Nowadays, mental illnesses are gradually increasing and so does chronic psychiatric patients. As a result of this increase, chronic psychiatric disorders lead the burden of patients and their families. To reduce the burden of mental illnesses on individuals and their families, treatment and care are given including psychosocial, physiological and medical support and social services. To begin with, home care enables both the patient and his or her family to stay at their own houses and not to be bothered with residents or long-term, institutional-based nursing homes. In addition, the home care providers deliver services to the patient’s at their own house. The other advantages of taking care at home is that it eases financial issues in terms of reducing the cost, reduces the patient’s symptoms and improve the individual’s quality of life (QoL). In addition to these, home care also minimizes the burden on outpatient services and provides help for the patient and the family in order to solve their problems and give support. Home care services help patients to get their freedom back and enhance the quality of their lives. Thus, it is necessary to procure and implement these services and supply both the patient and his or her family a high-quality life.Sources of data/ study selection:Literature review was done by using the keywords “home care, patient with chronic mental illness, quality of life, home care nursing” from the sources including PsychINFO, PsychARTICLES, MEDLINE, PubMED, EBSCOHOST and The COCHRANE LIBRARY in the time period of 2005- 2015.

Background: Nomophobia, short for no mobile phobia, is the fear of being without a smartphone. Nomophobia is common, especially in the young population, with an increase in the use of technology in society. Objectives: This study aimed to determine the nomophobia levels of nursing students and the relationship between nomophobia and personality traits. Methods: This multicenter, descriptive, and relational study was carried out in three different universities. The students were reached via the Web-Anket application within June to July 2021. The nursing department students in Turkey (n = 818) constituted the research population. No sample selection was performed in the study, and all students who accepted to participate and met the inclusion criteria were included in the study. The study was conducted on 424 nursing students. The data were collected via an online personal information form, Nomophobia Questionnaire, and 10-Item Personality Inventory (TIPI). Percentage, mean ± standard deviation, analysis of variance, and Pearson correlation coefficient tests were used to analyze the data. Results: The mean age of the participants was 20.5 ± 1.8 years. Moreover, 84.7% of the participants were female. Additionally, 93.2% of the subjects lived with their parents, and 63.0% reported that the monthly income of the family was equal to monthly expenditures. It was shown that 31.1% of the students had mild nomophobia; nevertheless, 52.6% and 16.3% of the students had moderate and severe nomophobia, respectively. The total nomophobia score was observed to be 74.17 ± 25.53. The TIPI subdimensions’ mean scores were 9.87 ± 2.29, 8.83 ± 2.33, 8.66 ± 2.82, 10.66 ± 2.65, and 9.34 ± 3.04 for openness to experience, agreeableness, emotional stability, conscientiousness, and extroversion, respectively. This study revealed that students’ smartphone usage purposes and personality traits were related to their nomophobia levels. Conclusions: More than half of the nursing students had a moderate level of nomophobia. There is a relationship between the purpose of smartphone use and students’ personality traits with their nomophobia levels.

ÖzBirçok alanda olduğu gibi hemşirelik eğitiminde de kullanılan simülasyon uygulamaları; psikiyatri hemşireliği öğrencilerine, güvenilir ve pozitif öğrenme ortamında, psikiyatrik girişimleri yapabilmeyi, kriz yönetimini, terapötik iletişim becerilerini kullanabilmeyi, eleştirel düşünmeyi, karar vermeyi, interaktif öğrenmeyi, problem çözmeyi, kendini terapötik kullanmayı vb öğrenme fırsatı sağlamaktadır. Öğrencilere bilgi, beceri ve deneyim kazandırmak için, hemşirelik simülasyonlarının oluşturulması esnasında öğrenme teorilerinin rehber alınması simülasyon deneyimlerinin gelişimine destek sağlamaktadır. Literatürde çok farklı teknikler kullanılarak yürütülen ruh sağlığı simülasyonları bulunmaktadır. Ruh sağlığı hemşireliği eğitiminde en yaygın kullanılan simülasyon teknikleri; standardize edilmiş hasta ile simülasyon, aslına uygun (yüksek duyarlılıkta) simülasyon, sanal hastalar (gerçeklikler) ve ses işiterek yapılan simülasyondur. Hemşirelik eğitiminde simülasyon kullanımının hem eğiticiler hem de öğrenciler üzerinde bir çok olumlu etkisi bulunmaktadır. Psikiyatri hemşireliği eğitimde kullanılan simülasyon uygulamaları ülkemizde psikiyatri hemşireliği eğitiminde yaygın olarak kullanılmamakta ve psikiyatri hemşireliği eğitimde kullanılan simülasyon uygulamaları ile ilgili yeterince çalışma bulunmamaktadır. Farklı yöntemler ile yapılan simülasyon tekniklerinin psikiyatri hemşireliği alanına birçok katkısı olacağı düşünülmüş ve bu nedenle simülasyon kullanımı ile ilgili farkındalığı artırmak amacı ile bu derleme yapılmıştır.Anahtar Kelimeler: Psikiyatri hemşireliği, simülasyon, öğrenci eğitimi, öğrenme teorileri Simulation usage models in psychiatric nursing teaching Abstract Used in nursing education as well as on many other areas, simulation applications provides psychiatric nursing students making psychiatric inventions, crisis management, use of therapeutic communication skills, critical thinking, making decision, interactive learning, solving problem, using himself/herself in therapeutic manner etc. in a reliable and positive learning environment. Taking learning theories as a guide during formation of nursing simulations to bring knowledge, skills and experience to students supports development of simulation experiences. There are several mental health simulations that employ different techniques.Yazının geliş tarihi: 08.03.2017Yazının kabul tarihi: 11.

Objective: The aim of this research was to determine the changes in relationships between healthcare professional mothers and their preschool-aged children during the coronavirus disease 2019 (COVID-19) pandemic. In addition, the second objective of this study was to propose a new phenomenon that explains “being a mother as a healthcare professional” during the COVID-19 pandemic. Materials and Methods: The participants of the research were 16 healthcare professional mothers (8 doctors and 8 nurses) who had worked in intensive care units during the COVID-19 pandemic and had a preschool-aged child. The research was conducted in accordance with the phenomenological approach, one of the qualitative research designs. The research data were obtained through face-to-face interviews between the researchers and the participants using half-structured interview forms prepared by the researchers. Colaizzi’s 7-step method was used for evaluation of the data. Results: According to the research findings, the phenomenon of “being a mother as a healthcare professional” was gathered under four main themes: emotional reactions, new normal in life, difficulties that pandemic brought in life and coping strategies with these difficulties. Conclusion: The findings showed that the COVID-19 pandemic caused many changes in the lives of healthcare professional mothers and their children; these mothers and children built some emotional reactions, and they developed various strategies to overcome these emotional reactions.

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