Hemşirelik öğrencilerinin tıbbi cihazların güvenli kullanımına yönelik yeterliklerini arttırmada farklı öğretim yöntemlerinin karşılaştırılması
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu araştırma, hemşirelik öğrencilerinin tıbbi cihazların güvenli kullanımına yönelik yeterliklerini artırmada teach-back ve video destekli öğretim yöntemlerinin etkisini karşılaştırmak amacıyla yapıldı. Materyal ve metot: Araştırma, randomize kontrollü deneysel bir tasarımla yürütüldü ve 91 hemşirelik son sınıf öğrencisi (31 teach-back, 30 video, 30 kontrol) örneklem olarak seçildi. Veriler Tanıtıcı Özellikler Formu, Tıbbi Cihaz Yeterlik Bilgi Testi, Tıbbi Cihaz Öz Yeterlik Ölçeği ve Tıbbi Cihaz Kullanımı Beceri Değerlendirme Formu ile toplandı. Teach-back grubuna, hastabaşı monitörü, infüzyon pompası ve aspiratör cihazlarına yönelik üç oturumda toplam altı saat eğitim verildi. Video grubuna ise aynı cihazlarla ilgili kuramsal ve uygulamalı videolar izletildi. Tüm gruplara girişimden önce ön test, iki hafta sonra son test uygulandı. Bulgular: Araştırmada, hastabaşı monitörü, infüzyon pompası ve aspiratör cihazlarına ilişkin gruplar arasında son test bilgi, öz yeterlik ve beceri puan ortalamaları açısından anlamlı bir fark saptandı (p<0.05). Teach-back ve video destekli öğretim gruplarının, kontrol grubuna göre daha yüksek bilgi, öz yeterlik ve beceri puan ortalamalarına sahip olduğu belirlendi (p<0.05). Teach-back grubunun öz yeterlik puanlarının video destekli öğretim grubundan istatistiksel olarak anlamlı derecede daha yüksek olduğu tespit edildi (p<0.05). Sonuç: Araştırmada, teach-back ve video destekli öğretim yöntemlerinin öğrencilerin tıbbi cihaz bilgi, öz yeterlik ve beceri düzeylerini artırmada etkili olduğu, ayrıca teach-back yönteminin öz yeterlik düzeyinde video yöntemine göre daha etkili olduğu belirlendi.
Aim: This study aimed to compare the effects of teach-back and of video-assisted teaching in enhancing nursing students' competency in the safe use of medical devices. Material and Method: The study was conducted using a randomized controlled experimental design with a sample of 91 final-year nursing students (31 in the teach-back group, 30 in the video group, and 30 in the control group). Data were gathered through a Demographic Characteristics Form, Medical Device Competency Knowledge Test, Medical Device Self-Efficacy Scale, and Medical Device Usage Skills Assessment Form. The teach-back group received six hours of training over three sessions, focusing on bedside monitors, infusion pumps, and suction devices. The video group received theoretical and practical video presentations on the same devices. All groups underwent pre-tests prior to the intervention and post-tests two weeks later. Results: The study identified significant differences among groups in terms of average post-test scores for knowledge, self-efficacy, and skills related to bedside monitors, infusion pumps, and suction devices (p<0.05). Both the teach-back and video-assisted teaching groups demonstrated higher mean scores in knowledge, self-efficacy, and skills compared to the control group (p<0.05). Additionally, the teach-back group exhibited statistically significantly higher self-efficacy scores than the video-assisted teaching group (p<0.05). Conclusion: In the study, it was determined that both the teach-back and video-assisted teaching methods were effective in enhancing students' levels of medical device knowledge, self-efficacy, and skills. Additionally, the teach-back method was found to be more effective than the video method in improving self-efficacy levels.
Aim: This study aimed to compare the effects of teach-back and of video-assisted teaching in enhancing nursing students' competency in the safe use of medical devices. Material and Method: The study was conducted using a randomized controlled experimental design with a sample of 91 final-year nursing students (31 in the teach-back group, 30 in the video group, and 30 in the control group). Data were gathered through a Demographic Characteristics Form, Medical Device Competency Knowledge Test, Medical Device Self-Efficacy Scale, and Medical Device Usage Skills Assessment Form. The teach-back group received six hours of training over three sessions, focusing on bedside monitors, infusion pumps, and suction devices. The video group received theoretical and practical video presentations on the same devices. All groups underwent pre-tests prior to the intervention and post-tests two weeks later. Results: The study identified significant differences among groups in terms of average post-test scores for knowledge, self-efficacy, and skills related to bedside monitors, infusion pumps, and suction devices (p<0.05). Both the teach-back and video-assisted teaching groups demonstrated higher mean scores in knowledge, self-efficacy, and skills compared to the control group (p<0.05). Additionally, the teach-back group exhibited statistically significantly higher self-efficacy scores than the video-assisted teaching group (p<0.05). Conclusion: In the study, it was determined that both the teach-back and video-assisted teaching methods were effective in enhancing students' levels of medical device knowledge, self-efficacy, and skills. Additionally, the teach-back method was found to be more effective than the video method in improving self-efficacy levels.
Açıklama
Sağlık Bilimleri Enstitüsü, Hemşirelik Ana Bilim Dalı, Hemşirelik Esasları Bilim Dalı
Anahtar Kelimeler
Hemşirelik, Nursing
