A LONGITUDINAL STUDY ON THE EFFECT OF TAILORED TRAINING AND COUNSELING ON THE PROFESSIONAL ATTITUDE OF NURSING STUDENTS

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dc.contributor.authorKaradag, Ayise
dc.contributor.authorHisar, Filiz
dc.contributor.authorBaykara, Zehra Gocmen
dc.contributor.authorCaliskan, Nurcan
dc.contributor.authorKarabulut, Hatice
dc.contributor.authorOzturk, Deniz
dc.date.accessioned2024-02-23T14:13:38Z
dc.date.available2024-02-23T14:13:38Z
dc.date.issued2015
dc.departmentNEÜen_US
dc.description.abstractThe 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.en_US
dc.identifier.doi10.1016/j.profnurs.2014.10.004
dc.identifier.endpage270en_US
dc.identifier.issn8755-7223
dc.identifier.issn1532-8481
dc.identifier.issue3en_US
dc.identifier.pmid25999200en_US
dc.identifier.scopus2-s2.0-84929706714en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage262en_US
dc.identifier.urihttps://doi.org/10.1016/j.profnurs.2014.10.004
dc.identifier.urihttps://hdl.handle.net/20.500.12452/12509
dc.identifier.volume31en_US
dc.identifier.wosWOS:000355366900014en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherW B Saunders Co-Elsevier Incen_US
dc.relation.ispartofJournal Of Professional Nursingen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectNursing Studentsen_US
dc.subjectProfessionalismen_US
dc.subjectAttitudeen_US
dc.subjectCounselingen_US
dc.titleA LONGITUDINAL STUDY ON THE EFFECT OF TAILORED TRAINING AND COUNSELING ON THE PROFESSIONAL ATTITUDE OF NURSING STUDENTSen_US
dc.typeArticleen_US

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