Orem'in Öz-Bakım Modeline Göre Hemşirelik Öğrencilerinin Klinik Yeterlilikleri İle Bakım Verme Rolü Arasındaki İlişki

Yıl 2025, Cilt: 9 Sayı: 1, 142 - 152, 31.01.2025

Tuğba Karataş , Elif Sözeri Öztürk

https://doi.org/10.46237/amusbfd.1469280

Öz

Amaç: Dahiliye kliniklerinde klinik uygulama yapan son sınıf öğrencilerinin klinik performans yeterlilikleri ile bakım veren rollerine yönelik tutumları arasındaki ilişkiyi belirlemekti.
Yöntem: Mart-Haziran 2022 tarihleri arasında 148 hemşirelik son sınıf öğrencisi ile kesitsel ve korelasyonel bir çalışma yapılmıştır. Veriler, Orem’in Öz Bakım Modeline dayalı İç Hastalıkları Hemşireliği Klinik Uygulaması Bakım Planı Formu, Eğitici Değerlendirme Formu, Klinik Performansta Öz Yeterlilik Ölçeği ve Hemşirelerin Bakım Verme Rollerine İlişkin Tutum Ölçeği kullanılarak toplanmıştır. Ölçek puanları arasındaki ilişkinin varlığını değerlendirmek için Pearson korelasyon katsayısı kullanılmıştır. Değişkenler çoklu doğrusal regresyon analizi ile incelenmiştir.
Bulgular: Ölçeklerin alt boyutları arasındaki ilişkiler değerlendirildiğinde tüm alt boyutlar ve toplam puanların birbiriyle zayıftan orta düzeye kadar pozitif yönde ilişkili olduğu belirlenmiştir. Korelasyon katsayılarının anlamlı şekilde 0,277-0,467 arasında değiştiği belirlenmiştir (p<0.01). Regresyon analizi sonuçlarına bakıldığında, ağırlıklı genel not ortalaması ve uygulama alt boyutu puanı ortalamasından oluşan modelin, hemşirenin bakım verici rolünü yerine getirme varyansının %25'ini açıkladığını göstermiştir (Düzeltilmiş R2=0.25, p<0.001).
Sonuç: Bu çalışmada hemşirelik son sınıf öğrencilerinin bakım veren rolünü yerine getirebilmelerinde ağırlıklı not ortalamaları ve uygulama alt boyutundaki klinik yeterliliklerin etkili olduğu belirlendi.

Anahtar Kelimeler

Bakım Verici Rol, Klinik Yeterlik, Hemşirelik, Son Sınıf Öğrencisi, Orem’in Öz Bakım Modeli

Relationship Between Clinical Competencies and Nursing Students' Caregiving Role Based on Orem's Self-Care Model

Öz

Objective: To determine the correlation between clinical performance competencies and attitudes towards caregiver roles among senior students practicing in internal medicine clinics.
Method: A cross-sectional and correlational study conducted between March and June 2022 with 148 senior nursing students. The data were collected using the Internal Medicine Nursing Clinical Practice Care Plan Form based on Orem’s Self-Care Model, the Educator Evaluation Form, the Self-Efficacy in Clinical Performance Scale, and the Attitude Scale for Nurses in Caregiving Roles. For analysis, mean scores, t-test, Pearson’s correlation, and linear regression analysis were used.
Results: When the correlation between the scales and their sub-dimensions was evaluated, it was determined that all sub-dimensions and total scores were positively correlated with each other from a weak to a moderate level. It was determined that the correlation coefficients varied statistically between 0.277 and 0.467 (p<0.01). The results of the regression analysis showed that the model consisting of the grade point average and the mean score of implementation explained 25% of the nurse's level of fulfillment of the caregiver role (adjusted R2=0.25, p<0.001).
Conclusion: In this study, it was determined that gender, weighted grade point averages, and clinical competencies in practice affected senior nursing students' ability to fulfill the caregiver role.

Anahtar Kelimeler

Caregiver Role, Clinical Competency, Nursing, Senior Nursing Student, Orem’s Self-Care Model.

Kaynakça

• 1. Visiers‐Jiménez, L., Suikkala, A., Salminen, L., Leino‐Kilpi, H., Löyttyniemi, E., Henriques, M. A., & et al. (2021). Clinical learning environment and graduating nursing students' competence: A multi‐country cross‐sectional study. Nurs Health Sci. 23(2), 398-410.
• 2. Yu, M., Tong, H., Li, S., Wu, X. V., Hong, J., & Wang, W. (2021). Clinical competence and its association with self-efficacy and clinical learning environments among Chinese undergraduate nursing students. Nurse Educ Pract. 53, 103055. doi: 10.1016/j.nepr.2021.103055.
• 3. Kajander-Unkuri, S., Meretoja, R., Katajisto, J., Leino-Kilpi, H., & Suikkala, A. (2020). Students’ self-assessed competence levels during nursing education continuum–A cross-sectional survey. Int J Nurs Educ Scholarsh. 17(1). doi: 10.1515/ijnes-2019-0050
• 4. Fukada, M. (2018). Nursing competency: Definition, structure and development. Yonago Acta Med. 61(1), 001-007.
• 5. Nabizadeh-Gharghozar, Z., Alavi, N. M., & Ajorpaz, N. M. (2021). Clinical competence in nursing: a hybrid concept analysis. Nurse Educ Today. 97, 104728. doi: 10.1016/j.nedt.2020.104728
• 6. Faraji, A., Karimi, M., Azizi, S. M., Janatolmakan, M., & Khatony, A. (2019). Evaluation of clinical competence and its related factors among ICU nurses in Kermanshah-Iran: A cross-sectional study. Int J Nurs Sci. 6(4), 421-425.
• 7. Gemuhay, H. M., Kalolo, A., Mirisho, R., Chipwaza, B., & Nyangena, E. (2019). Factors affecting performance in clinical practice among preservice diploma nursing students in Northern Tanzania. Nurs Res Pract. 1-9. doi: 10.1155/2019/3453085.
• 8. Helminen, K., Johnson, M., Isoaho, H., Turunen, H., & Tossavainen, K. (2017). Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors. J Clin Nurs. 26(23-24), 4795-4803.
• 9. Oermann, M. H. Chapter 12: assessment methods. In: Oermann, M.H., De Gagne, J.C., Phillips, B.C. (Eds.), Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation and Curriculum Development, 2nd ed.. Springer Publishing Company, New York:2018.
• 10. Hatzenbuhler, N. J., & Klein, J. E. (2019). Educational preparation for clinical practice: Reflections of newly graduated RNs. Nurse Educ. 44(2), 93-97.
• 11. Notarnicola, I., Stievano, A., Pulimeno, A., Iacorossi, L., Petrizzo, A., Gambalunga, F., et al. (2018). Evaluation of the perception of clinical competencies by nursing students in the different clinical settings: an observational study. Ann Ig, 30(3), 200-210.
• 12. Church, C. D. (2016). Defining competence in nursing and its relevance to quality care. J Nurses Prof Dev. 32(5), E9-E14.
• 13. Malekzadeh, J., Amouzeshi, Z., & Mazlom, S. R. (2018). A quasi‐experimental study of the effect of teaching Orem's self‐care model on nursing students’ clinical performance and patient satisfaction. Nurs Open. 5(3), 370-375.
• 14. Ribeiro, O. M. P. L., Trindade, L. D. L., Silva, J. M. A. V., & Faria, A. D. C. A. (2021). Professional practice in the hospital context: nurses' view on the contributions of Dorothea Orem's conceptions. Revista de Enfermagem da UFSM 11:1-20. doi: 10.5902/2179769254723.
• 15. Cheraghi, F., Hassani, P., Yaghmaei, F., & Alavi‐Majed, H. (2009). Developing a valid and reliable self‐ efficacy in clinical performance scale. Int Nurs Rev. 56(2), 214-221.
• 16. Pozam, M., & Zaybak, A. (2016). Klinik performansta öz-yeterlik ölçeğinin Türkçe'ye uyarlanması ve psikometrik özelliklerinin incelenmesi. Ege Üniversitesi Hemşirelik Fakültesi Dergisi,32(3), 100-117.
• 17. Koçak, C., Albayrak, S. A., & Büyükkayacı Duman, N. (2014). Hemşirelerin bakım verici rollerine ilişkin tutum ölçeği geliştirilmesi: Geçerlik ve güvenirlik çalışması. Hemşirelikte Eğitim ve Araştırma Dergisi, 11(3), 16-21.
• 18. International Council of Nurses. Guidelines on advanced practice nursing. 2020. https://www.icn.ch/system/files/documents/202004/ICN_APN%20Report_EN_WEB.pdf. Accessed 28 January 2023.
• 19. Albagawi, B., Mahmoud Hussein, F., Alotaibi, J. S., Albougami, A. S., Amer, M. F., Alsharari, A. F., & et al. (2019). Self-efficacy and clinical competence of fourth-year nursing students: A self-reported study. International journal of Advanced and Applied Sciences, 6(8), 65-70.
• 20. Charette, M., McKenna, L. G., Deschênes, M. F., Ha, L., Merisier, S., & Lavoie, P. (2020). New graduate nurses’ clinical competence: a mixed methods systematic review. J Adv Nurs. 76(11), 2810-2829.
• 21. Forsman, H., Jansson, I., Leksell, J., Lepp, M., Sundin Andersson, C., Engström, M., & Nilsson, J. (2020). Clusters of competence: Relationship between self‐reported professional competence and achievement on a national examination among graduating nursing students. J Adv Nurs. 76(1), 199-208.
• 22. Gardulf, A., Nilsson, J., Florin, J., Leksell, J., Lepp, M., Lindholm, C., & et al. (2016). The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation. Nurse Educ Today. 36, 165-171.
• 23. Kajander‐Unkuri, S., Koskinen, S., Brugnolli, A., Cerezuela Torre, M., Elonen, I., Kiele, V., & et al. (2021). The level of competence of graduating nursing students in 10 European countries—Comparison between countries. Nurs Open. 8(3), 1048-1062.
• 24. Sahin, S. K., Sunal, N., & Altun, I. (2021). The development of nursing competencies in student nurses in Turkey. International Journal of Caring Sciences, 14(3), 1908-1916.
• 25. Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., & Najafi Kalyani, M. (2016). The challenges of nursing students in the clinical learning environment: A qualitative study. Scientific World Journal, 2016. 1-7.
• 26. Tesfaye, T. S., Alemu, W., & Mekonen, T. (2020). Perceived clinical practice competency and associated factors among undergraduate students of medicine and health science collage in Dilla University, SNNPR, Ethiopia. Adv Med Educ Pract. 11, 131-137.
• 27. Bifftu, B. B., Dachew, B. A., Tadesse Tiruneh, B., Mekonnen Kelkay, M., & Bayu, N. H. (2016). Perceived clinical competence among undergraduate nursing students in the university of Gondar and Bahir Dar university, Northwest Ethiopia: A cross-sectional institution based study. Advances in Nursing, 1-7.
• 28. Hailu, M., Welday, M., Haftu, A., Tadesse, D., Weldeamanel, T., Amsalu, B., & et al. (2021). Clinical practice competence and its associated factors among midwifery and nursing students at dire dawa health sciences colleges, East Ethiopia, 2020. Adv Med Educ Pract. 1539-1547.
• 29. Nilsson, J., Mischo-Kelling, M., Thiekoetter, A., Deufert, D., Mendes, A. C., Fernandes, A., & et al. (2019). Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe. Nordic Journal of Nursing Research, 39(3), 159-167.
• 30. Labrague, L. J., McEnroe‐Petitte, D., D'Souza, M. S., Cecily, H. S. J., Fronda, D. C., Edet, O. B., & et al. (2019). A multicountry study on nursing students’ self‐perceived competence and barriers to evidence‐based practice. Worldviews Evid Based Nurs. 16(3), 236-246.
• 31. Akman, Ö., & Öztürk, C. (2021). Care behaviors of nursing students and the influencing factors: A comparative study. İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi, 14, 182-200.
• 32. Çelik, S., Durmaz, Y., & Karahan, E. (2020). İntörn hemşirelerin yetkinlik durumları ile bakım verici rollerine ilişkin tutumları arasındaki ilişki. Sağlık ve Hemşirelik Yönetimi Dergisi, 7(3), 371-383.
• 33. Prosen, M. (2022). Nursing students’ perception of gender-defined roles in nursing: a qualitative descriptive study. BMC Nurs. 21(1), 104. doi: 10.1186/s12912-022-00876-4.
• 34. Fooladi, E., Karim, M. N., Vance, S., Walker, L., Zanjani, M. E., Ilic, D., & Brand, G. (2022). Factors Associated with Undergraduate Nursing Students' Academic and Clinical Performance: A Mixed-Methods Study. Front Med. 9, 793591. doi: 10.3389/fmed.2022.793591.
• 35. Ashktorab, T., Pashaeypoor, S., Rassouli, M., & Alavi-Majd, H. (2015). Nursing students’ competencies in evidence-based practice and its related factors. Nursing Midwifery Stud. 4(4), e23047. doi: 10.17795/nmsjournal23047.