The effects of the distance education model within the scope of in-service training on the individual job performance of healthcare workers

The purpose of the thesis on the effects of the distance learning model on the individual job performance of healthcare workers within the scope of in-service training is to To determine how the implementation of the distance learning model in in-service training programs affects the individual job performance of 20,710 employees working in hospitals under the Istanbul Provincial Public Hospitals Directorate, and to identify how the demographic characteristics of participants influence their adaptation to the distance learning model and their individual job performance. This study was conducted with the participation of 409 hospital employees. In the study, the data of the participants were analyzed as '' Opinions towards Distance Education Scale'' and '' Individual Job Performance Scale" was collected by creating a google forms questionnaire form. In the study, internal consistency analysis with Cronbach's Alpha coefficient and construct validity of the scales with Confirmatory Factor Analysis (CFA) were examined and reported. The demographic information of the participants and item-level response distributions were given with frequency, percentage, mean and standard deviation values. The relationships between the scale sub-dimensions were analyzed with Pearson correlation coefficients. For pairwise comparisons and difference analysis, t-test, One-Way Analysis of Variance (ANOVA), and Tukey test were used for significant differences. Linear regression model was used to analyze the predictive power of learner views on distance education on individual job performance. As a result of the research, Cronbach's Alpha coefficients of all scales used in the study showed a high level of reliability. As a result of CFA, goodness of fit indices were found to be acceptable for both the Learner Views on Distance Education Scale and the Individual Job Performance Scale. Statistically significant and positive relationships were observed between the sub-dimensions of Individual Job Performance. The highest positive relationship was found between adaptation performance and content performance, while the lowest (negative) relationship was found between detrimental work behavior and task performance. According to demographic variables, in the scale of learner views towards distance education, in the predisposition sub-dimension, the predisposition scores of males are significantly higher than females, but there is no significant difference in other sub-dimensions. According to the individual job performance scale, no significant difference was found in any sub-dimension according to gender. In the scale of learner views towards distance education, the predisposition scores of the 21-30 age group are significantly higher than the 41-50 and 51+ age groups. In the adaptation performance sub-dimension of the individual job performance scale, the adaptation performance of the 21-30 age group is lower than the older groups. In the effectiveness sub-dimension of the scale of learner views on distance education, the scores of high school graduates are higher than those of undergraduate graduates. In the individual job performance scale, associate degree graduates have higher performance perception than undergraduate and graduate graduates. In the scale of learner views towards distance education, it was determined that the perception of predisposition of short-term employees was higher between employees working for 3 years or less and employees working for 16 years or more. In the individual job performance scale, short-term employees have lower adaptation performance scores than long-term employees. As a result of the study, it is seen that distance in-service training practices positively affect the individual job performance of employees.