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11
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2
Amaç: Bu araştırma hemşirelik bölümü dördüncü sınıf öğrencilerinin hemşirelik mesleğinde teorik eğitim ile klinik uygulamalar arasındaki farklılıklara ilişkin görüşlerinin incelenmesi amacıyla yapıldı. Gereç ve Yöntem: Tanımlayıcı ve kesitsel tipte olan çalışmanın örneklemini 2018-2019 eğitim-öğretim yılında araştırmaya katılmayı kabul eden 131 dördüncü sınıf hemşirelik öğrencisi oluşturdu. Araştırmanın verileri Tanıtıcı Bilgi Formu ve Hemşirelikte Lisans Programını Değerlendirme Ölçeği (HLPDÖ) ile toplandı. HLPDÖ’nün toplam puanı 100 olup, düşük puan programın etkinliğinin olumsuz, yüksek puan ise program etkinliğinin olumlu olduğunu göstermektedir. Verilerin değerlendirilmesinde frekans, ortalama, yüzde değerleri, korelasyon analizi ve Mann-Whitney U testi kullanıldı. Bulgular: Öğrencilerin %53.4’ünün mezuniyet sonrası klinisyen olarak çalışmayı düşündüğü ve %87’sinin hemşirelik mesleğinde teorik eğitim ve klinik uygulamalar arasında farklılık olduğunu düşündüğü saptandı. Farklılığa yol açan en sık nedenin sırasıyla öğrenci sayısının fazlalığı (%74.8), uygulama alanlarının yetersizliği (%63.4) ve öğretim elemanlarının öğrencilerin yanında olamaması (%47.3) şeklinde olduğu tespit edildi. Öğrencilerin bu farklılığın giderilmesi için klinik hemşireleri ile öğretim elemanları arasındaki iş birliğinin güçlendirilmesi (%61.1), okullarda simülasyon laboratuvarlarının kurulması (%58.8) ve öğretim elemanı açığının giderilerek kliniklerde olmalarının sağlanması (%55) şeklinde önerilerde bulunduğu belirlendi. Öğrencilerin hemşirelikte lisans programını değerlendirme ölçeği puan ortalamasının ise 61.1±19.8 olduğu saptandı. Sonuç: Öğrencilerin çoğunluğunun hemşirelikte teorik eğitim ve klinik uygulamalar arasında farklılık olduğunu ifade ettiği ve hemşirelikte lisans programını olumluya yakın olarak değerlendirdikleri tespit edildi.
Purpose: This research was carried out in the Nursing Department with the aim of studying the views of fourth-class students on the differences between theoretical training and clinical practices in the nursing profession. Tools and Methods: The sample of the study, which is in the defining and cutting-edge type, was formed by 131 fourth-class nursing students who accepted to participate in the research in the 2018-2019 educational year. The research data was collected with the Introductive Information Form and the Scale of Assessment of the Bachelor's Program in Nursing (HLPDÖ). The total score of the HLPDÖ is 100, the low score indicates that the program’s performance is negative, while the high score indicates that the program’s performance is positive. The data was evaluated using frequency, average, percentage values, correlation analysis and Mann-Whitney U test. Results: 53.4 percent of students thought to work as a postgraduate clinic and 87% thought that there was a difference between theoretical training and clinical practices in nursing. The reason for the difference was found, respectively, in the form of an excess of students (74.8 percent), a lack of fields of practice (63.4 percent) and a failure of teachers to be with students (47.3 percent). In order to eliminate this difference, students were given recommendations in the form of strengthening the cooperation between clinical nurses and teachers (61.1%), establishing simulation laboratories in schools (58.8%), and ensuring that they are in clinics by removing the gap in teachers (55%). The student’s scale of assessing the bachelor’s program in nursing was 61.1±19.8 and the average score was 61.1±19.8. The result: The majority of students found that there was a difference between theoretical training and clinical practices in nursing and that they evaluated the bachelor's program in nursing as positive.
Aim: This research was carried out to examine the opinions of fourth grade students of nursing department about the differences between theoretical education and clinical practices in nursing profession. Materials and methods: The sample of the descriptive and cross-sectional study consisted of 131 fourth grade nursing students who agreed to participate in the study in the 2018-2019 academic year. The data of the research were collected with the Introductory Information Form and the Bachelor’s Degree Nursing Program Assessment Scale (BNPAS). The total score of BNPAS is 100, and the low score indicates that the program's effectiveness is negative and the high score is the program's effectiveness. Frequency, mean, percentage values, correlation analysis and Mann-Whitney U test were used to evaluate the data. Results: It was found that 53.4% of the students thought to work as a clinician after graduation and 87% thought that there was a difference between theoretical education and clinical practices in the nursing profession. The most common reason leading to difference is respectively; It was determined that the number of students was high (74.8%), insufficient application areas (63.4%), and the lack of teaching staff (47.3%). In order to overcome this difference of students; It has been determined that it makes suggestions such as strengthening the cooperation between clinical nurses and teaching staff (61.1%), establishment of simulation laboratories in schools (58.8%) and ensuring that the teaching staff deficit is in clinics (55%). The mean score of the students to evaluate the undergraduate program in nursing was 61.1±19.8. Conclusion: It was determined that the majority of students stated that there was a difference between theoretical education and clinical practices in nursing and they evaluated the undergraduate program in nursing as close to positive.
Alan : Sağlık Bilimleri
Dergi Türü : Uluslararası
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