SavedAdd your journal

Journals / Sürekli Tıp Eğitimi Dergisi / 2025 / Cilt: 34 Sayı: 5

The Effects of Film-Based Learning on Students’ Interpersonal Problem-Solving Skills and Cognitive Processes

Film Temelli Öğrenmenin Öğrencilerin Kişilerarası Problem Çözme Becerileri ve Bilişsel Süreçleri Üzerindeki Etkileri

Ayşe Gül Yavaş(ANKARA ÜNİVERSİTESİ)0000-0002-7061-7757
Nazan Turan(GAZİ ÜNİVERSİTESİ, GAZİ MESLEK YÜKSEKOKULU)0000-0001-9251-7282
Pages
342–352
Publication Date
2025-11-17
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Conclusion: Film-based learning improved nursing students' metacognitive and interpersonal problem-solving skills.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Background: Film-based learning is considered an effective teaching method in higher education.
📊
Key Findings & Data:Method: The study was conducted at a state-run university nursing faculty in Türkiye during the 2020–2021 academic year using a pretest/posttest, semi-experimental, non-randomized control group design.
💡
Conclusion & Impact:Conclusion: Film-based learning improved nursing students' metacognitive and interpersonal problem-solving skills.
🔬Design:Araştırma Makalesi
📍Scope:2020–2021 Verileri
⚙️Variables:problem çözme · üstbiliş · hemşirelik eğitimi

Abstract

Background: Film-based learning is considered an effective teaching method in higher education. Aim: This study aimed to examine the effects of film-based learning on nursing students' interpersonal problem-solving and metacognitive skills. Method: The study was conducted at a state-run university nursing faculty in Türkiye during the 2020–2021 academic year using a pretest/posttest, semi-experimental, non-randomized control group design. The experimental group (n=26) participated in film-based learning sessions for 10 weeks, which involved watching and discussing films related to health concepts. No intervention was provided for the control group (n=25). The Metacognition and Interpersonal Problem-Solving Scale was administered to both groups before and after the intervention. Results: No statistically significant differences in the experimental and control groups regarding their sociodemographic characteristics (p>0.05) were found. In the control group, no significant change was observed in metacognition and problem-solving scale scores (p>0.05). In contrast, the experimental group significantly improved metacognition and problem-solving scores (p<0.001). Conclusion: Film-based learning improved nursing students' metacognitive and interpersonal problem-solving skills.

Özet

Arka Plan: Film temelli öğrenme, yükseköğretimde etkili bir öğretim yöntemi olarak görülmektedir. Amaç: Bu çalışma, film temelli öğrenmenin hemşirelik öğrencilerinin kişilerarası problem çözme becerileri ve üst bilişsel becerileri üzerindeki etkisini incelemeyi amaçlamaktadır. Yöntem: Çalışma, 2020–2021 eğitim-öğretim yılında Türkiye’deki bir devlet üniversitesinin hemşirelik fakültesinde, ön test/son test yarı deneysel ve rastgele seçilmemiş kontrol gruplu bir desenle yürütülmüştür. Deney grubu (n=26) 10 hafta boyunca sağlıkla ilgili kavramları ele alan filmleri izlemiş ve tartışmıştır. Kontrol grubuna (n=25) herhangi bir müdahale yapılmamıştır. Müdahale öncesi ve sonrası her iki gruba da Üstbiliş Ölçeği ve Kişilerarası Problem Çözme Ölçeği uygulanmıştır. Bulgular: Çalışma ve kontrol grupları arasında sosyo-demografik özellikler açısından istatistiksel olarak anlamlı bir fark bulunmamıştır (p>0,05). Kontrol grubunun üstbiliş ve problem çözme ölçek puanlarında anlamlı bir değişiklik görülmezken (p>0,05), deney grubunda her iki ölçekte de anlamlı bir artış saptanmıştır (p<0,001). Sonuç: Film temelli öğrenme, hemşirelik öğrencilerinin üstbilişsel ve kişilerarası problem çözme becerilerini geliştirmede etkili bulunmuştur.

🔖

Cite This Article

Yavaş, A. G., Turan, N. (2025). The Effects of Film-Based Learning on Students’ Interpersonal Problem-Solving Skills and Cognitive Processes. Sürekli Tıp Eğitimi Dergisi, Cilt: 34 Sayı: 5, 342–352. https://doi.org/10.17942/sted.1566735

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (31)

  1. Öğülmüş S. Interpersonal problem-solving skills and training. 6th Ed. 2018, Ankara: Nobel Akdemi.
  2. Black BP. Professional nursing. Concepts and challenges. 8th Ed. 2017, Missouri: Elsevier/ Saunders.
  3. McKenna BG, Smith NA, Poole, & Coverdale JH. Horizontal violence: Experiences of registered nurses in their 1st year of practice. J Adv Nurs. 2003;2(1):90-6. https://doi.org/10.1046/j.1365-2648.2003.02583.x.
  4. Byeon YS, Kim MY. Interpersonal conflict experiences of nurses. J. Qual. Res. 2009;10:142 51.
  5. Lee S, Ahn HY, Choi HS. Effects of ego-resiliency on interpersonal problems among nursing students: The mediating effect of aggression. Healthcare (Basel). 2022;10(12):2455-66. https://doi.org/10.3390/healthcare10122455.
  6. Kalemkuş J. Bilmeyi bilme: Üstbiliş. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi. 2021;42:471-95.
  7. Baker E, Peterson PL, McGaw B. Metacognition. International Encyclopedia of Education. 2010. Elsevier Ltd.
  8. Cartwright-Hatton S, Wells A. A short form of the Metacognitions Questionnaire: Properties of the MCQ-30. Behav Res Ther. 2004;42(4):385-96. https://doi.org/10.1016/S0005-7967(03)00147-5.
  9. Casale S, Musicò A, Spada MM. A systematic review of metacognitions in Internet Gaming Disorder and problematic Internet, smartphone, and social networking sites use. Clin Psychol Psychother. 2021;28(6):1494-508.
  10. Delgado C, Roche M, Fethney J, Foster K. Workplace resilience and emotional labour of Australian mental health nurses: Results of a national survey. Int J Ment Health Nurs. 2020;29(1):35-46. https://doi.org/10.1111/inm.12598.
  11. Donnelly P, Frawley T. Active learning in mental health nursing: use of the Greek chorus, dialogic knowing, and dramatic methods in a university setting. Nurse Educ Pract. 2020;45:102798.
  12. Shankar PR. Cinemeducation: Facilitating educational sessions for medical students using the power of movies. Archives of Medicine and Health Sciences. 2019;7(1):96-103. https://doi.org/10.4103/amhs.amhs_30_19.
  13. Mangot AG, Murthy VS. Cinema: A multimodal and integrative medium for education and therapy. Annals of Indian Psychiatry. 2017;1:51-3. https://doi.org/10.4103/aip.aip_13_17.
  14. Eğeci İS, Gençöz F. The use of cinematherapy in coping with relationship problems. Art in Psychotherapy. 2017;53:64–71. https://doi.org/10.1016/j.aip.2017.02.004.
  15. Irawati YR, Bariyyah K, Soejantoe L, Pambudi P. Movie in guidance and counseling service: Could it help students to improve their problem-solving skills? Konselor. 2020;9(1):15-20. https://doi.org/10.24036/0202091105933-0-00.
  16. Alvarez CM, Taylor KA, Rauseo NA. Creating thoughtful salespeople: Experiential learning to improve critical thinking skills in traditional and online sales education. Marketing Education Review. 2015;25(3):233-43. https://doi.org/10.1080/10528008.2015.1044859.
  17. Tosun A, Irak M. Turkish Adaptation of Metacognition Scale-30, validity, reliability, relationship with anxiety and obsessive-compulsive symptoms. Turkish Journal of Psychiatry. 2008;19(1):67-80. Available at: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=02f8443cebe9cdd0d63052039e9e60a74ed53469. Accessed: August 23, 2023.
  18. Çam S, Tümkaya S. Development of the interpersonal problem solving inventory (IPSI): Validity and reliability study. Turkish Psychological Counseling and Guidance Journal. 2007;3(28):95-111. Available at: https://dergipark.org.tr/en/pub/tpdrd/issue/21448/229735.
  19. Ayhan AGY, Çekiç Y, Ançel G. Psychiatric nursing education: Films and reflections. Anatolian Journal of Psychiatry. 2018;19(4):362-9. https://doi.org/10.5455/apd.285233.
  20. Terzioğlu C, Eskiyurt R, Özkan, B. Psikiyatri hemşireliği eğitiminde sinema filmi izletilmesi yöntemi ile öğrencilerin bakım uygulamalarındaki farkındalıklarının araştırılması. Sağlık Bilimleri ve Meslekleri Dergisi. 2017;4(3):149-61. Available at: https://dergipark.org.tr/tr/pub/hsp/issue/30957/304904. Accessed: September 02, 2025.
  21. Susanto, Tantut; Yunanto, Rismawan Adi; Muhammad Nur, Kholid Rosyidi. Cinema education using family films for improving the ability of nursing students in language and communication ability in Family Nursing Care: A pilot study. Education for Health. 2021;34(3):120-1| doi: 10.4103/efh.EfH_64_20
  22. Piqué-Buisan J, Sorribes E & Cambra-Badii I. Exploring the impact of using cinema and TV series in medical education: a systematic review. Medicina Clínica Práctica. 2024;7(2):100421.
  23. Kaşkaya A, Çavuşoğlu F. Developing the critical thinking skills in pre-service primary school teachers: Application of school and teacher themed movies. International Online Journal of Educational Sciences. 2020;9(3):842-61. https://doi.org/10.15345/iojes.2017.03.018.
  24. Khaldi Z, Ameziane H. The effectiveness of using films in Algerian EFL classes to develop 21st-century (4Cs) skills. Algerian Journal of Research and Studies. 2023;6(1):387-98. Available at: https://www.researchgate.net/profile/Zeyneb-Khaldi-2/publication/367656313_The_Effectiveness_of_Using_Films_in_Algerian_EFL_Classes_to_Develop_21st_Century_4Cs_Skills/links/63da4dc6c97bd76a8251b2ce/The-Effectiveness-of-Using-Films-in-Algerian-EFL-Classes-to-Develop-21st-Century-4Cs-Skills.pdf. Accessed August 23, 2023.
  25. Zahra ST, Kamal A. Family structure and children’s problem-solving ability. FWU Journal of Social Sciences. 2013;7(1):67-72.
  26. Setyawati Y, Afandi A, Titin T. Mourtos’s Problem-Solving Skills: A view based on gender. In the International Journal of Science and Applied Science: Conference Series. 2020;4(1):91-8. Available at: https://jurnal.uns.ac.id/ijsascs/article/view/49461. Accessed August 23, 2023.
  27. Liu B, Luo W, Mo Y, Wei C, Tao R, Han M. Meta-analysis of related factors of impulse control disorders in patients with Parkinson’s disease. Neuroscience Letters. 2019;707:134313.
  28. D’Zurilla TJ, Maydeu-Olivares A, Kant GL. Age and gender differences in social problem-solving ability. Personality and Individual Differences. 1998;25(2):241-52. https://doi.org/10.1016/S0191-8869(98)00029-4.
  29. Largo-Wight E. Gender differences in problem-solving abilities: Implications for health promotion. In The 132nd Annual Meeting, 2004. Available at: https://aphanew.confex.com/apha/132am/techprogram/paper_87189.htm. Accessed September 20, 2023.
  30. Asy’ari M, Da-Rosa CTW. Prospective teachers’ metacognitive awareness in remote learning: Analytical study viewed from cognitive style and gender. International Journal of Essential Competencies in Education. 2022;1(1):18-26. https://doi.org/10.36312/ijece.v1i1.731.
  31. Lenzo V, Toffle ME, Tripodi F, Quattropani MC. Gender differences in anxiety, depression, and metacognition. The European Proceedings of Social & Behavioural Sciences. 2016;9:1-6. Available at: https://www.europeanproceedings.com/files/data/article/39/830/article_39_830_pdf_100.pdf. Accessed June 12, 2023.