Araştırma Makalesi
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Hemşirelik Öğrenci Deneyimlerini Dijital Hikaye İle Anlama

Yıl 2022, Cilt: 11 Sayı: 1, 26 - 33, 28.02.2022
https://doi.org/10.53424/balikesirsbd.989705

Öz

Amaç: Bu çalışmanın amacı, hem öğrenci tarafından oluşturulan dijital hikaye anlatımını hem de hemşirelik öğrencilerinin klinik deneyimlerini yansıtan dijital hikaye anlatımının akran paylaşımına ilişkin görüşlerini keşfetmektir.
Arka plan: Paylaşılan dijital hikaye anlatımı yoluyla yansıtma, hemşirelik eğitiminde klinik öğrenmede etkili bir öğrenme yoludur.
Giriş: Hemşirelik eğitimi teorik ve pratikte mesleki deneyim kazanma stratejisidir. Özellikle mesleki bilgi kadar motor beceri gerektiren uygulamaların eğitimi öncelikle laboratuvarlarda verilmektedir.
Meyhods: Çalışma, keşfedici bir nitel tasarım kullandı. Veriler, dijital hikaye oluşturma süreci ve SWOT analizi ile ilgili bulguları içeren bir anket ile toplanmıştır. Akran paylaşımının ardından dijital öykü anlatımının klinik sürece etkisi yarı yapılandırılmış görüşme formu ile belirlenmiştir. Çalışma, nitel araştırmalar için COREQ yönergelerini takip etmektedir.
Bulgular: Bulgular, öğrenci tarafından oluşturulan dijital hikaye anlatımının yetersiz donanım, etkileşimli ve tetikleyici bir iletişim şekli olduğunu göstermiştir. Araştırma aynı zamanda daha derin düşünme eksikliğine sahip olduklarını ve ürün yaratmanın benlik saygısı üzerinde olumlu bir etkisi olduğunu ortaya koydu. Öğrenci tarafından oluşturulan dijital hikaye anlatımı, klinik deneyimlerin aktarılmasında etkili görünmektedir.
Tartışma: Edinilen donanımların istenilen düzeyde öğrenmeye katkı sağladığı düşünüldüğünde, paylaşım konularının aktarılmasında dijital öykülerin doğru araçlar olduğu söylenebilir. Ayrıca öğrencilerin zayıf yönlerinin ve tehditlerinin farkına varabilecekleri bir ortamın oluşturulması gerektiği söylenebilir. Bu bağlamda öğrencilerin akran paylaşımlarından elde edilen bilgilerin çalışma sırasında hem mesleki yaşama hem de bireysel donanıma katkı sağladığı ifade edilebilir.
Hemşireliğe Yönelik Sonuç ve Çıkarımlar: Farklı klinik ortamların teknolojik bir araç yardımıyla öğrencilerle paylaşılması, öğrencilerin klinikte kendilerini daha rahat hissetmelerini sağlamaktadır. Dijital öykü, hem öğrencilerin kendi deneyimlerini hazırlaması hem de teknolojik bir ürün olması açısından benzer yaştaki gençlerin kullanabileceği bir yöntemdir.

Kaynakça

  • Akça, M. A., Aytan, N., Unlu, S. 2016. Development of voice-aided animation program and story application. Journal of International Social Research, 9(42), 1185-1191. Original Work Published in Turkey [Turkish].
  • Aydin, M. F. & Argun, M. Ş. 2010. Bitlis Eren Üniversitesi sağlık yüksekokulu hemşirelik bölümü öğrencilerinin hastane uygulamalarından beklentileri ve karşılaştıkları sorunlar.
  • Aydin, M. F. A., M. Ş. 2010. The Expectations of Hospital Practices and Faced Problems of The Students in Bitlis Eren University, Health School, Department of Nursing. Journal of Acıbadem University Health Science 1, 209-213.
  • Aytan, N. Ü., Süleyman 2016. Development of Audio Supported Anımatıng Program and The Story Application The Journal of International Social Research 9, 1185-1191.
  • Benner, P. 2012a. Educating nurses: A call for radical transformation—how far have we come? Journal of Nursing Education, 51, 183-184. doi:10.3928/01484834-20120402-01
  • Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds?. Currents in Pharmacy Teaching and Learning, 10(6), 807-815. doi: 10.1016/j.cptl.2018.03.019
  • Chan, B. S., Churchill, D., & Chiu, T. K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 13(1), 1-16. doi: 10.19030/jier.v13i1.9907
  • Christiansen, A. 2011. Storytelling and professional learning: A phenomenographic study of students' experience of patient digital stories in nurse education. Nurse education today, 31, 289-293. doi: 10.1016/j.nedt.2010.10.006
  • Chicca, J., & Shellenbarger, T. (2018). Connecting with Generation Z: Approaches in nursing education. Teaching and Learning in Nursing, 13(3), 180-184. doi: 10.1016/j.teln.2018.03.008
  • D’zurilla Tj, N. A. 2001. Problemsolving therapies. In: KS, D. (ed.) Handbook of Cognitive Behavioral Therapies. 2 ed. New Yor.
  • De Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (2017). Digital Storytelling in Research: A Systematic Review. The Qualitative Report, 22(10), 2548-2582. doi:10.46743/2160-3715/2017.2970
  • Dede Y, B. I. 2014. Nitel Araştırmada Kavramsal Konular. In: B., D. S. (ed.) Nitel Araştırma ve Değerlendirme Yöntemleri. Ankara: Pegem Akademi.
  • Duveskog, M., Tedre, M., Sedano, C. I., Sutinen, E. J. J. O. E. T. & Society 2012. Life Planning by digital storytelling in a primary school in rural Tanzania. 15.
  • Kearney, M. 2011. A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36, 169-188. doi: 10.1080/17439884.2011.553623
  • Moreau, K. A., Eady, K., Sikora, L., & Horsley, T. (2018). Digital storytelling in health professions education: a systematic review. BMC medical education, 18(1), 1-9. doi:10.1186/s12909-018-1320-1.
  • Moore, A. K., & Miller, R. J. (2020). Video Storytelling in the Classroom: The Role of Narrative Transportation. Journal of Nursing Education, 59(8), 470-474. doi: 10.3928/01484834-20200723-10.
  • Mojtahedzadeh, R., Mohammadi, A., Emami, A. H., & Zarei, A. (2021). How Digital Storytelling Applied in Health Profession Education: A Systematized Review. Journal of Advances in Medical Education & Professionalism, 9(2), 63-78. doi: 10.30476/JAMP.2021.87856.1326.
  • Olvera, H. A., Provencio-Vasquez, E., Slavich, G. M., Laurent, J. G. C., Browning, M., McKee-Lopez, G., ... & Spengler, J. D. (2019). Stress and Health in Nursing Students: The Nurse Engagement and Wellness Study. Nursing research, 68(6), 453-463. doi: 10.1097/NNR.0000000000000383.
  • Onwuegbuzie, A. J., Leech, N. L. & Collins, K. M. J. T. Q. R. 2012. Qualitative analysis techniques for the review of the literature. 17, 1-28.
  • Rizvic, S., Boskovic, D., Okanovic, V., Sljivo, S., & Zukic, M. (2019). Interactive digital storytelling: bringing cultural heritage in a classroom. Journal of Computers in Education, 6(1), 143-166.doi: 10.1007/s40692-018-0128-7.
  • Roller, M. R. (2019). A quality approach to qualitative content analysis: Similarities and differences compared to other qualitative methods. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 20:(3), doi: 10.17169/fqs-20.3.3385.
  • Paliadelis, P. & Wood, P. 2016. Learning from clinical placement experience: Analysing nursing students’ final reflections in a digital storytelling activity. Nurse education in practice, 20, 39-44.
  • Petty, J., Jarvis, J., & Thomas, R. (2020). Exploring the impact of digital stories on empathic learning in neonatal nurse education. Nurse Education in Practice, 48, 102853.doi: 10.1016/j.nepr.2020.102853.
  • Petty, J. (2021). Using arts-based digital storytelling in neonatal care to enhance nursing students’ empathy. Nursing Children and Young People, 33(2). doi: 10.7748/ncyp.2021.e1351
  • Papathanasiou, I. V., Tsaras, K. & Sarafis, P. 2014. Views and perceptions of nursing students on their clinical learning environment: teaching and learning. Nurse education today, 34, 57-60.
  • Price, D. M., Strodtman, L., Brough, E., Lonn, S. & Luo, A. 2015a. Digital storytelling: an innovative technological approach to nursing education. Nurse educator, 40, 66-70. doi: 10.1097/NNE.0000000000000094.
  • Pulido‐Martos, M., Augusto‐Landa, J. M. & Lopez‐Zafra, E. 2012. Sources of stress in nursing students: a systematic review of quantitative studies. International Nursing Review, 59, 15-25. doi: 10.1111/j.1466-7657.2011.00939
  • Rasmor, M. 2016. Digital Storytelling in Nurse Practitioner Education: A Beginning of Reflective Clinical Practice. Forms of Practitioner Reflexivity. Springer. doi:10.1057/978-1-137-52712-7.
  • Sudarmaji, I., & Mulyana, A. (2020). Applying digital storytelling to improve indonesian high school students’visual memory and writing skill. English Review, 8(2): 255-264. doi: 10.25134/erjee.v8i2.2987
  • Stacey, G. & Hardy, P. 2011. Challenging the shock of reality through digital storytelling. Nurse education in practice, 11, 159-164.
  • Tabieh, A. A., Al-Hileh, M. M., Abu Afifa, H. M., & Abuzagha, H. Y. (2021). The Effect of Using Digital Storytelling on Developing Active Listening and Creative Thinking Skills. European Journal of Educational Research, 10(1), 13-21. doi: 10.12973/eu-jer.10.1.13
  • Urstad, K. H., Ulfsby, K. J., Brandeggen, T. K., Bodsberg, K. G., Jensen, T. L., & Tjoflåt, I. (2018). Digital storytelling in clinical replacement studies: Nursing students' experiences. Nurse education today, 71, 91-96. doi: 10.1016/j.nedt.2018.09.016.
  • Yocom, D., Bashaw, C., Price, D., & Cook, M. (2020). Perceptions of digital storytelling in the classroom. Teaching and Learning in Nursing, 15(3), 164-167.doi: 10.1016/j.teln.2020.01.010

Understanding Nursing Students’ Experience Through Digital Storytelling

Yıl 2022, Cilt: 11 Sayı: 1, 26 - 33, 28.02.2022
https://doi.org/10.53424/balikesirsbd.989705

Öz

Aim: The aim of this study was to explore both the student-created digital storytelling and the views of peer sharing of digital storytelling that reflect the clinical experiences of nursing students.
Background: Reflection through shared digital storytelling is an effective way of learning in clinical learning in nursing education.
Introduction: Nursing education is the strategy of gaining professional experience in theory and practice. In particular, the training of applications requiring motor skills as well as professional knowledge is primarily taught in laboratories.
Meyhods: The study employed an explorative qualitative design. The data were collected with a questionnaire containing the findings related to the process of digital story formation and SWOT analysis. After peer sharing, the effect of the digital storytelling on the clinical process was determined with a semi-structured interview form. The study follows the COREQ guidelines for qualitative studies.
Results: The findings showed that that the student-created digital storytelling was insufficient hardware, interactive and triggering way of communication. While the study also revealed that they had a lack of deeper thinking and product creation had a positive effect on self-esteem. Student-created digital storytelling seems to be effective in conveying the clinical experiences.
Discussion: Considering the fact that the acquired hardware contributes to a desired level of learning, it can be said that digital stories are the right tools for transferring sharing subjects. In addition, it can be said that an environment should be created for the students to become aware of their weaknesses and threats. In this context, it can be stated that the information obtained from the peer sharing of students contributed to both professional life and individual equipment during the study.
Conclusion and Implications for Nursing: The sharing of different clinical settings with students with the help of a technological tool makes the students feel more comfortable in the clinic. The digital story is a method that can be used by young people of similar ages, both in terms of students preparing their own experiences and being a technological product.

Kaynakça

  • Akça, M. A., Aytan, N., Unlu, S. 2016. Development of voice-aided animation program and story application. Journal of International Social Research, 9(42), 1185-1191. Original Work Published in Turkey [Turkish].
  • Aydin, M. F. & Argun, M. Ş. 2010. Bitlis Eren Üniversitesi sağlık yüksekokulu hemşirelik bölümü öğrencilerinin hastane uygulamalarından beklentileri ve karşılaştıkları sorunlar.
  • Aydin, M. F. A., M. Ş. 2010. The Expectations of Hospital Practices and Faced Problems of The Students in Bitlis Eren University, Health School, Department of Nursing. Journal of Acıbadem University Health Science 1, 209-213.
  • Aytan, N. Ü., Süleyman 2016. Development of Audio Supported Anımatıng Program and The Story Application The Journal of International Social Research 9, 1185-1191.
  • Benner, P. 2012a. Educating nurses: A call for radical transformation—how far have we come? Journal of Nursing Education, 51, 183-184. doi:10.3928/01484834-20120402-01
  • Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds?. Currents in Pharmacy Teaching and Learning, 10(6), 807-815. doi: 10.1016/j.cptl.2018.03.019
  • Chan, B. S., Churchill, D., & Chiu, T. K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 13(1), 1-16. doi: 10.19030/jier.v13i1.9907
  • Christiansen, A. 2011. Storytelling and professional learning: A phenomenographic study of students' experience of patient digital stories in nurse education. Nurse education today, 31, 289-293. doi: 10.1016/j.nedt.2010.10.006
  • Chicca, J., & Shellenbarger, T. (2018). Connecting with Generation Z: Approaches in nursing education. Teaching and Learning in Nursing, 13(3), 180-184. doi: 10.1016/j.teln.2018.03.008
  • D’zurilla Tj, N. A. 2001. Problemsolving therapies. In: KS, D. (ed.) Handbook of Cognitive Behavioral Therapies. 2 ed. New Yor.
  • De Jager, A., Fogarty, A., Tewson, A., Lenette, C., & Boydell, K. M. (2017). Digital Storytelling in Research: A Systematic Review. The Qualitative Report, 22(10), 2548-2582. doi:10.46743/2160-3715/2017.2970
  • Dede Y, B. I. 2014. Nitel Araştırmada Kavramsal Konular. In: B., D. S. (ed.) Nitel Araştırma ve Değerlendirme Yöntemleri. Ankara: Pegem Akademi.
  • Duveskog, M., Tedre, M., Sedano, C. I., Sutinen, E. J. J. O. E. T. & Society 2012. Life Planning by digital storytelling in a primary school in rural Tanzania. 15.
  • Kearney, M. 2011. A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36, 169-188. doi: 10.1080/17439884.2011.553623
  • Moreau, K. A., Eady, K., Sikora, L., & Horsley, T. (2018). Digital storytelling in health professions education: a systematic review. BMC medical education, 18(1), 1-9. doi:10.1186/s12909-018-1320-1.
  • Moore, A. K., & Miller, R. J. (2020). Video Storytelling in the Classroom: The Role of Narrative Transportation. Journal of Nursing Education, 59(8), 470-474. doi: 10.3928/01484834-20200723-10.
  • Mojtahedzadeh, R., Mohammadi, A., Emami, A. H., & Zarei, A. (2021). How Digital Storytelling Applied in Health Profession Education: A Systematized Review. Journal of Advances in Medical Education & Professionalism, 9(2), 63-78. doi: 10.30476/JAMP.2021.87856.1326.
  • Olvera, H. A., Provencio-Vasquez, E., Slavich, G. M., Laurent, J. G. C., Browning, M., McKee-Lopez, G., ... & Spengler, J. D. (2019). Stress and Health in Nursing Students: The Nurse Engagement and Wellness Study. Nursing research, 68(6), 453-463. doi: 10.1097/NNR.0000000000000383.
  • Onwuegbuzie, A. J., Leech, N. L. & Collins, K. M. J. T. Q. R. 2012. Qualitative analysis techniques for the review of the literature. 17, 1-28.
  • Rizvic, S., Boskovic, D., Okanovic, V., Sljivo, S., & Zukic, M. (2019). Interactive digital storytelling: bringing cultural heritage in a classroom. Journal of Computers in Education, 6(1), 143-166.doi: 10.1007/s40692-018-0128-7.
  • Roller, M. R. (2019). A quality approach to qualitative content analysis: Similarities and differences compared to other qualitative methods. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 20:(3), doi: 10.17169/fqs-20.3.3385.
  • Paliadelis, P. & Wood, P. 2016. Learning from clinical placement experience: Analysing nursing students’ final reflections in a digital storytelling activity. Nurse education in practice, 20, 39-44.
  • Petty, J., Jarvis, J., & Thomas, R. (2020). Exploring the impact of digital stories on empathic learning in neonatal nurse education. Nurse Education in Practice, 48, 102853.doi: 10.1016/j.nepr.2020.102853.
  • Petty, J. (2021). Using arts-based digital storytelling in neonatal care to enhance nursing students’ empathy. Nursing Children and Young People, 33(2). doi: 10.7748/ncyp.2021.e1351
  • Papathanasiou, I. V., Tsaras, K. & Sarafis, P. 2014. Views and perceptions of nursing students on their clinical learning environment: teaching and learning. Nurse education today, 34, 57-60.
  • Price, D. M., Strodtman, L., Brough, E., Lonn, S. & Luo, A. 2015a. Digital storytelling: an innovative technological approach to nursing education. Nurse educator, 40, 66-70. doi: 10.1097/NNE.0000000000000094.
  • Pulido‐Martos, M., Augusto‐Landa, J. M. & Lopez‐Zafra, E. 2012. Sources of stress in nursing students: a systematic review of quantitative studies. International Nursing Review, 59, 15-25. doi: 10.1111/j.1466-7657.2011.00939
  • Rasmor, M. 2016. Digital Storytelling in Nurse Practitioner Education: A Beginning of Reflective Clinical Practice. Forms of Practitioner Reflexivity. Springer. doi:10.1057/978-1-137-52712-7.
  • Sudarmaji, I., & Mulyana, A. (2020). Applying digital storytelling to improve indonesian high school students’visual memory and writing skill. English Review, 8(2): 255-264. doi: 10.25134/erjee.v8i2.2987
  • Stacey, G. & Hardy, P. 2011. Challenging the shock of reality through digital storytelling. Nurse education in practice, 11, 159-164.
  • Tabieh, A. A., Al-Hileh, M. M., Abu Afifa, H. M., & Abuzagha, H. Y. (2021). The Effect of Using Digital Storytelling on Developing Active Listening and Creative Thinking Skills. European Journal of Educational Research, 10(1), 13-21. doi: 10.12973/eu-jer.10.1.13
  • Urstad, K. H., Ulfsby, K. J., Brandeggen, T. K., Bodsberg, K. G., Jensen, T. L., & Tjoflåt, I. (2018). Digital storytelling in clinical replacement studies: Nursing students' experiences. Nurse education today, 71, 91-96. doi: 10.1016/j.nedt.2018.09.016.
  • Yocom, D., Bashaw, C., Price, D., & Cook, M. (2020). Perceptions of digital storytelling in the classroom. Teaching and Learning in Nursing, 15(3), 164-167.doi: 10.1016/j.teln.2020.01.010
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Makaleler
Yazarlar

Aydanur Aydın 0000-0001-5594-404X

Zeynep Tatlı 0000-0001-9503-3048

Ayla Gürsoy 0000-0003-3585-4500

Yayımlanma Tarihi 28 Şubat 2022
Gönderilme Tarihi 1 Eylül 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 1

Kaynak Göster

APA Aydın, A., Tatlı, Z., & Gürsoy, A. (2022). Understanding Nursing Students’ Experience Through Digital Storytelling. Balıkesir Sağlık Bilimleri Dergisi, 11(1), 26-33. https://doi.org/10.53424/balikesirsbd.989705

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