Design, Implementation and Evaluation of School Health Nursing Course Curriculum Based on Universal Design Model
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 20
- 试验地点
- 2
- 主要终点
- Communication Skills Scale
研究概览
简要总结
The aim of this study is to design, implement and evaluate the School Health Nursing course in the undergraduate nursing program using the universal design model.
详细描述
Nursing education has adopted technology, evidence-based practice, critical thinking, and collaborative work. In order for teaching to be successful, students with different characteristics should be addressed and diversity and flexibility should be taken into consideration in the teaching plan. In this context, the application of the principles of Universal Design for Learning (UDL) is recognized as an inclusive learning approach that can meet the diverse needs of nursing students. Despite this, UDL is not well known in nursing education. Nursing students are diverse in culture, abilities and challenges. IET is a logical and social model that supports a variety of learning modalities. Accessibility tools help to measure the effectiveness of faculty efforts to make nursing courses accessible to all. In a study conducted in the USA, 100 courses were analyzed 1 year apart for the use of accessibility software to measure faculty development and student participation in nursing courses over 2 academic terms (spring 2021 and 2022). It was found that course accessibility scores and student utilization increased significantly with SET. In a study designed in Canada for Covid-19 in the fall semester of 2020 using online IET-based teaching strategies, the undergraduate course given in the first year of nursing was evaluated with convergent mixed methods analysis. In the technology-enhanced face-to-face health sciences course where the principles of KET were applied, students were provided with a variety of means of representation, participation and expression. Students reported that the delivery of the course with SLT resulted in increased flexibility, socialization, reduced stress and increased achievement, and that they felt more empowered to make personal choices to best support their own learning. Given the relative ease of applying the principles of SLT to courses, it is thought that it can be easily integrated into nursing education.
Purpose: The aim of this study is to design, implement and evaluate the School Health Nursing course in the undergraduate nursing program using the universal design model.
Method: In the research, simultaneous mixed method will be used in which one-group pretest-posttest quasi-experimental model and qualitative research methods will be used together. The sample was found 27 with the "G. Power-3.1.9.2" program with a medium effect level (d=0.5), 5% margin of error (α=0.05) and 80% power (1β=0.80).
Data accumulation methods: Data, Descriptive Characteristics Form, Critical Thinking Disposition Scale,Communication Skills Scale, Healthy Living Awareness Scale, Experiences of Nursing Students Form (Learning Diary), Reflective Diary will be collected.
Relevant statistical techniques will be used to analyze quantitative data and content analysis method will be used to analyze qualitative data.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Volunteering to participate in the study
排除标准
- •Students who decline to participate in the study
- •Students who will not be able to participate in the application continuously
结局指标
主要结局
Communication Skills Scale
时间窗: Up to 10 weeks
Communication skills scale helps to determine the communication skills of the students. Communication skills scale items centered on the factors of "competence", "discouragement", "body language" and "dignification" factors and there were 36 items in total. Cronbach's alpha coefficient of the scale is 0.89. The lowest score that can be obtained from the whole scale is 36 and the highest score is 180. In the sub-dimensions of the scale, the lowest score that can be obtained from the competence dimension is 12, the highest score is 60; the lowest score that can be obtained from the obstacle dimension is 13, the highest score is 65; the lowest score that can be obtained from the body language dimension is 5, the highest score is 25; the lowest score that can be obtained from the valuing dimension is 6, the highest score is 30 points. It can be concluded that the higher the scores obtained from the scale, the higher the level of communication skills.
Healthy Living Awareness
时间窗: Up to 10 weeks
Developed by Elif Özer, Necla Yılmaz in 2020, it has "Socialization", "Change", "Responsibility" and "Nutrition" sub-dimensions. It consists of 15 items. Cronbach's alpha coefficient of the scale is 0.81.The lowest score to be obtained from the scale is 15 and the highest score is 75. A high score on the scale is considered to indicate a high level of healthy life awareness.
Critical Thinking Disposition Scale
时间窗: Up to 10 weeks
The scale was developed by Semerci in 2000. The scale consists of 49 items with 5 dimensions. Sub-themes of the scale are metacognition, flexibility, systematicity, tenacity-patience and open-mindedness. 14 of the items are in metacognition, 11 of these are in flexibility, 11 of these are in tenacitypatience, 8 of these are in open-mindedness. The Cronbach Alpha coefficient of the CDTH is 0.96. The maximum score that can be obtained from the scale is 245 and the minimum score is 49. the higher the total score, the higher the critical thinking.
次要结局
未报告次要终点