İntörn Hemşirelerin İki Yıllık Çevrimiçi Eğitim Sonrası Eğitim Stresi ve Yetkinliklerinin Belirlenmesi: Kesitsel Bir Çalışma

Year 2026, Volume: 9 Issue: 1, 83 - 92, 13.01.2026

Fatma Dursun Ergezen , Ayşe Yacan Kök , Emine Kol

https://doi.org/10.38108/ouhcd.1517002

https://izlik.org/JA46YR93MB

Abstract

Amaç: Bu çalışma, iki yıllık çevrimiçi eğitim sonrasında intörn hemşirelerin eğitim stresini ve yetkinliğini belirlemeyi amaçlamaktadır.
Yöntem: Tanımlayıcı kesitsel tipte olan çalışma Türkiye’ nin güneyindeki bir üniversitede198 intörn hemşire ile yürütülmüştür. Veriler “Katılımcı Bilgi Formu”, “Hemşirelik Eğitimi Stres Ölçeği” ve “Hemşirelik Öğrencilerinde Yetkinlik Ölçeği” içeren çevrim içi anket şeklinde toplanmıştır. İstatistiksel analiz SPSS sürüm 23.0 kullanılmıştır.
Bulgular: Eğitim süreçlerinde öğrencilerin yaşadıkları en sık görülen stresli durumlar; 'bir hastanın acı çekmesini izlemek', 'hastanın bakımında hata yapma korkusu' ve 'bir günlük çalışmanın ardından ders çalışmak zorunda kalmak'tır. İntörn hemşirelerin yetkinlik puan ortalamaları iyi ile çok iyi arasında belirlenmiştir. Kadın intörn hemşirelerin etik ve hesap verebilirlik alt boyut puanları daha yüksektir. Meslekten memnun olma, mesleği kişiliği ile uyumlu bulma ve iletişim becerine ilişkin olumlu algıya sahip olan intörn hemşirelerin yetkinlik puanları daha yüksektir. İntörn hemşirelerin eğitim stres düzeyleri azaldıkça klinik biyomedikal bilim yetkinlik algısı düşük düzeyde artma eğiliminde olduğu görülmüştür.
Sonuç: Bu çalışma, hemşirelik eğitiminde stresin ele alınmasının ve yetkinliğin desteklenmesinin önemini vurgulamaktadır. Hemşirelik eğitimi programları, öğrencilere stresi etkili bir şekilde yönetebilmeleri için araç ve kaynaklar sağlayarak, destekleyici bir öğrenme ortamını teşvik etmelidir. Öğrencilerin eğitim stresi ve yetkinlik algılarının belirlenmesi ile gelecekteki sağlık profesyonellerinin rollerine daha iyi hazırlanmalarına destek olacaktır.

Keywords

Yetkinlik , COVİD-19 dönemi , İntörn Hemşire , Stres

Exploring Educational Stress and Competence of Intern Nurses' Following Two Years of Online Education: A Cross-Sectional Study

https://izlik.org/JA46YR93MB

Abstract

Objective: This study aimed to explore the educational stress and competence of intern nurses following two years of online education.
Method: A descriptive cross-sectional study was conducted with 198 intern nurses at a university in South of Türkiye. The data was collected using the Participant Information Form, the Nursing Education Stress Scale and the Competency Inventory of Nursing Students. Statistical analysis was performed using SPSS version 23.0.
Results: The three stressful situations during their education process were ‘watching a patient suffer’, ‘fear of making mistake in caring for a patient’ and ‘having to study after a day’s work’. The mean score of competence was good to very good. Female intern nurses have higher scores on the ethics and accountability sub-dimensions. Intern nurses who are satisfied with their profession, find their profession compatible with their personality, and have a positive perception of their communication skills have higher competence scores. The perception of clinical biomedical science competence tends to increase at a low level as intern nurses' education stress levels decrease.
Conclusion: This study underscores the importance of addressing stress and promoting competence in nursing education. By providing students with tools and resources to manage stress effectively and by fostering a supportive learning environment, nursing education programs can better prepare students for their future roles as healthcare professionals.

Keywords

Competence , COVID-19 era , Intern Nurse , Stress

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