No abstract

Objective: This study aimed to develop an animation-supported Mobile Diabetic Foot Care Education (M-DFCE) application for use by individuals with type 2 diabetes and identify its effects on knowledge, self-efficacy and foot care behaviour. Design: Randomised, controlled experimental study. Setting and Method: The study was carried out between October 2016 and September 2017. The sample consisted of 130 individuals with diabetes (65 in the experimental group and 65 in the control group). The experimental group received M-DFCE. Data were collected using the Patient Assessment Form, the Diabetes Foot Knowledge Questionnaire, the Diabetic Foot Care Self-Efficacy Scale and the Foot Self-Care Behaviour Scale. Differences between the groups were examined using Student’s t, Mann–Whitney U, Wilcoxon Signed Rank and Paired Sample tests. Results: Although there was no difference between the groups at initial evaluation, individuals in the experimental group who received animation-supported M-DFCE had significantly higher knowledge, self-efficacy and foot care behaviour levels than the control group. Conclusion: The animation-supported mobile application developed for foot care education was effective in increasing the individuals’ knowledge, self-efficacy and behaviour with respect to foot care.

Objective: This study has been performed to determine the effect of 3D animation-assisted education, which was developed for nursing students and designed to evaluate on knowledge level of the students on respiration. Methods: This study was designed as a randomized controlled experimental study consisting of pretest and posttest sections. The sample of the study consisted of sixty 2 nd grade nursing school students of a state university in Istanbul who met the research criteria and agreed to participate in the research in the 2018-2019 academic year, "Information Form" including sociodemographic features and "Knowledge Test for Evaluation of Respiration" measuring knowledge level on the evaluation of respiration were used as data collection tools. The research study was conducted in two stages as preparation and application. Preparation stage included determination of learning goals, selection of 3D animations to be used, preparation of the guidelines for evaluation of respiration, and preparations of the educator and students. Results: In the study, it was found that the mean posttest scores of the students in the experimental group were higher compared to the students in the control group, and there was a significant difference between posttest scores of the two groups (p<0.01). Conclusion: The results indicated that combination of the traditional education method and 3D animation-assisted education might have effect on knowledge level of nursing students about the evaluation of respiration.

Aims and objectives The aim of this study was to assess the effect of vibration stimulation application in ventrogluteal region on intramuscular injection pain and patient satisfaction. Background Intramuscular injection pain caused distress for the patients and affected their compliance with the treatment. Design This was a prospective, single‐blind, cross‐over study. The study complied with the guidelines of Consolidated Standards of Reporting Trials (CONSORT). Methods Eighty‐four patients who applied to the adult emergency department received an intramuscular injection of amoxicillin\ cefuroxime sodium to the ventrogluteal site with and without vibration in a random order following a standard procedure by the same investigator. Pain and satisfaction were assessed immediately after the injection with Visual Analogue Scale (VAS), by a researcher blinded to the study. The data were evaluated using mean, standard deviation, percentage, Student's t‐test, paired sample t‐test, linear regression analysis and generalised linear mixed model. Results A total of 174 injections were analysed. The result of the study revealed that vibration decreased the severity of pain and increased the patient satisfaction. Conclusions Vibration is a non‐pharmacologic approach, which can be effective in decreasing the injection pain and increasing patient satisfaction. Relevance to clinical practice Intramuscular injection is the most frequently used nursing practice in the clinic. The use of vibration in decreasing pain due to intramuscular applications can help increase the self‐confidence of nurses and the quality of the care they provide.

The study aimed to determine the effects on knowledge and motivation of animation and gamification in online distance education for a diabetes nursing course. This study was a randomized, controlled, prospective study implemented with 70 nursing students. The animation and gamification were applied to the experimental group. Data were collected using the “Diabetes Nursing Knowledge Test,” “Instructional Materials Motivation Survey,” and “Opinion Form on Diabetes Education Supported by Digital Instruments.” There was a statistical difference between the Diabetes Nursing knowledge scores of the groups after the course (P < .05). The students in the experimental group had significantly higher attention and satisfaction and total scores from the Motivation Scale for Teaching Material sub-dimensions compared with the control group (P < .001). The results of our study in generation Z nursing students demonstrated that the use of animation and gamification in online distance learning in nursing students increased their knowledge as well as motivation.

Aim:The aim of this study is to determine the prevalence of medical device-related pressure injuries in COVID-19 patients. Material and Method:This study was conducted with a cross-sectional and retrospective design. The data of 436 patients who were followed up and treated in the Anesthesia and Reanimation Intensive Care Unit with the diagnosis of COVID-19 disease between 11.03.2020-31.02.2021 in a Training and Research Hospital in İstanbul were included in the study. The sample of the study consisted of 32 patients out of 436 patients who met the sampling criteria. The data obtained by retrospective reviewing of the patient records were analyzed through the "Patient Information Form" and "Pressure Injury Stage" forms.Results: Medical device-related pressure injury developed in 32 (7.3%) of 436 patients examined in the study on the specified dates. 90.6% of these patients were male, and the average age was 67.5. 43.7% had comorbid diseases. According to the Braden Risk Assessment Scale, 25% of these patients had medium and 71.8% high risk. Medical devices that cause pressure injury were continuous positive airway pressure mask (n=13), intubation tube (n=7), nasogastric tube (n=5), nasal cannula (n=3), gel pads (n=3), and oxygen mask (n=1). Conclusion:In this study, the potential factors in the study that may have led to the incidence of medical device-related pressure injury specific to COVID-19 disease include the rapid increase in the need for respiratory support, ischemia caused by this infection, and the use of prone position.

No abstract

Purpose To evaluate the effect of affective learning on alexithymia, empathy, and attitude toward disabled persons in nursing students. Design and Methods This prospective, randomized, controlled trial study was implemented among 70 nursing students. Based on transformative learning theory, the affective learning method was applied to the intervention group. Toronto Alexithymia Scale (TAS), Empathic Tendency Scale (ETS), and Attitudes Toward Disabled Person Scale (ATDPS) were administered to both groups. Results The intervention group showed a statistically and significantly lower score at TAS and higher score at ATDPS compared to the control group, whereas no statistically significant difference was found in ETS score. Practice Implications Affective learning methods could be implemented in the nursing course for improving students' attitude toward disabled persons, and reducing alexithymia.