The Influence of Two Different Learning Approach on Oncology Nursing Education

Neşe Uysal, Ayşegül Koç

= http://dx.doi.org/10.24990/injec.v5i2.300
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Abstract


Introduction: : Innovative education activities contribute to the professional development of students. This research is aimed to determine the influence of constructivist learning-based practices on nursing students' knowledge levels of cancer and cancer nursing functions and problem solving ability. Methods: In the study, a quasi- experimental design with pretest-posttest control group was used. The second-grade nursing department students, who had oncology nursing lessons, were included in the study. A total of 81 students were divided into three groups: constructivist methods (n=31), clinical  practice (n=21) and control group (n=29). The students in the constructivist approach group had four weeks of constructivist education while the students in the clinical practice group practiced in the oncology clinics. Research data were collected using information form, cancer nursing knowledge test and problem solving inventory. Mean values, Kruskal Wallis Test, and Wilcoxon sign test were used to evaluate the data. Results: There was a statistically significant difference in the posttest scores of the groups (KW = 4.79; p≤0.001). A significant difference was found between the knowledge pretest scores and posttest scores of the students in the constructive method group (Z =-4.84; p≤0.001). There was no statistically significant difference in problem solving skills in the posttest scores of the groups (KW = 0.33; p≥0.05). Conclusion: As a result of the research, it was determined that constructivist learning approaches positively affect oncology nursing knowledge test score. It ıs suggested to use  innovative methods in the teaching and learning process of nursing practice.


Keywords


Cancer nursing; Constructivist; Education; Learning

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