Araştırma Makalesi
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YOĞUN BAKIM HEMŞİRELERİNİN WEB TABANLI EĞİTİM MODELİNE İLİŞKİN GÖRÜŞLERİ: BİR HASTANE ÖRNEĞİ

Yıl 2024, Cilt: 33 Sayı: 1, 9 - 14, 01.04.2024

Pelin Çelik Hatice Tel Aydın

https://doi.org/10.34108/eujhs.1267941

Öz

Yoğun bakım hemşireleri üst düzey bilgi, ileri klinik beceriler kullanarak ve zamana karşı yarışarak kritik hastalara hemşirelik bakımı sunmaktadır. Dolayısıyla yoğun bakım hemşirelerinin mesleki gelişimlerini sürdürmeleri ve bakım süreçlerindeki güncel konuları yakından takip etmeleri önemlidir. Bu araştırma, yoğun bakım hemşirelerinin hizmet içi eğitimde web tabanlı eğitim yönteminin kullanımına ilişkin görüşlerini belirlemeyi amaçlamaktadır. Araştırmanın örneklemini yetişkin yoğun bakım ünitesinde görev yapmakta olan 62 yoğun bakım hemşiresi oluşturmuştur. Hemşirelerin tamamı ‘Web Tabanlı Eğitimin Yoğun Bakım Hemşirelerinin Sedasyon Yönetimi Bilgi ve Uygulamalarına Etkisi’ konulu web tabanlı hizmet içi eğitim programına katılmayı gönüllü olarak kabul etmiştir. Araştırma verileri; “Hemşire Tanıtım Formu” ve “Hemşirelerin Web Tabanlı Eğitime Yönelik Görüşlerini Değerlendirme Formu” kullanılarak elde edilmiştir. Çalışma verileri SPSS 22.0 programı ile tanımlayıcı istatistikler (sayı, yüzde, medyan ve çeyreklikler arası uzaklık) kullanılarak değerlendirilmiştir. Çalışmada “web tabanlı hizmet içi eğitim etkinliklerinin, yaşam boyu eğitimi sürdürmede hemşireleri destekleyici olduğu”, “yüz yüze eğitim programlarına katılamama sorununa çözüm olabileceği” ve “aile hayatını sürdürmede kolaylık sağlayacağı” yönündeki ifadelere katılım oranlarının oldukça yüksek olduğu belirlenmiştir. Hemşireler sürekli mesleki gelişimi ve hizmet içi eğitimleri sürdürmede web tabanlı eğitimin destekleyici olduğuna inanmaktadır.

Anahtar Kelimeler

Sürekli hemşirelik eğitimi uzaktan eğitim yoğun bakım hemşireliği

Kaynakça

  • Twigg D, Attree M. Patient safety: Committing to learn and acting to improve. Nurse Educ Today. 2014;34(2):159-161. doi:10.1016/j.nedt.2013.11. 002
  • Chaghari M, Ebadi A, Ameryoun A. An attempt for empowering education: A qualitative study of in-service training of nursing personnel. Iran J Nurs Midwifery Res. 2016;21(5):498-503. doi:10.4103/ 1735-9066.193404
  • Bindon SL. Professional development strategies to enhance surses' knowledge and maintain safe practice. AORN J. 2017;106(2):99-110. doi:10.1016/j. aorn.2017.06.002
  • Lera M, Taxtsoglou K, Iliadis C, et al. Continuing distance education in nursing. EAS J Nurs Midwifery. 2019;1(5):155-160. doi:10.36349/EASJNM.2019. v01i05.002
  • Hendrickx L, Winters C. Access to continuing education for critical care nurses in rural or remote settings. Crit Care Nurse. 2017;37:66-71. doi:10.4037/ccn2017999
  • Yabanova U, Bacak B, Yabanova, EK. Hizmet içi eğitimde teknoloji uygulamaları alanının gelişimi. Yönetim Bilimleri Dergisi. 2016;14(27), 557-581.
  • Terzi C. Elektronik Öğrenme, http://sneg.turkcer. org.tr/eogrenme-nedir.pdf. (Erişim tarihi: 10.12.2013).
  • Tung CY, Chang CC, Ming JL. Occupational hazards education for nursing staff through web-based learning. Int J Environ Res Public Health. 2014;11(12):13035-13046. doi:10.3390/ijerph111213035
  • Barisone M, Bagnasco A, Aleo G. The effectiveness of web-based learning in supporting the development of nursing students’ practical skills during clinical placements: A qualitative study. Nurse Educ Pract. 2019;37:56-6. doi:10.1016/j.nepr.2019.02.009
  • Lahti M, Hatonen H, Valimaki M. Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis. Int J Nurs Stud. 2014;51(1):136-149. doi:10.1016/j.ijnurstu.2012.12.017
  • Chuang YH, Tsao CW. Enhancing nursing students' medication knowledge: The effect of learning materials delivered by short message service. Comput Educ. 2013;61(1):168-175. doi:10.1016/j.compedu.2012.09.013
  • George PP, Papachristou N, Belisario JM, et al. Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health. 2014;4(1):010406. doi:10.7189/jogh.04. 010406
  • Xing W, Ao L, Xiao H.Nurses' attitudes toward, and needs for online learning: differences between rural and urban hospitals in Shanghai, East China. Int J Environ Res Public Health. 2018;15(7):1495. doi:10.3390/ijerph15071495
  • Lera M, Taxtsoglou K, Iliadis C. The use of new information and communication technologies in nursing practice. EAS J Nurs Midwifery. 2020;2(1):40-44. doi:10.36349/easjnm.2020.v02i01.07
  • Govranos M, Newton JM. Exploring ward nurses' perceptions of continuing education in clinical settings. Nurse Educ Today. 2014;34(4):655-660. doi:10.1016/j.nedt.2013.07.003
  • Kourkouta L, Iliadis C, Frantzana A. Reading and health benefits. Journal of Healthcare Communications. 2018;03(04). doi:10.4172/2472-1654.100149
  • Gest CD. A Web-Based Nursing Education for Thermoregulation. J Nurses Prof Dev. 2021;37(4):249-256. doi:10.1097/NND.00000000000007 55
  • Davis LL. Instrument review: Getting the most from a panel of experts. Appl Nurs Res. 1992;5:194-197. doi:10.1016/S0897-1897(05)80008-4
  • Taşkın ÇV, Akat Ö. Araştırma yöntemlerinde yapısal eşitlik modelleme. Bursa: Ekin Yayınevi. 2010:80-84
  • Kipturgo MK, Kivuti-Bitok LW, Karani AK. Attitudes of nursing staff towards computerisation: A case of two hospitals in Nairobi, Kenya. BMC Med Inform Decis Mak. 2014;14(1):35. doi:10.1186/1472-6947-14-35
  • Topal K, Saatçi E, Baştürk R. Uzman olmayan hekimlerin sürekli mesleksel gelişim ve öğrenme gereksinimleri. Türk Aile Hek Derg. 2012;16(3):113-118. doi:10.2399/tahd.12.113
  • Gosselin M, Perron A, Lacesse A. Assessment of continuing education needs among critical care nurses in remote Québec, Canada. J Contin Educ Nurs. 2020;51(7):322-330. doi:10.3928/00220124-20200611-08
  • Dimitra D, Loukas M. Adult learners' vıews regardıng lıfelong learnıng and the partıcıpatory educatıonal technıques use: the case of second chance schools in Greece. In J Dev. 2019; 09(03): 26781-26785.
  • Shahhosseini Z, Hamzehgardeshi Z. The facilitators and barriers to nurses’ participation in continuing education programs: A mixed method explanatory sequential study. Glob J Health Sci. 2015;7(3):184-193. doi:10.5539/gjhs.v7n3p184
  • Adamu A. Perspectives of continuing formal education among nurses in selected secondary healthcare facilities in northern Nigeria. Am J Health Res.2015;3(1):68. doi:10.11648/j.ajhr.s.20150301 01.20
  • Uslu E, Buldukoglu K, Zayim N. Web-based training: readiness and perceptions of nurses. Stud Health Technol Inform. 2014;205: 176-180. doi:10.3233/9 78-1-61499-432-9-176
  • Boz-Yüksekdag B. Hemşirelik eğitiminde bilgisayar teknolojisinin kullanımı, AUAd. 2015;1(1):103-118
  • Vaona A, Banzi R, Kwag KH, et al. E-learning for health professionals. Cochrane Database Syst Rev. 2018;21;1(1):CD011736. doi:10.1002/14651858. CD011736.pub2

OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE

Yıl 2024, Cilt: 33 Sayı: 1, 9 - 14, 01.04.2024

Pelin Çelik Hatice Tel Aydın

https://doi.org/10.34108/eujhs.1267941

Öz

Intensive care nurses provide nursing care to critical patients not only using advanced knowledge and advanced clinical skills but also by racing against time. Therefore, it is vital for intensive care nurses to maintain their professional development and closely follow current trends related to the care process. This study aims to determine the opinions of intensive care nurses about the use of the web-based education method in in-service education. The sample of this study consisted of 62 intensive care nurses working in the adult intensive care unit. All the nurses volunteered to participate in the web-based in-service education program on the “The Effect of Web-Based Education on the Knowledge and Practice of Sedation Management of Intensive Care Nurses.” The study data were obtained with the “Nurse Introduction Form” and the “Evaluation Form of the Opinions of Nurses on Web-Based Education”. These data were evaluated with the SPSS 22.0 software and descriptive statistics (frequency, percentage, median, and interquartile range). This study found that the rate of agreement on the statements "web-based in-service education activities support nurses in maintaining continuing education/lifelong education after graduation," "web-based in-service education activities can be a solution to the problem that nurses cannot participate in in-service education programs due to working hours," and "web-based in-service education activities facilitate the family life of nurses" was very high. Nurses believe that web-based education is supportive in maintaining continuing professional development and in-service education.

Anahtar Kelimeler

Continuing nursing education distance education intensive care nursing

Kaynakça

  • Twigg D, Attree M. Patient safety: Committing to learn and acting to improve. Nurse Educ Today. 2014;34(2):159-161. doi:10.1016/j.nedt.2013.11. 002
  • Chaghari M, Ebadi A, Ameryoun A. An attempt for empowering education: A qualitative study of in-service training of nursing personnel. Iran J Nurs Midwifery Res. 2016;21(5):498-503. doi:10.4103/ 1735-9066.193404
  • Bindon SL. Professional development strategies to enhance surses' knowledge and maintain safe practice. AORN J. 2017;106(2):99-110. doi:10.1016/j. aorn.2017.06.002
  • Lera M, Taxtsoglou K, Iliadis C, et al. Continuing distance education in nursing. EAS J Nurs Midwifery. 2019;1(5):155-160. doi:10.36349/EASJNM.2019. v01i05.002
  • Hendrickx L, Winters C. Access to continuing education for critical care nurses in rural or remote settings. Crit Care Nurse. 2017;37:66-71. doi:10.4037/ccn2017999
  • Yabanova U, Bacak B, Yabanova, EK. Hizmet içi eğitimde teknoloji uygulamaları alanının gelişimi. Yönetim Bilimleri Dergisi. 2016;14(27), 557-581.
  • Terzi C. Elektronik Öğrenme, http://sneg.turkcer. org.tr/eogrenme-nedir.pdf. (Erişim tarihi: 10.12.2013).
  • Tung CY, Chang CC, Ming JL. Occupational hazards education for nursing staff through web-based learning. Int J Environ Res Public Health. 2014;11(12):13035-13046. doi:10.3390/ijerph111213035
  • Barisone M, Bagnasco A, Aleo G. The effectiveness of web-based learning in supporting the development of nursing students’ practical skills during clinical placements: A qualitative study. Nurse Educ Pract. 2019;37:56-6. doi:10.1016/j.nepr.2019.02.009
  • Lahti M, Hatonen H, Valimaki M. Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis. Int J Nurs Stud. 2014;51(1):136-149. doi:10.1016/j.ijnurstu.2012.12.017
  • Chuang YH, Tsao CW. Enhancing nursing students' medication knowledge: The effect of learning materials delivered by short message service. Comput Educ. 2013;61(1):168-175. doi:10.1016/j.compedu.2012.09.013
  • George PP, Papachristou N, Belisario JM, et al. Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health. 2014;4(1):010406. doi:10.7189/jogh.04. 010406
  • Xing W, Ao L, Xiao H.Nurses' attitudes toward, and needs for online learning: differences between rural and urban hospitals in Shanghai, East China. Int J Environ Res Public Health. 2018;15(7):1495. doi:10.3390/ijerph15071495
  • Lera M, Taxtsoglou K, Iliadis C. The use of new information and communication technologies in nursing practice. EAS J Nurs Midwifery. 2020;2(1):40-44. doi:10.36349/easjnm.2020.v02i01.07
  • Govranos M, Newton JM. Exploring ward nurses' perceptions of continuing education in clinical settings. Nurse Educ Today. 2014;34(4):655-660. doi:10.1016/j.nedt.2013.07.003
  • Kourkouta L, Iliadis C, Frantzana A. Reading and health benefits. Journal of Healthcare Communications. 2018;03(04). doi:10.4172/2472-1654.100149
  • Gest CD. A Web-Based Nursing Education for Thermoregulation. J Nurses Prof Dev. 2021;37(4):249-256. doi:10.1097/NND.00000000000007 55
  • Davis LL. Instrument review: Getting the most from a panel of experts. Appl Nurs Res. 1992;5:194-197. doi:10.1016/S0897-1897(05)80008-4
  • Taşkın ÇV, Akat Ö. Araştırma yöntemlerinde yapısal eşitlik modelleme. Bursa: Ekin Yayınevi. 2010:80-84
  • Kipturgo MK, Kivuti-Bitok LW, Karani AK. Attitudes of nursing staff towards computerisation: A case of two hospitals in Nairobi, Kenya. BMC Med Inform Decis Mak. 2014;14(1):35. doi:10.1186/1472-6947-14-35
  • Topal K, Saatçi E, Baştürk R. Uzman olmayan hekimlerin sürekli mesleksel gelişim ve öğrenme gereksinimleri. Türk Aile Hek Derg. 2012;16(3):113-118. doi:10.2399/tahd.12.113
  • Gosselin M, Perron A, Lacesse A. Assessment of continuing education needs among critical care nurses in remote Québec, Canada. J Contin Educ Nurs. 2020;51(7):322-330. doi:10.3928/00220124-20200611-08
  • Dimitra D, Loukas M. Adult learners' vıews regardıng lıfelong learnıng and the partıcıpatory educatıonal technıques use: the case of second chance schools in Greece. In J Dev. 2019; 09(03): 26781-26785.
  • Shahhosseini Z, Hamzehgardeshi Z. The facilitators and barriers to nurses’ participation in continuing education programs: A mixed method explanatory sequential study. Glob J Health Sci. 2015;7(3):184-193. doi:10.5539/gjhs.v7n3p184
  • Adamu A. Perspectives of continuing formal education among nurses in selected secondary healthcare facilities in northern Nigeria. Am J Health Res.2015;3(1):68. doi:10.11648/j.ajhr.s.20150301 01.20
  • Uslu E, Buldukoglu K, Zayim N. Web-based training: readiness and perceptions of nurses. Stud Health Technol Inform. 2014;205: 176-180. doi:10.3233/9 78-1-61499-432-9-176
  • Boz-Yüksekdag B. Hemşirelik eğitiminde bilgisayar teknolojisinin kullanımı, AUAd. 2015;1(1):103-118
  • Vaona A, Banzi R, Kwag KH, et al. E-learning for health professionals. Cochrane Database Syst Rev. 2018;21;1(1):CD011736. doi:10.1002/14651858. CD011736.pub2
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hemşirelik
Bölüm Araştırma Makalesi
Yazarlar

Pelin Çelik 0000-0002-1179-4227

Hatice Tel Aydın 0000-0002-1518-8080

Erken Görünüm Tarihi 2 Nisan 2024
Yayımlanma Tarihi 1 Nisan 2024
Gönderilme Tarihi 20 Mart 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 33 Sayı: 1

Kaynak Göster

APA Çelik, P., & Tel Aydın, H. (2024). OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE. Sağlık Bilimleri Dergisi, 33(1), 9-14. https://doi.org/10.34108/eujhs.1267941
AMA Çelik P, Tel Aydın H. OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE. JHS. Nisan 2024;33(1):9-14. doi:10.34108/eujhs.1267941
Chicago Çelik, Pelin, ve Hatice Tel Aydın. “OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE”. Sağlık Bilimleri Dergisi 33, sy. 1 (Nisan 2024): 9-14. https://doi.org/10.34108/eujhs.1267941.
EndNote Çelik P, Tel Aydın H (01 Nisan 2024) OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE. Sağlık Bilimleri Dergisi 33 1 9–14.
IEEE P. Çelik ve H. Tel Aydın, “OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE”, JHS, c. 33, sy. 1, ss. 9–14, 2024, doi: 10.34108/eujhs.1267941.
ISNAD Çelik, Pelin - Tel Aydın, Hatice. “OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE”. Sağlık Bilimleri Dergisi 33/1 (Nisan 2024), 9-14. https://doi.org/10.34108/eujhs.1267941.
JAMA Çelik P, Tel Aydın H. OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE. JHS. 2024;33:9–14.
MLA Çelik, Pelin ve Hatice Tel Aydın. “OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE”. Sağlık Bilimleri Dergisi, c. 33, sy. 1, 2024, ss. 9-14, doi:10.34108/eujhs.1267941.
Vancouver Çelik P, Tel Aydın H. OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE. JHS. 2024;33(1):9-14.
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