USE OF CONCEPT MAP AS A TOOL FOR THE EVALUATION OF VIDEO-BASED DISTANCE SURGICAL NURSING LABORATORY TRAINING DURING THE COVID-19 PANDEMIC. Karya J Health Sci. 2022;3(2):98-102.