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Öğe The effect of virtual game simulation on students' perception of nursing diagnosis and clinical practice: Post-test only randomized controlled trial(Elsevier Sci Ltd, 2023) Ordu, Yadigar; Caliskan, NurcanBackground: The virtual game simulation was prepared for nursing diagnosis and goal setting. Objectives: To determine the effect of virtual game simulation on nursing students' perception of nursing diagnosis and clinical practice. Design: This study is a post-test randomized controlled trial only. Methods: The study was conducted with 92 s-year students enrolled in the Nursing Department of a state university in a province of Turkey. Data were collected using the Descriptive Characteristics Form, Perceptions of Nursing Diagnoses Survey, and the Form for Evaluating the Effect of Virtual Game Simulation on Clinical Practice. Virtual game simulations, which are prepared for determining nursing diagnosis and creating goals, are offered to the use of first-year students after the theoretical education of the nursing process. In order to evaluate the effect of virtual game simulations on the perception of nursing diagnosis and clinical practice, second-year students who played the game voluntarily were included in the experimental group, and those who did not play were included in the control group. Students in the control (n = 46) and experimental (n = 46) groups completed the data collection tools prepared online via Google Forms. The relationship between the grouped variants was tested by Chi-Square (chi(2)) analysis. Mann-Whitney U-test was used because the data did not show normal distribution. Results: It was found that the mean score of the control group was significantly higher than the experimental group in the sub-dimension of the delineation and promotion of the nursing profession and in the total score of the Perceptions of Nursing Diagnoses Survey (PNDS) (p < 0.05). The students in the experimental group made positive statements about the effect of the virtual game simulation on clinical practice, such as, I can determine nursing diagnoses correctly, I can create the right target for the patient, and I understand how to record the data I collect from the patient. The negative statements of the students were as follows: I have difficulty in collecting data from the patient, I have difficulty in interviewing the patient and I cannot be sure that I have determined all the nursing diagnoses for my patient. Conclusions: Virtual game simulation was found to be effective in students' perception of nursing diagnosis. It was noted that most of the students expressed positive views regarding the impact of virtual game simulations on clinical practice. It is recommended to use virtual game simulation to support formal education in teaching the nursing process.Öğe A LONGITUDINAL STUDY ON THE EFFECT OF TAILORED TRAINING AND COUNSELING ON THE PROFESSIONAL ATTITUDE OF NURSING STUDENTS(W B Saunders Co-Elsevier Inc, 2015) Karadag, Ayise; Hisar, Filiz; Baykara, Zehra Gocmen; Caliskan, Nurcan; Karabulut, Hatice; Ozturk, DenizThe development of professional attitudes in nursing students is influenced by their learning experiences (knowledge, skills, and attitudes) and instructors' professional behaviors. Instructors can enhance students' professional attitude by organizing the training environment, being a role model, and providing counseling. This study was conducted as a tailoring intervention study over 4 years (2010-2013) examining 73 nursing students (34 intervention, 39 control) to determine the effect of training and counseling on nursing students' professional attitudes. Data were collected utilizing the Introductory Characteristics Form and the Instrument of Professional Attitude for Student Nurses. Intervention group students were provided training and counseling complementing their current education to develop their professional attitudes. Controls proceeded with their current education. Instrument for Professional Attitude for Student Nurses posttest scores of the intervention group were significantly higher than those of control group students. Furthermore, intervention group scores on all subscales other than competence and continuous education significantly increased after training. Controls showed no growth in professional attitudes, other than in contribution to scientific knowledge. The training and counseling program had a positive influence on the professional attitudes of nursing students. Thus, providing tailored training and counseling associated to professionalism throughout the educational process at schools providing nursing training is recommended. (C) 2015 Elsevier Inc. All rights reserved.