Nursing education; It is the process of gaining cognitive, affective and psychomotor skills. Students gain professional competence by equipping them with these skills. Collaborative learning; It not only increases the interaction between the student and the student, but also allows the student to actively participate in the learning process and take responsibility. Thus, it is expected that the quality of health care services will increase with the graduation of nurses who are equipped in terms of knowledge, professional skills and social skills and who have advanced creativity skills. The aim of the study was to examine the effect of the collaborative learning model-based nursing education course on nursing students' creative thinking tendencies and self-regulated learning skills.
The aim of the study was to examine the effect of the collaborative learning model-based nursing education course on nursing students' creative thinking tendencies and self-regulated learning skills. The research is quasi-experimental with a single-group pretest-posttest design. Hypotheses: 1. Students who receive nursing education with a collaborative learning model have a high disposition to think creatively after education. 2. Students who receive nursing education with a collaborative learning model have high self-regulated learning skills after education. The universe of the research consisted of 3rd year nursing students studying at a university (N:112). The sample consists of all students who enrolled in the 3rd grade, took the nursing education course, volunteered to participate in the research and attend the course. The training program is based on the collaborative learning model. Students participating in the research will take 4 hours of theoretical and 4 hours of clinical practice courses per week for 12 weeks and a patient education plan will be created in clinical practice. The research will be evaluated with the Marmara Creative Thinking Disposition Scale and the Self-Regulated Learning Scale for Clinical Nursing Practices before the education and after the education
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
SUPPORTIVE_CARE
Masking
NONE
Enrollment
112
The experimental group is the group that receives nursing education based on collaborative learning.
Self-Regulated Learning Scale for Clinical Nursing Practices
The scale developed by Şenol and Orgun (2018); It consists of two sub-dimensions, motivation (seven items), learning strategies (nine items) and 16 questions. The scale is 5-point Likert type ("1: I strongly disagree", "5: I strongly agree"). There is no reverse item in the scale and the minimum score that can be taken from the scale is 16 and the maximum score is 80. The overall reliability of the scale is Cronbach's alpha internal consistency coefficient α = 0.89. As the total score increases, the self-regulated learning of the student increases.
Time frame: 1 week
Marmara Creative Thinking Dispositions Scale
The scale developed by Özgenel and Çetin (2017); It consists of six sub-dimensions and 25 questions: self-discipline (five items), novelty seeking (eight items), courage (four items), curiosity (three items), doubt (two items), and flexibility (three items). The scale is 5-point Likert type ("1: Never", "5: Always"). There is no reverse item in the scale and the minimum score that can be taken from the scale is 25 and the maximum score is 125. The overall reliability of the scale is Cronbach's alpha internal consistency coefficient α = 0.87. As the total score increases, the creative thinking dispositions of the student increases.
Time frame: 1 week
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