Colostomy and ileostomy care in nursing education: Which is more effective: Synchronous or asynchronous?

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dc.authorscopusid55979875100
dc.authorscopusid57849272400
dc.authorscopusid57849748200
dc.authorscopusid57849905900
dc.contributor.authorYıldız, Tülin
dc.contributor.authorErden, Dilek
dc.contributor.authorSabırlı, Çağla
dc.contributor.authorMalak, Arzu
dc.date.accessioned2023-04-20T08:04:11Z
dc.date.available2023-04-20T08:04:11Z
dc.date.issued2022
dc.departmentYüksekokullar, Sağlık Yüksekokulu, Hemşirelik Bölümü
dc.description.abstractObjective: To compare the effects of synchronous and asynchronous training on the academic achievements and e-learning attitudes of nursing student trained in colostomy and ileostomy care. Method: The quasi-experimental, descriptive study was conducted at the Nursing Department of a health facility after approval from the Tekirdag Namik Kemal University, Tekirdag, Turkey, from May to June 2020, and comprised nursing students who were divided in intervention group A and control group B. Those in group A were given synchronous training on colostomy and ileostomy care using active learning techniques on an online platform, while those group B received their training only asynchronously. Data was collected using Colostomy and Ileostomy Knowledge Test, and the e-Learning Attitude Scale at baseline and post-intervention. Data was analysed using SPSS 17. Results: Of the 154 students, there were 77(50%) in each of the two groups. Overall, 53(34.4%) students were in 2nd grade, 60(39%) in 3rd, and 41(26.6%) in 4th grade of their training. The mean age of the sample was 21.50 +/- 1.10 years. Post-intervention mean scores for knowledge and e-learning tendency were significantly higher in both the groups compared to the baseline (p<0.01). Mean score for e-learning avoidance was significantly lower and mean knowledge score was significantly higher in group A than group B (p<0.05). Conclusion: The application of active learning activities among students was found to have a positive effect on nursing education compared to asynchronous teaching.
dc.identifier.doi10.47391/JPMA.4029
dc.identifier.endpage1557
dc.identifier.issn0030-9982
dc.identifier.issue8en_US
dc.identifier.scopus2-s2.0-85136165490
dc.identifier.scopusqualityQ4
dc.identifier.startpage1553
dc.identifier.urihttps://doi.org/10.47391/JPMA.4029
dc.identifier.urihttps://hdl.handle.net/20.500.11776/10997
dc.identifier.volume72
dc.identifier.wosWOS:000834063900016
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorYıldız, Tülin
dc.institutionauthorErden, Dilek
dc.institutionauthorSabırlı, Çağla
dc.institutionauthorMalak, Arzu
dc.language.isoen
dc.publisherPakistan Medical Assoc
dc.relation.ispartofJournal of the Pakistan Medical Association
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectNursing Student
dc.subjectDistance Learning
dc.subjectAcademic Success
dc.subjectE-Learning
dc.titleColostomy and ileostomy care in nursing education: Which is more effective: Synchronous or asynchronous?
dc.typeArticle

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