Araştırma Makalesi
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The Effects of Two Different Teaching Techniques on Human Papilloma Virus Infection and Vaccine on Nursing Students’ Social Anxiety and e-Learning Attitudes

Yıl 2022, Cilt: 11 Sayı: 2, 295 - 303, 14.07.2022
https://doi.org/10.53424/balikesirsbd.1025165

Öz

Aim: This research was conducted to determine the effect of education on Human Papilloma Virus Infection and vaccine on Students' Social Anxiety and e-Learning Attitudes with Pecha Kucha and Traditional Powerpoint presentation methods. Materials and Methods: This study adopted a randomized experimental pretest-posttest control group design. The data were collected using the Student Information Form, the Social Anxiety Scale Regarding the e-Learning Environment and the Attitude Scale towards Mobile Learning. Results: When the post-training knowledge point averages of the experimental and control group students were compared; It was determined that the mean score of the students in the experimental group was higher than the mean score of the students in the control group. Conclusion: It has been concluded that the experimental group has a positive effect on students' learning success and mobile learning attitudes and is effective in reducing social anxiety towards e-learning.

Kaynakça

  • Anderson, J. S., & Williams, S. K. (2012). Pecha Kucha for lean and sticky presentations in business classes. Northern Arizona University–The WA Franke College of Business–Working Paper Series-12, 3.
  • Bakcek, O., Tastan, S., Iyigun, E., Kurtoglu, P., & Tastan, B. (2020). Comparison of PechaKucha and traditional PowerPoint presentations in nursing education: A randomized controlled study. Nurse education in practice, 42, 102695.
  • Baltacı, Ö., & Hamarta, E. (2013). Analyzing the relationship between social anxiety, social support and problem solving approach of university students.
  • Behrens, F., & Kret, M. E. (2019). The interplay between face-to-face contact and feedback on cooperation during real-life interactions. Journal of Nonverbal Behavior, 43(4), 513-528.
  • Beyer, A. M. (2011). Improving student presentations: Pecha Kucha and just plain PowerPoint. Teaching of Psychology, 38(2), 122-126.
  • Buchko, A. A., Buchko, K. J., & Meyer, J. M. (2012). Is there power in PowerPoint? A field test of the efficacy of PowerPoint on memory and recall of religious sermons. Computers in Human Behavior, 28(2), 688-695.
  • Byrne, M. M. (2016). Presentation innovations: using Pecha Kucha in nursing education. Teaching and Learning in Nursing, 11(1), 20-22.
  • Cangöl, E., Sögüt, S., Süt, H. K., & Küçükkaya, B. (2019). Knowledge and attitudes of nursing students concerning HPV vaccination. Journal of Human Sciences, 16(1), 1-12.
  • Carroll, A. J., Tchangalova, N., & Harrington, E. G. (2016). Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching. Journal of the Medical Library Association: JMLA, 104(2), 125.
  • Ceyhan, M. (2012). Human papillomavirus (HPV) vaccines. Journal of Clinical Development, 25, 36-39.
  • Çelik, A. (2012). The effect of data matrix supported mobile learning environment on active vocabulary learning in foreign language learning and student opinions: Mobile dictionary example. Unpublished Master’s thesis, Graduate Schoold of Educational Sciences). Gazi University, Ankara.
  • Dağ, H., Dönmez, S., Sezer, H., Şendağ, F., Sevil, Ü., & Saruhan, A. (2015). The effects of two different teaching techniques on the knowledge level of nursing students about HPV. Gaziantep Medical Journal, 21(2), 90-98.
  • Demir, K., & Akpınar, E. (2016). An attitude scale development study towards mobile learning. Educational Technology Theory and Practice, 6(1), 59-79.
  • Erbaydar, N., Çilingiroğlu, N., Keskin, C., Altunbaş, M., Arslanoğlu, E., Aydin, O., . . . Gündüz, G. G. (2016). What Does the Human Papilloma Virus Vaccine Mean for Nurses at a University Hospital? Journal of Hacettepe University Faculty of Nursing, 3(3), 16-27.
  • Harmanci, H., Dayioğlu, H., & Kirkpinar, S. N. (2019). Investigation of the Relationship between University Students' Social Media Addiction and Fear of Positive Evaluation and Fear of Negative Evaluation. Karatay Journal of Social Studies, (3), 242-255.
  • Ingram, N., Williamson-Leadley, S., & Pratt, K. (2016). Showing and telling: using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123-147.
  • Keskin, S., Şahin, M., Uluç, S., & Yurdugul, H. (2020). Online learners’ interactions and social anxiety: The social anxiety scale for e-learning environments (SASE). Interactive Learning Environments, 1-13.
  • Kim, H. (2018). Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term. Computers & Education, 123, 13-25.
  • Korucu, A. T., Ertuğrul, U., & Çoklar, A. N. (2019). Attitudes of education faculty and tourism faculty students towards mobile learning. Journal of Theoretical Educational Science, 12(1), 1-15.
  • Levin, M. A., & Peterson, L. T. (2013). Use of Pecha Kucha in marketing students' presentations. Marketing Education Review, 23(1), 59-64.
  • Masters, J. C., & Holland, B. E. (2012). Rescuing the student presentation with Pecha Kucha. Journal of Nursing Education, 51(9), 536-536.
  • Murray, T. A. (2013). Innovations in nursing education: The state of the art. Journal of Nursing Regulation, 3(4), 25-31.
  • Murugaiah, P. (2016). Pecha Kucha style PowerPoint presentation: An innovative CALL approach to developing oral presentation skills of tertiary students. Teaching english with technology, 16(1), 88-104.
  • Nielsen, A. E., Noone, J., Voss, H., & Mathews, L. R. (2013). Preparing nursing students for the future: An innovative approach to clinical education. Nurse education in practice, 13(4), 301-309.
  • Oliver, J., & Kowalczyk, C. (2013). Improving student group marketing presentations: A modified Pecha Kucha approach. Marketing Education Review, 23(1), 55-58.
  • Ozan, Ö. (2013). Scaffolding in Connectivist mobile learning environments. Unpublished doctoral thesis. Eskisehir: Anadolu University.
  • Robb, M. K. (2012). Managing a large class environment: Simple strategies for new nurse educators. Teaching and Learning in Nursing, 7(2), 47-50.
  • Savoy, A., Proctor, R. W., & Salvendy, G. (2009). Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52(4), 858-867.
  • Warmuth, K. A., & Caple, A. H. (2021). Differences in Instructor, Presenter, and Audience Ratings of PechaKucha and Traditional Student Presentations. Teaching of Psychology, 00986283211006389.
  • Yen, J.-Y., Yen, C.-F., Chen, C.-S., Wang, P.-W., Chang, Y.-H., & Ko, C.-H. (2012). Social anxiety in online and real-life interaction and their associated factors. Cyberpsychology, Behavior, and Social Networking, 15(1), 7-12.

Human Papilloma Virüs Enfeksiyonu ve Aşısı Konusunda İki Farklı Öğretim Tekniğinin Hemşirelik Öğrencilerinin Sosyal Kaygı ve e-Öğrenme Tutumlarına Etkisi

Yıl 2022, Cilt: 11 Sayı: 2, 295 - 303, 14.07.2022
https://doi.org/10.53424/balikesirsbd.1025165

Öz

Amaç: Bu araştırma, Human Papilloma Virüs Enfeksiyonu ve aşısı konusunda verilen eğitimin Öğrencilerin Sosyal Kaygı ve e-Öğrenme Tutumlarına etkisini Pecha Kucha ve Geleneksel Powerpoint sunum yöntemleri ile belirlemek amacıyla yapılmıştır. Gereç ve Yöntemler: Bu çalışmada rastgele deneysel öntest-sontest kontrol gruplu desen kullanılmıştır. Veriler Öğrenci Bilgi Formu, e-Öğrenme Ortamına İlişkin Sosyal Kaygı Ölçeği ve Mobil Öğrenmeye Yönelik Tutum Ölçeği kullanılarak toplanmıştır. Bulgular: Deney ve kontrol grubu öğrencilerinin eğitim sonrası bilgi puan ortalamaları karşılaştırıldığında; Deney grubundaki öğrencilerin puan ortalamalarının kontrol grubundaki öğrencilerin puan ortalamalarından daha yüksek olduğu belirlendi. Sonuç: Deney grubunun öğrencilerin öğrenme başarısı ve mobil öğrenme tutumları üzerinde olumlu etkisinin olduğu ve e-öğrenmeye yönelik sosyal kaygıyı azaltmada etkili olduğu sonucuna varılmıştır.

Kaynakça

  • Anderson, J. S., & Williams, S. K. (2012). Pecha Kucha for lean and sticky presentations in business classes. Northern Arizona University–The WA Franke College of Business–Working Paper Series-12, 3.
  • Bakcek, O., Tastan, S., Iyigun, E., Kurtoglu, P., & Tastan, B. (2020). Comparison of PechaKucha and traditional PowerPoint presentations in nursing education: A randomized controlled study. Nurse education in practice, 42, 102695.
  • Baltacı, Ö., & Hamarta, E. (2013). Analyzing the relationship between social anxiety, social support and problem solving approach of university students.
  • Behrens, F., & Kret, M. E. (2019). The interplay between face-to-face contact and feedback on cooperation during real-life interactions. Journal of Nonverbal Behavior, 43(4), 513-528.
  • Beyer, A. M. (2011). Improving student presentations: Pecha Kucha and just plain PowerPoint. Teaching of Psychology, 38(2), 122-126.
  • Buchko, A. A., Buchko, K. J., & Meyer, J. M. (2012). Is there power in PowerPoint? A field test of the efficacy of PowerPoint on memory and recall of religious sermons. Computers in Human Behavior, 28(2), 688-695.
  • Byrne, M. M. (2016). Presentation innovations: using Pecha Kucha in nursing education. Teaching and Learning in Nursing, 11(1), 20-22.
  • Cangöl, E., Sögüt, S., Süt, H. K., & Küçükkaya, B. (2019). Knowledge and attitudes of nursing students concerning HPV vaccination. Journal of Human Sciences, 16(1), 1-12.
  • Carroll, A. J., Tchangalova, N., & Harrington, E. G. (2016). Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching. Journal of the Medical Library Association: JMLA, 104(2), 125.
  • Ceyhan, M. (2012). Human papillomavirus (HPV) vaccines. Journal of Clinical Development, 25, 36-39.
  • Çelik, A. (2012). The effect of data matrix supported mobile learning environment on active vocabulary learning in foreign language learning and student opinions: Mobile dictionary example. Unpublished Master’s thesis, Graduate Schoold of Educational Sciences). Gazi University, Ankara.
  • Dağ, H., Dönmez, S., Sezer, H., Şendağ, F., Sevil, Ü., & Saruhan, A. (2015). The effects of two different teaching techniques on the knowledge level of nursing students about HPV. Gaziantep Medical Journal, 21(2), 90-98.
  • Demir, K., & Akpınar, E. (2016). An attitude scale development study towards mobile learning. Educational Technology Theory and Practice, 6(1), 59-79.
  • Erbaydar, N., Çilingiroğlu, N., Keskin, C., Altunbaş, M., Arslanoğlu, E., Aydin, O., . . . Gündüz, G. G. (2016). What Does the Human Papilloma Virus Vaccine Mean for Nurses at a University Hospital? Journal of Hacettepe University Faculty of Nursing, 3(3), 16-27.
  • Harmanci, H., Dayioğlu, H., & Kirkpinar, S. N. (2019). Investigation of the Relationship between University Students' Social Media Addiction and Fear of Positive Evaluation and Fear of Negative Evaluation. Karatay Journal of Social Studies, (3), 242-255.
  • Ingram, N., Williamson-Leadley, S., & Pratt, K. (2016). Showing and telling: using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123-147.
  • Keskin, S., Şahin, M., Uluç, S., & Yurdugul, H. (2020). Online learners’ interactions and social anxiety: The social anxiety scale for e-learning environments (SASE). Interactive Learning Environments, 1-13.
  • Kim, H. (2018). Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term. Computers & Education, 123, 13-25.
  • Korucu, A. T., Ertuğrul, U., & Çoklar, A. N. (2019). Attitudes of education faculty and tourism faculty students towards mobile learning. Journal of Theoretical Educational Science, 12(1), 1-15.
  • Levin, M. A., & Peterson, L. T. (2013). Use of Pecha Kucha in marketing students' presentations. Marketing Education Review, 23(1), 59-64.
  • Masters, J. C., & Holland, B. E. (2012). Rescuing the student presentation with Pecha Kucha. Journal of Nursing Education, 51(9), 536-536.
  • Murray, T. A. (2013). Innovations in nursing education: The state of the art. Journal of Nursing Regulation, 3(4), 25-31.
  • Murugaiah, P. (2016). Pecha Kucha style PowerPoint presentation: An innovative CALL approach to developing oral presentation skills of tertiary students. Teaching english with technology, 16(1), 88-104.
  • Nielsen, A. E., Noone, J., Voss, H., & Mathews, L. R. (2013). Preparing nursing students for the future: An innovative approach to clinical education. Nurse education in practice, 13(4), 301-309.
  • Oliver, J., & Kowalczyk, C. (2013). Improving student group marketing presentations: A modified Pecha Kucha approach. Marketing Education Review, 23(1), 55-58.
  • Ozan, Ö. (2013). Scaffolding in Connectivist mobile learning environments. Unpublished doctoral thesis. Eskisehir: Anadolu University.
  • Robb, M. K. (2012). Managing a large class environment: Simple strategies for new nurse educators. Teaching and Learning in Nursing, 7(2), 47-50.
  • Savoy, A., Proctor, R. W., & Salvendy, G. (2009). Information retention from PowerPoint™ and traditional lectures. Computers & Education, 52(4), 858-867.
  • Warmuth, K. A., & Caple, A. H. (2021). Differences in Instructor, Presenter, and Audience Ratings of PechaKucha and Traditional Student Presentations. Teaching of Psychology, 00986283211006389.
  • Yen, J.-Y., Yen, C.-F., Chen, C.-S., Wang, P.-W., Chang, Y.-H., & Ko, C.-H. (2012). Social anxiety in online and real-life interaction and their associated factors. Cyberpsychology, Behavior, and Social Networking, 15(1), 7-12.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Makaleler
Yazarlar

Birsel Molu 0000-0001-5144-286X

Alev Yıldırım Keskin 0000-0003-0981-5364

Yayımlanma Tarihi 14 Temmuz 2022
Gönderilme Tarihi 17 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 2

Kaynak Göster

APA Molu, B., & Yıldırım Keskin, A. (2022). The Effects of Two Different Teaching Techniques on Human Papilloma Virus Infection and Vaccine on Nursing Students’ Social Anxiety and e-Learning Attitudes. Balıkesir Sağlık Bilimleri Dergisi, 11(2), 295-303. https://doi.org/10.53424/balikesirsbd.1025165

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