Development and evaluation of educational skills training program based on 5E model: an example of nurse research assistants

In the study, the aim of the research was to develop an educational skills training program based on the 5E Model in direction of Dick, Carey and Carey Instructional Design Model, to implement and evaluate it to nurse research assistants in an online learning environment. The research is mixed method and explanatory sequential design. The first part of the study was a one-group pretest-posttest quasi-experimental design with a quantitative design; the second part was a qualitative design and phenomenological type. In the quantitative dimension of the study, the sample consisted of 26 nurse research assistants working throughout Turkey, and in the qualitative dimension, 8 participants who completed the training program and data collection process were selected by lot among the participants. Quantitative data were collected through participant information form, Educational Skills Scale, Educational Skills Knowledge Test, Presentation Evaluation Form, Constructivist Learning Environments Evaluation Scale; qualitative data were collected through semi-structured interview form. The data were collected between February and June. In the quantitative dimension of the study, the data were tested with arithmetic mean, standard deviation, median, Cronbach Alpha internal consistency analysis, Wilcoxon signed-rank test, Friedman test, KR-20 and 21 reliability coefficients, item difficulty and item discrimination index; in the qualitative dimension, descriptive analysis method was used. In the quantitative dimension of the study, it was determined that the participants' post-test and follow-up test scores on the Educational Skills Knowledge Test were significantly higher than the pre-test scores, and the follow-up test scores on the Educational Skills Scale and its sub-dimensions were significantly higher than the pre-test scores. It was determined that the score given by the educator in the presentation evaluation form was significantly higher than the self and peer evaluation. Participants found the suitability of the educational environment to the constructivist approach to be highly positive. In the qualitative dimension of the study, three themes, namely Level of Knowledge on Training Skills, Implementation of Training Skills, and Opinions on the Training Program, and six sub-themes related to these themes were formed. As a result of the research, all hypotheses were confirmed; it was determined that the Educational Skills Training Program is an effective training program that improves the knowledge level and educational skills of the participants.