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    The effect of vibrating cold application and puppet use on pain and fear during phlebotomy in children: A randomized controlled study
    (Elsevier Science Inc, 2024) Yaz, Seyda Binay; Basdemir, Sinem; Gectan, Eliz
    Background: Non-pharmacological methods are often used as a creative strategy to reduce pain and fear in children during a painful procedure such as phlebotomy.Objectives: This study was conducted to evaluate the effects of Bee Buzzy and puppet use on pain and fear during phlebotomy in children.Methods: This randomized controlled study was conducted in the pediatric phlebotomy unit of a university hospital. The CONSORT checklist was used in this study. The sample of 3-6 years children (n = 105) was divided into groups by block randomization. Children's pain and fear scores were evaluated with the Wong-Baker Faces Pain Rating Scale and Children's Fear Scale by the parents and the nurse who attempted phlebotomy during phlebotomy.Results: A statistically significant difference was found between the Bee Buzzy and puppet and Bee Buzzy and control groups in pain scores (p < .05). Pain scores were lower in the Bee Buzzy group than in the puppet and control groups. A statistical difference was found between Bee Buzzy and the control group or puppet and control group according to all fear scores (p < .05). Fear scores were lower in the Bee Buzzy and puppet group (p < .05).Conclusions: The results show that the use of Bee Buzzy during phlebotomy has a pain-relieving effect, and the use of Bee Buzzy and puppet has an anti-fear effect in 3-6-year-old children.(c) 2023 Elsevier Inc. All rights reserved.
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    Evaluation of Jigsaw Technique in Nursing Students Learning About Childhood Cancer
    (Ataturk Univ, 2023) Binay Yaz, Seyda; Sezer, Hale; Basdemir, Sinem
    Objective: The aim of this study is to evaluate the effectiveness of the Jigsaw technique in nursing students' learning about childhood cancers. Methods: The study was a single-group pre-test-post-test semi-experimental study. The sample of the study consisted of 59 nursing students who took the child health and diseases nursing course. To collect the data, the researchers prepared a student introductory information form, a childhood questionnaire, and an academic self-efficacy scale was used. An independent sample t-test was used due to the normal distribution of the data, and paired sample t-test was used to compare the scale and information from pre-test and post-test scores to determine the effectiveness of the Jigsaw technique. Results: The mean age of the students participating in the study was 21.89 +/- 7.69, of which 66.10% were women. Of the students, 81.36% stated that they had not received any special training for childhood cancers before. The mean scores of the students on the Academic Self-Efficacy Scale were 20.06 +/- 3.96 on the pre-test and 20.52 +/- 3.80 on the post-test. While the mean score of the students from the information form prepared for childhood cancers was 36.01 +/- 9.81 in the pre-test, it was found to be low, while the mean score of the post-test was 80.50 +/- 9.36, which was found to be at a high level. A statistically significant difference was found between pre-test and post-test mean scores (P < .001). Conclusion: The Jigsaw technique is effective in teaching childhood cancers to nursing students. It is recommended to be used in nursing education, especially in specific subjects such as childhood cancer.
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    Evaluation of Jigsaw Technique in Nursing Students Learning About Childhood Cancer
    (Ataturk Univ, 2023) Binay Yaz, Seyda; Sezer, Hale; Basdemir, Sinem
    Objective: The aim of this study is to evaluate the effectiveness of the Jigsaw technique in nursing students' learning about childhood cancers. Methods: The study was a single-group pre-test-post-test semi-experimental study. The sample of the study consisted of 59 nursing students who took the child health and diseases nursing course. To collect the data, the researchers prepared a student introductory information form, a childhood questionnaire, and an academic self-efficacy scale was used. An independent sample t-test was used due to the normal distribution of the data, and paired sample t-test was used to compare the scale and information from pre-test and post-test scores to determine the effectiveness of the Jigsaw technique. Results: The mean age of the students participating in the study was 21.89 +/- 7.69, of which 66.10% were women. Of the students, 81.36% stated that they had not received any special training for childhood cancers before. The mean scores of the students on the Academic Self-Efficacy Scale were 20.06 +/- 3.96 on the pre-test and 20.52 +/- 3.80 on the post-test. While the mean score of the students from the information form prepared for childhood cancers was 36.01 +/- 9.81 in the pre-test, it was found to be low, while the mean score of the post-test was 80.50 +/- 9.36, which was found to be at a high level. A statistically significant difference was found between pre-test and post-test mean scores (P <.001). Conclusion: The Jigsaw technique is effective in teaching childhood cancers to nursing students. It is recommended to be used in nursing education, especially in specific subjects such as childhood cancer.