Instructional Design and Implementation for Educational Skills Program Based on Constructivist Learning Approach: An Example of Nurse Instructors
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 26
- 试验地点
- 2
- 主要终点
- Education Skills Scale
研究概览
简要总结
A lecturer is a person who, after completing his/her undergraduate education, specializes in the same or a different discipline through postgraduate education and works at a university. The main responsibilities of lecturers are teaching, research, leadership and community service.
The training skills program includes adult education and characteristics of adult learners, basic concepts of education, teaching methods and techniques, instructional technologies, communication skills, curriculum development, implementation and evaluation and aims to improve participants' training skills.
Teaching is among the main responsibilities of lecturers. Instructors need to receive training to improve their teaching skills during their graduate education and after their appointment as instructors. In this study, it is aimed to design and implement an Educational Skills Program based on the Constructivist Learning Approach. The design of the training program was based on the Dick, Carey and Carey (DCC) Instructional Design Model, which is widely known among instructional design models and influenced by constructivism theory. It is aimed that the training skills training program will be carried out by taking adult education into consideration and will be learner-centered. In this study, the training plan is based on the Constructivist Learning Approach 5E model, which is proven to be effective in the literature and widely used. The training program will be conducted through distance education in order to reach instructors living in different cities and to create common time.
详细描述
A lecturer is a person who, after completing his/her undergraduate education, specializes in the same or a different discipline through postgraduate education and works at a university. The main responsibilities of lecturers are teaching, research, leadership and community service.
The training skills program includes adult education and characteristics of adult learners, basic concepts of education, teaching methods and techniques, instructional technologies, communication skills, curriculum development, implementation and evaluation and aims to improve participants' training skills.
It is recommended to make use of instructional design models in the process of curriculum development. Curriculum design involves determining the ways of teaching in order to create the desired changes in the learner's knowledge and skills. The curriculum to be created in this study was based on the Dick, Carey and Carey (DCC) Instructional Design Model, which is widely known among instructional design models and influenced by constructivism theory. In 2005, Sweetin classified the stages of the model as design, analysis, development and evaluation.
Constructivism is a theory about knowledge and learning. The theory is based on building knowledge from the ground up. The lesson plans in this study will be based on the 5E model developed by Roger Bybee in the 1960s, which is the most preferred constructivist model. The 5E model consists of the following stages: engage-enter, exploration, explanation, elaboration and evaluation.
A review of nursing doctoral curricula in the United States and Canada, which shows that there is insufficient or no course on imparting educational skills, draws attention to this issue. In a study conducted with lecturers working in the department of nursing, it was determined that half of the participants received training on educational skills and almost all of them thought that formation education should be compulsory. In Eycan and Ulupınar's study (2021), it was determined that half of the instructors working in the nursing department received distance education instructor training, and more than half of them needed training on this topic. In the literature, there is a study showing that the online distance education instructor training program positively affected participants' self-efficacy and perceptions of benefit.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Graduating from the Department of Nursing.
- •To be enrolled in or graduated from a master's or doctoral program in one of the departments of nursing.
- •To be working as a lecturer in nursing departments.
- •In the study, priority will be given to those working as research assistants in nursing departments.
- •Priority will be given to those who have been working as a lecturer in the nursing department for a maximum of 2 years.
- •Priority will be given to those who have given and continue to give theoretical or laboratory or application courses in the nursing department.
- •In the qualitative part of the study, it was planned to conduct individual in-depth interviews with a randomly selected group of those who completed the training program and volunteered to participate in the interview.
排除标准
- •Becoming a faculty member,
- •Not having a nursing degree,
- •Graduate education in a field other than one of the nursing departments
研究组 & 干预措施
1
Education
干预措施: Education (Other)
结局指标
主要结局
Education Skills Scale
时间窗: up to 12 months
Education Skills Scale: The scale developed by Çayır and Ulupınar consists of a total of 38 items and is a five-point Likert scale (1. Never, 2. Rarely/Sometimes, 3. sometimes/ Sometimes, 4. Often/Frequently, 5. Always). All statements in the scale are positive. Each item in the scale is given a score between 1-5. The minimum score is 38 and the maximum score is 190. It was determined that the higher the score obtained from the Training Skills Scale, the higher the frequency of using training skills.
次要结局
未报告次要终点
研究者
Ozgul Eycan
Nurse; Lecturer (Istanbul Arel University Nursing Department); PHD Student (IUC- Nursing Education, Doctorate Program)
Istanbul University - Cerrahpasa