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AI InsightAmaç: Araştırmayla İstanbul Gelişim Üniversitesi Hemşirelik Bölümü 2017-2018 Bahar dönemi “Kişilerarası İlişkiler ve Terapötik İletişim” lisans dersinde uygulanan öğrenen merkezli öğretim programı tasarımının öğrenci görüşlerine göre değerlendirilmesi amaçlanmaktadır.
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Özet
Amaç: Araştırmayla İstanbul Gelişim Üniversitesi Hemşirelik Bölümü 2017-2018 Bahar dönemi “Kişilerarası İlişkiler ve Terapötik İletişim” lisans dersinde uygulanan öğrenen merkezli öğretim programı tasarımının öğrenci görüşlerine göre değerlendirilmesi amaçlanmaktadır.
Abstract
Aim: The purpose of this study is to evaluate the learner-centered curriculum design applied in the Istanbul Gelisim University Nursing Department, in 2017-2018 spring semester "Interpersonal Relationships and Therapeutic Communication" undergraduate course, according to students' opinions.Method: The research was carried out through a survey model within descriptive research. Research data collection tool is "CIPP Program Rating Scale" that was developed by Kavgaoğlu and Alcı. The study group of the research consists of 52 students who attend the Istanbul Gelisim University School of Health Nursing undergraduate program in "Interpersonal Relationships and Therapeutic Communication" course in 2017-2018 spring semester. The survey data analysis was carried out with SPSS v25.0 program. Statistical analysis of the study was done by descriptive analysis, reliability, difference and correlation analysis. Non-parametric techniques, such as "Mann Whitney U Test", "Kruskal Wallis Analysis" and "Spearman's Rho Test" were used in the analyzes. "Hierarchical Regression Analysis" was performed to determine the mediating effect of the model's intermediate variables. Findings: There was a statistically significant relationship between the process variable and the output of the study (p <0.05). It was found that the context independent variable influenced the output of the process as an intermediate variable and had a partial intermediate variable effect (β = 0.667 p = 0.000 <0.05). Findings with Context-1 between input levels and gender was in favor of male students; Significant differences were found in favor of students who stated that the level of emotional help was moderate between Context-1 and emotional support skill levels (p <0.05). There was no statistically significant difference between the levels of the students in the CIPP dimensions and the training in the field, academic achievement self-evaluation levels and social relationship self-evaluation levels (p> 0.05). Conclusion: As a result of the research, it has been determined that learner-centered teaching has an impact on the output of the program towards personal, social and business results. It has been found that the student's perceptions of the learner-centered teaching applied in the process are high in all dimensions without being differentiated according to the perceived academic and social competence variables and that individual differences such as perception of gender and emotional support skill are effective in a different interpretation of the learning environment. In order to increase academic achievement and student satisfaction across the vocational school, it is thought that it is useful to plan the courses with learner-centered instructional designs that take consideration into adult learning principles and individual differences, and to provide therapeutic communication courses in a nursing curriculum with repeated spiral design by expanding in different instructional levels.