Subliminal Mesaj İçeren Animasyonlu Videolu Ventrogluteal İntramusküler Enjeksiyon Eğitiminin Etkisi: Randomize Kontrollü Bir Çalışma

Abstract

Giriş: Literatürde bilinçaltı uyaranların insanlar üzerindeki etkilerine artan bir ilgi vardır. Amaç: Hemşirelik öğrencilerinin ventrogluteal kas içi enjeksiyon eğitimi için kullanılan bir videoya yerleştirilen olumlu bilinçaltı mesajların öğrencilerin hatırlama, kaygı, özgüven, genel özyeterlik ve uygulama beceri düzeylerine etkisini araştırmaktır. Yöntem: 9-10 Ekim 2018 tarihleri arasında yürütülen randomize kontrollü çalışmanın evrenini bir sağlık bilimleri fakültesi birinci sınıf hemşirelik öğrencileri (n=64) oluşturmuştur. Deney grubundaki öğrencilere subliminal mesajlar içeren ventrogluteal kas içi enjeksiyon ile ilgili animasyonlu bir video izletilmiştir. Çalışmada kontrol grubundaki öğrencilere ise konu ile ilgili teorik eğitim ile birlikte sadece uygulama yaptırılmıştır. Öğrenci Bilgi Formu, Sürekli Durumluk Kaygı Ölçeği, Genel Öz-yeterlik Ölçeği, Kendine Güven Ölçeği ve Ventrogluteal İntramusküler Enjeksiyon Uygulama Becerisi Değerlendirme Formu kullanılmıştır. Araştırmada deney ve kontrol gruplarının karşılaştırılmasında bağımsız Ki-kare testi kullanılmıştır. Bulgular: Deney grubundaki öğrenciler istatistiksel olarak anlamlı olmasa da (p>0.05), ventrogluteal intramüsküler enjeksiyon yerlerinin belirlenmesi (n=21, %33.9) ve uygun enjeksiyon tekniği (n=22, %35.5) adımları daha fazla hatırlandı. Deney grubunda (n=21, %35) ventrogluteal kas içi enjeksiyon uygulama becerisi ‘yeterli’ düzeyde olduğu bulundu. Sonuç: Ventrogluteal intramüsküler enjeksiyon eğitiminde kullanılan görsel bilinçaltı mesajların hemşirelik öğrencilerinin kaygı, özgüven ve genel öz-yeterlik düzeylerine etkisi yoktur. Temel hemşirelik beceri uygulamaları öğrencilerin dikkatini çekecek tarzda animasyonlu videolarla hazırlanabilir.

Keywords

• Kaygı
• Animasyonlu Videolar
• Hemşirelik Eğitimi
• Subliminal Mesajlar
• Ventrogluteal Kas İçi Enjeksiyon

The Effect of Ventrogluteal Intramuscular Injection Training with Animated Video Containing Subliminal Messages: A Randomized Controlled Study

Abstract

Background: In the literature, there is increasing interest in the effects of subliminal stimuli on humans. Objectives: To investigate the effects of the positive subliminal messages placed in a video used for ventrogluteal intramuscular injection training of nursing students on students’ remembering, anxiety, self-confidence, general self-efficacy and practice skill levels. Methods: The population of the randomized controlled study conducted between 9-10 October 2018 consisted of first year nursing students at a faculty of health sciences (n=64). An animated video on ventrogluteal intramuscular injection that contained subliminal messages was shown to the students in the experiment group. In the study, the students in the control group were given only practice together with the theoretical education on the subject. A Student Information Form, Trait-State Anxiety Scale, General Self-Efficacy Scale, Self-Confidence Scale, and Ventrogluteal Intramuscular Injection Practice Skill Evaluation Form were used. In the study, the independence Chi-square test was used to compare the experiment and control groups. Results: Although statistically non-significant (p>0.05), identifying ventrogluteal intramuscular injection sites (n=21, 33.9%) and proper injection technique (n=22, 35.5%) steps were remembered more by students in the experiment group. It was found that ventrogluteal intramuscular injection practice skill was at ‘adequate’ level in the experiment group (n=21, 35%). Conclusion: Visual subliminal messages used in ventrogluteal intramuscular injection training have no effect on nursing students’ anxiety, self-confidence, and general self-efficacy levels. Basic nursing skill applications can be prepared with animated videos in a way to attract students’ attention.

Keywords

• Anxiety
• Animated Videos
• Nursing Education
• Subliminal Messages
• Ventrogluteal Intramuscular Injection

References

1. Akın Korhan, E., & Üstün, Ç. (2015). Use of instructional videos in nursing skills education. Ege Journal of Medicine, 54(4), 213.
2. Akın, A. (2007). The development and psychometric characteristics of The Self- Confidence Scale. Abant İzzet Baysal UniversityJournal of the Faculty of Education, 7(2), 167-176.
3. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2014). Scientific Research Methods, 17 th ed. Ankara Pegem Yayınları.
4. Cardoso, A.F., Moreli, L., Braga, F.T.M.M., Vasques, C.I., Santos, C.B., & Carvalho, E.C. (2012). Effect of a video on developing skills in undergraduate nursing students for the management of totally implantable central venous access ports. Nurse Education Today, 32, 709-713.
5. Darıcı, S. (2015). A study to find out the effects of subliminal messages using in digital games on perception of reality: the concept of threshold of reality. Journal of Turkish Language and Literature, 10(14), 181-202.
6. Dijksterhuis, A. (2004). I like myself but I don’t know why: Enhancing implicit self-esteem by subliminal evaluative conditions. Journal of Personality and Social Psychology, 86, 345-355.
7. Emre Yavuz, D., & Karabacak, Ü. (2011). Why should we choose ventrogluteal site for intramuscular injection?. Journal of Research in Nursing, 2, 81-88.
8. Erdem, H., & Sarı, D. (2018). The virtual reality revolution: technology changing in nursing education. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 34(1), 109-117.

9. Goodman, E.P. (2006). Stealth marketing and editorial integrity. Texas Law Review, 85(83), 83-152.
10. Gözüm, S., & Aksayan, S. (1999). The reliability and validity of Turkish form of The Self-efficacy Scale. Journal of Atatürk University School of Nursing, 2(1), 21-34.
11. Greene, J.A., & Herzberg, D. (2010). Hidden plain sight: marketing prescription drugs to consumers in the twentieth century. American Journal of Public Health, 100(5), 793-803.
12. Greenway, K. (2004). Using the ventrogluteal site for intramuscular injection. Nursing Standard, 18(25), 39-42.
13. Gündoğdu, H., & Dikmen, Y. (2017). Simulation in nursing education: virtual reality and haptic systems. Journal of Human Rhythm, 3(4), 173-176.
14. Gürol Aslan, G., Ozden, D., Goktuna, G., & Ayik, C. (2018). A study on the satisfaction of students for the time spent watching videobased learning during their basic nursing skills’ training. Internation Journal of Caring Sciences, 11(1), 427-436.
15. Kara, D., Uzelli, D., & Karaman, D. (2015). Using ventrogluteal site in intramuscular ınjections is a priority or an alternative?. Internation Journal of Caring Sciences, 8(2), 507-513.
16. Kaya, N., Salmaslıoğlu, A., Terzi, B., Turan, N., & Acunaş, B. (2015). The reliability of site determination methods in ventrogluteal area injection: A cross-sectional study. International Journal of Nursing Studies, 52, 355-360.
17. Kızıl, H., & Şendir, M. (2019). Innovative approaches in nursing education. Journal of Human Sciences, 16(1), 118-125.
18. Küçükbezirci, Y. (2013). Techniques of subliminal message sending and the effects of subliminal messages on society. Journal of Turkish Language and Literature, 8(9), 1879-1894.
19. Mandler, G., Nakamura, Y., & Zandt, B.J.S.V. (1987). Nonspecific effects of exposure on stimuli that cannot be recognized. Journal of Experimental Psychology, 13(4), 646-648.
20. Merikle, P.M., & Daneman, M. (2000). Conscious vs. unconscious perception, In: M.S. Gazzaniga (Ed.), The New Cognitive Neurosciences, 2 nd ed. Cambridge MA: MIT Press, 1295-1303.
21. Mete, S., & Uysal, N. (2010). Hemşirelik mesleksel beceri laboratuarındaki psikomotor beceri eğitiminin öğrenci ve eğiticiler tarafından değerlendirilmesi. Hemşirelikte Araştırma Geliştirme Dergisi, 12(2), 28-38.
22. Moore, T.E. (1982). Subliminal advertising: What you see is what you get. Journal of Marketing, 46(2), 38-47.
23. Öner, N., & Le Compte, A. (1988). Describing the State-Trait Anxiety Inventory, Implementation, and Scoring. Istanbul Boğaziçi Üniversitesi Yayınevi, 3-17.
24. Özcan, M.O., Taşkın, D., & Baysal, K. (2015). A suggestion of method for detection of subliminal frames in video images. International Journal of Engineering Education, 5(4), 94-103.
25. Parker, K.A. (1982). Effects of subliminal symbiotic stimulation on academic performance: further evidence on the adaptation-enhancing effects of oneness fantasies. Journal of Counseling Psychology, 29(1), 19-28.
26. Pekdağ, B. (2010). Alternative ways in chemistry education: animation, simulation, video and multimedia learning. Journal of Turkish Science Education, 7(2), 79-110.
27. Prague, P.B. (2003). Subliminal processes, dissociation and the ‘I’. Journal of Analytical Psychology, 48, 307–316.
28. Russell, T.G., Rowe, W., & Smouse, A.D. (1991). Subliminal self-help tapes and academic achievement: an evaluation. Journal of Counseling & Development, 69, 359-362.
29. Seamon, J., Marsh, R.J., & Brody, N. (1984). Critical importance of exposure duration for affective discrimination of stimuli that are not recognized. Journal of Experimental Psychology, 10(3), 465-469.
30. Sherer, M., Maddux, J.E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R.W. (1982). The Self-Efficacy Scale: construction and validation. Psychological Reports, 51(2), 663-671.
31. Silverman, L.H., Martin, A., Ungaro, R., & Mendelsohn, E. (1978). Effect of subliminal stimlulation of symbiotic fantasies on behavior modification treatment of obesity. Journal of Consulting and Clinical Psychology, 6(3), 432-441.
32. Spielberger, C.D., Gorsuch, R.L., & Lushene, R.E. (1970). Manual for the State-Trait Anxiety Inventory. In: Consulting Psychologists (pp. 452). California Palo Alto.
33. Sungur, S. (2007). The subliminal advertising and it’s social effects. Istanbul University Faculty of Communication Journal, 29, 169-182.
34. Tığlı, M. (2012). Subliminal advertising. İstanbul Üniversitesi İletişim Dergisi, 5(2), 355-363.
35. Yıldırım, F., & İlhan, İ.Ö. (2010). The validity and reliability of The General Self-Efficacy Scale Turkish Form. Turkish Journal of Psychiatry, 21(4), 301-308.
36. Zanot, E.J., Pincus, J.D., & Lamp, E.J. (1983). Public perceptions of subliminal advertising. Journal of Advertising, 12, 39-44.