The effect of discharge training developed based on nursing interventions classification (NIC) on surgical recovery in oncology patients: Randomized controlled trial - A pilot study.

AIM: To investigate the effect of discharge training on surgical recovery in oncology patients. DESIGN: A two-arm parallel-group randomized controlled trial (RCT) registered at clinicaltrials.gov (NCT04862104) and reporting according to the CONSORT checklist. METHODS: The study was conducted with 78 patients who had undergone cancer surgery in a university hospital. The intervention group took discharge training; the control group received routine care. The surgical recovery was measured before discharge and 2, 4 and 8 weeks after the discharge. RESULTS: There was a higher surgical recovery score in the intervention group compared with the usual care group at the second, fourth and eighth week after discharge. This study is expected to support discharge training as enhancing recovery in oncology surgical patients. CONCLUSION: This pilot study shows that discharge training developed based on the Nursing Intervention Classification can be used in clinics to enhance the surgical recovery of patients.

The Relationship Between Perioperative Care Quality and Postoperative Comfort Level in Patients With Hip Replacement Surgery.

PURPOSE: To examine the relationship between perioperative care quality and postoperative comfort level of patients undergoing hip replacement surgery. DESIGN: This is a descriptive study. METHODS: This study was conducted with 90 patients between February and September 2021 in a training and research hospital in Turkey. Data were collected from Information Form, the Good Perioperative Nursing Care Scale (for Patients) (GPNCS), and the Post Hip Replacement Comfort Scale (PHRCS). FINDINGS: The mean age of the patients was 65.58 ± 15.10 years. The mean total scores of the patients in GPNCS and PHRCS were 134.61 ± 16.29 and 3.58 ± 0.40, respectively. In the correlation analysis, a statistically significant and positive weak relationship was determined between GPNCS and PHRCS, and as the quality of care during the surgery increases, the postoperative comfort levels increase (r = 0.253, P < .05). CONCLUSIONS: Ensuring the comfort of patients during the surgery as well as in the pre-, intra- and postoperative period is necessary and important for the quality of care. In addition, since the quality of the care during surgery is effective on the postoperative comfort levels of the patients, quality nursing care is required pre-, intra-, and postoperative periods.

The effects of nursing education on professional values: A longitudinal study.

BACKGROUND: It is considered to be extremely important to ensure that nurses adopt professional values during their education in order to improve nursing practices and develop a professional identity. OBJECTIVES: The aim of this study is to investigate the effects of nursing education on development of professional values. DESIGN: This study was designed as a longitudinal study. SETTINGS: The study was conducted in a nursing department at a nursing school in the western Turkey. PARTICIPANTS: The population of the study consisted of nursing students who were enrolled in the nursing department in academic year of 2011-2012. The data of the study were collected from 59 first-year students in 2011 and 83 fourth-year students in 2015. METHODS: The data of the study were collected using Personal Information Form and Nursing Professional Values Scale-NPVS. The participants responded to the same questionnaire in their first and fourth years in the department. RESULTS: The scale mean score of the students in their first year was 3.44±0.635. The highest scores were obtained from the subscales of responsibility, security, and autonomy. Their scale mean score in their fourth year was 3.93±0.727. The highest scores were obtained from the subscales of dignity and autonomy. The difference between the mean scores was statistically significant (p=0.001). CONCLUSIONS: It was concluded that nursing education had a significant effect on development of professional values.

Comparison of effects of training programs for final year nursing students in Turkey: differences in self-efficacy with regard to information literacy.

BACKGROUND: Information literate person are aware of where and how they can obtain the information they need. Little is known about student nurses information literacy skills in different education programs. OBJECTIVES: To find out how final year nursing students rated their own abilities to acquire new information. DESIGN AND PARTICIPANTS: This study used comparative and descriptive cross-sectional surveys. Participants were final year students in two different programs, in two different universities in Turkey. METHODS: The study sample consisted of final year nursing students who received training in Classic Learning (N: 61) and Problem-Based Learning (N: 96). As an evaluation instrument for the perceptions of the students their own information literacy, a scale consisting of 28 questions with 7 Likert ratings for each was used (min: 28, max: 196). RESULTS: The return rates of the surveys were 96.7% in the school with classic training and 81.2% in the school with PBL. It was found that the average scores of the students were high, with a mean of 137±29 in the school where the classic training program was carried out, and 163±21 in the school where the training was PBL. A statistically significant difference was found by comparing the average scores of the two independent groups (t : -6.0; p<0.05). CONCLUSIONS: Students in both of the training programs rated themselves as high. However, PBL training had a stronger influence on the development of their self-perceptions regarding information literacy. We conclude that training programs should be reviewed, and new methods should be developed based on these concepts.

Faculty members' use of power: midwifery students' perceptions and expectations.

OBJECTIVE: the power dynamics of relationships/interactions between faculty members and students are of crucial importance for positive student outcomes. This study aimed to investigate the relationship between the perceptions and expectations of midwifery students in relation to the use of power by faculty members and bases of power. DESIGN: descriptive, quantitative study. SETTING: a school for health sciences in Turkey. PARTICIPANTS: 122 midwifery students at the school. MEASUREMENT: data were collected using a perceived leadership power survey, and analysed by frequency distribution, arithmetic mean, variance analysis and Cronbach's alpha. FINDINGS: the students perceived that faculty members used coercive power most often and used reward power least often. Students expected their instructors to use expert power. In addition, in the examination of relationships between power bases, it was determined that there were positive correlations between legitimate, referent, reward and expert power, but coercive power was only positively correlated with legitimate power. CONCLUSIONS: this study found that students expect faculty members to use expert power, and faculty members need to reconsider their power bases. The factors affecting the perceptions of midwifery students regarding the use of power should be analysed in more detail.

Conflict in schools: student nurses' conflict management styles.

BACKGROUND: Unless conflicts between the students and the instructors can be successfully managed, they will certainly result in negative outcomes for the students. The conflict management styles of the students should be recognized in detail in order to attain positive outcomes in regard to the conflict management styles. AIM: The purpose of this study was to examine the conflict management styles used by nursing students in conflict with faculty members and the differences in use of style from the aspect of some variables. METHODS: This study was conducted with 151 students in a public university nursing school. Data were collected using a personal information form and the Rahim Organizational Conflict Inventory II (ROCI II). The data were analyzed using descriptive statistics, ANOVA, Tukey test, Kruskal Wallis test, Mann-Whitney U test and Cronbach alpha coefficient analyses. FINDINGS: The students were found to use integrating (X=3.82) and obliging (X=3.81) styles the most, and dominating style (X=3.02) the least. In addition there were differences determined in management style between classes, frequency of experiencing conflict, and feeling of success in the conflict (p<0.05). It was determined that the integrating and obliging styles were used more by those who evaluated themselves as successful in conflict management, but the avoiding and compromising styles were used more by students who evaluated themselves as unsuccessful. CONCLUSIONS: It was determined that the students preferred to use styles that produced positive results in conflict resolution and that the frequency of experiencing conflict and the feeling of success in conflict had an effect on choice of style. It will be helpful to analyze the relationship between the causes of conflict between the student and the instructor in the practice field and the uses of conflict management styles.