Assessment of Relationship between Senior Nursing Students’ Perception of Role Transition from Student to Nurse and Self-Confidence

Yıl 2019, Cilt: 1 Sayı: 1, 17 - 26, 26.04.2019

Fatma İlknur Çınar Nurten Özen Çiğdem Yüksel Ferda Saadet Karadağ Özlem Taştan Ece Karali Sedanur Şimşek Öznur Hangül Dilek Yıldız

Öz

Introduction: The process of transition from a nursing student role to a registered nurse includes the process between the completion of nursing education with the knowledge, skills, and values required for graduation and working as a nurse. This process is directly related to how both the student nursing roles and the registered nurse are perceived and to what extent the students feel confident in the transition between these roles, and therefore gives an integrated overview of the education and clinical areas in which both roles take place.

Aim: The study aims to evaluate the relationship between senior nursing students’ perception of role transition from student to nurse and self-confidence levels.

Method: This descriptive study was carried out with a total of 86 senior students in a nursing school in the 2015-2016 academic year. The data was collected using The Perception of Transition to Nursing Role Evaluation Form and Self Confidence Scale.

Results: Role Preparation dimension assesses the students’ preparedness about role transition from student to nurse. Students stated to be ready for the transition to nursing role in the areas of course contents (79.1%), laboratory studies and clinical applications (75.6%), and theoretical and practical knowledge (64.0%). Students were also found to be sufficient about Role Competence dimension, whi-ch assess the perceptions about the ethical values into consideration (89.5%), conducting educational activities (88.4%) and working within team (86.0%). In the Organizational and Support dimension, it was determined that the students believed that the clinical units would help them to get orientated (75.6%) and would be supported by multidisciplinary health team (72.1%) and nurses (69.8%). The students who believed that they could accomplish any given task and considered their contribution as valuable were highly self-confident.

Conclusion: To increase self-confidence in the process of transition to the role of registered nurse, it is recommended to provide the students opportunities for theoretical learning and skills development; to receive feedback from nursing students. It is suggested to create environments where students can work with the patients and multidisciplinary team members by considering ethical principles and feel valuable; to support the students by the health care team and to ensure cooperation between clinical staff and faculty.

Anahtar Kelimeler

Education, nursing student, role transition, self-confidence

Son Sınıf Hemşirelik Öğrencilerinin Öğrencilikten Hemşirelik Rolüne Geçiş ile İlgili Algıları ile Özgüvenleri Arasındaki İlişkinin Değerlendirilmesi

Öz

Giriş: Öğrencilikten hemşirelik rolüne geçiş süreci; mezuniyet için gerekli olan bilgi, beceri ve değerleri kazanma, öğrenciliği tamamlama ve hemşire olarak çalışma arasındaki rol değişiminin yaşandığı süreci kapsamaktadır. Bu süreç hem öğrencilik hem de hemşirelik rollerinin nasıl algılandığı ve bu roller arası geçişte ne ölçüde özgüvenli hissedildiği ile doğrudan ilgili olduğundan her iki rolün gerçekleştiği eğitim ve klinik alanlarına bütüncül bakış fırsatı verir.

Amaç: Bu çalışmada son sınıf hemşirelik öğrencilerinin öğrencilikten hemşirelik rolüne geçiş ile ilgili algı-ları ile özgüvenleri arasındaki ilişkinin değerlendirilmesi amaçlanmıştır.

Yöntem: Tanımlayıcı tipteki bu çalışma bir hemşirelik yüksekokulunda 2015-2016 Eğitim-Öğretim yılın-da öğrenim gören toplam 86 son sınıf öğrencisiyle yürütülmüştür. Veriler Hemşirelik Rolüne Geçiş ile İlgili Algıları Değerlendirme Formu ve Özgüven Ölçeği kullanılarak toplanmıştır.

Bulgular: Hemşirelik rolüne geçiş için hazır olup olmadıklarının değerlendirildiği Rol Hazırlığı boyutun-da öğrencilerin ders içerikleri (%79,1), laboratuvar çalışmaları ve klinik uygulamaları (%75,6), teorik ve pratik bilgileri (%64,0) konusunda; Rol Yeterliliği boyutunda etik değerleri dikkate alma (%89,5), eğitim faaliyetlerini yürütme (%88,4) ve ekip çalışması (%86,0) konusunda kendilerini yeterli algıladıkları belir-lenmiştir. Organizasyon ve Destek boyutunda öğrencilerin klinik ortama oryantasyonlarının sağlanacağı (%75,6), multidisipliner sağlık ekibi (%72,1) ve hemşireler (%69,8) tarafından destekleneceklerini dü-şündükleri saptanmıştır. Bir işi başarabileceğine ve yaptığı işlerin kıymet göreceğine inanan öğrencilerin özgüvenleri yüksek bulunmuştur.

Sonuç: Hemşirelik rolüne geçiş sürecinde öğrencilerin özgüvenlerini arttırmak için teorik öğrenme ve beceri geliştirmeleri adına olanaklar sağlanmalı ve geribildirimleri dikkate alınmalıdır. Etik ilkeleri dikkate alarak öğrencilerin hastalarla ve multidisipliner ekip üyeleri ile çalışabilecekleri ve kendilerini değerli his-sedecekleri ortamların yaratılması, sağlık ekibi tarafından desteklenmeleri ve kliniklerde öğretim elemanı ve klinik hemşireler ile iş birliği yapılması önerilmektedir.

Anahtar Kelimeler

Eğitim, geçiş süreci, öğrenci hemşire, özgüven

Kaynakça

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