Comparison of the effects of face-to-face and electronic peer mentoring on students' care plan preparation and motivation levels.

BACKGROUND: It is a basic requirement in professional nursing education that nursing students learn the process of caring as the entity at the center of nursing practice. Peer mentoring programs can be beneficial for the mutual growth of mentors and mentees and improve the care competencies of nursing students. OBJECTIVE: To compare the effects of face-to-face and electronic peer mentoring on students' nursing process-based patient care plan preparation and motivation levels for the course. DESIGN: The study used an experimental three-group design. SETTINGS AND PARTICIPANTS: This experimental study was conducted with 83 first- and 6 fourth-year nursing students. METHOD: The data were collected with the information and opinion form, the Instructional Materials Motivation Survey (IMMS), and the Nursing Care Plan Rubric (NCPR). In the study, conducted with three subgroups of each group, the experimental group received electronic peer mentoring (EPM), and the experimental group 2 received face-to-face peer mentoring (FPM), while the control group did not receive any intervention. RESULTS: It was statistically significant that the students in the EPM group had higher patient care plan preparation scores than the FPM and control groups, and the FPM group had higher patient care plan preparation scores than the control group (p < 0.05). Also, the students in the FPM group had statistically significantly higher confidence-satisfaction sub-dimension scores on the IMMS than those in the EPM and control groups (p < 0.05). CONCLUSION: While electronic peer mentoring was effective on the patient care plan preparation levels of first-year nursing students, face-to-face peer mentoring was more effective in increasing the students' confidence and attitude levels and thus their motivation levels.

Nursing students' classroom climate perceptions: A longitudinal study.

BACKGROUND: As a versatile and dynamic process, classroom climate directly affects the learning levels of students and their quality of life while in school. OBJECTIVES: The study was conducted to explore and compare nursing students' perceptions of classroom climate throughout four years of university education and to evaluate the influencing factors. DESIGN AND SETTINGS: The longitudinal study was conducted between 2017 and 2020 in the nursing department of a university in Turkey. PARTICIPANTS: The study was carried out with 134 nursing students who enrolled in their first year and agreed to participate in the study. METHODS: The data were collected at the end of the fall semester of each of the four years using the Student Information Form and the Classroom Climate Inventory. RESULTS: The mean score of students' perceptions of classroom climate was 2.88 ± 0.83 for all academic years. The classroom climate inventory mean scores of fourth-year students were statistically significantly higher than their scores in the first and third years (p = 0.000). The students' classroom climate levels were statistically significantly affected by the positive classroom communication among students in all academic years in a positive direction. Statistically significant effective factors in students' classroom climate perceptions by year were as follows: the sense of belongingness to the class in the second and third years (although significantly lower in the first year), socio-cultural activities organized at school the second and fourth years (p < 0.05), instructors' attitudes supporting classroom communication in the first year, and opportunities supporting communication in the school environment in the fourth year (p < 0.05). CONCLUSIONS: Students' perception of the classroom climate was moderate overall and affected by positive classroom communication among students in all academic years. School administrators and educators can develop strategies and organize activities to increase positive communication in the classroom.

Determination of perception levels of student nurses about nursing diagnosis.

OBJECTIVE: To determine perception levels of student nurses about nursing diagnosis. METHODS: The descriptive, comparative, cross-sectional study was conducted at the Nursing Department, Faculty of Health Sciences, Karadeniz Technical University, Trabzon, Turkey, in December 2015, and comprised nursing students studying in the 2nd, 3rd and 4th grades. Data was collected using a personal information form and the Perceptions of Nursing Diagnosis Survey. Data was analysed using SPSS 18. RESULTS: Of the 386 students, 317(82%) were female and 321(83%) considered themselves competent enough to make diagnosis. Also, 268(69%) students thought that nursing diagnosis was useful in providing planned, correct and systemised diagnosis. Mean total score of perception of nursing diagnosis of female students was higher than males (p=0.005). CONCLUSIONS: The students' perception level of nursing diagnosis was positive.