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Sağlık Alanında Yükseköğrenim Gören Öğrenciler için Yaşam Boyu Öğrenme Tutum Ölçeği: Geliştirme, Geçerlik, Güvenirlik Çalışması

Yıl 2021, Cilt: 20 Sayı: 62, 87 - 101, 31.12.2021
https://doi.org/10.25282/ted.936394

Öz

Amaç: Son yıllarda sağlık eğitiminin önde gelen hedeflerinden biri de öğrencilere yaşam boyu öğrenme becerilerini kazandırmaktır. Yaşam boyu öğrenen olma ve sürekli öğrenme arzusu, yaşam boyu öğrenme bağlamının merkezinde yer aldığı varsayıldığında, bireyin kişisel, sosyal veya meslek yaşantısında göstereceği potansiyel davranışı kestirmeye çalışmak önemlidir. Bu çalışmanın amacı sağlık bilimleri alanında yükseköğretim düzeyinde öğrenim gören öğrencilerin yaşam boyu öğrenme tutumlarını, doğrudan sağlık alanına özgü bir bağlamda ölçebilen geçerli ve güvenilir bir ölçme aracı geliştirmektir.
Yöntem: Ölçeğin madde havuzu oluşturulurken; alanyazından, benzer ölçeklerden ve ilgili alanlarda öğrenim gören öğrencilerle yapılan derinlemesine görüşmelerinden yararlanılmıştır.. Bu bağlamda oluşturulan 41 maddelik taslak ölçek görünüş geçerliği için Ege Üniversitesi Sağlık Bilimleri Enstitüsü’nde lisansüstü eğitim gören 28 kişilik bir gruba pilot olarak uygulanmıştır. Bu taslak ölçek Ege Üniversitesi Sağlık Bilimleri Enstitüsü ve Süleyman Demirel Üniversitesi Tıp, Diş Hekimliği, Eczacılık ve Sağlık Bilimleri Fakültesi öğrencilerine (n=555) uygulanmış ve elde edilen veriler ile açımlayıcı faktör analizi (AFA) yapılmıştır. AFA ile ortaya çıkan beş faktörlü 23 maddelik ölçek, doğrulayıcı faktör analizi (DFA) için Celal Bayar Üniversitesi Tıp ve Sağlık Bilimleri Fakültesi öğrencilerine (n=253) uygulanarak modelin benzer örneklemlerde gösterdiği uyum değerlendirilmiştir.
Bulgular: Ölçekte, belirlenen yapıyı ölçmeye yapısal olarak elverişli olduğu saptanan beş faktör ortaya çıkmıştır. Toplam varyansın %59,74’ünü açıklayan 23 maddenin faktör yükleri, 0,849 ile 0,421 aralığında, ortak varyans değerleri ise 0,611 ile 0,360 aralığında değişmektedir. Ölçeğin genel iç tutarlılık katsayısı 0,911 olup alt %27 ve üst %27 grupları arasında istatistiksel olarak anlamlı düzeyde farklılık görülmüştür (p<0,001). DFA sonucunda modelin, tüm uyum indekslerinin ideal uyum aralıklarında olduğ saptanmıştır (χ²/sd=1,743 SRMR=0,0512; RMSEA=0,054; CFI=0,957; NFI=0,905; GFI=0,888>AGFI=0,858).
Sonuç: Kuramsal çerçeveye dayanarak üretilen yaşam boyu öğrenme tutumuna ilişkin bu psikometrik yapı, AFA aracılığıyla geçerliği ve güvenirliği olan bir ölçüm modeline dönüştürülmüştür. Bu modelin, benzer özellikleri taşıyan farklı bir örneklemde istatistiksel olarak anlamlı düzeyde uyumlu sonuçlar verdiği DFA ile ortaya konmuştur. Bu bağlamda ölçek, eğitim politikası geliştiriciler, eğiticiler ve yaşam boyu öğrenme tutumunu etkileyen faktörler üzerine çalışan araştırmacılar tarafından kullanılabilir.

Kaynakça

  • Günüç S, Odabaşı HF, Kuzu A. Yaşam Boyu Öğrenmeyi Etkileyen Faktörler. 2012 [cited 2019 Jan 28];11(2):309–25. Available from: http://sbe.gantep.edu.tr
  • Kallen D, Bengtsson J. Recurrent Education: A Strategy for Lifelong [Internet]. Paris; 1973 [cited 2019 Jan 30]. Available from: https://files.eric.ed.gov/fulltext/ED083365.pdf
  • Jarvis P. Globalization, Lifelong Learning and the Learning Society [Internet]. 2007. Available from: https://www.taylorfrancis.com/books/9780203964408
  • Lengrand P. An Introduction to Lifelong Education. Paris: UNESCO; 1975. 157 p.
  • Wilson N. Lifelong Learning. Br Dent J [Internet]. 2000 May 13 [cited 2018 Sep 9];188(9):469–469. Available from: http://www.nature.com/doifinder/10.1038/sj.bdj.4800512
  • Tavşancıl E. Tutumların Ölçülmesi ve SPSS ile Veri Analizi. 5th ed. Ankara: Nobel Yayıncılık; 2014.
  • Davis L, Taylor H, Reyes H. Lifelong learning in nursing: A Delphi study. Nurse Educ Today [Internet]. 2014 Mar 1 [cited 2018 Jan 24];34(3):441–5. Available from: http://www.ncbi.nlm.nih.gov/pubmed/23664106
  • Blank L, Kimball H, McDonald W, Merino J. Medical Professionalism in the New Millennium: A Physician Charter 15 Months Later. Ann Intern Med [Internet]. 2003 Feb 5 [cited 2018 Dec 4];138(10):839–41. Available from: http://annals.org/article.aspx? doi=10.7326/0003-4819-136-3-200202050-00012
  • Rishel CJ. Professional development for oncology nurses: a commitment to lifelong learning. Oncol Nurs Forum. 2013 Nov;40(6):537–9.
  • Miflin, Campbell, Price. A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula. Med Educ. 2000;34(4):299–306.
  • Sierpina VS, Kreizer MJ. Life-Long Learning in Integrative Healthcare. Innov Integr Healthc Educ [Internet]. 2012;8(3):210–2. Available from: http://dx.doi.org/10.1016/j.explore.2012.02.011
  • Schifferdecker KE, Reed VA. Using mixed methods research in medical education: Basic guidelines for researchers. Med Educ [Internet]. 2009 Jul 1 [cited 2020 Aug 17];43(7):637–44. Available from: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2923.2009.03386.x
  • Crick RD, Broadfoot P, Claxton G. Developing an Effective Lifelong Learning Inventory: the ELLI Project. Assess Educ [Internet]. 2004 [cited 2018 Jan 25];11(3). Available from: http://www.tandfonline.com/doi/pdf/10.1080/0969594042000304582?needAccess=true
  • Hojat M, Nasca TJ, Erdmann JB, Frisby AJ, Veloski JJ, Gonnella JS. An operational measure of physician lifelong learning: Its development, components and preliminary psychometric data. Med Teach [Internet]. 2003 Jan 3 [cited 2018 Sep 9];25(4):433–7. Available from: http://www.tandfonline.com/doi/full/10.1080/0142159031000137463
  • Kirby JR, Knapper C, Lamon P, Egnatoff WJ. Development of a scale to measure lifelong learning. Int J Lifelong Educ [Internet]. 2010 [cited 2018 Jan 25];29(3):291–302. Available from: http://www.tandf.co.uk/journals
  • Uzunboylu H, Hürsen Ç. Lifelong Learning Competence Scale (Lllcs): the Study of Validity and Reliability. Hacettepe Üniversitesi Eğitim Fakültesi Derg [Internet]. 2011 [cited 2018 Jan 25];41:449–60. Available from: http://toad.edam.com.tr/sites/default/files/pdf/yasamboyu-ogrenme-yeterlilik-olcegi-toad.pdf
  • Coşkun YD, Demirel M. Lifelong learning tendency scale: the study of validity and reliability. Procedia - Soc Behav Sci [Internet]. 2010 Jan 1 [cited 2018 Jan 25];5:2343–50. Available from: https://www.sciencedirect.com/science/article/pii/S1877042810018355
  • Günüç S, Odabasi FH, Kuzu A. Developing an Effective Lifelong Learning Scale (ELLS): Study of Validity & Reliability. Eğitim ve Bilim [Internet]. 2014 [cited 2018 Jan 25];39(3). Available from: http://toad.edam.com.tr/sites/default/files/pdf/tkili-yasam-boyu-ogrenme-olcegi-eyboo-toad.pdf
  • Hürsen Ç. A scale of lifelong learning attitudes of teachers: The development of LLLAS. Cypriot J Educ Sci [Internet]. 2016 Mar 30 [cited 2018 Jan 31];11(1):21. Available from: http://sproc.org/ojs/index.php/cjes/article/view/1_4
  • Eagly AH, Chaiken S. The psychology of attitudes. Harcourt brace Jovanovich college publishers; 1993.
  • Büyüköztürk Ş. Sosyal Bilimler için Veri Analizi El Kitabı. 19th ed. Ankara: Pegem Yayınevi; 2014. 213 p.
  • Çokluk Ö, Şekercioğlu G, Büyüköztürk Ş. Sosyal Bilimler için Çok Değişkenli İstatistik: SPSS ve LİSREL Uygulamaları. Ankara: Pegem Yayınevi; 2016. 413 p.
  • Kline P. Handbook of psychological testing. Routledge; 2013.
  • McDonald RP, Ho M-HR. Principles and practice in reporting structural equation analyses. Psychol Methods. 2002;7(1):64.
  • Sümer N. Yapısal eşitlik modelleri. Türk Psikol Yazıları. 2000;3(6):49–76.
  • Brown TA. Confirmatory factor analysis for applied research. New York: Guildford Press; 2006. 361–379 p.
  • Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Model a Multidiscip J. 1999;6(1):1–55.
  • Tabachnick BG, Fidell LS, Ullman JB. Using multivariate statistics. Vol. 5. Pearson Boston, MA; 2007.
  • Thompson B. Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association; 2004.
  • MacCallum RC, Browne MW, Sugawara HM. Power analysis and determination of sample size for covariance structure modeling. Psychol Methods. 1996;1(2):130.
  • Cortina JM. What is Coefficient alpha? an examination of Theory and Applications. J Appl Psychol [Internet]. 1993 [cited 2019 Aug 16];78(No 1):98–104. Available from: https://psycnet.apa.org/fulltext/1993-19965-001.pdf
  • Özdamar K. Ölçek ve Test Geliştirme Yapısal Eşitlik Modellemesi. 1st ed. Eskişehir: Nisan Kitabevi; 2016. 286 p.
  • Taber KS. The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Res Sci Educ. 2018;48(6):1273–96.
  • Coşkun YD, Demirel M. Lifelong Learning Tendencies of University Students. Hacettepe Üniversitesi Eğitim Fakültesi Derg. 2012;42:108–20.
  • Hojat M, Veloski J, Nasca TJ, Erdmann JB, Gonnella JS. Assessing physicians’ orientation toward lifelong learning. J Gen Intern Med. 2006;21(9):931–6.
  • Wetzel AP, Mazmanian PE, Hojat M, Kreutzer KO, Carrico RJ, Carr C, et al. Measuring medical students’ orientation toward lifelong learning: A psychometric evaluation. Acad Med [Internet]. 2010 Oct [cited 2019 Feb 16];85(10 SUPPL.):S41–4. Available from: https://insights.ovid.com/crossref?an=00001888-201010001-00014

Lifelong Learning Attitude Scale (LILAS) for Healthcare Students in Higher Education: Development, Validity, Reliability Study

Yıl 2021, Cilt: 20 Sayı: 62, 87 - 101, 31.12.2021
https://doi.org/10.25282/ted.936394

Öz

Aim: One of the leading goals of health education in recent years is to provide students with lifelong learning skills. Assuming that the desire to be a lifelong learner and continuous learning is at the centre of the context of lifelong learning, it is important to try to predict the potential behaviour of the individual in his/her personal, social or professional life. The aim of this study is to develop a valid and reliable specific measurement tool that can measure the lifelong learning attitudes of higher education students studyimg health sciences.
Methods: In order to create an item pool to have a draft scale, the relevant literature was reviewed, similar scales were analyzed and in-depth interviews were performed with health care students. A 41-item draft scale was created and piloted to 28 postgraduate students at Ege University Institute of Health Sciences to investigate face validity of the scale. Then, the draft scale was applied to 555 students from Ege University (Institute of Health Sciences), and Süleyman Demirel University (Faculty of Medicine, Dentistry, Pharmacy and Health Sciences). Exploratory factor analysis (EFA) was performed with the data and a five-factor 23-item scale was obtained. This final form of the scale was applied to students of Celal Bayar University Faculty of Medicine and Faculty of Health Sciences (n=253) for confirmatory factor analysis (CFA) to show compatibility of the model in similar samples.
Results: On the scale, five factors were found to be structurally suitable for measuring the determined construct. Factor loadings of 23 items, which explain 59.74% of the total variance, varied between 0.849 and 0.421, and common variance values varied between 0.611 and 0.360. The overall internal consistency coefficient of the scale was 0.911, and a statistically significant difference was observed between the lower 27% and upper 27% groups (p < 0.001). As a result of CFA, it was determined that all fit indices of the model were within the ideal fit ranges. (χ²/sd=1,743 SRMR=0,0512; RMSEA=0,054; CFI=0,957; NFI=0,905; GFI=0,888>AGFI=0,858).
Conclusions: This psychometric structure, which was developed considering theoretical framework of lifelong learning attitude, has been transformed into a valid and reliable measurement model by EFA. Tis model was shown to yield statistically significant compatibility results in a different sample with similar characteristics by CFA. Thus, the scale seems suitable to be used by educational policy developers, educators, and researchers to investigate possible factors affecting lifelong learning attitude. 

Kaynakça

  • Günüç S, Odabaşı HF, Kuzu A. Yaşam Boyu Öğrenmeyi Etkileyen Faktörler. 2012 [cited 2019 Jan 28];11(2):309–25. Available from: http://sbe.gantep.edu.tr
  • Kallen D, Bengtsson J. Recurrent Education: A Strategy for Lifelong [Internet]. Paris; 1973 [cited 2019 Jan 30]. Available from: https://files.eric.ed.gov/fulltext/ED083365.pdf
  • Jarvis P. Globalization, Lifelong Learning and the Learning Society [Internet]. 2007. Available from: https://www.taylorfrancis.com/books/9780203964408
  • Lengrand P. An Introduction to Lifelong Education. Paris: UNESCO; 1975. 157 p.
  • Wilson N. Lifelong Learning. Br Dent J [Internet]. 2000 May 13 [cited 2018 Sep 9];188(9):469–469. Available from: http://www.nature.com/doifinder/10.1038/sj.bdj.4800512
  • Tavşancıl E. Tutumların Ölçülmesi ve SPSS ile Veri Analizi. 5th ed. Ankara: Nobel Yayıncılık; 2014.
  • Davis L, Taylor H, Reyes H. Lifelong learning in nursing: A Delphi study. Nurse Educ Today [Internet]. 2014 Mar 1 [cited 2018 Jan 24];34(3):441–5. Available from: http://www.ncbi.nlm.nih.gov/pubmed/23664106
  • Blank L, Kimball H, McDonald W, Merino J. Medical Professionalism in the New Millennium: A Physician Charter 15 Months Later. Ann Intern Med [Internet]. 2003 Feb 5 [cited 2018 Dec 4];138(10):839–41. Available from: http://annals.org/article.aspx? doi=10.7326/0003-4819-136-3-200202050-00012
  • Rishel CJ. Professional development for oncology nurses: a commitment to lifelong learning. Oncol Nurs Forum. 2013 Nov;40(6):537–9.
  • Miflin, Campbell, Price. A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula. Med Educ. 2000;34(4):299–306.
  • Sierpina VS, Kreizer MJ. Life-Long Learning in Integrative Healthcare. Innov Integr Healthc Educ [Internet]. 2012;8(3):210–2. Available from: http://dx.doi.org/10.1016/j.explore.2012.02.011
  • Schifferdecker KE, Reed VA. Using mixed methods research in medical education: Basic guidelines for researchers. Med Educ [Internet]. 2009 Jul 1 [cited 2020 Aug 17];43(7):637–44. Available from: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2923.2009.03386.x
  • Crick RD, Broadfoot P, Claxton G. Developing an Effective Lifelong Learning Inventory: the ELLI Project. Assess Educ [Internet]. 2004 [cited 2018 Jan 25];11(3). Available from: http://www.tandfonline.com/doi/pdf/10.1080/0969594042000304582?needAccess=true
  • Hojat M, Nasca TJ, Erdmann JB, Frisby AJ, Veloski JJ, Gonnella JS. An operational measure of physician lifelong learning: Its development, components and preliminary psychometric data. Med Teach [Internet]. 2003 Jan 3 [cited 2018 Sep 9];25(4):433–7. Available from: http://www.tandfonline.com/doi/full/10.1080/0142159031000137463
  • Kirby JR, Knapper C, Lamon P, Egnatoff WJ. Development of a scale to measure lifelong learning. Int J Lifelong Educ [Internet]. 2010 [cited 2018 Jan 25];29(3):291–302. Available from: http://www.tandf.co.uk/journals
  • Uzunboylu H, Hürsen Ç. Lifelong Learning Competence Scale (Lllcs): the Study of Validity and Reliability. Hacettepe Üniversitesi Eğitim Fakültesi Derg [Internet]. 2011 [cited 2018 Jan 25];41:449–60. Available from: http://toad.edam.com.tr/sites/default/files/pdf/yasamboyu-ogrenme-yeterlilik-olcegi-toad.pdf
  • Coşkun YD, Demirel M. Lifelong learning tendency scale: the study of validity and reliability. Procedia - Soc Behav Sci [Internet]. 2010 Jan 1 [cited 2018 Jan 25];5:2343–50. Available from: https://www.sciencedirect.com/science/article/pii/S1877042810018355
  • Günüç S, Odabasi FH, Kuzu A. Developing an Effective Lifelong Learning Scale (ELLS): Study of Validity & Reliability. Eğitim ve Bilim [Internet]. 2014 [cited 2018 Jan 25];39(3). Available from: http://toad.edam.com.tr/sites/default/files/pdf/tkili-yasam-boyu-ogrenme-olcegi-eyboo-toad.pdf
  • Hürsen Ç. A scale of lifelong learning attitudes of teachers: The development of LLLAS. Cypriot J Educ Sci [Internet]. 2016 Mar 30 [cited 2018 Jan 31];11(1):21. Available from: http://sproc.org/ojs/index.php/cjes/article/view/1_4
  • Eagly AH, Chaiken S. The psychology of attitudes. Harcourt brace Jovanovich college publishers; 1993.
  • Büyüköztürk Ş. Sosyal Bilimler için Veri Analizi El Kitabı. 19th ed. Ankara: Pegem Yayınevi; 2014. 213 p.
  • Çokluk Ö, Şekercioğlu G, Büyüköztürk Ş. Sosyal Bilimler için Çok Değişkenli İstatistik: SPSS ve LİSREL Uygulamaları. Ankara: Pegem Yayınevi; 2016. 413 p.
  • Kline P. Handbook of psychological testing. Routledge; 2013.
  • McDonald RP, Ho M-HR. Principles and practice in reporting structural equation analyses. Psychol Methods. 2002;7(1):64.
  • Sümer N. Yapısal eşitlik modelleri. Türk Psikol Yazıları. 2000;3(6):49–76.
  • Brown TA. Confirmatory factor analysis for applied research. New York: Guildford Press; 2006. 361–379 p.
  • Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equ Model a Multidiscip J. 1999;6(1):1–55.
  • Tabachnick BG, Fidell LS, Ullman JB. Using multivariate statistics. Vol. 5. Pearson Boston, MA; 2007.
  • Thompson B. Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association; 2004.
  • MacCallum RC, Browne MW, Sugawara HM. Power analysis and determination of sample size for covariance structure modeling. Psychol Methods. 1996;1(2):130.
  • Cortina JM. What is Coefficient alpha? an examination of Theory and Applications. J Appl Psychol [Internet]. 1993 [cited 2019 Aug 16];78(No 1):98–104. Available from: https://psycnet.apa.org/fulltext/1993-19965-001.pdf
  • Özdamar K. Ölçek ve Test Geliştirme Yapısal Eşitlik Modellemesi. 1st ed. Eskişehir: Nisan Kitabevi; 2016. 286 p.
  • Taber KS. The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Res Sci Educ. 2018;48(6):1273–96.
  • Coşkun YD, Demirel M. Lifelong Learning Tendencies of University Students. Hacettepe Üniversitesi Eğitim Fakültesi Derg. 2012;42:108–20.
  • Hojat M, Veloski J, Nasca TJ, Erdmann JB, Gonnella JS. Assessing physicians’ orientation toward lifelong learning. J Gen Intern Med. 2006;21(9):931–6.
  • Wetzel AP, Mazmanian PE, Hojat M, Kreutzer KO, Carrico RJ, Carr C, et al. Measuring medical students’ orientation toward lifelong learning: A psychometric evaluation. Acad Med [Internet]. 2010 Oct [cited 2019 Feb 16];85(10 SUPPL.):S41–4. Available from: https://insights.ovid.com/crossref?an=00001888-201010001-00014
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Orjinal Araştırma
Yazarlar

Ozan Karaca 0000-0001-5431-0942

S. Ayhan Çalışkan 0000-0001-9714-6249

Onur Dönmez 0000-0001-5200-1468

Halil İbrahim Durak 0000-0002-9407-6705

Yayımlanma Tarihi 31 Aralık 2021
Gönderilme Tarihi 11 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 20 Sayı: 62

Kaynak Göster

Vancouver Karaca O, Çalışkan SA, Dönmez O, Durak Hİ. Lifelong Learning Attitude Scale (LILAS) for Healthcare Students in Higher Education: Development, Validity, Reliability Study. TED. 2021;20(62):87-101.