The Relationship Between Lifelong Learning Perceptions of Pediatric Nurses and Self-Confidence and Anxiety in Clinical Decision-Making Processes.

This study was conducted to evaluate the relationship between lifelong learning perceptions of pediatric nurses and self-confidence and anxiety in clinical decision-making processes. One of the most important ways to adapt to change in the developing and changing health care environment worldwide and in evidence based nursing care is lifelong learning. The most essential characteristics of a lifelong learner are reflection, questioning, enjoying learning, understanding the dynamic nature of knowledge and engaging in learning by actively seeking learning opportunities so that evidence-based nursing care can be achieved. Pediatric nurses were included in this descriptive, correlational and cross-sectional study. The study was based on pediatric nursing in the pediatric clinics of a hospital in the capital of  Turkiye between April and July 2021. It was determined that the mean scores of lifelong learning differed according to gender, education level, length of service in the profession and the unit in which each individual worked, and these differences were statistically significant. Pediatric nurses' lifelong learning level explained the three subdimensions of self-confidence in clinical decision-making. The results of the regression analysis indicate that lifelong learning levels of the pediatric nurses did not significantly predict their scores on the subdimensions of anxiety with clinical decision-making scale. Positive effects on clinical decision-making in the nursing process can be achieved if the tendencies of pediatric nurses toward lifelong learning are sufficient. Assessing nurses' lifelong learning perceptions is an essential step toward implementing evidence-based care for pediatric patients. Clinical decision-making skills can be supported by increasing nurses' lifelong learning awareness.

The Effect of Diet-Exercise Trainings Provided to Overweight and Obese Teenagers through Creative Drama on Their Knowledge, Attitude, and Behaviors.

BACKGROUND: This study was conducted in Turkey as an empirical study in randomized, controlled, and time series design for the purpose of evaluating the effects of the Diet-Exercise trainings with creative drama method provided to overweight/obese teenagers. METHODS: This study was designed to highlight the effect of interactive education provided to slightly overweight/obese teenagers through creative drama on modifiable factors that caused obesity. Seventy-six overweight/obese teenagers studying at sixth and seventh grades of upper primary education were included in the study (38 participants in the Study Group and 38 participants in the Control Group). Training courses that were designed based on creative drama method were implemented in five sessions with teenager groups (n = 12-13); and the mothers were also trained in a session in this study (for the Study Group). RESULTS: At the end of the study, it was determined that the knowledge, attitude, the order of the meals, and healthy diet-exercise behavior points of the teenagers in the Study Group increased; and the difference between the Study Group and the Control Group was significant (p < 0.05). The BMI, body weight, and waist/height rate of the teenagers in the Study Group decreased at a significant level after the study was completed (p < 0.05); and significant increases were determined in the waist circumference and body weight measurements of the Control Group (p < 0.05). CONCLUSIONS: As a conclusion, overweight/obese teenagers may be reached with school-based educational programs, and they may be made to acquire positive attitudes and behaviors through diet and exercises designed with interactive methods like creative drama.