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Farkındalık ve Tutum Değişikliği Potansiyeli Olarak Sınıf Dışı Akran Etkileşimi

Year 2021, Volume: 13 Issue: 3, 145 - 161, 26.12.2021

Şahizer Eraydın Mustafa Süren Rıza Çıtıl Yalçın Önder Medine Koç Nagihan Yıldız Çeltek İsmail Okan

Abstract

Amaç: Araştırma, hemşirelik öğrencilerinde akran etkileşimlerinin palyatif bakım bilinci, tutum ve davranışlarına etkisini değerlendirmek amacıyla yapılmıştır.
Gereç ve Yöntemler: Araştırmanın evrenini 2015-2016 eğitim-öğretim yılında bir üniversitenin Hemşirelik Bölümü'nde öğrenim gören hemşirelik öğrencileri oluşturmuştur. Bir dönem önce 54 hemşirelik öğrencisi ilk kez “Palyatif Bakım Hemşireliğine Giriş” seçmeli dersini aldı. Kursu ilk alan öğrencilerin akran paylaşımlarını ölçmek için 26 soruluk bir anket oluşturulmuştur. Anket formu tüm hemşirelik öğrencilerine yüz yüze görüşme yöntemi ile uygulanmıştır.
Bulgular: Yanıt oranı% 79.02 idi (n: 410 öğrenciden 324'ü). 218 öğrenci palyatif bakım konseptini duydu. Öğrencilerin % 44,9’u (n=80) palyatif bakım dersini almış olan öğrencilerle akran etkileşimi olduğunu ve öğrencilerin % 28,6’sı (n=51) etkileşimin palyatif bakım konularından oluştuğunu belirtmiştir. Arkadaşları seçmeli palyatif bakım kursunu alan öğrencilerin% 64,6'sı bu alanda çalışmak istediklerini belirtirken, arkadaşları kursu almayan öğrencilerin sadece% 43,2'si aynı niyeti ifade etmiştir. Fark istatistiksel olarak anlamlıydı (p <0.05).
Sonuç: Akran etkileşiminin etkisi, hem palyatif bakım farkındalığını hem de bir profesyonel olarak çalışma niyetini oldukça güçlü olarak yansıtır. Akranlarla etkileşim, günümüzün aşırı yüklü müfredat ortamında palyatif bakım eğitiminde önemli bir araç olarak kullanılabilir.

Keywords

palyatif bakım hemşirelik eğitimi akran etkileşimi hemşirelik öğrencisi

References

  • 1. Anderson WG, Puntillo K, Cimino J, Noort J, Pearson D, Boyle D, Herman H. Palliative care professional development for critical care nurses: A multicenter program. American Journal of Critical Care, 2017, 26 (5): 361-371. Doi:https//doi.org/ 10.4037/ajcc 2017336.
  • 2. Radbruch L, De-Lima L, Knaul F, Wenk R, Ali Z, Bhatnaghar S, et al. Redefining palliative Care—A new consensus-based definition. Journal of Pain and Symptom Management. 2020;60 (4): 754-764. https://doi.org/10.1016/j.jpainsymman.2020. 04.027
  • 3. Achora S, Labrague LJ. An integrative review on knowledge and attitudes of nurses toward palliative care: Implications for practice. Journal of Hospice & Palliative Nursing.2019; 21(1), 29-37. DOI: 10.1097/NJH.0000000000000481.
  • 4. Malloy P, Paice J, Coyle N, Coyne P, Smith T, Ferrell B. Promoting palliative care worldwide through international nursing education. Journal of Transcultural Nursing. 2014; 25(4): 410-417.doı: 10.1177/1043659614523993.
  • 5. WilsonO, Avalos G, Dowling M. Knowledge of palliative care and attitudes towards nursing the dying patient. British Journal of Nursing. 2016; 25(11), 600-605. doi: 10.12968/bjon.2016.25.11.600.
  • 6. Turan BG, Mankan T, Polat H. Opinions of nurses about palliative care. International Journal of Caring Sciences.2017; 10(1):176-184.
  • 7. Ayed A, Sayej S, Harazneh L, Fashafsheh I, Eqtait F. The Nurses' Knowledge and Attitudes towards the Palliative Care. Journal of Education and Practice, 2015; 6(4), 91-99.
  • 8. Pesut B, Potter G, Stajduhar K, Sawatzky R, McLeod B, Drabot K. Palliative approach education for rural nurses and health-care workers: a mixed-metodstudy. International Journal of Palliative Nursing. 2015; 21(3): 142-151.doi.org/10. 12968/ ijpn.2015.21.3.142.
  • 9. Jiang Q, Lu Y, Ying Y, Zhao H. Attitudes and knowledge of undergraduate nursing students about palliative care: An analysis of influencing factors. Nurse Education Today. 2019; 80, 15-21.
  • 10. Pereira SM, Hernández-Marrero P. Palliative care nursing education features more prominently in 2015 than 2005: Results from a nationwide survey and qualitative analysis of curricula. Palliative Medicine. 2016; 30(9): 884 –888. doi: 10.1177/0269216316639794.
  • 11. Özveren H, Kırca K, Gülnar E, Güneş NB. The Impact of Pallative Care Course on Nursing Students’ Knowledge on Palliative Care. JAREN. 2018; 4(2), 100-107.doi: 10.5222/jaren.2018.100.
  • 12. Brereton B, Dunne K. An analysis of the impact of formative peer assessment and screen casttutor feed back on veterinary nursing students’ learning. AISHE-J. 2016; 8(3):2941-2965.
  • 13. KökcüÖD. Peer support relationship of learning styles of nursing and midwifery student class 1. Journal of Human Rhythm. 2020;6(4):147-160.
  • 14. Or KY, Yip BHK, Lau CH, Chen HH, Chan YW, Lee KP. Peer education group intervention to reduce psychological insulin resistance: A pilot mixed-method study in a Chinese Population. Diabetes Therapy. 2018; 9(1): 113-124.
  • 15. Şancı Y, Kelleci Ö. Views on Peer Education of Nursing Students: An Example of a Foundation University. University of Health Sciences Journal of Nursing. 2019; 1(2), 104-111.
  • 16. Başaran H, Tanrıkulu F, Dikmen YA. Qualitative study for there view of opinions from freshman nursing students regarding peer support in clinical education. International Journal of Health Sciences and Research. 2016; 6(12):1-8.
  • 17. Ercan, H. Yıldırım, O.Ş. (2016). Peer teaching-based learning teaching approach in individual instrument and its instruction course. Abant Izzet Baysal University Faculty of Education Journal, 1: 2269-2281.
  • 18. İnan FŞ, Günüşen N, İnce SÇ, Duman ZÇ. The Effects of Peer Education Program Implemented by Nursing Students on the Beliefs of University Students towards the Mental Illnes. DEUHFED. 2020; 13 (3); 142-147.
  • 19. Öztürk D, Baykara ZG, The Effect of Peer Education on the Teaching of Nursing Skills. KUHEAD. 2019; 16 (4): 295-300. |doi:10.5222/HEAD.2019.295
  • 20. Al-Kindi SG, Zeinah GFA, Hassan AA. Palliative care knowledge and attitudes among oncology nurses in Qatar. American Journal of Hospice and Palliative Medicine, 2014; 31(5): 469-474.doi: 10.1177/1049909113489874.
  • 21. Canpolat Ö, Özkal F. Opinions About Palliative Care of Nursing Students Who Took And Did Not Take Palliative Care Course. Journal of General Health Sciences (JGEHES). 2019; 1(1); 27-39.
  • 22. Atasoy I, Doğu Ö. Peer Support İmportance In The School of Health Science Students. J hum rhythm. 2017; 3(1):62-67.
  • 23. Miniksar ÖH, Korkmaz Dişli Z, Tunç Z, Acun Delen L, Honca M. Determination of knowledge and opinions on palliative care of workers in intensive care and palliative care units: A survey study. J Tradit Complem Med. 2020; 3(1):61-8. DOI: 10.5336/jtracom.2019-72380.

Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue

Year 2021, Volume: 13 Issue: 3, 145 - 161, 26.12.2021

Şahizer Eraydın Mustafa Süren Rıza Çıtıl Yalçın Önder Medine Koç Nagihan Yıldız Çeltek İsmail Okan

Abstract

Aim: The study was carried out to evaluate the effect of peer interactions on palliative care awareness, attitude and behavior in nursing students.
Materials and Methods: The population of the study was composed of nursing students studying in the Nursing Department of a university in the 2015-2016 academic year. A semester ago, 54 nursing students took “Introduction to Palliative Care Nursing” elective course for the first time. A questionnaire with 26 questions was created to measure the peer sharing of the students who took the course first. The questionnaire form was applied to all nursing students by face to face interview method. Data were collected and evaluated using appropriate statistical analysis.
Result: The response rate was 79.02% (n: 324 out of 410 students). 218 students heard about palliative care concept. 44.9 % (n=80) students had peer interaction with palliative care course attendants and 28.6% students (n=51) claimed that interaction consisted of palliative care topics. 64.6% of the students whose friends had taken the elective palliative care course stated that they wanted to work in this field, while only 43.2% of the students whose friends had not taken the course expressed the same intention. The difference was statistically significant (p<0.05).
Conclusion: The impact of peer interaction reflected as both the awareness of palliative care and the intention to work as a professional is rather strong. The interaction with peers could be used as an important tool in palliative care education in todays over-whelmed curriculum setting.

Keywords

palliative care nursing education peer interaction nursing student

References

  • 1. Anderson WG, Puntillo K, Cimino J, Noort J, Pearson D, Boyle D, Herman H. Palliative care professional development for critical care nurses: A multicenter program. American Journal of Critical Care, 2017, 26 (5): 361-371. Doi:https//doi.org/ 10.4037/ajcc 2017336.
  • 2. Radbruch L, De-Lima L, Knaul F, Wenk R, Ali Z, Bhatnaghar S, et al. Redefining palliative Care—A new consensus-based definition. Journal of Pain and Symptom Management. 2020;60 (4): 754-764. https://doi.org/10.1016/j.jpainsymman.2020. 04.027
  • 3. Achora S, Labrague LJ. An integrative review on knowledge and attitudes of nurses toward palliative care: Implications for practice. Journal of Hospice & Palliative Nursing.2019; 21(1), 29-37. DOI: 10.1097/NJH.0000000000000481.
  • 4. Malloy P, Paice J, Coyle N, Coyne P, Smith T, Ferrell B. Promoting palliative care worldwide through international nursing education. Journal of Transcultural Nursing. 2014; 25(4): 410-417.doı: 10.1177/1043659614523993.
  • 5. WilsonO, Avalos G, Dowling M. Knowledge of palliative care and attitudes towards nursing the dying patient. British Journal of Nursing. 2016; 25(11), 600-605. doi: 10.12968/bjon.2016.25.11.600.
  • 6. Turan BG, Mankan T, Polat H. Opinions of nurses about palliative care. International Journal of Caring Sciences.2017; 10(1):176-184.
  • 7. Ayed A, Sayej S, Harazneh L, Fashafsheh I, Eqtait F. The Nurses' Knowledge and Attitudes towards the Palliative Care. Journal of Education and Practice, 2015; 6(4), 91-99.
  • 8. Pesut B, Potter G, Stajduhar K, Sawatzky R, McLeod B, Drabot K. Palliative approach education for rural nurses and health-care workers: a mixed-metodstudy. International Journal of Palliative Nursing. 2015; 21(3): 142-151.doi.org/10. 12968/ ijpn.2015.21.3.142.
  • 9. Jiang Q, Lu Y, Ying Y, Zhao H. Attitudes and knowledge of undergraduate nursing students about palliative care: An analysis of influencing factors. Nurse Education Today. 2019; 80, 15-21.
  • 10. Pereira SM, Hernández-Marrero P. Palliative care nursing education features more prominently in 2015 than 2005: Results from a nationwide survey and qualitative analysis of curricula. Palliative Medicine. 2016; 30(9): 884 –888. doi: 10.1177/0269216316639794.
  • 11. Özveren H, Kırca K, Gülnar E, Güneş NB. The Impact of Pallative Care Course on Nursing Students’ Knowledge on Palliative Care. JAREN. 2018; 4(2), 100-107.doi: 10.5222/jaren.2018.100.
  • 12. Brereton B, Dunne K. An analysis of the impact of formative peer assessment and screen casttutor feed back on veterinary nursing students’ learning. AISHE-J. 2016; 8(3):2941-2965.
  • 13. KökcüÖD. Peer support relationship of learning styles of nursing and midwifery student class 1. Journal of Human Rhythm. 2020;6(4):147-160.
  • 14. Or KY, Yip BHK, Lau CH, Chen HH, Chan YW, Lee KP. Peer education group intervention to reduce psychological insulin resistance: A pilot mixed-method study in a Chinese Population. Diabetes Therapy. 2018; 9(1): 113-124.
  • 15. Şancı Y, Kelleci Ö. Views on Peer Education of Nursing Students: An Example of a Foundation University. University of Health Sciences Journal of Nursing. 2019; 1(2), 104-111.
  • 16. Başaran H, Tanrıkulu F, Dikmen YA. Qualitative study for there view of opinions from freshman nursing students regarding peer support in clinical education. International Journal of Health Sciences and Research. 2016; 6(12):1-8.
  • 17. Ercan, H. Yıldırım, O.Ş. (2016). Peer teaching-based learning teaching approach in individual instrument and its instruction course. Abant Izzet Baysal University Faculty of Education Journal, 1: 2269-2281.
  • 18. İnan FŞ, Günüşen N, İnce SÇ, Duman ZÇ. The Effects of Peer Education Program Implemented by Nursing Students on the Beliefs of University Students towards the Mental Illnes. DEUHFED. 2020; 13 (3); 142-147.
  • 19. Öztürk D, Baykara ZG, The Effect of Peer Education on the Teaching of Nursing Skills. KUHEAD. 2019; 16 (4): 295-300. |doi:10.5222/HEAD.2019.295
  • 20. Al-Kindi SG, Zeinah GFA, Hassan AA. Palliative care knowledge and attitudes among oncology nurses in Qatar. American Journal of Hospice and Palliative Medicine, 2014; 31(5): 469-474.doi: 10.1177/1049909113489874.
  • 21. Canpolat Ö, Özkal F. Opinions About Palliative Care of Nursing Students Who Took And Did Not Take Palliative Care Course. Journal of General Health Sciences (JGEHES). 2019; 1(1); 27-39.
  • 22. Atasoy I, Doğu Ö. Peer Support İmportance In The School of Health Science Students. J hum rhythm. 2017; 3(1):62-67.
  • 23. Miniksar ÖH, Korkmaz Dişli Z, Tunç Z, Acun Delen L, Honca M. Determination of knowledge and opinions on palliative care of workers in intensive care and palliative care units: A survey study. J Tradit Complem Med. 2020; 3(1):61-8. DOI: 10.5336/jtracom.2019-72380.
There are 23 citations in total.

Details

Primary Language English
Subjects Clinical Sciences
Journal Section Research Article
Authors

Şahizer Eraydın This is me

Mustafa Süren This is me

Rıza Çıtıl This is me

Yalçın Önder This is me

Medine Koç This is me

Nagihan Yıldız Çeltek This is me

İsmail Okan This is me

Publication Date December 26, 2021
Published in Issue Year 2021 Volume: 13 Issue: 3

Cite

APA Eraydın, Ş., Süren, M., Çıtıl, R., Önder, Y., et al. (2021). Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue. Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi, 13(3), 145-161.
AMA Eraydın Ş, Süren M, Çıtıl R, Önder Y, Koç M, Çeltek NY, Okan İ. Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue. Gaziosmanpaşa Tıp Dergisi. December 2021;13(3):145-161.
Chicago Eraydın, Şahizer, Mustafa Süren, Rıza Çıtıl, Yalçın Önder, Medine Koç, Nagihan Yıldız Çeltek, and İsmail Okan. “Peer Interaction Outside the Classroom As a Potiential for Awareness and Attitidue”. Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi 13, no. 3 (December 2021): 145-61.
EndNote Eraydın Ş, Süren M, Çıtıl R, Önder Y, Koç M, Çeltek NY, Okan İ (December 1, 2021) Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue. Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi 13 3 145–161.
IEEE Ş. Eraydın, M. Süren, R. Çıtıl, Y. Önder, M. Koç, N. Y. Çeltek, and İ. Okan, “Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue”, Gaziosmanpaşa Tıp Dergisi, vol. 13, no. 3, pp. 145–161, 2021.
ISNAD Eraydın, Şahizer et al. “Peer Interaction Outside the Classroom As a Potiential for Awareness and Attitidue”. Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi 13/3 (December 2021), 145-161.
JAMA Eraydın Ş, Süren M, Çıtıl R, Önder Y, Koç M, Çeltek NY, Okan İ. Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue. Gaziosmanpaşa Tıp Dergisi. 2021;13:145–161.
MLA Eraydın, Şahizer et al. “Peer Interaction Outside the Classroom As a Potiential for Awareness and Attitidue”. Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi, vol. 13, no. 3, 2021, pp. 145-61.
Vancouver Eraydın Ş, Süren M, Çıtıl R, Önder Y, Koç M, Çeltek NY, Okan İ. Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue. Gaziosmanpaşa Tıp Dergisi. 2021;13(3):145-61.

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