Nursing students' self-esteem levels and attitudes toward the nursing profession.

AIM: This study aimed to examine nursing students' self-esteem levels and attitudes toward the nursing profession. BACKGROUND: Although it is important to choose a profession that will make the person happy in many aspects such as one's abilities, interests, values, attitudes, personal goals, and social expectations, it has an important place, especially in a profession such as nursing, which involves intense emotional and physical load. METHODS: The study population was 390 nursing students at a foundation university in Istanbul, while the sample included 202 students. Data were collected between January 16, 2023, and February 15, 2023, with the Demographic Data Collection Tool, Coopersmith Self-Esteem Inventory, and the Attitude Scale for Nursing Profession. The data were analyzed using the SPSS 27.0 program. The STROBE checklist was used to report the study. RESULTS: The mean age of the participants was 20.79 ± 1.72 (years), among which 65.3% were in the 20-22 age range, 76.7% were female, and 29.7% were in the first grade. A positive but very weak relationship was found between the Coopersmith Self-Esteem Inventory and the Attitude Scale for Nursing Profession scores (p < 0.05). CONCLUSION: The results show that professionalization and socialization processes greatly affect nursing students' self-esteem. Considering the extended period that students spend in academic institutions under the guidance of faculty members, this matter deserves greater attention. IMPLICATIONS FOR NURSING: While developing the curriculum and education process, factors that support the development of self-esteem in nursing students should be taken into account and initiatives should be planned to increase positive attitudes toward the profession. Nursing students can gain different perspectives by spending more time with nurses in hospitals.

The effect of social appearance anxiety and body perception on the quality of life in burn patients.

This study was conducted with a descriptive and cross-sectional design to demonstrate the effect of social appearance anxiety and body perception on quality of life in burn patients. The study was conducted in the intensive care units and burn clinic of Elazig Firat University Hospital between 17 February 2022 and 30 April 2022. Data were collected from 94 burn patients using the Personal Information Form, Social Appearance Anxiety Scale, Body-Cathexis Scale and Quality of Life Scale-Short Form. Most participants were 30 years old and under, male, married, had no children and had an education level of high school or below. Most had social security and an income equal to their expenses. They were not uncomfortable with coming to the hospital, and 1-3 months had passed since the burn incident. They did not spend time outside, and most had no part of their bodies that they did not like, while 26.1% did not like their feet. A negative relationship was detected between the Social Appearance Anxiety Scale and Body-Cathexis Scale, and a positive relationship between the total and sub-dimensions of the Quality of Life Scale (p > 0.05). There was a negative relationship between the Body-Cathexis Scale and the Quality of Life Scale total and sub-dimensions (p < 0.05), and a positive relationship between the total and sub-dimensions of the Quality of Life Scale (p < 0.05).

The effects of the education received by nursing students on their self-esteem and emotional intelligence: A 4-year longitudinal study.

PURPOSE: This study was conducted to determine the effects of 4-year nursing education on self-esteem and emotional intelligence levels of nursing students. DESIGN AND METHODS: This descriptive longitudinal study was conducted with 73 nursing students between 2014 and 2018 at a foundation university in Istanbul. FINDINGS: The nursing students' self-esteem and emotional intelligence levels increased at the end of the 4-year nursing education. Nursing students' self-esteem scores measured in the 2nd and 4th years, their emotional intelligence scores measured in the 3rd, 1st years, and 4th years were statistically significantly higher. PRACTICE IMPLICATIONS: In the light of these results, in addition to the routine educational content, it is recommended that the courses related to self-esteem and emotional intelligence be added to the curriculum or trainings should be organized.