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- MakaleAçık Erişim2025COVID-19 Tanısı Almış Hastalara Bakım Veren Hemşirelerde Akran Desteği Yöntemi ile Uygulanan Mesleki ve MBSR Akran Desteği Programının Kaygı, Tükenmişlik ve Bilinçli Farkındalık Üzerine Etkisi: Bir Karma Yöntem Araştırması
Gündoğdu, Handenur; Tanrıkulu, Fatma; Erol, Funda; Kapısız, Özge Öner; Dikmen, Yurdanur
Amaç: Bu araştırmada, pandemi sürecinde çalışan hemşirelere akran desteği yöntemi ile uygulanan mesleki ve MBSR Akran Desteği Programının yaşanan kaygı, tükenmişlik ve bilinçli farkındalık üzerine etkisini incelemek amaçlanmıştır. Yöntem: Açımlayıcı Sıralı Karma Desende yürütülen araştırmanın evrenini bir hastanede çalışan 580 hemşire, nicel aşamasının örneklemini 195 hemşire, nitel aşamasının örneklemini ise akran desteği veren 15 hemşire ve akran desteği alan 49 hemşire oluşturmuştur. Veriler niceliksel ve niteliksel yöntemlerle toplanmıştır. Bulgular: Akran desteği alan hemşirelerin durumluk kaygı, sürekli kaygı ve tükenmişlik son test puan ortalamalarının ön test puan ortalamalarına göre istatistiksel olarak anlamlı derecede düştüğü görülürken, bilinçli farkındalık son test puanının arttığı görülmüştür (p
- MakaleAçık Erişim2025Scopus SJRQ1A comparison of 3D game-based simulation versus traditional methods in vital signs education
Tanrıkulu, Fatma; Gündoğdu, Handenur; Erol, Funda; Dikmen, Yurdanur
Background: Vital signs measurement is a fundamental nursing responsibility that requires cognitive and psychomotor competence. In alignment with the ethical principle of nonmaleficence, it is important to provide learning environments where students can practice and make mistakes without causing harm. This study aims to examine the effect of a 3D game-based simulation application developed for vital signs on students’ academic achievement, learning satisfaction and self-confidence levels. Methods: A randomized controlled experimental design was employed with 73 nursing students, assigned to either the intervention group (n = 37) or the control group (n = 36). The intervention group used a game-based simulation developed with 3D animation technology, while the control group received traditional instruction. Data were collected using the Student Introductory Characteristics Form, Academic Achievement Test of Vital Signs Measurement Skills, and the Student Satisfaction and Self-Confidence in Learning Scale. Statistical analyses were conducted using SPSS version 25, with significance set at p < 0.05. Results: The results indicated that students’ current learning satisfaction subscale scores were high in the traditional teaching group and that there was a statistically significant difference between the groups (p = 0.047). There was no statistically significant difference between the groups in terms of academic achievement (p = 0.932) and self-confidence levels in learning (p = 0.375). However, both groups had high mean scores in academic achievement, satisfaction with current learning, and self-confidence in learning. Conclusions: The game simulation method supported by 3D animation may be insufficient for significantly improving nursing students’ academic performance, satisfaction with the learning process, and self-confidence in learning. Therefore, it is recommended that such technology-supported methods be used in blended learning environments alongside traditional teaching methods in nursing education. Trial registration: ClinicalTrials.gov: NCT07009275; retrospectively registered.
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