Psychometric Testing of the Turkish Version of the Patient Education Materials Assessment Tool.

AIM: The aim of this study was to test the psychometric properties of the Turkish version of the Patient Education Materials Assessment Tool METHODS: The study was carried out with intern nurses receiving education at a Nursing Faculty in Turkey between July 2019 and June 2020. 248 intern nurses participated in PEMAT-P and 223 in PEMAT-A/V in this study. Five audio-visual and five printed materials were used. The Patient Education Materials Assessment Tool and the Patient Education Materials Assessment Tool User's Guide were translated into Turkish and culturally adapted using standard guidelines. Content and construct validity analyses were performed for the validity of the Turkish version of the Patient Education Materials Assessment Tool, and internal consistency, invariability, and external consistency analyses were performed for its reliability. RESULTS: The content validity index was 1.00 for all the scale items. At the conclusion of the factor analyses, the scale has composed a twodimension construct of understandability and actionability. The Cronbach's alpha coefficients were observed to be 0.901 of the Turkish version of the Patient Education Materials Assessment Tool for Printable Materials and 0.897 of the Turkish version of the Patient Education Materials Assessment Tool for Audiovisual Materials. The Pearson Product-Moment Correlation Coefficient (rxy) was high (Turkish version of the Patient Education Materials Assessment Tool for Printable Materials rxy=0.815, Turkish version of the Patient Education Materials Assessment Tool for Audiovisual Materials rxy=0.804). Cohen's kappa coefficients were obtained as 0.736 of the Turkish version of the Patient Education Materials Assessment Tool for Printable Materials and 0.781 of the Turkish version of the Patient Education Materials Assessment Tool for Audiovisual Materials. CONCLUSION: The Turkish version of the Patient Education Materials Assessment Tool is a valid and reliable measurement tool in the evaluation of both printed and audiovisual patient education materials.

Come and see through my eyes: A systematic review of 360-degree video technology in nursing education.

OBJECTIVES: Viewers can watch 360-degree videos from any angle, like a panorama, and experience the virtual environment directly. Recently, there has been a growing interest in immersive and interactive technologies in education, and the use of 360-degree videos has become popular. This systematic review was conducted to present the current use of 360-degree videos in nursing education. DESIGN: Systematic review. DATA SOURCES: In addition to screening the Google Scholar, MEDLINE, SCOPUS, and EBSCO databases, we also performed hand searching. REVIEW METHODS: Relevant keywords were used to identify trials published in the above-mentioned databases from inception to March 1, 2023. In the first step, the titles, abstracts, and full texts of the retrieved studies were independently reviewed by two authors according to the inclusion criteria. Studies on which there was disagreement were reviewed by all authors, and a consensus decision was reached. The data from the studies included in the review were analyzed and reported using the PRISMA 2020 checklist. RESULTS: Twelve articles that met the inclusion criteria were reviewed. It was determined that 360-degree video scenarios used in nursing education were mostly related to mental health nursing, and the videos were mostly viewed through head-mounted displays, without any interactive features. Most difficulties encountered in the use of these videos were related to motion sickness. The main implications of the reviewed studies were that 360-degree videos contributed to the development of students' knowledge, skills, and attitudes and that the use of these videos was recommended. CONCLUSIONS: As an innovative application the use of 360-degree videos in nursing education was examined from various perspectives in this review. The results showed that the use of such videos was convenient and effective for nursing education.

The readiness of nursing students for mobile learning: a cross-sectional study.

BACKGROUND: Combining electronic learning with mobile informatics, mobile learning allows learning anytime and anywhere. Nursing education includes both theoretical and hands-on components. The use of mobile learning technologies in nursing education enables students to actively participate in the learning process, improve their cognitive and psychomotor skills, access information at any time, and meet lifelong learning needs. AIMS: This study aimed to investigate the readiness of nursing students for mobile learning and related sociodemographic characteristics. METHODS: This descriptive study included 678 nursing students studying at three different state universities. The data were collected using an identification form and the Mobile Learning Readiness Scale (MLRS). RESULTS: The study indicated that the students had a moderately high level of readiness for mobile learning. No significant relationship was found between gender and the MLRS scores (p>0.05). However, a significant relationship was found between age and the optimism sub-dimension of MLRS. Significant relationships were found between students' mobile learning readiness and their grade level and income (p<0.01 for both). Also, significant relationships were found between students' readiness and university they attended, except for the optimism sub-dimension (p>0.05). CONCLUSION: In conclusion, nursing students were found to have the level of awareness and readiness required for using mobile learning technologies in educational processes. IMPACT STATEMENT: Determining the level of readiness of student nurses for mobile learning technologies will help nurse educators in their educational processes.

Developing a measurement tool for evaluating the hidden curriculum in nursing education.

BACKGROUND: The investigation of affective awareness in nursing students is important insofar as the results can serve to improve the quality of education provided to them and enhance nursing undergraduate education programs. OBJECTIVES: This study aims to develop a valid and reliable measurement tool for use in determining and evaluating the hidden curriculum of institutions providing nursing education at the level of bachelor's degree. SETTING: University Faculty Nursing. PARTICIPANTS: Nursing students. METHODS: This study was a methodological scale development study. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted for the construct validity of the measurement tool of which content validity and a pilot study were conducted. For predictive validity, Pearson correlation coefficient between total scale and its subdimensions was calculated and the compliance between them was examined. Time invariance of the scale was tested using the test-retest method (test-retest reliability was estimated). Internal consistency reliability of the scale was calculated using Cronbach's alpha internal consistency coefficient. RESULTS: Factor analyses showed that Hidden Curriculum Evaluation Scale in Nursing Education (HCES-N) included 43 items and three subdimensions and 13 reverse scored items. Cronbach's alpha reliability coefficient of the scale was found to be 0.912. CONCLUSIONS: Institutions that provide nursing education should recognize their own hidden curriculum and the institution's hidden curriculum. Formal program outcomes should correspond with each other to ensure nursing students' graduation outcomes as intended. This study in which a measurement tool was developed to determine and evaluate the hidden program in nursing education is thought to facilitate the process. The Hidden Curriculum Evaluation Scale in Nursing Education (HCES-N) is a measurement tool providing psychometric characteristics to be used in accordance with its purpose.

Validity and reliability study of the Moral Distress Questionnaire in Turkish for nurses.

OBJECTIVE: to determine the validity and reliability of the Turkish language version of the Moral Distress Questionnaire for nurses. METHOD: methodological study whose sample consisted of 200 nurses working in the internal medicine and surgery clinics of a university hospital. Data was collected using the personal information form and the Moral Distress Questionnaire for nurses. RESULTS: in the Main Components Analysis, the items were grouped under three factors. Findings regarding confirmatory factor analysis: chi-square goodness: 2.28, goodness of fit index: 0.88, comparative fit index: 0.88, non-normed fit index: 0.86, root mean square error of approximation: 0.07. The Cronbach's alpha coefficient was found to be 0.79 as a result of the analysis conducted in order to test the internal consistency of the scale. It was seen that these three factors explained 44.92% of the total variance. CONCLUSION: in this present study, the Turkish version of the Moral Distress Questionnaire was found to be valid and reliable for the Turkish society. It is recommended that the Moral Distress Questionnaire for nurses should be used in future studies to be conducted with nurses in order to investigate of issues of ethical dilemma.

Validity and reliability study of the Moral Distress Questionnaire in Turkish for nurses / Estudo de validade e confiabilidade do Moral Distress Questionnaire no idioma turco para enfermeiros / Estudio de validación y confiabilidad del Moral Distress Questionnaire en idioma turco para enfermeros

Objective: to determine the validity and reliability of the Turkish language version of the Moral Distress Questionnaire for nurses. Method: methodological study whose sample consisted of 200 nurses working in the internal medicine and surgery clinics of a university hospital. Data was collected using the personal information form and the Moral Distress Questionnaire for nurses. Results: in the Main Components Analysis, the items were grouped under three factors. Findings regarding confirmatory factor analysis: chi-square goodness: 2.28, goodness of fit index: 0.88, comparative fit index: 0.88, non-normed fit index: 0.86, root mean square error of approximation: 0.07. The Cronbach's alpha coefficient was found to be 0.79 as a result of the analysis conducted in order to test the internal consistency of the scale. It was seen that these three factors explained 44.92% of the total variance. Conclusion: in this present study, the Turkish version of the Moral Distress Questionnaire was found to be valid and reliable for the Turkish society. It is recommended that the Moral Distress Questionnaire for nurses should be used in future studies to be conducted with nurses in order to investigate of issues of ethical dilemma.

Objetivo: determinar a validade e a confiabilidade da versão em idioma turco do Moral Distress Questionnaire para enfermeiros. Método: estudo metodológico cuja amostra foi composta por 200 enfermeiros atuantes nas clínicas de medicina interna e cirurgia de um hospital universitário. Os dados foram coletados por meio do formulário de informações pessoais e do Moral Distress Questionnaire para enfermeiros. Resultados: na Análise de Componentes Principais, os itens foram agrupados em três fatores. Resultados da análise fatorial confirmatória: qualidade do ajuste do qui-quadrado: 2,28, índice de qualidade do ajuste: 0,88, índice de ajuste comparativo: 0,88, índice de ajuste não normatizado: 0,86, raiz quadrada da média do erro de aproximação: 0,07. O coeficiente alfa de Cronbach foi de 0,79 como resultado da análise realizada para testar a consistência interna da escala. Observou-se que esses três fatores explicaram 44,92% da variância total. Conclusão: neste estudo, a versão turca do Moral Distress Questionnaire foi considerada válida e confiável para a sociedade turca. Recomenda-se que o Moral Distress Questionnaire para enfermeiros seja utilizado em estudos futuros a serem conduzidos, com esses profissionais, para investigar questões de dilema ético.

Objetivo: determinar la validación y confiabilidad de la versión en idioma turco del Moral Distress Questionnaire para enfermeros. Método: estudio metodológico cuya muestra estuvo conformada por 200 enfermeras que trabajaban en clínicas médicas y de cirugía internas de un hospital universitario. Los datos se recopilaron utilizando el formulario de información personal y el Cuestionario de Estrés Moral para enfermeros. Resultados: en el Análisis de Componentes Principales, los ítems se agruparon en tres factores. Resultados del análisis factorial confirmatorio: calidad de ajuste de chi-cuadrado: 2,28, índice de bondad de ajuste: 0,88, índice de ajuste comparativo: 0,88, índice de ajuste no normalizado: 0,86, raíz cuadrada del error de aproximación promedio: 0.07. Se determinó que el coeficiente alfa de Cronbach fue de 0,79 como resultado del análisis realizado para comprobar la consistencia interna de la escala. Se observó que estos tres factores explicaban el 44,92% de la varianza total. Conclusión: en el presente estudio, la versión turca del Cuestionario de Estrés Moral resultó ser válida y confiable para la sociedad turca. Se recomienda que el Cuestionario de Estrés Moral para enfermeros se utilice en futuros estudios, con estos profesionales, para investigar cuestiones de dilema ético.

Effectiveness of standardized patient on patient education skills of nursing students - a pilot study.

OBJECTIVE: To determine the effectiveness of simulation method in nursing education. . METHODS: The experimental study was conducted from February 2013 to January 2014 at the Nursing Faculty of Ege University, Izmir, Turkey, and comprised second-year students. The subjects were randomly assigned to experimental or control groups. The experimental group participated in a simulation laboratory that involved the use of a standardized patient. Data was collected and analysed using SPSS 20. RESULTS: Of the 66 subjects, with a mean age of 20}1.05 years, 62(93.9%) were females and 4(6.1%) were males. There were 32(48.5%) subjects in the experimental group and 34(51.5%) in the control group. There was no statistically significant difference between the groups in the mean scores obtained on the pretest, posttest ( and retention test (p>0.05 each). However, experimental group had higher mean retention test scores (1.90}1.96). CONCLUSIONS: The knowledge levels of both groups increased, but lack of significant difference between the scores shows that both methods are successful.

Determining the factors that affect breast cancer and self breast examination beliefs of Turkish nurses in academia.

PURPOSE: To define factors that affect the performance status of BSE and confidence of student nurses. MATERIALS AND METHODS: This descriptive study was conducted in the academic year 2010-2011 in a nursing faculty in I?zmir, Turkey. "Informative data form" and "Champion's Revised Health Belief Model Scale (CHBMS)" were used as data collection forms. RESULTS: The mean age of the participant nurses was 21.0±1.49. The mean CHMS scores of the student nurses were as follows: perceived susceptibility regarding breast cancer, 7.78±2.46; perceived seriousness regarding breast cancer, 22.4±5.43; perceived benefit regarding BSE application, 20.5±4.45; perceived barriers regarding BSE application, 23.8±7.13; perceived confidence regarding BSE application, 36.3±7.78; the mean score of health motivation sub-scale, 25.7±4.59; and mean of the total score of the scale, 36.5±15.01. CONCLUSIONS: The outcomes obtained in this study indicated the importance of better education to student nurses, who have a key role in teaching preventive health behaviour including BSE to society and other university students as colleagues.

Epistemological beliefs and the Self-efficacy Scale in nursing students.

BACKGROUND: Epistemological beliefs in their most general form define an individual's subjective beliefs about what knowledge is and how knowing and learning occur. OBJECTIVES: To investigate epistemological beliefs and the Self-efficacy Scale in nursing students. DESIGN: Prospective survey study. SETTINGS: University School of Nursing. PARTICIPANTS: Nursing students. METHODS: Outcome parameters included Nurses' Descriptive Characteristics Data Form, Epistemological Beliefs Questionnaire and Self-efficacy Scale. RESULTS: As for the subscales of epistemological beliefs, Effort Subscale was 38.89 ± 11.62, Ability Subscale was 24.02 ± 6.19 and Unchanging Truth Subscale was 30.65 ± 5.74. Total score of the self-efficacy subscales was 74.39 ± 13.59. It has been determined that the majority (60.8%) of nursing students have chosen the nursing profession willingly, 82.8% of them like the nursing profession and 59.8% of students have a good perception of their own academic achievements. CONCLUSIONS: Understanding student's epistemological beliefs, trying to improve them and creating suitable learning environments for the development of self-efficacy should be the aim of an education that values individual differences.

Quality of life, depression, and anxiety among hepatitis B patients.

This descriptive cross-sectional study was designed to determine the depression and anxiety levels, and their effects, on quality of life of patients with chronic Hepatitis B. Chronic infection with Hepatitis B virus has a profound effect on health-related quality of life. Medications, including interferon, that are commonly used to treat chronic viral Hepatitis B may cause depression as an adverse effect. However, little is known about the impact of depression and anxiety on quality of life in patients with Hepatitis B. A total of 96 patients aged between 15 and 61 years were included in the study. Slightly more than half of them (52%) were female. Three scales-the Beck Depression Inventory, Beck Anxiety Scale, and Short Form of the World Health Organization Quality of Life Questionnaire (WHOQOL-BREF)-were used in the study. The scores obtained from the BDS in 91.7% of the patients were above the cutoff value of 17. Moreover, 80 patients received interferon. There was a negative correlation between the physical, environmental, and cultural areas on the Beck Anxiety Scale and WHOQOL-BREF (Turkish) (p< .05). A high level of depressive symptoms was established in this study, and the physical, environmental, and cultural aspects of quality of life were determined to increase as the anxiety level increased.

Why do students miss lectures? A study of lecture attendance amongst students of health science.

In the domain of health sciences, attendance by students at lectures is more critical. Lecture attendance is an issue which has been widely neglected. This study aims to determine those factors which affect the lecture attendance. The research data was collected by means of a questionnaire during the second semester of the academic year 2010-2011 from second-year students of the Faculties of Medicine, Pharmacy, Dentistry and Nursing. Together with demographic data, the questionnaire includes a Likert-type scale aiming to determine the factors influencing attendance at lectures. 663 participated in this study on a voluntary basis from Medical, Dentistry, Pharmacy and Nursing Faculties. Raising attainment levels, being able to take their own lecture notes, learning which aspects of the lecture content were being emphasized, and the opportunity to ask questions were amongst the chief reasons for attending lectures. It appears that the factors preventing students from attending lectures are mainly individual. Amongst the most frequently cited causes of non-attendance, sleeplessness, ill health and the inefficiency of lectures in overcrowded halls are emphasized. In the totals and sub-dimensions of the Lecture Attendance Scale, Medical Faculty students have average scores higher than those of students at other faculties. The vital nature of professional expertise and its applications, health sciences students' attendance at lectures carries greater importance. It is important to strengthen the mentoring system with regard to individual and external factors, which have been implicated as having a substantial influence on lecture attendance by students.

Surgical patient education: Turkish nursing students experiences.

Patient education has been widely used by medical schools and schools of nursing as a method for evaluating clinical performance. Training of patients provides a viable method for teaching and evaluating nurse practitioner students as they progress through their educational programs toward clinical competency. Evaluation of patient education experience provided objective and valid information regarding the students' delivery of didactic information and ability to apply knowledge in the clinical setting. The purpose of this article is to describe the preparation of materials for preoperative patient education and to evaluate patient education carried out by second-year students of the University Of Ege School Of Nursing. In this study, students, patients and lecturers evaluated patient education carried out by the nursing students. Criteria including relationships between people (listening, talking and communication ability), and behavior before education (prepare topic content, develop appropriate material for the topic, communicate which topic will be explained, etc.) and during education (attract listeners' attention to the topic, give information about the target, present the content and material of the subject well, etc.) were appraised. According to the results of evaluation, the education carried out by the students achieved the highest score from patients; the students gave the second-highest score. The lecturers gave scores that were lower than those of students and patients. At the end of this study, it has been found that patients were pleased with the education prepared according to their individual requirements and the students were pleased with giving education with the material they have prepared employing their own creativity.