ÖZET Amaç SUMMARY Objectives:The aim of the present study was to determine the type, extent, and the effects of workplace violence among nurses in diverse health-care settings.Methods: A descriptive design was used in the current study. 868 nurses working in general health care settings in Istanbul, Turkey were included in the study. Results:The prevalence of exposure to violence was 64.1% (n=556).The most frequent perpetrators of workplace violence were visitors/ relatives (56.7%) and patients (37.4%). Perpetrators were mostly male (68.2%). The level of violence towards nurses working in the emergency and psychiatric units was higher than that of those working in other areas (χ 2 =64.54; p<0.001). The level of violence toward high school graduates was higher than that of those with a higher education level (χ 2 =38.33; p<0.001). Conclusion:Health care providers, especially nurses, are considered a professional group at high risk for violence. Our results support the notion that violence toward nurses is a universal issue.

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Objective: The aim of this study was to determine the factors affecting critical thinking and empathic disposition of nursing students and the relationships between the empathy and critical thinking disposition in nursing education. Methods: The study was carried out on undergraduate students at nursing school during 2011-2012 academic years. The sample consisted of 276 students who had agreed to participate in the research, 30.7% of them were the first year students (freshman), 27.4 % were the second year students (sophomore), 20.2% were the third year students (junior) and 20.9% were the fourth year students (senior) of nursing program. California Critical Thinking Disposition Inventory (CCTDI) designed by Kökdemir and Empathic Tendency Scale invented by Dökmen were used to assess the research data. Furthermore, an "Individual Information Form" questioning the grades, genders and parental education levels of the nursing students was prepared and applied by the researcher. Results: The mean score for the Empathic Tendency Scale was 53.25±6.57, the mean score for the Critical Thinking Disposition Scale was 209.95±25.26. Correlation analysis revealed significant relationships between the students' scores of Empathic Tendency Scale and total score of Critical Thinking Disposition Scale (r=0.186 p<0.05). Significant differences were observed in total scores for the Critical Thinking Disposition Scale, Empathic Tendency Scale and Analytical Thinking Sub-scale of student groups (p<0.01). The differences were especially distinctive in fourth year students of nursing program. However, there was no relationship between the nursing students' critical thinking disposition sub-scales and empathic tendencies (p>0.05). It was detected that nursing students' critical thinking ability was not affected by their genders and parental education levels. Conclusion: A significant relationship was observed between the Empathic Tendency and general Critical Thinking Disposition and Analytical Thinking skills. The differences were also observed between the class levels in terms of Empathic Tendency and Critical Thinking Disposition and it was also observed that nursing students' critical thinking disposition scores were considerably low. These findings suggest that these skills can be enhanced with education. Current findings revealed that emphasis should be placed on practical works to develop students' ability of empathy and critical thinking disposition in class levels.

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Background The present study aims to determine the reliability and validity of the Positive Mental Health Literacy Scale in the Turkish language. Methods The sample of the present methodological study included 457 adolescents. The data were collected between February 10, 2019, and May 31, 2019, with a socio-demographic data form and the Positive Mental Health Literacy Scale. The scale was first translated to the Turkish language, expert opinion was obtained, and a pilot scheme was conducted. The content validity index was employed to test the validity of the scale, confirmatory and exploratory factor analyses were conducted to test the construct validity, item analysis was conducted to test the reliability of the scale, Cronbach’s alpha analysis was employed to determine internal consistency, and the test–retest scores were compared to determine time invariance. Results The scale is unidimensional. The content validity analysis of the scale was 0.97. Scale item loads varied between 0.56 and 0.72 based on the confirmatory factor analysis. The Cronbach’s alpha coefficient of the scale was 0.87, and the test–retest score was intraclass correlation coefficient = 0.739 ( P < . 001). The mean participant score on the positive mental health literacy scale was 2.9 (SD=0.9). Conclusion The validity and reliability findings in the study that was conducted to adapt the Positive Mental Health Literacy Scale to the Turkish language revealed that the scale could be used to measure the mental health literacy of adolescents. The Turkish version of the scale could be used in programs that aim to identify positive mental health literacy levels of adolescents in Turkish society.