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Ebelik Öğrencilerinin Klinik Uygulamalardaki Empati ve Post-Travmatik Stres Düzeyleri

Year 2021, Volume: 10 Issue: 2, 94 - 105, 31.12.2021
https://doi.org/10.46971/ausbid.915713

Abstract

Amaç
Ebelik öğrencileri klinik uygulamalar sırasında birçok travmatik olay gözlemlemekte ya da tanık olmaktadır. Bu durum öğrencilerde duygusal travmalara neden olmaktadır. Bu çalışmada, ebelik öğrencilerinin klinik uygulamalarda empati algısının ve travma sonrası stres bozukluğu düzeylerinin belirlenmesi amaçlanmıştır.
Gereç ve Yöntem
Araştırmanın evreni bir devlet üniversitesinin ebelik bölümü öğrencileridir (n=288). Çalışmada tam sayım örnekleme yöntemi ile tüm öğrencilere ulaşılması hedeflenmiştir. Araştırmaya gönüllü olarak katılmayı kabul eden 2., 3. ve 4. sınıf ebelik öğrencilerinden 275 lisans öğrencisi örnekleme alınmıştır. Çalışmada veri toplama aracı olarak “Kişisel Bilgi Formu”, “Empati Düzeyi Belirleme Ölçeği” ve “Travma Sonrası Stres Bozukluğu Kısa Ölçeği” kullanılmıştır.
Bulgular
Öğrencilerin yaş ortalaması 20.56±1.61 ve genel akademik ortalaması 2.70±0.46 olarak belirlenmiştir. Çalışmamızda öğrencilerin %18.4’ünün yüksek kan basıncı, ateş, konvülsiyon, %11.4’ünün anne veya bebek ölümü, %11’inin postpartum kanama, %10.1’inin de malpozisyon ve malprezentasyonlar gibi klinik vakaları gözlemlediği belirlenmiştir. Öğrencilerin Empati Düzeyi Belirleme Ölçeği toplam puan ortalaması 49.39±7.61, ölçeğin alt boyut puanları incelendiğinde; sırasıyla sosyal beceri ortalaması 14.28±2.39, duygusal tepki ortalaması 16.29±2.82, bilişsel empati ortalaması 18.81±3.59’dur. Travma Sonrası Stres Bozukluğu Kısa Ölçeğinin puan ortalaması 13.69±6.92 olarak tespit edilmiştir. Öğrencilerin %5.8’inde travma sonrası stres bozukluğu olduğu saptanmıştır.
Sonuç
Sonuç olarak çalışmada eğitim yılı arttıkça travma düzeyinin arttığı, ancak travma olan ve olmayan öğrencilerin empati düzeyleri arasında fark olmadığı bulunmuştur. Öğrencilerin klinik uygulamalar sırasında psikolojik olarak etkilenebilecekleri göz önünde bulundurulmalıdır.

Supporting Institution

Çalışmamız herhangi bir kişi veya kurum tarafından maddi olarak desteklenmemiştir.

Thanks

Çalışmaya katılmayı kabul eden ebelik bölümü öğrencilerine teşekkür ederiz.

References

  • Ağaçdiken, S., Boğa, N., & Özdelikara, A. (2016). Hemşirelik Öğrencilerinin Hemşirelik Eğitimine Yönelik Yaşadıkları Stres Düzeyinin Belirlenmesi. Samsun Sağlık Bilimleri Dergisi, 1(1), 25–41.
  • Aktaş, S., & Pasinlioğlu, T. (2016). The Effect of Empathic Communication Skills of Midwives on Labor and Post Labor Period. Journal of Anatolia Nursing and Health Sciences.
  • Aydın Kartal, Y., & Yazıcı, S. (2017). Ebelik Öğrencilerinin İlk Klinik Deneyim Başlangıcı ve Sonunda Anksiyete ve Stres Düzeylerinin Belirlenmesi. Sağlık Bilimleri ve Meslekleri Dergisi, 4(3). https://doi.org/10.17681/hsp.328560
  • Bekmezci, H., Yurttaş, Ç. B., & Özkan, H. (2015). Ebelik Bölümü Öğrencilerinin Empatik Eğilim Düzeylerinin Belirlenmesi. HSP, 2(1), 46–54.
  • Cavanagh, S. J., & Snape, J. (1997). Stress in student midwives: an occupational perspective. British Journal of Midwifery, 5(9), 528–533. https://doi.org/10.12968/bjom.1997.5.9.528
  • Coldridge, L., & Davies, S. (2017). “Am I too emotional for this job?” An exploration of student midwives’ experiences of coping with traumatic events in the labour ward. Midwifery, 45, 1–6. https://doi.org/10.1016/j.midw.2016.11.008
  • Davies, S., & Coldridge, L. (2015). ‘No Man׳s Land’: An exploration of the traumatic experiences of student midwives in practice. Midwifery, 31(9), 858–864. https://doi.org/10.1016/j.midw.2015.05.001
  • Davies, S., & Coldridge, L. (2018). Untangling the Maternity Crisis. In N. Edwards, R. Mander, & J. Murphy-Lawless (Eds.), Untangling the Maternity Crisis. Routledge. https://doi.org/10.4324/9781315277059
  • Evren, C., Dalbudak, E., Aydemir, O., Koroglu, E., Evren, B., Ozen, S., & Coskun, K. S. (2016). Psychometric Properties of the Turkish PTSD-Short Scale in a Sample of Undergraduate Students. Klinik Psikofarmakoloji Bülteni-Bulletin of Clinical Psychopharmacology, 26(3), 294–302. https://doi.org/10.5455/bcp.20151205113132
  • Green, S., & Baird, K. (2009). An exploratory, comparative study investigating attrition and retention of student midwives. Midwifery, 25(1), 79–87. https://doi.org/10.1016/j.midw.2007.09.002
  • International Confederation of Midwives. (2014). Philosophy and Model of Midwifery Care. Strengthening Midwifery Golbally.
  • International Confederation of Midwives. (2019). Essential competencies for midwifery practice 2019 Update. In International Confederation of Midwives.
  • Karayiannis, G., Papastavrou, E., Farmakas, A., Tsangari, H., Noula, M., & Roupa, Z. (2020). Exploration of empathy in Cyprus nursing and health care students: A mixed method study. Nurse Education in Practice, 42, 102686. https://doi.org/10.1016/j.nepr.2019.102686
  • Kaya, B., & Çolakoğlu, Ö. M. (2015). Empati Düzeyi Belirleme Ölçeği (EDBÖ) Uyarlama Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 17–30. https://doi.org/10.17679/iuefd.16127895
  • Lawrence, E. J., Shaw, P., Baker, D., Baron-cohen, S., & David, A. S. (2004). Measuring empathy: reliability and validity of the Empathy Quotient. Psychological Medicine, 34(5), 911–920. https://doi.org/10.1017/S0033291703001624
  • LeBeau, R., Mischel, E., Resnick, H., Kilpatrick, D., Friedman, M., & Craske, M. (2014). Dimensional assessment of posttraumatic stress disorder in DSM-5. Psychiatry Research, 218(1–2), 143–147. https://doi.org/10.1016/j.psychres.2014.03.032
  • Leinweber, J., Creedy, D. K., Rowe, H., & Gamble, J. (2017). Responses to birth trauma and prevalence of posttraumatic stress among Australian midwives. Women and Birth, 30(1), 40–45. https://doi.org/10.1016/j.wombi.2016.06.006
  • Leinweber, J., & Rowe, H. J. (2010). The costs of ‘being with the woman’: secondary traumatic stress in midwifery. Midwifery, 26(1), 76–87. https://doi.org/10.1016/j.midw.2008.04.003
  • McKenna, L., & Rolls, C. (2011). Undergraduate midwifery students’ first experiences with stillbirth and neonatal death. Contemporary Nurse, 38(1–2), 76–83. https://doi.org/10.5172/conu.2011.38.1-2.76
  • Moloney, S., & Gair, S. (2015). Empathy and spiritual care in midwifery practice: Contributing to women’s enhanced birth experiences. Women and Birth, 28(4), 323–328. https://doi.org/10.1016/j.wombi.2015.04.009
  • Özcan, S., & Bozhüyük, A. (2016). Çukurova Üniversitesi sağlık bilimleri öğrencilerinin sağlıklı yaşam davranışları. Cukurova Medical Journal (Çukurova Üniversitesi Tıp Fakültesi Dergisi), 41(23861), 664–674. https://doi.org/10.17826/cutf.254191
  • Power, A., & Mullan, J. (2017). Vicarious birth trauma and posttraumatic stress disorder: Preparing and protecting student midwives. British Journal of Midwifery, 25(12), 799–802. https://doi.org/10.12968/bjom.2017.25.12.799
  • Sheen, K., Slade, P., & Spiby, H. (2014). An integrative review of the impact of indirect trauma exposure in health professionals and potential issues of salience for midwives. Journal of Advanced Nursing, 70(4), 729–743. https://doi.org/10.1111/jan.12274
  • Sheen, K., Spiby, H., & Slade, P. (2016). The experience and impact of traumatic perinatal event experiences in midwives: A qualitative investigation. International Journal of Nursing Studies, 53, 61–72. https://doi.org/10.1016/j.ijnurstu.2015.10.003

The Levels of Empathy and Post-Traumatic Stress among Midwifery Students in Clinical Practices

Year 2021, Volume: 10 Issue: 2, 94 - 105, 31.12.2021
https://doi.org/10.46971/ausbid.915713

Abstract

Aim
Midwifery students observe or witness many traumatic events during clinical practice. This situation causes emotional trauma in students. In this study, it was aimed to determine the empathy perception and post-traumatic stress disorder levels of midwifery students in clinical practice.
Material and Method
The universe of the research was the midwifery department students of a public university (n=288). In the study, it was aimed to reach all students with the full count sampling method. It was sampled 275 undergraduate students from 2nd, 3rd and, 4th-grade midwifery students who accepted to voluntarily participate in the study. Data collection tools were used “Personal Information Form”, “Empathy Quotient Scale”, and “Posttraumatic Stress Disorder-Short Scale” in the study.
Results
The mean age of the students was 20.56±1.61 and the general academic average was 2.70±0.46. In our study, it was determined that students observed clinical cases such as 18.4% of high blood pressure, fever, convulsion, 11.4% of mother or baby death, 11.0% of postpartum bleeding, 10.1% of malposition, and malpresentation. The total mean score of the students in Empathy Quotient Scale was 49.39±7.61, when the sub-dimension scores of scale was examined; the mean of social skills 14.28±2.39, the mean of emotional reactivity 16.29±2.82, the mean of cognitive empathy 18.81±3.59, respectively. The mean score of the Posttraumatic Stress Disorder-Short Scale was determined 13.69±6.92. It was found that 5.8% of the students had post-traumatic stress disorder.
Conclusion
As a result, it was found in our study that as the education year increases the level of trauma increases, but there is no difference between the empathy levels of students with and without trauma. It should be considered that students may be affected psychologically during clinical practice.

References

  • Ağaçdiken, S., Boğa, N., & Özdelikara, A. (2016). Hemşirelik Öğrencilerinin Hemşirelik Eğitimine Yönelik Yaşadıkları Stres Düzeyinin Belirlenmesi. Samsun Sağlık Bilimleri Dergisi, 1(1), 25–41.
  • Aktaş, S., & Pasinlioğlu, T. (2016). The Effect of Empathic Communication Skills of Midwives on Labor and Post Labor Period. Journal of Anatolia Nursing and Health Sciences.
  • Aydın Kartal, Y., & Yazıcı, S. (2017). Ebelik Öğrencilerinin İlk Klinik Deneyim Başlangıcı ve Sonunda Anksiyete ve Stres Düzeylerinin Belirlenmesi. Sağlık Bilimleri ve Meslekleri Dergisi, 4(3). https://doi.org/10.17681/hsp.328560
  • Bekmezci, H., Yurttaş, Ç. B., & Özkan, H. (2015). Ebelik Bölümü Öğrencilerinin Empatik Eğilim Düzeylerinin Belirlenmesi. HSP, 2(1), 46–54.
  • Cavanagh, S. J., & Snape, J. (1997). Stress in student midwives: an occupational perspective. British Journal of Midwifery, 5(9), 528–533. https://doi.org/10.12968/bjom.1997.5.9.528
  • Coldridge, L., & Davies, S. (2017). “Am I too emotional for this job?” An exploration of student midwives’ experiences of coping with traumatic events in the labour ward. Midwifery, 45, 1–6. https://doi.org/10.1016/j.midw.2016.11.008
  • Davies, S., & Coldridge, L. (2015). ‘No Man׳s Land’: An exploration of the traumatic experiences of student midwives in practice. Midwifery, 31(9), 858–864. https://doi.org/10.1016/j.midw.2015.05.001
  • Davies, S., & Coldridge, L. (2018). Untangling the Maternity Crisis. In N. Edwards, R. Mander, & J. Murphy-Lawless (Eds.), Untangling the Maternity Crisis. Routledge. https://doi.org/10.4324/9781315277059
  • Evren, C., Dalbudak, E., Aydemir, O., Koroglu, E., Evren, B., Ozen, S., & Coskun, K. S. (2016). Psychometric Properties of the Turkish PTSD-Short Scale in a Sample of Undergraduate Students. Klinik Psikofarmakoloji Bülteni-Bulletin of Clinical Psychopharmacology, 26(3), 294–302. https://doi.org/10.5455/bcp.20151205113132
  • Green, S., & Baird, K. (2009). An exploratory, comparative study investigating attrition and retention of student midwives. Midwifery, 25(1), 79–87. https://doi.org/10.1016/j.midw.2007.09.002
  • International Confederation of Midwives. (2014). Philosophy and Model of Midwifery Care. Strengthening Midwifery Golbally.
  • International Confederation of Midwives. (2019). Essential competencies for midwifery practice 2019 Update. In International Confederation of Midwives.
  • Karayiannis, G., Papastavrou, E., Farmakas, A., Tsangari, H., Noula, M., & Roupa, Z. (2020). Exploration of empathy in Cyprus nursing and health care students: A mixed method study. Nurse Education in Practice, 42, 102686. https://doi.org/10.1016/j.nepr.2019.102686
  • Kaya, B., & Çolakoğlu, Ö. M. (2015). Empati Düzeyi Belirleme Ölçeği (EDBÖ) Uyarlama Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 17–30. https://doi.org/10.17679/iuefd.16127895
  • Lawrence, E. J., Shaw, P., Baker, D., Baron-cohen, S., & David, A. S. (2004). Measuring empathy: reliability and validity of the Empathy Quotient. Psychological Medicine, 34(5), 911–920. https://doi.org/10.1017/S0033291703001624
  • LeBeau, R., Mischel, E., Resnick, H., Kilpatrick, D., Friedman, M., & Craske, M. (2014). Dimensional assessment of posttraumatic stress disorder in DSM-5. Psychiatry Research, 218(1–2), 143–147. https://doi.org/10.1016/j.psychres.2014.03.032
  • Leinweber, J., Creedy, D. K., Rowe, H., & Gamble, J. (2017). Responses to birth trauma and prevalence of posttraumatic stress among Australian midwives. Women and Birth, 30(1), 40–45. https://doi.org/10.1016/j.wombi.2016.06.006
  • Leinweber, J., & Rowe, H. J. (2010). The costs of ‘being with the woman’: secondary traumatic stress in midwifery. Midwifery, 26(1), 76–87. https://doi.org/10.1016/j.midw.2008.04.003
  • McKenna, L., & Rolls, C. (2011). Undergraduate midwifery students’ first experiences with stillbirth and neonatal death. Contemporary Nurse, 38(1–2), 76–83. https://doi.org/10.5172/conu.2011.38.1-2.76
  • Moloney, S., & Gair, S. (2015). Empathy and spiritual care in midwifery practice: Contributing to women’s enhanced birth experiences. Women and Birth, 28(4), 323–328. https://doi.org/10.1016/j.wombi.2015.04.009
  • Özcan, S., & Bozhüyük, A. (2016). Çukurova Üniversitesi sağlık bilimleri öğrencilerinin sağlıklı yaşam davranışları. Cukurova Medical Journal (Çukurova Üniversitesi Tıp Fakültesi Dergisi), 41(23861), 664–674. https://doi.org/10.17826/cutf.254191
  • Power, A., & Mullan, J. (2017). Vicarious birth trauma and posttraumatic stress disorder: Preparing and protecting student midwives. British Journal of Midwifery, 25(12), 799–802. https://doi.org/10.12968/bjom.2017.25.12.799
  • Sheen, K., Slade, P., & Spiby, H. (2014). An integrative review of the impact of indirect trauma exposure in health professionals and potential issues of salience for midwives. Journal of Advanced Nursing, 70(4), 729–743. https://doi.org/10.1111/jan.12274
  • Sheen, K., Spiby, H., & Slade, P. (2016). The experience and impact of traumatic perinatal event experiences in midwives: A qualitative investigation. International Journal of Nursing Studies, 53, 61–72. https://doi.org/10.1016/j.ijnurstu.2015.10.003
There are 24 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Research Articles
Authors

Yasemin Erkal Aksoy 0000-0002-7453-1205

Sema Yılmaz 0000-0001-5294-7966

Havva Uyanık 0000-0001-5364-1483

Publication Date December 31, 2021
Published in Issue Year 2021 Volume: 10 Issue: 2

Cite

APA Erkal Aksoy, Y., Yılmaz, S., & Uyanık, H. (2021). Ebelik Öğrencilerinin Klinik Uygulamalardaki Empati ve Post-Travmatik Stres Düzeyleri. Ankara Sağlık Bilimleri Dergisi, 10(2), 94-105. https://doi.org/10.46971/ausbid.915713