Pediyatri Hemşireliğinde Klinik Öncesi Güçlendirme Eğitiminin Klinik Konfor, Dersin Yeterliliği ve Klinik Karar Vermede Öz-Güven Anksiyeteye Etkisi
Küçük Resim Yok
Tarih
2025
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Izmir Katip Celebi University
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu araştırmada hemşirelik eğitimi alan intörn öğrencilerin klinik uygulama öncesi yapılandırılmış güçlendirme eğitiminin, klinik karar vermede öz-güven ve anksiyete, pediyatrik klinik rahatlık ve algılanan endişe, algılanan çocuk hemşireliği yeterliliğine etkisini değerlendirmek amaçlanmıştır. Gereç ve Yöntem: Yarı deneysel çalışma tasarımı kullanıldı. Toplam 64 hemşirelik öğrencisi (deney grubu = 32; kontrol grubu = 32) katıldı. Deney grubundaki intörn öğrencilere klinik uygulama öncesinde iki gün boyunca altı senaryodan oluşan, öğrenme hedefleri yapılandırılmış ve pediyatrik becerilerin desteklendiği bir program uygulandı. Kontrol grubuna intörn programı kapsamında standart teorik oturumlar uygulanmıştır. Veriler ön test ve son test olmak üzere Öğrenci Tanıtıcı Bilgi Formu, pediyatrik alanda Klinik Karar Vermede Öz güven ve Anksiyete Ölçeği, Çocuk Hemşireliği Yeterlilik Ölçeği, Pediyatri Hemşireliği Öğrencileri için Klinik Rahatlık ve Endişe Değerlendirme ölçeği kullanıldı. Her iki grubun ön test ve son test puan ortalamaları karşılaştırıldı. Bulgular: Pediyatri hemşireliği öğrencilerinin klinik rahatlık ve endişe ölçeğinin endişe alt boyutunda girişim grubunun puanı anlamlı şekilde yüksek bulunmuştur (p0.050). Deney ve kontrol grubunun pediatri hemşireliği yeterlilik ölçeği puan ortalamaları arasında girişim grubu lehine anlamlı fark saptanmıştır (p
Objective: This study was conducted to evaluate the effect of pre-clinical structured empowerment education of intern nursing students on self-confidence and anxiety in clinical decision-making, pediatric clinical comfort and perceived anxiety, and perceived pediatric nursing competency. Material and Methods: A quasi-experimental study design was used. A total of 64 nursing students (experimental group = 32; comparison group = 32) participated in the study. Before the clinical practice, a program that consisted of six scenarios, whose learning goals were structured, and in which pediatric skills were supported, was applied to the intern students in the experimental group for two days. The data were collected using a Student Descriptive Information Form, the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale, the Pediatric Nursing Competency Scale, and the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool, which were applied as a pretest and posttest. The mean pre-test and post-test scores of both groups were compared. Results: There was a difference in favor of the intervention group in the worry sub-dimension of the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool (p0.05). There was a significant difference between the mean scores of the experimental and control groups on the Pediatric Nursing Competency Scale in favor of the intervention group (p
Objective: This study was conducted to evaluate the effect of pre-clinical structured empowerment education of intern nursing students on self-confidence and anxiety in clinical decision-making, pediatric clinical comfort and perceived anxiety, and perceived pediatric nursing competency. Material and Methods: A quasi-experimental study design was used. A total of 64 nursing students (experimental group = 32; comparison group = 32) participated in the study. Before the clinical practice, a program that consisted of six scenarios, whose learning goals were structured, and in which pediatric skills were supported, was applied to the intern students in the experimental group for two days. The data were collected using a Student Descriptive Information Form, the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale, the Pediatric Nursing Competency Scale, and the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool, which were applied as a pretest and posttest. The mean pre-test and post-test scores of both groups were compared. Results: There was a difference in favor of the intervention group in the worry sub-dimension of the Pediatric Nursing Student Clinical Comfort and Worry Assessment Tool (p0.05). There was a significant difference between the mean scores of the experimental and control groups on the Pediatric Nursing Competency Scale in favor of the intervention group (p
Açıklama
2021.KB.SAG.029
Anahtar Kelimeler
Klinik karar verme, yeterliliğe dayalı eğitim, pediatri hemşireliği
