The effect of interactive learning method on nursing students' learning of movement requirement: A randomized controlled study.

BACKGROUND: Interactive learning is one of the active learning methods used to develop students' knowledge and skills. OBJECTIVES: This study was conducted to determine the effect of the interactive learning method with questions prepared according to Bloom's taxonomy on nursing students' learning of the need for movement. DESIGN: It is a randomized controlled study conducted in May 2023. PARTICIPANTS: This study was conducted with 134 first-year nursing students taking the Fundamentals of Nursing course. The students were randomly divided into control (n = 67) and experimental (n = 67). METHOD: The data was collected by using a form delineating descriptive characteristics, a test assessing the necessity of movement knowledge, an analysis of a specific case study, and an assessment form for gathering student opinions on interactive learning. The queries within the data collection form were tailored to align with Bloom's taxonomy. Following the theoretical instruction, each student participated in the mobility needs knowledge test and case analysis (pre-test). The instructional session for the control group involved conventional lecture-style teaching supplemented with a question-and-answer format, while the experimental group received instruction through an interactive learning approach. One week subsequent to this, all students retook the mobility needs knowledge test and case analysis (post-test). Subsequently, feedback regarding the interactive learning method was solicited from the students. RESULTS: The knowledge test revealed a statistically significant difference, with the control group exhibiting a higher median comprehension score in the post-test compared to the experimental group (p < 0.05). Regarding the case analysis, statistical analysis demonstrated that the experimental group surpassed the control group in median scores for comprehension, synthesis, and total scores, with a significant difference (p < 0.05). Additionally, most students expressed favorable opinions toward the interactive learning approach. CONCLUSIONS: It is recommended that studies on interactive learning be repeated in different subjects in nursing education. CLINICALTRIALS: gov ID:NCT05868278.

Determining the Spiritual Care Needs of Patients with Indwelling Urinary Catheterization: A Cross-Sectional Descriptive Study in Turkey.

This study was undertaken to ascertain the spiritual care requirements of patients undergoing indwelling urinary catheterization. Identifying the spiritual care needs of patients with indwelling urinary catheterization is crucial for fortifying their resilience and fostering positive health behaviors. Furthermore, it proves pivotal in devising customized nursing interventions. A descriptive cross-sectional study involving 122 participants (50 female, 72 male) undergoing indwelling urinary catheterization within the inpatient clinics of a state hospital in Turkey was conducted. Data were meticulously gathered through a participant information form and the Spiritual Care Needs Scale. The subsequent analysis employed the Kruskal-Wallis and Mann-Whitney U tests, facilitated by the SPSS 22.0 program. This study adhered to the STROBE recommendations in reporting. The findings indicated that individuals with indwelling urinary catheters exhibit spiritual care needs exceeding the norm, with heightened scores in subdimensions such as meaning and hope, caring, and respect. A statistically significant positive association was identified, revealing a difference in spiritual care needs between women and men. Similarly, a positive association, statistically significant, was observed in the spiritual care needs of patients aged 72-98 compared to those aged 41-71. Furthermore, a positive and statistically significant difference surfaced in the spiritual care needs of patients with long-term indwelling urinary catheters as opposed to those with medium and short-term urinary catheters. Therefore, it is imperative to consider the spiritual care needs of patients undergoing indwelling urinary catheterization.

Grief experiences of nurses who lose their first-degree relatives with the diagnosis of COVID-19: A qualitative study.

The grief experiences of healthcare professionals have both short- and long-term effects. This qualitative study was conducted between December 2022 and January 2023 to examine the grief experiences of nurses who lost their first-degree relatives to COVID-19. In this study, 22 nurses working in hospitals in Turkey were selected through a snowball sampling process. Data were collected with the "Nurse Information Form" and "Semi-Structured Interview Form." Nurses were interviewed individually approximately 30 minutes. Collaizzi's phenomenological analysis and MAXQDA 2020 software were used to analyze the data. A COREQ Statement Checklist was followed in the preparation of this study. The following five themes were identified: (1) Complex and deep feelings, (2) An inevitable end, (3) An innocent death, (4) Secluded funerals and rituals that could not be performed, and (5) Endless mourning. It is recommended to plan methods to protect nurses' psychosocial health and maintain their hopes during the grieving process.

The effect of virtual game simulation on students' perception of nursing diagnosis and clinical practice: Post-test only randomized controlled trial.

BACKGROUND: 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 (χ2) 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.

Gluteal muscle and subcutaneous tissue thicknesses in adults: a systematic review and meta-analysis.

Background: Nurses often administer intramuscular injections at the gluteal site. This study aimed to determine gluteal muscle and subcutaneous tissue thicknesses in adults. Methods: Systematic review and meta-analysis. The databases Turkish Medline, Ulakbim, National Thesis Center, Cochrane, Web of Science, Science Direct, PubMed, CINAHL Plus with Full text (EBSCO host), OVID and SCOPUS were screened using the keywords 'intramuscular injection', 'subcutaneous tissue thickness', 'muscle tissue thickness' and 'needle length' between April and May 2021. The studies were evaluated with ultrasound. This study was reported according to the PRISMA recommendations. Results: Six studies met the eligibility criteria. The total sample size was 734 (women: 432, men: 302). The V method revealed that the ventrogluteal site had a muscle and subcutaneous tissue thickness of 38.071 ± 2.119 and 19.927 ± 2.493 mm, respectively. The geometric method revealed that the ventrogluteal site had a muscle and subcutaneous tissue thickness of 35.989 ± 4.190 and 19.661 ± 3.992 mm, respectively. The geometric method also revealed that the dorsogluteal site had a thickness of 42.560 ± 8.840 mm. According to the V method, females had thicker subcutaneous tissue at the ventrogluteal site than males (Q = 5.37, df = 1, p = 0.0204). Body mass index did not affect the subcutaneous tissue thicknesses at the ventrogluteal site. Conclusion: The results show that gluteal muscle, subcutaneous and total tissue thicknesses vary across injection sites.

The effects of virtual gaming simulation on nursing students' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial.

BACKGROUND: Virtual gaming simulation is a 2D computer game used to enhance the knowledge and skills of nursing students. OBJECTIVES: This research was conducted to investigate the effects of virtual gaming simulation on the nursing diagnosis, goal setting and diagnosis prioritization of first-year nursing students. DESIGN: Randomized controlled trial conducted between March and April 2022. PARTICIPANTS: In this study, 102 first-year nursing students registered in Fundamentals of Nursing-II were included. The students were divided at random into two groups: control (n = 51) and intervention (n = 51). METHOD: Data were collected using the descriptive characteristics form, nursing diagnosis, goal setting, diagnosis prioritization form, virtual evaluation simulation and virtual gaming simulation evaluation form. Didactic training in the nursing process was provided to all students in the classroom simultaneously. The day following the didactic training, the training scenario was explained to the control group in the classroom. On the same day, a simulation of the virtual training scenario developed for the intervention group was played in the computer lab. One week later, the control group completed the nursing diagnosis, goal setting and diagnosis prioritization form prepared for the evaluation scenario in the classroom and the intervention group played the virtual evaluation simulation that was developed based on the same case on the same day in the computer lab. Then, students' opinions regarding virtual gaming simulation were obtained. RESULTS: The findings showed that the mean scores of nursing diagnosis and goal-setting knowledge of the intervention group were significantly higher than those of the control group (p < 0.05), whereas there was no significant difference between the groups regarding the mean scores of diagnosis prioritization knowledge (p > 0.05). CONCLUSIONS: Virtual gaming simulation increased the mean scores of nursing diagnosis and goal-setting knowledge of the students. Most of the students stated positive statements related to virtual gaming simulations.

The impact of a web-based mind map learning technique on students' nursing knowledge of the nursing process.

OBJECTIVE: This research aims to investigate the effects of web-based mind map learning techniques in the nursing process on students' ability to investigate the nursing diagnosis, descriptive characteristics, and the etiological and risk factors. DESIGN: In this experimental study, 91 nursing students enrolled in a state university in a city in Turkey in the 2020-2021 academic year were included. METHODS: Data were collected using a test for determining the level of knowledge about the nursing diagnosis and the factors affecting the diagnosis, case sample, and care plan. In the teaching of the nursing process, the experimental group students (n = 42) experienced the web-based mind map learning technique, while the control group students (n = 49) experienced the lecture and question-answer teaching methods. FINDINGS: The mean scores of the experimental group in terms of reaching the nursing diagnosis, descriptive characteristics, and the etiological and risk factors were significantly higher than the control group (p < 0.05). The findings showed that the experimental group scored significantly higher than the control group in making accurate diagnoses (p < 0.05). CONCLUSIONS: The web-based mind map learning technique used in teaching the nursing process favorably affected the students' ability to determine the nursing diagnosis, descriptive characteristics, and etiological and risk factors. The findings suggest that the web-based mind map learning technique should be used in teaching the nursing process. IMPLICATIONS FOR NURSING PRACTICE: Active learning in nursing process teaching should be promoted using different teaching techniques. Teaching the nursing process with different teaching techniques has the potential to to increase the knowledge and skills of students and thus improve the quality of nursing care.

The perceptions of nursing students regarding coronavirus and occupation according to gender: A qualitative study.

Outbreaks are experienced differently based on gender. In the context of the Covid-19 epidemic, students' perceptions of the nursing profession, their feelings related to themselves, their social circle, nursing, and the appropriateness of nursing practices are important. This study aimed to determine the perceptions of nursing students of the Coronavirus and their occupation according to gender. Twenty nursing students were interviewed using the semi-structured interview method. Content analysis and MAXQDA were performed. Five categories were identified: Visual perceptions regarding the nursing occupation and Covid-19, future nurses' occupational perceptions according to gender of pandemics such as the Coronavirus, the effect of the pandemic on occupational perception, perceptions of the people around them of their profession in relation to the pandemic, and the approach toward any pandemic in the future in terms of their profession as a nurse. Pandemics such as Covid-19 can affect the occupational perceptions of nursing students.

The effects of web based education and Kahoot usage in evaluation of the knowledge and skills regarding intramuscular injection among nursing students.

BACKGROUND: Nursing is a discipline based on practice, which requires the integration of theory and implementation. Nurse educators should continuously review their curriculum and include "information technology" to help students obtain the required knowledge and skills. OBJECTIVES: The present study aims to review the effects of Kahoot usage within the framework of web-based education evaluation regarding the intramuscular injection knowledge and skills of nursing students. DESIGN: In this semi-experimental study, 110 first-year nursing students who registered in a university in Çankiri in the academic year of 2019-2020 and selected with simple random sampling participated. METHOD: While the experimental group (n = 51) was experiencing Kahoot concerning web-based education and test evaluation, the control group (n = 59) experienced face-to-face education. To evaluate the knowledge of the students, the "Intramuscular Injection Knowledge test" and the "Checklist of Intramuscular Injection" were used in this study. RESULTS: The findings showed that the experimental group had significantly higher mean scores in knowledge scores and skill performance for intramuscular injection. CONCLUSION: Web-based education and Kahoot usages in the evaluation showed positive effects on nursing students' intramuscular injection knowledge and skills. Therefore, Kahoot has shown itself as a promising, effective and beneficial tool as a formative evaluator in terms of motivating and supporting learning activities/processes. In light of the findings obtained in this study, we propose that Kahoot should be integrated into the curriculum in the web-based education of nursing as an alternative tool for formative evaluation.