Derleme
BibTex RIS Kaynak Göster

Hemşirelik Eğitiminde Güncel Bir Eğitim Yaklaşımı: Ters Yüz Öğrenme

Yıl 2023, Cilt: 5 Sayı: 2, 237 - 244, 26.08.2023

Evrim Sarıtaş Zehra Göçmen Baykara

Öz

Yirminci yüzyıldan itibaren hızlanan paradigma değişimleriyle birlikte hemşirelik eğitiminde öğrenci merkezli, aktif öğrenme deneyimleri kazandıran, yenilikçi eğitim arayışlarına başlanmıştır. Ters yüz öğrenme yaklaşımı, günümüz hemşirelik eğitiminin ve teknoloji çağının gereksinimlerini karşılayabilir özelliklere sahiptir. Ters yüz öğrenme yaklaşımı sınıf dışında çoğunlukla multimedya destekli çeşitli çevrim içi öğrenme araçlarıyla sürdürülen, sınıf içinde ise yüz yüze ve/veya çevrim içi platformlarda sürdürülen aktiviteleri birleştirmektedir. Bu sayede öğrencilerin farklı öğrenme biçimlerine hitap edilebilmekte, eğitim öğretim süreci daha etkin yönetilebilmektedir. Ters yüz öğrenme yaklaşımı bilişsel, duyuşsal, psikomotor ve diğer entelektüel becerilerin gelişmesine önemli katkılar ve öğrencilere unutulmaz deneyimler kazandırmaktadır.

Anahtar Kelimeler

Hemşirelik Hemşirelik eğitimi Ters yüz öğrenme

Kaynakça

  • Aksoy, B., & Gurdogan, E.P. (2022). Examining effects of the flipped classroom approachon motivation, learning strategies, urinary system knowledge, and urinary catheterization skills offirst-year nursing students. Japan Journal of Nursing Science, e12469.
  • Aydın, B., & Demirer, V. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: İçerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57-82.
  • Aydınlı, A., & Biçer, S. (2019). Hemşirelik eğitiminde güncel yaklaşımlar. Sağlık Bilimleri Dergisi, 28(1), 38-42.
  • Baker, J.W. (2016). The origins of "the classroom flip”. In J. Overmyer and N. Yestness (Eds.), Proceedings of the 1st annual higher education flipped learning conference. Colorado. Greeley (pp. 15-24).
  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass. Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. (1st edition). Washington: International Society for Technology in Education (pp. ix-34).
  • Birgili, B., Seggie, F.N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365-394.
  • Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of the research. American Society for Engineering Education, 120th ASEE Annual Conference & Exposition. Atlanta.
  • Bulut, H., Güler, S., Kalkan, N., Yücel, B.O., Irmak, B., & Emre, N.H. (2021). Views of Nursing Students’ Regarding the Interactive Case Discussions Before Clinical Practice. Ordu University Journal of Nursing Studies, 4(3), 382-392. Cheng, L., Ritzhaupt, A.D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
  • Chicca, J., & Shellenbarger, T. (2018). Connecting with generation Z: Approaches in nursing education. Teaching and Learning in Nursing, 13, 180-184.
  • Correa, M. (2015). Flipping the foreign language classroom and critical pedagogies a (new) old trend. Higher Education for the Future, 2(2), 114-125.
  • Flipped Learning Network. (2014). What is flipped learning. The four pillars of F-L-I-P™. Accessed date: 31.08.2021. https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf
  • Güneş, F. (2016). Yaklaşım ve modeller., F. Güneş (Ed.). Öğretim ilke ve yöntemleri. (2nd edition). Ankara. Pegem Akademi (pp. 24-25).
  • Harris, C. (2018). Reasonable adjustments for everyone: Exploring a paradigm change for nurse educators. Nurse Education in Practice, 33, 178-180.
  • Hayırsever, F., & Orhan, A. (2018). Ters yüz edilmiş öğrenme modelinin kuramsal analizi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 572-596.
  • Kim, Y.M., Yoon, Y.S., Hong, H.C., & Min, A. (2019). Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today, 79, 180-187.
  • Lage, M.J., Platt, G.J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
  • Marshall, H.W., & Kostka, I. (2020). Fostering teaching presence through the synchronous online flipped learning approach. The Electronic Journal for English as a Second Language, 24(2), 1-14.
  • Maxwell, K.L., & Wright, V.H. (2016). Evaluating the effectiveness of two teaching strategies to improve nursing students’ knowledge, skills, and attitudes about quality improvement and patient safety. Nursing Education Perspectives, 37(5), 291-292.
  • Mazur, E. (1997). Peer instruction: A user’s manual. (1st edition). Upper Saddle River, NJ: Prentice Hall.
  • Murphy, N., Strong, C., & Jones, G. (2022). Flipped learning: A shift in graduate nursing education. Journal of the American Association of Nurse Practitioners, 34(1), 135-141.
  • Öz, G.Ö., & Abaan, S. (2021). Use of a flipped classroom “Leadership in Nursing” course on nursing students’ achievement and experiences: A quasi-experimental study. Journal of Professional Nursing, 37, 562-571.
  • Peisachovich, E.H., Murtha, S., Phillips, A., & Messinger, G. (2016). Flipping the classroom: A pedagogical approach to applying clinical judgment by engaging, interacting, and collaborating with nursing students. International Journal of Higher Education, 5(4), 114-121.
  • Post, J.L., Deal, B., & Hermanns, M. (2015). Implementation of a flipped classroom: Nursing students’ perspectives. Journal of Nursing Education and Practice, 5(6), 25-30.
  • Ratta, C.B.D. (2015). Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educator, 40(2), 71-74.
  • Rodrigues, A., & Zealand, N.W. (2016). Use of the flipped classroom model in the clinical learning curriculum for third year nursing students. In H. Hamerton and C. Fraser (Eds.), Te tipuranga – Growing capability: Proceedings of the 2015 National Tertiary Learning and Teaching Conference. Tauranga, New Zealand: Bay of Plenty Polytechnic (pp. 83-88).
  • Şahin, G., & Başak, T. (2019). Hemşirelik eğitiminde oyun temelli öğrenme. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 8(3), 308-314.
  • Talbert R. (2012). Inverted classroom. Colleagues, 9(1), 1-2.
  • Talbert, R. (2017). Flipped learning: A guide for higher education faculty. (1st edition). Virginia: Stylus Publishing, LLC (pp. 28-39).
  • Tan, C., Yue, W.G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192-200.
  • Ünsal, H. (2018). Ters yüz öğrenme ve bazı uygulama modelleri. Gazi Eğitim Bilimleri Dergisi, 4(2), 39-50.
  • World Health Organization (2016). Nurse educator core competencies. Geneva. Accessed date: 02.09.2021. https://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf
  • Yacout, D.A.E.S.A., & Shosha, A.A.E.F.A. (2016). Nursing students’ perceptions towards flipped classroom educational strategy. Journal of American Science, 12(2), 62-75.
  • Yiğitoğlu, O., & Erişen, Y. (2020). Ters yüz öğrenme yaklaşımı. In A.S. Saracaloğlu, B. Akkoyunlu and İ. Gökdaş (Eds). Öğretimde yaklaşımlar ve eğitime yansımaları. (1st edition). Pegem Akademi (pp. 433-451).

A Current Educational Approach in Nursing Education: Flipped Learning

Yıl 2023, Cilt: 5 Sayı: 2, 237 - 244, 26.08.2023

Evrim Sarıtaş Zehra Göçmen Baykara

Öz

With the accelerating paradigm shifts since the twentieth century, the search for innovative education that provides student-centered and active learning experiences in nursing education has begun. The flipped learning approach has features that can meet the needs of today's nursing education and information age. The flipped learning approach combines activities that are performed with various multimedia-supported online learning tools outside the classroom and the activities performed on face-to-face and/or online platforms in the classroom. In this way, different learning styles of students can be appealed to, and the educational process can be managed more effectively. The flipped learning approach makes significant contributions to the development of cognitive, affective, psychomotor, and other intellectual skills and provides students with unforgettable experiences.

Anahtar Kelimeler

Nursing Nursing education Flipped learning.

Kaynakça

  • Aksoy, B., & Gurdogan, E.P. (2022). Examining effects of the flipped classroom approachon motivation, learning strategies, urinary system knowledge, and urinary catheterization skills offirst-year nursing students. Japan Journal of Nursing Science, e12469.
  • Aydın, B., & Demirer, V. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: İçerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57-82.
  • Aydınlı, A., & Biçer, S. (2019). Hemşirelik eğitiminde güncel yaklaşımlar. Sağlık Bilimleri Dergisi, 28(1), 38-42.
  • Baker, J.W. (2016). The origins of "the classroom flip”. In J. Overmyer and N. Yestness (Eds.), Proceedings of the 1st annual higher education flipped learning conference. Colorado. Greeley (pp. 15-24).
  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass. Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. (1st edition). Washington: International Society for Technology in Education (pp. ix-34).
  • Birgili, B., Seggie, F.N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365-394.
  • Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of the research. American Society for Engineering Education, 120th ASEE Annual Conference & Exposition. Atlanta.
  • Bulut, H., Güler, S., Kalkan, N., Yücel, B.O., Irmak, B., & Emre, N.H. (2021). Views of Nursing Students’ Regarding the Interactive Case Discussions Before Clinical Practice. Ordu University Journal of Nursing Studies, 4(3), 382-392. Cheng, L., Ritzhaupt, A.D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
  • Chicca, J., & Shellenbarger, T. (2018). Connecting with generation Z: Approaches in nursing education. Teaching and Learning in Nursing, 13, 180-184.
  • Correa, M. (2015). Flipping the foreign language classroom and critical pedagogies a (new) old trend. Higher Education for the Future, 2(2), 114-125.
  • Flipped Learning Network. (2014). What is flipped learning. The four pillars of F-L-I-P™. Accessed date: 31.08.2021. https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf
  • Güneş, F. (2016). Yaklaşım ve modeller., F. Güneş (Ed.). Öğretim ilke ve yöntemleri. (2nd edition). Ankara. Pegem Akademi (pp. 24-25).
  • Harris, C. (2018). Reasonable adjustments for everyone: Exploring a paradigm change for nurse educators. Nurse Education in Practice, 33, 178-180.
  • Hayırsever, F., & Orhan, A. (2018). Ters yüz edilmiş öğrenme modelinin kuramsal analizi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 572-596.
  • Kim, Y.M., Yoon, Y.S., Hong, H.C., & Min, A. (2019). Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today, 79, 180-187.
  • Lage, M.J., Platt, G.J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
  • Marshall, H.W., & Kostka, I. (2020). Fostering teaching presence through the synchronous online flipped learning approach. The Electronic Journal for English as a Second Language, 24(2), 1-14.
  • Maxwell, K.L., & Wright, V.H. (2016). Evaluating the effectiveness of two teaching strategies to improve nursing students’ knowledge, skills, and attitudes about quality improvement and patient safety. Nursing Education Perspectives, 37(5), 291-292.
  • Mazur, E. (1997). Peer instruction: A user’s manual. (1st edition). Upper Saddle River, NJ: Prentice Hall.
  • Murphy, N., Strong, C., & Jones, G. (2022). Flipped learning: A shift in graduate nursing education. Journal of the American Association of Nurse Practitioners, 34(1), 135-141.
  • Öz, G.Ö., & Abaan, S. (2021). Use of a flipped classroom “Leadership in Nursing” course on nursing students’ achievement and experiences: A quasi-experimental study. Journal of Professional Nursing, 37, 562-571.
  • Peisachovich, E.H., Murtha, S., Phillips, A., & Messinger, G. (2016). Flipping the classroom: A pedagogical approach to applying clinical judgment by engaging, interacting, and collaborating with nursing students. International Journal of Higher Education, 5(4), 114-121.
  • Post, J.L., Deal, B., & Hermanns, M. (2015). Implementation of a flipped classroom: Nursing students’ perspectives. Journal of Nursing Education and Practice, 5(6), 25-30.
  • Ratta, C.B.D. (2015). Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educator, 40(2), 71-74.
  • Rodrigues, A., & Zealand, N.W. (2016). Use of the flipped classroom model in the clinical learning curriculum for third year nursing students. In H. Hamerton and C. Fraser (Eds.), Te tipuranga – Growing capability: Proceedings of the 2015 National Tertiary Learning and Teaching Conference. Tauranga, New Zealand: Bay of Plenty Polytechnic (pp. 83-88).
  • Şahin, G., & Başak, T. (2019). Hemşirelik eğitiminde oyun temelli öğrenme. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 8(3), 308-314.
  • Talbert R. (2012). Inverted classroom. Colleagues, 9(1), 1-2.
  • Talbert, R. (2017). Flipped learning: A guide for higher education faculty. (1st edition). Virginia: Stylus Publishing, LLC (pp. 28-39).
  • Tan, C., Yue, W.G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192-200.
  • Ünsal, H. (2018). Ters yüz öğrenme ve bazı uygulama modelleri. Gazi Eğitim Bilimleri Dergisi, 4(2), 39-50.
  • World Health Organization (2016). Nurse educator core competencies. Geneva. Accessed date: 02.09.2021. https://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf
  • Yacout, D.A.E.S.A., & Shosha, A.A.E.F.A. (2016). Nursing students’ perceptions towards flipped classroom educational strategy. Journal of American Science, 12(2), 62-75.
  • Yiğitoğlu, O., & Erişen, Y. (2020). Ters yüz öğrenme yaklaşımı. In A.S. Saracaloğlu, B. Akkoyunlu and İ. Gökdaş (Eds). Öğretimde yaklaşımlar ve eğitime yansımaları. (1st edition). Pegem Akademi (pp. 433-451).
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Derlemeler
Yazarlar

Evrim Sarıtaş 0000-0003-1334-4243

Zehra Göçmen Baykara 0000-0002-9076-6653

Erken Görünüm Tarihi 26 Ağustos 2023
Yayımlanma Tarihi 26 Ağustos 2023
Gönderilme Tarihi 15 Nisan 2022
Kabul Tarihi 26 Temmuz 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Sarıtaş, E., & Göçmen Baykara, Z. (2023). A Current Educational Approach in Nursing Education: Flipped Learning. Genel Sağlık Bilimleri Dergisi, 5(2), 237-244.
 Kapak Resmi İndir

                                                                  Genel Sağlık Bilimleri Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.