The Effect of the History of Nursing Course on Students' Knowledge of Nursing History and Critical Thinking Dispositions: A Quasi Experimental Study (Hemşirelik Tarihi Dersinin Öğrencilerin Hemşirelik Tarihi Bilgisine ve Eleştirel Düşünme Eğilimine Etkisi: Yarı Deneysel Bir Çalışma)
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Abstract
The history of nursing course promotes occupational commitment and helps students think strategically about their career paths and develop critical thinking dispositions. This paper investigated the effect of the history of nursing course on students' knowledge of nursing history and critical thinking dispositions. The study adopted a one-group pretest-posttest quasi-experimental design. The sample consisted of 77 third-year students from the nursing department of the faculty of health sciences of a university in the 2019-2020 academic years. All participants took the history of nursing course and volunteered to participate in the study. Data were collected using a demographic characteristics questionnaire, the Nursing History Information Questionnaire Form (NHIQF), and the California Critical Thinking Dispositions Inventory (CCTDI). Number, percentage, mean (minimum, maximum) were used for descriptive statistics. The data were analyzed using the Wilcoxon test, Mann-Whitney U test, Paired sample t-test, and One Way ANOVA test. Participants (67 women and ten men) had a mean age of 20.45 ± 0.86. They had a significantly higher mean posttest NHIQF score (18.19±2.8) than the pretest score (15.28±2.39) (p<0.05). There was no statistically significant difference between pretest (218.76±22.01) and posttest (219.71±21.82) CCTDI scores (p>0.05).Participants' posttest CCTDI scores differed by "parenting style,""conscious choice to pursue a career in nursing," and "loving the nursing profession"(p<0.05). Participants had significantly higher posttest NHIQF scores than pretest scores. They had higher posttest CCTDI "self-confidence" subscale scores than pretest scores. We recommend that academics use different methods to deliver lectures on the history of nursing.
Hemşirelik tarihi dersi öğrencilerin mesleğe bağlılığını pekiştirmede, geleceklerine yön vermede ve eleştirel düşünme düzeylerini geliştirmede önemlidir. Bu araştırma hemşirelik tarihi dersinin öğrencilerin hemşirelik tarihi bilgisine ve eleştirel düşünme eğilimine etkisinin belirlenmesi amacıyla yapılmıştır. Araştırma ön test-son test tek grupta yarı deneysel bir çalışma olarak yapılmıştır. Arştırmanın örneklemini bir üniversitenin sağlık bilimleri fakültesi hemşirelik bölümünde, 2019-2020 öğretim yılında Hemşirelikte Tarih dersi alan, 3. sınıfta öğrenim gören ve araştırmaya katılmayı kabul eden 77 öğrenci oluşturmuştur. Veriler, Tanıtıcı özellikler formu, Hemşirelik tarihi bilgi soruları formu ve Kaliforniya Eleştirel Düşünme Eğilimleri Ölçeği kullanılarak toplanmıştır. Verilerin değerlendirilmesinde sayı, yüzdelik hesaplaması, ortalama ölçüleri (minimum, maksimum) Wilcoxon testleri, Mann-Whitney U testi, Paired sample t testi ve One Way ANOVA testi kullanılmıştır. Araştırmaya katılan öğrencilerin yaş ortalaması 20.45 ± 0.86 olup %87’si kadındır. Öğrencilerin tarih bilgi puan ortalaması ders öncesi 15.28±2.39, ders sonrası 18.19±2.81 olup puan ortalamaları arasındaki fark istatistiksel olarak anlamlı bulunmuştur (p<0.05). Öğrencilerin eleştirel düşünme puan ortalamaları ders öncesi 218.76±22.01, ders sonrası 219.71±21.82 olup puan ortalamaları arasındaki fark istatistiksel olarak anlamlı olmadığı belirlenmiştir (p>0.05). Öğrencilerin aile tutumu, mesleği isteyerek seçme durumu, mesleğini sevme durumu arasında eğitim sonrası eleştirel düşünme eğilimleri arasında istatistiksel olarak anlamlı farklılık olduğu belirlenmiştir (p<0.05). Araştırma sonucunda öğrencilerinin hemşirelik tarihi dersi aldıktan sonra tarih bilgi puanlarının ders öncesine göre anlamlı olarak arttığı belirlenmiştir. Bu araştırmada öğrencilerin tarih dersi sonrası Kaliforniya Eleştirel Düşünme Eğilimleri Ölçeğinin sadece kendine güven alt ölçeği puan ortalamaları arasındaki farkın anlamlı olduğu belirlenmiştir. Çalışma sonucunda hemşirelik tarihi derslerinin öğrencilere farklı öğretim yöntemleri kullanılarak anlatılması önerilmektedir.
Keywords
Abstract
The history of nursing course promotes occupational commitment and helps students think strategically about their career paths and develop critical thinking dispositions. This paper investigated the effect of the history of nursing course on students' knowledge of nursing history and critical thinking dispositions. The study adopted a one-group pretest-posttest quasi-experimental design. The sample consisted of 77 third-year students from the nursing department of the faculty of health sciences of a university in the 2019-2020 academic years. All participants took the history of nursing course and volunteered to participate in the study. Data were collected using a demographic characteristics questionnaire, the Nursing History Information Questionnaire Form (NHIQF), and the California Critical Thinking Dispositions Inventory (CCTDI). Number, percentage, mean (minimum, maximum) were used for descriptive statistics. The data were analyzed using the Wilcoxon test, Mann-Whitney U test, Paired sample t-test, and One Way ANOVA test. Participants (67 women and ten men) had a mean age of 20.45 ± 0.86. They had a significantly higher mean posttest NHIQF score (18.19±2.8) than the pretest score (15.28±2.39) (p<0.05). There was no statistically significant difference between pretest (218.76±22.01) and posttest (219.71±21.82) CCTDI scores (p>0.05).Participants' posttest CCTDI scores differed by "parenting style,""conscious choice to pursue a career in nursing," and "loving the nursing profession"(p<0.05). Participants had significantly higher posttest NHIQF scores than pretest scores. They had higher posttest CCTDI "self-confidence" subscale scores than pretest scores. We recommend that academics use different methods to deliver lectures on the history of nursing.
Keywords
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