Zihinde Canlandırma Öğretim Tekniğinin Kan Alma Becerisi Kazanılmasına ve Kalıcılığına Etkisi
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2020-02-13
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info:eu-repo/semantics/openAccess
Özet
Zihinde canlandırma tekniği ile öğrencilerin kendi kendilerine öğrenmelerine ve psikomotor becerilerin geliştirilmesinde etkili olduğu savunulmaktadır. Bu araştırma zihinde canlandırma öğretim tekniğinin kan alma becerisi kazanılmasına ve kalıcılığına etkisinin incelenmesi amacıyla gerçekleştirildi. Araştırmanın evrenini bir devlet üniversitesi hemşirelik bölümü birinci sınıf öğrencileri (N= 119) oluşturdu. Etik kurul ve kurum onayları alındı. Tüm evren içinden dahil edilme kriterlerine uygun bilgilendirilmiş onayı alınan 87 öğrenci ile gerçekleştirildi. Öğrenciler üç gruba ayrıldı. Kan alma becerisinin öğretiminde kontrol grubuna (n=29), standart teorik, demonstrasyon ve uygulama yaptırıldı. Zihinde canlandırma grubuna (n=29) standart öğretime ilave olarak iki defa zihinde canlandırma ile kan alma uygulaması yaptırıldı. Laboratuvar uygulama grubuna (n=29) ise iki defa ilave laboratuvar uygulaması yaptırıldı. Veriler “Kişisel Bilgi Formu”, “Kan Alma Performans Kontrol Listesi”, “Durumluk ve Sürekli Kaygı Envanteri” ile toplandı. Uygulama sonrası çalışma verilerinin değerlendirilmesinde sayı, yüzde, ortalama ve parametrik testler kullanıldı. Araştırmada grupların homojen olarak dağıldığı saptandı. Uygulama sonrası yapılan ilk değerlendirmede en yüksek başarı puan ortalaması laboratuvar uygulama grubunda, en düşük ortalama kontrol grubuna ait bulundu. Ancak üç grup arasında anlamlı bir fark bulunamadı (p=0.059). Altı gün sonra ikinci uygulama sonrası zihinde canlandırma ve laboratuvar uygulama gruplarının ikinci değerlendirmede başarı düzeyi kontrol grubuna göre anlamlı derecede yüksek bulundu (p=0.003). Otuz bir gün sonra yapılan üçüncü değerlendirmede ise başarı puanı en yüksek uygulama grubunda, en düşük kontrol grubunda bulunmuş, aralarında istatiksel anlamlı bir fark bulunamamıştır (p=0.059). Zihinde canlandırma eğitiminin beceri kazanılmasında standart eğitime göre etkili olabileceği ancak laboratuvar uygulamalarına göre anlamlı farklılık göstermediği belirlendi. Özellikle tekrarlı uygulama yapılamadığı durumlarda zihinde canlandırma öğrencilerin kendi kendilerine uygulayabilecekleri maliyetli olmayan tamamlayıcı bir yöntem olarak önerilmektedir. ?
It is argued that it is effective for students' self-learning with the mental imagery technique and the development of psychomotor skills. The aim of this study was to investigate the effect of mental imagery teaching technique on the acquisition and retention of draw blood (venipuncture) skills. The population of the study consisted of 119 first year students of a state university nursing department. Ethics committee and institution approvals were obtained. The whole group was sampled and conducted with 87 students with informed consent in accordance with the inclusion criteria. The students were divided into three groups. The control group (n = 29) was instructed in standard theory, demonstration and practice in the teaching of blood collection skills. In addition to the standard teaching, the mental imagery group (n = 29) received blood reassessment with mental imagery twice. In the laboratory application group (n = 29) two additional laboratory applications were performed. Data were collected with “Personal Information Form”, “Blood Collection Performance Checklist”, “State and Trait Anxiety Inventory”. Number, percentage, mean and parametric tests were used to evaluate the study data. The groups were found to be homogeneously distributed. In the first evaluation, the highest mean score was found to be in the laboratory group and the lowest mean control group, but no significant difference was found between the three groups (p=0.059). The achievement level of mental resuscitation and laboratory practice groups at the second evaluation was significantly higher than the control group (p=0.003). In the third evaluation made thirty-one days later, the highest score was found in the application group. It was found in the lowest control group. There was no statistically significant difference between them (p = 0.059). It was determined that mental imagery training can be effective in acquiring skills compared to standard education. However, it was determined that there was no significant difference according to laboratory applications. Especially in cases where repeated application cannot be performed, mental imagery is recommended as an inexpensive complementary method that students can apply on their own."
It is argued that it is effective for students' self-learning with the mental imagery technique and the development of psychomotor skills. The aim of this study was to investigate the effect of mental imagery teaching technique on the acquisition and retention of draw blood (venipuncture) skills. The population of the study consisted of 119 first year students of a state university nursing department. Ethics committee and institution approvals were obtained. The whole group was sampled and conducted with 87 students with informed consent in accordance with the inclusion criteria. The students were divided into three groups. The control group (n = 29) was instructed in standard theory, demonstration and practice in the teaching of blood collection skills. In addition to the standard teaching, the mental imagery group (n = 29) received blood reassessment with mental imagery twice. In the laboratory application group (n = 29) two additional laboratory applications were performed. Data were collected with “Personal Information Form”, “Blood Collection Performance Checklist”, “State and Trait Anxiety Inventory”. Number, percentage, mean and parametric tests were used to evaluate the study data. The groups were found to be homogeneously distributed. In the first evaluation, the highest mean score was found to be in the laboratory group and the lowest mean control group, but no significant difference was found between the three groups (p=0.059). The achievement level of mental resuscitation and laboratory practice groups at the second evaluation was significantly higher than the control group (p=0.003). In the third evaluation made thirty-one days later, the highest score was found in the application group. It was found in the lowest control group. There was no statistically significant difference between them (p = 0.059). It was determined that mental imagery training can be effective in acquiring skills compared to standard education. However, it was determined that there was no significant difference according to laboratory applications. Especially in cases where repeated application cannot be performed, mental imagery is recommended as an inexpensive complementary method that students can apply on their own."
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Anahtar Kelimeler
Mental Imagery, Psychomotor Skills Acquisition, Psychomotor Skills Retention, Venipuncture, Nursing., Zihinde Canlandırma, Psikomotor Beceri Kazanma, Psikomotor Beceri Kalıcılığı, Kan Alma Becerisi, Hemşirelik