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

Yıl 2021, Cilt 13, Sayı 3, 145 - 161, 26.12.2021

Öz

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.

Kaynakça

  • 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.

Farkındalık ve Tutum Değişikliği Potansiyeli Olarak Sınıf Dışı Akran Etkileşimi

Yıl 2021, Cilt 13, Sayı 3, 145 - 161, 26.12.2021

Öz

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.

Kaynakça

  • 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.

Ayrıntılar

Birincil Dil İngilizce
Konular Tıp
Bölüm Araştırma Makalesi
Yazarlar

Şahizer ERAYDIN Bu kişi benim
TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ
Türkiye


Mustafa SÜREN Bu kişi benim
SBU Samsun Training And Research Hospital
Türkiye


Rıza ÇITIL Bu kişi benim
TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ, TIP FAKÜLTESİ
Türkiye


Yalçın ÖNDER Bu kişi benim
TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ, TIP FAKÜLTESİ
Türkiye


Medine KOÇ Bu kişi benim
TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ
Türkiye


Nagihan Yıldız ÇELTEK Bu kişi benim
TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ, TIP FAKÜLTESİ
Türkiye


İsmail OKAN Bu kişi benim (Sorumlu Yazar)
İSTANBUL MEDENİYET ÜNİVERSİTESİ, TIP FAKÜLTESİ
Türkiye

Yayımlanma Tarihi 26 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 13, Sayı 3

Kaynak Göster

Bibtex @araştırma makalesi { gutfd1053996, journal = {Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi}, issn = {1309-3320}, address = {Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dekanlığı , Semerkant Mahallesi, Muhittin Füsünoğlu Caddesi, Tokat}, publisher = {Tokat Gaziosmanpaşa Üniversitesi}, year = {2021}, volume = {13}, number = {3}, pages = {145 - 161}, title = {Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue}, key = {cite}, author = {Eraydın, Şahizer and Süren, Mustafa and Çıtıl, Rıza and Önder, Yalçın and Koç, Medine and Çeltek, Nagihan Yıldız and Okan, İsmail} }
APA Eraydın, Ş. , Süren, M. , Çıtıl, R. , Önder, Y. , Koç, M. , Çeltek, N. Y. & Okan, İ. (2021). Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue . Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi , 13 (3) , 145-161 . Retrieved from https://dergipark.org.tr/tr/pub/gutfd/issue/67960/1053996
MLA Eraydın, Ş. , Süren, M. , Çıtıl, R. , Önder, Y. , Koç, M. , Çeltek, N. Y. , Okan, İ. "Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue" . Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi 13 (2021 ): 145-161 <https://dergipark.org.tr/tr/pub/gutfd/issue/67960/1053996>
Chicago Eraydın, Ş. , Süren, M. , Çıtıl, R. , Önder, Y. , Koç, M. , Çeltek, N. Y. , Okan, İ. "Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue". Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi 13 (2021 ): 145-161
RIS TY - JOUR T1 - Farkındalık ve Tutum Değişikliği Potansiyeli Olarak Sınıf Dışı Akran Etkileşimi AU - ŞahizerEraydın, MustafaSüren, RızaÇıtıl, YalçınÖnder, MedineKoç, Nagihan YıldızÇeltek, İsmailOkan Y1 - 2021 PY - 2021 N1 - DO - T2 - Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi JF - Journal JO - JOR SP - 145 EP - 161 VL - 13 IS - 3 SN - 1309-3320- M3 - UR - Y2 - 2022 ER -
EndNote %0 Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue %A Şahizer Eraydın , Mustafa Süren , Rıza Çıtıl , Yalçın Önder , Medine Koç , Nagihan Yıldız Çeltek , İsmail Okan %T Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue %D 2021 %J Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi %P 1309-3320- %V 13 %N 3 %R %U
ISNAD Eraydın, Şahizer , Süren, Mustafa , Çıtıl, Rıza , Önder, Yalçın , Koç, Medine , Çeltek, Nagihan Yıldız , Okan, İsmail . "Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue". Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi 13 / 3 (Aralık 2021): 145-161 .
AMA Eraydın Ş. , Süren M. , Çıtıl R. , Önder Y. , Koç M. , Çeltek N. Y. , Okan İ. Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue. Gaziosmanpaşa Tıp Dergisi. 2021; 13(3): 145-161.
Vancouver Eraydın Ş. , Süren M. , Çıtıl R. , Önder Y. , Koç M. , Çeltek N. Y. , Okan İ. Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue. Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi. 2021; 13(3): 145-161.
IEEE Ş. Eraydın , M. Süren , R. Çıtıl , Y. Önder , M. Koç , N. Y. Çeltek ve İ. Okan , "Peer Interaction Outside the Classroom as a Potiential for Awareness and Attitidue", Gaziosmanpaşa Üniversitesi Tıp Fakültesi Dergisi, c. 13, sayı. 3, ss. 145-161, Ara. 2021

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