International Scientific and Vocational Studies Journal
Yazarlar: Özgür ALPARSLAN, Öznur ÇETİN, Ayşe ÇATALOLUK, Ayşenur KAHRAMAN
Konular:Fen
Anahtar Kelimeler:Simulation,Academic achievement,Midwifery,Satisfaction,Anxiety,Clinical skills
Özet: The research was carried out to determine the effect of the education model given with simulators on the academic success, anxiety level, satisfaction and confidence level of the students studying in the midwifery vocational skills laboratory. The semi-experimental type of study was carried out between January 01 and July 30, 2020, with first-year midwifery students (N=84) who received clinical skills training for the first time in the Midwifery Department of a University in the Middle Black Sea region. The sample of the study consisted of students (n=69) who had not received any professional skill training before and agreed to participate in the study. Ethics committee and institutional permissions were obtained for the study. The data were obtained by "Student Identification Form, State-Trait Anxiety Scale" and "Student Satisfaction and Self-Confidence in Learning Scale", which measures students' satisfaction with simulation education. The academic achievements of the students were evaluated in the laboratory by taking the process step tables and the midterm and final written exam and taking their success averages. Of the students, 87% stated that simulation training will improve their communication skills, 79.4% said that it will improve their critical thinking and decision-making skills, 85.5% claimed that it will improve their professional practice skills, 92.8% remarked that it will improve their professional responsibilities, 88.4 % said it will increase their adoption to their profession, % 82.4 stated that it would help reduce their anxiety in the first clinical application. In the study, it was determined that there was no significant relationship between state and trait anxiety and academic achievement. In the second and third measurements of the education given by simulation, it is seen that while the student satisfaction and self-confidence towards learning increase, academic success is expected to increase, but there is no significant relationship between them. However, the same result could not be obtained in the measurement made during the final exam. The education model provided with simulators in a skill laboratory environment made a difference between students' satisfaction and self-confidence in learning, their satisfaction levels increased, but no linear relationship was found between academic achievement and satisfaction. The education given did not cause a significant change in the state anxiety and trait anxiety levels of the students.