Nursing

Öz: Amaç: Bu çalışma intörn hemşirelerin problem çözme algıları ve ahlaki duyarlılıkları arasındaki ilişkiyi incelemek amacıyla yapıldı. Yöntem: Araştırmanın evrenini 2016-2017 eğitim-öğretim yılı bahar döneminde hemşirelik bölümü in-törnlük uygulamasına devam eden 180 öğrenci, örneklemini ise araştırmaya katılmayı kabul eden 131 öğrenci oluşturdu. Tanımlayıcı-ilişkisel nitelikteki araştırmanın verileri, araştır-macılar tarafından hazırlanan öğrenci bilgi formu, Problem Çözme Envanteri (PÇE) ve Ahlaki Duyarlılık Anketi (ADA) ile toplandı. Bulgular: Araştırmaya katılan öğrencilerin yaş ortalaması 22.20±1.18 olup %77.9'u kadındır. Öğrencilerin PÇE toplam puan ortalamasının 96.39±15.52 ve ADA toplam puan ortalamasının 89.21±20.78 olduğu saptandı. Hemşirelik mesleğini isteyerek seçen öğrencilerin (%77.1) PÇE'nin alt boyutlarından bütüncül yaklaşım ve oryantasyon puan ortala-malarının anlamlı düzeyde yüksek olduğu (p<0.05) belirlendi. PÇE toplam puan ortalaması ile ADA'nın alt boyutlarından otonomi, bütüncül yaklaşım, çatışma ve oryantasyon arasın-da, ayrıca ADA'nın toplam puan ortalaması ile PÇE'nin problem çözmede kendine güven alt boyutu arasında anlamlı ilişki olduğu bulundu (p<0.05). Sonuç: Araştırmaya katılan öğren-cilerin ahlaki duyarlılıkları ile problem çözme becerilerini algılamalarının orta düzeyde olduğu ve öğrencilerin problem çözme algıları ile ahlaki duyarlılıkları arasında anlamlı ilişki olduğu belirlendi. Abstract: Aim: This study was conducted to examine the relationship between problem solving perceptions and moral sensitivity of intern nurses. Method: 180 intern students of the nursing department in spring semester of 2016-2017 academic years have formed the population, whereas 131 students have formed the sample. The data of the descriptive-correlational study, student information form, have been collected by Problem Solving Inventory (PSI) and Moral Awareness Questionnaire (MAQ). Results: The average age is 22.20±1.18 and 77.9% of participants are female. It has been confimed that the students' average scores of PSI total score was 96.39 ± 15.52 and MAQ total score was 89.21 ± 20.78. Moreover, the students (77.1%) who voluntarily selected nursing profession have a significantly higher means of holistic approach of PSI's sub dimensions and orientation scores. It has also been found that there is a significant relationship between the total score average of the PSI and autonomy, holistic approach, conflict and orientation from sub dimensions of MAQ, as well as the total score average of MAQ and the self-confidence subsca-le in problem-solving of PSI (p <0.05). Conclusion: It has been determined that moral sensitivity of the participants and perceptions of their problem-solving capabilities were at moderate level and there was a significant relationship between problem-solving perceptions of the students and their moral sensitivity.

Background: Providing culturally sensitive healthcare services requires to command on content and concepts. Moreover, it is essential to train nurses who are sensitive toward cultural values and beliefs and who can provide holistic and individual nursing care in an increasingly diverse population. Objective: This study determined the effect of the Intercultural Nursing Course on the empathic skill and inter-cultural sensitivity levels of nursing students in Turkey. Design: This study was an interventional study that adopted a pretest-posttest design with a control group. Participants: The participants of the study were 165 nursing students from a school of health; these students were completing their fourth year of studies and in the spring term of the 2017-2018 academic year. However, the sample group comprised 113 students who agreed to participate in the study and completely filled out the administered forms. The intervention group consisted of 84 students admitted to Intercultural Nursing Course, whereas the control group consisted of 29 students who were not admitted to Intercultural Nursing Course. Methods: Intercultural Nursing Course, one of the elective courses in the fourth grade of the nursing program, was a 14-week course that was conducted through two contact hours per week. Data from both the groups were collected at the beginning and at the end of the course by the researchers using the "Introductory Information Form," the "Empathic Skill Scale", and the "Intercultural Sensitivity Scale". Data were analyzed through descriptive tests, t-test, the Mann-Whitney U test, and the Wilcoxon signed-rank test using statistical package software. In addition, the required approval was procured from the ethics committee of the relevant university and School of Health before the study was conducted. Results: No significant differences prevailed between the intervention and control groups in terms of total intragroup and intergroup Empathic Skill Scale and Intercultural Sensitivity Scale scores. However, a significant difference (Z = − 4.000; p = 0.000) between the pretest and posttest scores was observed in the interaction confidence subdimension of the Intercultural Sensitivity Scale in the intervention group. Conclusion: Although Intercultural Nursing Course did not lead to a significant change in students' empathic skills and cultural sensitivity levels, it enhanced their cultural sensitivity and self-confidence in intercultural communication and ensured maintenance of their empathic skills. Intercultural Nursing Course can thus valuably contribute to the understanding of cultural structure and values of society and to the development of techniques that can provide nursing care accordingly.

This study was conducted to investigation of the
postgraduate thesis that releated to compassion issue
in the field of nursing in Turkey. Theses in nursing
registered in the National Thesis Center of the Council
of Higher Education constituted the sample of this
retrospective and descriptive study. The search was
performed using the term "compassion" on database,
between the date from January 1, 1968 to 2021. The
research design of the thesis, year of publication,
purpose, sample and number, method and results were
analysed. It was reached 3 doctoral, 25 master's thesis
at the end of the scanning. As a result of the analysed
of the theses, it was determined that the compassion
and compassion fatigue levels of the nurses differed
according to the clinics. It was determined that as the
level of compassion increased compassion fatigue
decreased and increased perception of quality of care,
the training given on compassion was effective in
reducing the compassion fatigue of nurses. In
addition, it was observed that self-compassion was
positively related to psychological resilience and
negatively related to compassion fatigue, and that
could be increased with mindfulness-based training
programs. As a result, it was determined that the
dissertations on compassion in the field of nursing in
Turkey had been carried out in the last few years and
the experimental studies were insufficient in number.
It is considered that working with larger and different
sample groups on this subject will flash on future
research and other aspects of the subject that need to
be investigated.

This study aimed to determine the effect of the Management in Nursing course on the time management and career planning attitudes of nursing students. Background: University education is important for young people to develop their time management skills, plan their careers, and implement these plans. Design: This is a semi-experimental study used single-group pre-test post-test design. Methods: This study sample included 133 fourth-year nursing students who enrolled for the Management in Nursing course in the 2019-2020 academic year. Introductory Information Form, Career Futures Inventory (CFI), and Time Management Questionnaire (TMQ) were used for data collection. Results: A statistically significant difference was found between the pre-and post-test time planning and TMQ scores. Moreover, a significant difference was found between the pre-and post-test career adaptability, career optimism and CFI scores. No significant difference was found between the pre-and post-test scores for the TMQ's time attitudes and time wasters subdimensions; similarly, the CFI's perceived knowledge of the job market subdimension indicated no significant difference between the pre-and post-test scores. Conclusions: The results of this study indicated that the Management in Nursing course improved the time management skills of fourth-year nursing students as well as increased adaptability and optimism in their career planning attitudes.

Background: It is important that nursing students develop positive beliefs and attitudes toward individuals with mental health problems during nursing education in order to provide an effective nursing care and create a therapeutic environment. Objective: This study was conducted to analyze the effect of psychiatric nursing internship practice and the personal characteristics and preferences of psychiatric nursing interns on their beliefs and attitudes toward mental illnesses. Design: This is a single group experimental study with a pre-test and post-test. Participants: The study sample included 33 fourth-year nursing students enrolled in the School of Health who participated in an internship in psychiatric nursing. Methodology: The study data were collected using a student information form, the Community Attitudes Toward the Mentally Ill Scale (CAMI) and the Beliefs Toward Mental Illness Scale (BMI) at the beginning and end of the 14-week internship of 32 h per week. Findings: The students' beliefs and attitudes toward mental health problems were found to be moderate with no significant differences between mean pre-test and post-test scores. Conclusion: The psychiatry nursing internship practice yielded minimal positive changes in students' beliefs and attitudes toward mental health problems. Initiation of the process of developing positive attitudes and beliefs in the first year of nursing education and increasing the internship period may provide more effective results.

Objective: This study aims to describe the stages of recovery and the effect of sociodemographic and clinical factors on the recovery stages of individuals with mental illness under inpatient treatment. Methods: 171 patients who received inpatient treatment between April 2021 and June 2021 were taken to the study. Data were collected by using the Introductory Information Form and the Stages of Recovery Instrument from participants. Results: According to the nurse, awareness was the highest level of the recovery stages and, according to the patient, growth was the highest level of the recovery stages. The average of the subscales of stages of recovery scale was found as 12.57±7.54 for moratorium, 19.26±5.84 for awareness, 19.22±6.40 for preparation, 19.52±7.03 for rebuilding and 20.03±7.73 for growth. Social support was found effective in all stages of recovery except moratorium stage; income level was found effective in preparation, rebuilding, and growth stages; diagnosis of the illness was found effective in the awareness stage; going to the Community Mental Health Center (CMHC) was found effective in preparation stage and child presence was found effective in rebuilding stage of recovery. Conclusion: Our findings are important for identifying the effects of situations that can be changed by intervention, such as level of social support, income level, and going to CMHC, on improvement, and for drawing attention to actions that legislators should take regarding to collaboration between mental health professionals and institutions.