Aim This study aimed to evaluate nurses’ ability to evaluate ethical violations to hypothetical case studies involving social media use. Background Inappropriate use of social media necessitates health institutes, academic institutes, nurses and educators to consider occupational ethical principles while creating a  policy and guide on the usage of social media. Method The data were collected confidentially from the nurses working at a university hospital in Turkey, using the Personal Information Form and the Ethic Case Form. The study was carried out using descriptive and inferential analysis. Findings Analysis of the data showed that the majority of the nurses had received training in ethics, used WhatsApp social media application most often, spent less than an hour a day on social media platforms and used social media to follow daily posts. Analyses of the ethical case evaluations showed that nurses’ level of education and ethics training status was influential on their Case 1 evaluations and the length of time they had worked was effective in Case 2 evaluations. When Case 3 evaluations of nurses were analysed according to ethics training, statistically significant differences were found. The analyses of the Case 4 and Case 5 evaluations showed that no statistically significant differences were found according to nurses’ descriptive characteristics. Conclusion The study determined that education level, ethical training status, the source of ethics training and the duration of their work in the profession were effective regarding the case evaluation of the nurses. Implications for nursing and health policy Nursing policymakers, educators, administrators and clinicians need to cooperate in the development of ethical awareness and creation of solutions to violations, the preparation of guidelines for social media use.

ÖZAğrı, Uluslararası Ağrı Araştırmaları Birliği tarafından "vücudun belli bir bölgesinden kaynaklanan, doku harabiyetine bağlı olan veya olmayan bireyin geçmişteki deneyimleriyle ilgili istenmedik bir duysal, emosyonel ve hoş olmayan bir duyum ya da davranış şekli" olarak tanımlanmıştır. Ağrı için farmakolojik ve nonfarmakolojik tedavi yöntemleri bulunmaktadır. Nonfarmakolojik ağrı tedavi yöntemleri; ağrı eğitim programları, egzersiz tedavileri, transkutanöz elektrik stimülasyonu, kognitif-davranışsal terapiler, akupunktur, masaj teknikleri, sıcak-soğuk uygulamalar ve relaksasyon egzersizlerini içermektedir. Ağrı yönetiminde kullanılan bilişsel-davranışsal stratejiler; hipnozu, relaksasyon tekniklerini ve distraksiyonu içermektedir. Kahkaha yaklaşımı ise ağrı yönetiminde kullanılan distraksiyon tekniklerinden biridir. Çalışmalarda kahkahanın, romatizmal hastalıklar, diabetes mellitus, alerjik yanıtlar, bağışıklık sistemi, kardiyopulmoner rahatsızlıklar, kanserler, yaşlılıkla gelişen problemler ve ağrı üzerine iyileştirici etkileri incelenmiştir. Ağrı yönetiminde kullanılan non-farmakolojik tedavi yöntemlerinden biri de kahkaha terapisidir. Ancak ülkemizde literatüre göre kahkaha terapisinin ağrı yönetimindeki yeri ve önemini açıklayan yeterli çalışmaya rastlanmamıştır. Bu nedenle derlemenin amacı; ağrı ve kahkaha terapisi kavramları ile kahkaha terapisinin ağrı yönetiminde kullanımını ve ağrı üzerindeki etkilerini incelemektir.

Objective: The study was conducted to examine the validity and reliability of the Nursing Students Competence Instrument, which was developed in order to evaluate the competences of nursing students, for the Turkish society. Methods: This methodological study was conducted with the participation of 224 third and fourth-year nursing students studying at a state university in Turkey. Identifying Information Form and Nursing Students Competence Instrument were used for data collection. In order to determine the validity of the scale, linguistic content validity analysis and confirmatory factor analysis were performed. In order to identify the reliability of the scale, test-retest and Cronbach’s alpha analysis were used. Results: In line with the validity and reliability analyses of the scale, it was determined that the model was compatible according to fit indices of confirmatory factor analysis (X2/sd= 2.42, RMSEA= 0.08, SRMR= 0.07). The Cronbach’s alpha coefficient of the scale was determined to be 0.96, and the Cronbach’s alpha coefficients of the subscales varied between 0.92 and 0.94. Conclusion: It was determined that the Turkish adaptation of the “Nursing Students Competence Instrument” was a valid and reliable scale for measuring the competence levels of nursing students. It is recommended to administer the scale to larger samples and to plan interorganizational comparative studies in order to identify nursing students’ competences.

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