Effect Of Two Dıfferent Teachıng Methods On Nursıng Students Learnıng Of Vıtal Sıgns


Thesis Type: Post Graduate

Institution Of The Thesis: Gazi Üniversitesi, Sağlık Bilimleri Enstitüsü, Turkey

Approval Date: 2016

Student: EVRİM EYİKARA

Consultant: ZEHRA GÖÇMEN BAYKARA

Abstract:

Nursing is an integrated discipline requiring knowledge and skill getting in cognitive, affective and psychomotor areas. Thus it is required to use interactive learning methods in the study process of the students in which they play an active role. Simulation, one of the interactive methods, has an important place in nursing education because it is similar to real-like environments. This research is conducted through an intervention to determine the effect of two different teaching methods on nursing students learning of some vital signs. In order to perform this research, written permissions are taken from Gazi University Dean of Faculty of Health Sciences and Gazi University Center of Health Research and Application. Ethics committee permission is taken from Gazi University Ethics Committee. Also the written permissions of the students participating in the research and verbal permissions of the patients are taken. This research is performed with two experimental and one control groups that are selected by simple random sampling method who are studying in 1st class in fall semester of 2014-2015 academic year at Gazi University Faculty of Health Sciences Department of Nursing. There are 30 students in every group. For collecting data, descriptive characteristics form, vital signs success test, vital signs control list, simulation application evaluation form and laboratory application evaluation form are used. After all the students study the theoretical section of vital signs via traditional teaching methods; control group continued the traditional methods and participated in the laboratory study. Experimental group 1 participated in simulation and experimental group 2 firstly participated in the laboratory study and then participated in simulation. Cognitive success test was applied to students before and after applications to evaluate their cognitive outcomes. Also the students are evaluated in terms of measuring the vital signs of the healthy and patient adults after the applications. T test, Mann Whitney U, Wilcoxon signed ranks test, one-way analysis of variance (One Way Anova), Kruskall Wallis test were used for the evaluation of data. Results indicate that there is no significant difference between groups pre cognitive success test (p>0,05). Moreover, cognitive success posttest scores of experimental groups are statistically meaningful results compared to the control group's (p<0,05). Also, experimental groups 1 and 2 were statistically significantly more successful compared to the control group with respect to developing skills on measuring vital signs on both a healthy and patient adults (p<0,05). As a result, it is determined that simulation has positive contributions in the development of knowledge and skills of first year nursing students regarding to the vital signs. Accordingly, it is recommended to use simulation in teaching the nursing cognitive and psychomotor skills and to repeat the study with larger groups.