The purpose of this systematic review was to reveal the evidence of how the method of flipped classroom was applied in nursing education and examine the results associated with this teaching method.
...Peer-reviewed studies published from 2013 to 2020 were selected from the PubMed, Web of Science, and Science Direct databases.
A systematic review was conducted according to the PRISMA Statement Guidelines. Electronic databases were searched using a range of keywords, and the findings were integrated into a narrative synthesis. Quality appraisal was undertaken.
In total, 7470 articles were retrieved including the 24 paper those were finally selected for the systematic reviews. The themes identified were: academic performance outcomes, student perceptions, activities, and structures.
It was determined that the flipped classroom method supported learning effectively and increased the quality of teaching. Nursing courses are suggested to be structured as flipped classrooms.
The purpose of this study was to investigate the effect of “internet addiction level” on “aggression level” among teenagers and to examine the mediating role of “social anxiety level” on this effect. ...The study participants consisted of 958 students attending private teaching institutions for university preparation in Turkey. Data was collected from voluntary participants through data collection forms delivered to the management of these institutions. “Sociodemographic Characteristics Questionnaire Form”, “Young’s Internet Addiction Test”, “Buss-Perry Aggression Questionnaire” and “Social Anxiety Scale” were used as data collection tools. A regression analysis based on the bootstrap method was implemented to test whether “social anxiety level” had a mediating role on the influence of students’ “internet addiction level” on “aggression level”. According to the findings, it was determined that the indirect effect of “internet addiction” on “aggression” was significant, and therefore, “social anxiety level” mediated the relationship between “internet addiction” and “aggression".
The aim of this study was to determine the impact of an online Child Health and Diseases Nursing course emphasizing family-centered care upon the perceptions of nursing students toward ...family-centered care. A one-group pretest-posttest model was used in this study. The research participants consisted of 88 students studying at X University, Faculty of Health Sciences, Department of Nursing. While 67.1% of the students stated that there were obstacles in implementing family-centered care, 73.9% stated that there were no facilitating elements in implementing of family-centered care. A statistically significant difference was found between the mean scores of the students' posttest family-centered care attitude and parents' attitude at the end of the training. This study provides insights into family-centered care, which could be used in crafting policies and interventions in nursing education in Turkey. Such insights could foster positive perceptions of family-centered care among student nurses.
Netlessphobia (fear of being without the Internet) and nomophobia (fear of being without a smartphone/mobile phone) causes anxiety, discomfort, distress or nervousness during non-use of phones. Past ...studies assessing factors associated with nomophobia have not reported consistent results, and some uncertainties persist. Moreover, only a few studies have measured nomophobia among the general population, and no study has evaluated nomophobia and netlessphobia together. This cross-sectional study determined the factors strongly associated with nomophobia, with an intent toward reducing nomophobia-related negative consequences.
The study sample included 523 individuals. ‘Demographic Characteristics Form’, ‘Fırat Nomophobia Scale’ and ‘Fırat Netlessphobia Scale’ were used as data collection tools. The collected data were analysed using SPSS 26 and AMOS 23. Structural equation modelling was used for predicting factors associated with nomophobia, and the goodness-of-fit values of this model were investigated.
The variables netlessphobia, age, gender, marital status, education level, average time of daily use and average number of daily checks of smart devices were included in the estimated baseline model of the study. Among the independent variables with significant standardised regression coefficients in the model, the effect of ‘netlessphobia’ (91 %) was quite high. The effect of age variable, which was a significant contributor to netlessphobia in the model, was 15 %.
Netlessphobia and age are the factors that are strongly associated with nomophobia.
•Netlessphobia and age variables were determined as the factors affecting nomophobia.•In the study, netlessphobia had a considerably higher effect on nomophobia (91 %).•The superimposed effect of netlessphobia and age variables on nomophobia was determined as 85 %.
Objective
We analyzed the nomophobia concept to develop the “Fırat Nomophobia Scale” to determine the level of nomophobia in individuals aged 15–65 years.
Design and Measures
A linguistically and ...psychometrically validated trial form consisting of 13 statements was applied to a sample of 678 individuals (69% women).
Results
The “Nomophobia Scale” that we developed consisted of a single dimension and eight items, explicating 55.9% of the variance concerning nomophobia.
Conclusions
Our findings suggest that the Fırat Nomophobia Scale is an economical scale with a low number of items and high variance. In addition, it provides valid and reliable measurements.
Practice Implications
The present study signifies the importance of research on nomophobia and determining the risk groups and protection strategies.
Purpose
The present study aimed to determine the level of Netlessphobia in the general population by developing the “Fırat Netlessphobia Scale.”
Design and Measures
Trial form consisting of 19 items, ...which was tested in terms of language and psychometric validity, was applied to a sample group of 690 people. The reliability of the scale was verified by evaluating Cronbach's α reliability coefficient and test‐retest consistency.
Results
The developed “Fırat Netlessphobia Scale” can account for 60.7% of the variance related to Netlessphobia. Cronbach's α reliability coefficient of the scale was calculated as 0.93.
Conclusions
According to the findings, the Fırat Netlessphobia Scale is a cost‐effective scale that facilitates the valid and reliable estimation of high variance and a low number of items.
Practice Implications
This practical and cost‐effective scale is widely applied owing to its small number of items and short expressions. The present study emphasizes the importance of exploring Netlessphobia and the need for future research in this area to recognize the risk groups and establish protection strategies.
This study was carried out by using the nested single case study design, which is a qualitative case study method, in order to determine the experiences and thoughts of the instructors about the ...flipped classroom method. The experiences of the instructors related to the flipped classroom were examined within the framework of Technological Pedagogical and Content Knowledge (TPACK). The study group of the research consisted of instructors working at a state university in Turkey, and taking part in 4 different departments determined by purposive sampling. Five instructors were interviewed, and one instructor's lesson was observed. The data were collected through a semi-structured interview form and observation form developed by the researchers. Content analysis method was used in the data analysis. The definitions of the flipped classroom, the technologies used in the flipped classroom, the effects of the flipped classroom on students, the difficulties encountered in the flipped classroom, and the themes and sub-themes for making the flipped classroom more effective were determined as a result of the interviews with the instructors. There were various positive and negative opinions of the participants under each topic. According to the results of the study, TPACK-related competencies of the instructors in integrating technology into learning environments also had an important place in the development or provision of course materials as well as the use of these materials in the flipped classroom.
This study investigated the predictive effects of nomophobia, netlessphobia, and sleepiness on fatigue. The sample consisted of 907 students from a public university. Data were collected using ...Demographical Information Form, the Firat Netlessphobia Scale, the Firat Nomophobia Scale, the Epworth Sleepiness Scale, and the Chalder Fatigue Scale. Therefore, structural equation modeling was used to identify factors affecting fatigue. The structural equation modeling was performed using the Analysis of Moment Structures. The results showed that nomophobia, netlessphobia, and sleepiness predicted fatigue, explaining 31% of the total variance. Nomophobia and netlessphobia predicted sleepiness, with nomophobia and netlessphobia explaining 18% and 30% of the total variance, respectively. Keywords: Fatigue, nomophobia, netlessphobia, sleepiness, student
Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen
adaylarının görüşlerini ortaya koymaktır. Bu amaçla “Sınıfta” isimli üç-boyutlu öğretmen ...eğitimi simülasyonunun
kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen,
Ankara’da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde
öğrenim gören 3. sınıf öğrencilerinden “Sınıf Yönetimi” ve “Öğretim Tasarımı” dersleri ile üç-boyutlu çok-kullanıcılı
ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar
laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası
simülasyonun “Öğrenmeye Başla” bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu
deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır.
Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme
yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS
programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları “Sınıfta” öğretmen eğitimi simülasyonunun
kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir.
Ayrıca öğretmen adayları, “Sınıfta” ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına
göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının
arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir.
Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz
olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu
belirtilmiştir.
Amaç: Bu çalışmanın amacı, nomofobinin dijital oyun bağımlılığı üzerindeki etkisini araştırmak ve bu etkide cinsiyet değişkeninin düzenleyicilik rolünü incelemektir.
Yöntem: Çalışmanın evrenini ...Artvin Çoruh Üniversitesinde öğrenim gören ön lisans ve lisans öğrencileri oluşturmuştur. Bu öğrencilerden dijital oyun oynadığını belirten 1074 öğrenci çalışmanın örneklemini oluşturmuştur. Veri toplama aracında “Öğrenci Bilgi Formu”, “Fırat Nomofobi Ölçeği” ve “Dijital Oyun Bağımlılığı Ölçeği” kullanılmıştır.
Bulgular: Değişik sosyoekonomik düzeylerden öğrencinin yer aldığı bu çalışmanın %60,7’si kadın öğrencilerden oluşmakta olup, katılımcıların yaş ortalaması 21,5 ± 2,9 (Min=17; Max=38) olarak hesaplanmıştır. Elde edilen bulgulara göre nomofobinin dijital oyun bağımlılığı üzerinde etkisinin olduğu belirlenmiştir. Bu etkide cinsiyet değişkeninin moderatör etkiye sahip olduğu ve bu etkide erkek cinsiyette olmanın kadın cinsiyete göre daha büyük etkiye sebep olduğu belirlenmiştir. Ayrıca çalışmada nomofobi’nin dijital internet bağımlılığı değişkeni üzerindeki değişimin yaklaşık %16’sını açıkladığı belirlenmiştir.
Sonuç: Nomofobinin dijital oyun bağımlılığı üzerindeki etkisinde erkek cinsiyetin etkisinin kadın cinsiyete oranla daha büyük olduğu belirlenmiştir. Öğrencilerin nomofobi ve dijital oyun bağımlılık düzeylerinin düzenli olarak değerlendirilmesi, onları etkileyen faktörlerin ayrıntılı olarak belirlenmesi için önerilmektedir.
Objective: The aim of the study was to investigate the effect of nomophobia on digital game addiction and to examine the moderator role of gender variable on this effect.
Method: Associate or undergraduate level university students constituted the study population. The sample consisted of 1074 of these students who stated that they played digital games. “Student Information Form”, “Fırat Nomophobia Scale” and “Digital Game Addiction Scale” were used as data collection tools.
Results: The students with various socio-economic status consisted of 60.7% female, and the mean age was 21.5 ± 2.9 (Min=17; Max=38) years. Based on the findings, nomophobia was determined to have an effect on digital game addiction. Gender variable displayed a moderation effect, more prominent in male gender with respect to female gender. In addition, it was determined in the study that nomophobia explained approximately 16% of the change in the digital internet addiction variable.
Conclusion: The effect of male gender on the effect of nomophobia on digital game addiction is greater than the female gender. Regular evaluation of srudents' nomophobia and digital game addiction levels is recommended to determine the factors that affect them in detail.
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