Gameful Experience Scale: Reliability and Validity in Nursing Students.

Objective: Nursing students are among the groups where gamification applications are used effectively and frequently in educational technologies. This study aimed to adapt the Gameful Experience Scale (GAMEX) to the Turkish language and test its validity and reliability. Materials and Methods: The study was conducted with 620 nursing students studying an undergraduate nursing program between March and May, 2023. Data were collected using a personal information form and GAMEX-Turkish Form. Results: The validity and reliability of the five-factor structure scale with 27 items were confirmed. In confirmatory factor analysis, all factor loads were found to be >0.56. The fit indexes of the scale were χ2/df = 2.8, goodnessof-fit index = 0.90, comparative fit index = 0.94, and root mean square error of approximation = 0.55. Cronbach's alpha coefficient of the overall scale was 0.89. Conclusion: As a result of this study, the Turkish version of GAMEX was found to be a valid and reliable tool that can be used to evaluate the game experience in nursing students' training.

The relationship between nursing students' environmental literacy and awareness of Global Climate Change.

OBJECTIVES: This study aims to examine the correlation between environmental literacy and levels of awareness of global climate change in nursing students. DESIGN: The cross-sectional and correlational design. SAMPLE: 476 undergraduate nursing students METHODS: Data were collected with The Personal Information Form, the Awareness Scale of University Students about Global Climate Change, and Environmental Literacy Scale for Adults in March 2023. Descriptive statistics, correlation, and linear regression analysis (stepwise method) were used to analyze the data. RESULTS: The mean scores of the Environmental Literacy Scale and the Awareness Scale of University Students about Global Climate Change Scale were 87.31 ± 8.61 and 75.60 ± 14.86, respectively. A positive correlation was found between the awareness of global climate change and environmental literacy (p < 0.05). As participation in meetings on environmental problems, environmental concerns and awareness increased, awareness of global climate change increased. CONCLUSIONS: Nursing students had high levels of awareness of global climate change and environmental literacy. The awareness of nursing students on climate change and their environmental literacy levels are highly important in protecting public health against the adverse effects of climate change and reducing climate change through effective resource management in health services in the future. It is recommended that integrate courses related to environment health to curriculum of nursing school and in-service training during healthcare. The study draws attention to the Sustainable Development Goals related to climate change.

The effect of self and peer assessment training on stoma care skills of nursing students: A randomised controlled experimental study.

BACKGROUND: In nursing education, it is important to acquire and assess psychomotor skills. Traditional assessment and evaluation methods are outcome-oriented and educator-centred. In education, there is a greater need for the use of process-oriented and student-oriented complementary assessment methods. AIM: The aim of this study is to examine the effect of self and peer assessment training given to nursing students on stoma care skill success. METHODS: This study was conducted using a randomised controlled experimental design model. The sample consisted of a total of 53 students (27 in the intervention group and 26 in the control group). The data were collected using the Information Form, the Stoma Care Skill Rubric, the View Scale for Peer and Self Assessment and the Impression Scale for the Peer and Self Assessment. The intervention group received a training on self and peer assessment. The students were trained on stoma care and they were asked to practice stoma care. The applications were recorded on video. At the end of application, each student in both the intervention and control groups was assessed by himself, his peers and the educator. Number, percentage, mean, standard deviation, Shapiro-Wilk, chi-square, Mann-Whitney U tests were used to analyse the data. RESULTS: No difference was found in the stoma care skill scores in the intervention and control groups at the end of stoma care practice. When the stoma care skill scores were examined within the group, there was a significant difference between the self assessment scores and the peer, educator and self-assessment-video watching scores in both groups. No difference was observed between the self assessment-video watching scores and the peer and educator scores. In the intervention and control groups, the scores of the view scale for the peer and self assessment and the scores of the impression scale for the peer and self assessment increased, but there was no significant difference between them. The students stated that they intended to use the self and peer assessment method in other skills as well since it enabled them to notice its mistakes and helped them learn the skill better. CONCLUSIONS: It is recommended that the use of self and peer assessment methods be expanded in nursing education during skill acquisition and assessment practices. It is thought that using video recording, scales, or rubrics in conjunction with these methods would be beneficial.

Positional changes in voiding dynamics of children with non-neurogenic bladder dysfunction.

OBJECTIVES: To investigate the effect of certain positions on voiding dynamics in children with non-neurogenic bladder dysfunction. METHODS: A total of 29 patients (10 male, 19 female) with non-neurogenic overactive bladder were enrolled. None of the patients had voiding phase dysfunction. Male patients were told to urinate in three positions (sitting, squatting, standing). Female patients did not void while standing. During voiding, maximum urinary flow rate (Qmax), detrusor pressure at maximal flow (Pdet-Qmax), and intra-abdominal pressure at maximal flow (Pabd-Qmax) were recorded. After voiding in one position, the bladder was re-distended. The same procedures were repeated for the three different positions. Then patients were told to perform three drinking-voiding cycles without the catheter in place. After recording Qmax, residual urine was measured with ultrasonography. The differences between these parameters were analyzed. RESULTS: The mean (+/- standard deviation) patient age was 11.10 +/- 2.94 years (range, 6-16 years). In girls, the mean Pdet-Qmax value in the sitting and squatting positions was 43.11 +/- 16.74 cm H(2)O and 35.21 +/- 10.67 cm H(2)O, respectively (P = .028). Girls voided with a significantly higher Qmax in sitting and squatting positions than boys, regardless of the presence of a catheter. The mean Pdet-Qmax value in the squatting position was 59.20 +/- 20.45 cm H(2)O in boys and 35.21 +/- 10.67 cm H(2)O in girls. The presence of a catheter significantly lowered mean maximal urinary flow rates in sitting and squatting positions. CONCLUSIONS: This is the first study to demonstrate the effect of voiding positions on pressure flow study results in children. Our results show that voiding dynamics are influenced by different voiding positions in children with non-neurogenic bladder dysfunction.