Amaç: Bireysel yenilikçilik, düşünme ve problem çözme, yaratıcılıkla yeni fikirler üretme ve sonunda bunların uygulamaya geçirilmesiyle gelişmektedir. Hemşirelik öğrencilerinin meslek hayatında karşılaştıkları problemleri çözebilmede yaratıcı çözümler bulmak için kalıpların dışında düşünmeleri ve değişime, yenilikçiliğe istekli olmaları gerekir. Bu çalışmada, hemşirelik öğrencilerinin bireysel yenilikçilik düzeyleri ile problem çözme becerilerini belirlemek ve aralarındaki ilişkiyi incelemek amaçlanmıştır. Gereç ve Yöntemler: Bu araştırma tanımlayıcı tasarımda, Nisan-Haziran 2019 tarihleri arasında 295 hemşirelik öğrencisi ile yapılmıştır. Veriler Sosyodemografik Özellikler Formu, Hemşirelik Öğrencilerinin Bireysel Yenilikçilik Ölçeği ve Problem Çözme Envanteri ile toplanmıştır. Araştırmaya başlamadan önce kurum izni, etik kurul onayı ve katılımcılardan yazılı onam alınmıştır. Verilerin değerlendirilmesinde tanımlayıcı istatistikler, Spearman's Rho korelasyon katsayısı, Mann-Whitney U, KruskalWallis testi ve Bonferroni düzeltmesi kullanılmıştır. İstatistiksel anlamlılık olarak p<0,05 alınmıştır. Bulgular: Çalışmaya katılan öğrencilerin Bireysel Yenilikçilik Ölçeği puan ortalaması 64,29±8,35 iken Problem Çözme Envanteri puan ortalaması 93,11±17,95'tir. Bireysel Yenilikçilik Ölçeği puanlarına göre %37,6'sının kuşkucular grubunda olduğu görülmektedir. Problem Çözme Envanteri puanı ile Bireysel Yenilikçilik Ölçeği puanı arasında istatistiksel olarak anlamlı negatif yönlü orta düzeyde bir ilişki bulunmaktadır (r=-0,56). Öğrencilerin Bireysel Yenilikçilik Ölçeği puanı cinsiyet ve sınıf; Problem Çözme Envanteri puanı ise sınıf değişkenine göre istatistiksel olarak anlamlı bir farklılık göstermektedir (p<0,05). Sonuç: Çalışma sonucunda, öğrencilerin orta düzeyde yenilikçi ve problem çözme becerisine sahip olduğu, yeniliklere karşı ise çoğunluğunun kuşkucu özellikte olduğu saptanmıştır. Öğrencilerin yenilikçilik düzeyleri arttıkça problem çözme becerileri olumlu yönde artmaktadır. Bu sonuçlar doğrultusunda hemşirelik öğrencilerinde yenilikçiliğin ve problem çözme becerilerinin geliştirilmesine yönelik hemşirelik eğitimi sürecinde etkin öğrenme ortamı oluşturulmasının gerekli olduğu değerlendirilmektedir.
Anahtar Kelimeler: Hemşirelik öğrencileri; yaratıcılık; problem çözme
Objective: Individual innovation develops through thinking and problem solving, generating new ideas with creativity and finally putting them into practice. Nursing students need to think outside the box and be willing to change and innovate in order to find creative solutions to solve the problems they encounter in their professional life. The purpose of this study is to determine the individual innovativeness levels and problem-solving skills of nursing students and the relation ship between them. Material and Methods: The research was conducted a descriptive design with 295 nursing students between AprilJune 2019. Data were collected socio-demographic form, Nursing Students's Individual Inovationveness Scale and Problem Solving Inventory. Institutional permission, ethics committee approval, and written consent from the participants were obtained before starting the study. Descriptive statistics, Spearman's Rho correlation coefficient, MannWhitney U, Kruskal-Wallis test and Bonferroni correction were used to evaluate the data. Statistical significance was taken p<0.05. Results: The average score on the Individual Innovation Scale for students participating in the study is 64.29±8.35, while the average score on the Problem Solving Inventory is 93.11±17.95. According to the Individual Innovation Scale scores, it is observed that 37.6% are in the skeptics group. There is a statistically significant, negatively moderate relationship between the score on the Problem Solving Inventory and the score on the Individual Innovation Scale (r= -0.56). The Individual Innovation Scale score of students shows a statistically significant difference based on gender and class; the Problem Solving Inventory score shows a statistically significant difference based on the class variable (p<0.05) Conclusion: As a result of the study, it was determined that the students had moderate level of innovative and problem-solving skills, and most of them were skeptical towards innovations. As students' innovativeness levels increase, their problem-solving skills increase positively. In line with these results, it is considered that it is necessary to create an effective learning environment in the nursing education process for the development of innovation and problem-solving skills in nursing students.
Keywords: Nursing students; creativity; problem solving
- Cusson RM, Meehan C, Bourgault A, Kelley T. Educating the next generation of nurses to be innovators and change agents. J Prof Nurs. 2020;36(2):13-9. [Crossref] [PubMed]
- Asurakkody TA, Shin SY. Innovative behavior in nursing context: a concept analysis. Asian Nurs Res (Korean Soc Nurs Sci). 2018;12(4):237-44. [Crossref] [PubMed]
- Hero LM, Lindfors E, Taatila V. Individual innovation competence: a systematic review and future research agenda. International Journal of Higher Education. 2017;6(5):103-21. [Crossref]
- Ertuğ N, Kaya H. Hemşirelik öğrencilerinin bireysel yenilikçilik profilleri ve yenilikçiliğin önündeki engellerin incelenmesi [Investigating the individual innovativeness profiles and barriers to innovativeness in undergraduate nursing students]. Hemşirelikte Eğitim ve Araştırma Dergisi. 2017;14(3):192-7. [Crossref]
- Zhong Z, Hu D, Zheng F, Ding S, Luo A. Relationship between information-seeking behavior and innovative behavior in Chinese nursing students. Nurse Educ Today. 2018;63:1-5. [Crossref] [PubMed]
- Abd El-Hay SA, Mezayen SE, Ahmed RE. Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among under graduate nursing students. Journal of Nursing Education and Practice. 2018;8(8):34-46. [Crossref]
- Abed S, Davoudi AHM. Hoseinzadeh D. The effect of synectics pattern on increasing the level of problem solving and critical thinking skills in students of Alborz province. WALIA Journal. 2015;31(1):110-8. [Link]
- Ancel G. Problem-solving training: effects on the problem-solving skills and self-efficacy of nursing students. Eurasian Journal of Educational Research. 2016;64:231-46. [Crossref]
- Feizi Konjini L, Fadakar SR, Chehrzad MM, Kazemnejad-Leili E. Problem solving skills and their related factors in nursing students. Journal of Holistic Nursing and Midwifery. 2016;26(3):86-95. [Link]
- Dean S, Ahchay D, Walker F, Ryan C. Innovation in Australian nursing student work integrated learning during a pandemic. Nurse Educ Pract. 2022;61:103334. [Crossref] [PubMed] [PMC]
- Bodur G. Hemşirelik öğrencilerinin bireysel yenilikçilik (inovasyon) düzeyleri ile girişimcilik eğilimleri arasındaki ilişki [The relationship between individual innovativeness and entrepreneurship tendency of nursing students]. Sağlık Bilimleri ve Meslekleri Dergisi. 2018;5(2):139-48. [Crossref]
- Körpe G, Demir S. Hemşirelik öğrencilerinin yaratıcılık düzeyleri ve problem çözme becerileri [Creativity levels and problem-solving skills of nursing students]. Uluslararası Hakemli Hemşirelik Araştırmaları Dergisi. 2018;12:1-20. [Crossref]
- Liua HY, Changb CC, Wangc IT, Chao SY. The association between creativity, creative components of personality, and innovation among Taiwanese nursing students. Thinking Skills and Creativity. 2020;4(2):34-41. [Crossref]
- Turan N, Kaya H, Durgun H, Aşti T. Nursing students' technological equipment usage and individual innovation levels. Comput Inform Nurs. 2019;37(6):298-305. [Crossref] [PubMed]
- Beşer A, Kıssal A. Critical thinking dispositions and problem solving skills among nursing students. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi. 2009;2(3):88-94. [Link]
- Ahmady S, Shahbazi S. Impact of social problem-solving training on critical thinking and decision making of nursing students. BMC Nurs. 2020;19:94. [Crossref] [PubMed] [PMC]
- Choi E, Lindquist R, Song Y. Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Educ Today. 2014;34(1):52-6. [Crossref] [PubMed]
- Min J, Kim H, Yoo J. Effects of self-esteem, problem-solving ability, and professional nursing values on the career identity of nursing college students in South Korea: a cross-sectional study. Int J Environ Res Public Health. 2021;18(16):8531. [Crossref] [PubMed] [PMC]
- Song Y, Lee Y, Lee J. Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: a cross-sectional descriptive study. Nurse Educ Today. 2022;109:105227. [Crossref] [PubMed]
- Kim HR, Song Y, Lindquist R, Kang HY. Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students. Nurse Educ Today. 2016;38:115-8. [Crossref] [PubMed]
- Yoo MS, Park HR. Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students. Nurs Health Sci. 2015;17(2):166-72. [Crossref] [PubMed]
- Hurt HT, Joseph K, Cook CD. Scales for the measurement of innovativeness. Human Communication Research. 1977;4(1):58-65. [Crossref]
- Kılıçer K, Odabaşı HF. Bireysel Yenilikçilik Ölçeği (BYÖ): Türkçeye uyarlama, geçerlik ve güvenirlik çalışması [Individual Innovativeness Scale (IS): the study of adaptation to Turkish, validity and reliability]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2010;38:150-64. [Link]
- Sarıoğlu Kemer A, Altuntaş S. Adaptation of The Individual Innovativeness Scale in Nursing Profesion: Turkish Validity - Reliability Study. Hemşirelikte Eğitim ve Araştırma Dergisi. 2017;14(1)52-61. [Crossref]
- Heppner PP, Petersen CH. The development and implications of a personal problem solving inventory. Journal of Counseling Psychology. 1982;29(1):66-75. [Crossref]
- Şahin N, Şahin NH, Heppner PP. The psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research. 1993;17(4):379-96. [Crossref]
- Haverkamp J, Chovan JD, Justice S, Ball K, Ballard KC, Batross D, et al. Transforming nursing education through interprofessional collaborative innovation: a project story. Comput Inform Nurs. 2020;38(4):176-82. [Crossref] [PubMed]
- Kalisch BJ, Begeny S. Preparation of nursing students for change and innovation. West J Nurs Res. 2010;32(2):157-67. [Crossref] [PubMed]
- Günüşen PN, Üstün B. Hemşirelik öğrencilerinin problem çözme beceri düzeyleri ile kontrol odağı arasındaki ilişki [The relationship between problem solving skills levels and locus of control in nursing students]. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi. 2011;4(2):72-7. [Link]
- Cheng SF. [Transformation in nursing education: development and implementation of diverse innovative teaching]. Hu Li Za Zhi. 2021;68(6):4-5. Chinese. [PubMed]
- Gür-Erdoğan D, Zafer-Güneş D. The relation ship between individual innovatiness and change readiness conditions of students attending faculty of education. Procedia-Social and Behaviora Sciences. 2013;106:3033-40. [Crossref]
- Zhang Y, Li C, Yao Y, Li Z, Wen S, Chen W. Analysis on the current situation of nursing under graduates' innovation ability based on nursing basic experiment course after epidemic situation. Chinese Journal of Integrative Nursing. 2021;7(6):114-8. [Crossref]
.: Process List