The use of models in nursing provides nurses to focus on the role of nursing and its applications rather than medical practice. In addition, it helps patient care to be systematic, purposeful, controlled and effective. One of the commonly used models in nursing is Roy Adaptation Model. According to Roy adaptation model, the aim of nursing is to increase compliance and life expectancy. Roy Adaptation Model evaluates the patient in physiologic mode, self-concept mode, role function mode and interdependence mode aiming to provide holistic care. This article describes the use of Roy Adaptation Model in the care of a patient who has been diagnosed with breast cancer and had breast-conserving surgery. Patient data was evaluated in the four modes of Roy adaptation model (physiologic, self-concept, role function, and interdependence modes) and the nursing process was applied.

Background: This study aimed to determine nursing student knowledge, behavior and beliefs for breast cancer and breast self-examination receiving courses with a traditional lecturing method (TLM) and the Six Thinking Hats method (STHM). Materials and Methods: The population of the study included a total of 69 second year nursing students, 34 of whom received courses with traditional lecturing and 35 of whom received training with the STHM, an active learning approach. The data of the study were collected pre-training and 15 days and 3 months post-training. The data collection tools were a questionnaire form questioning socio-demographic features, and breast cancer and breast self-examination (BSE) knowledge and the Champion's Health Belief Model Scale. The tests used in data analysis were chi-square, independent samples t-test and paired t-test. Results: The mean knowledge score following traditional lecturing method increased from 9.32±1.82 to 14.41±1.94 (P<0.001) and it increased from 9.20±2.33 to 14.73±2.91 after training with the Six Thinking Hats Method (P<0.001). It was determined that there was a significant increase in pre and post-training perceptions of perceived confidence in both groups. There was a statistically significant difference between pre-training, and 15 days and 3 months post-training frequency of BSE in the students trained according to STHM (p<0.05). On the other hand, there was a statistically significant difference between pre-training and 3 months post-training frequency of BSE in the students trained according to TLM. Conclusions: In both training groups, the knowledge of breast cancer and BSE, and the perception of confidence increased similarly. In order to raise nursing student awareness in breast cancer, either of the traditional lecturing method or the Six Thinking Hats Method can be chosen according to the suitability of the teaching material and resources.

Bu araştırma 12-15 Kasım 2015'te Muğla'da düzenlenen 9. Ulusal Türk Cerrahi ve Ameliyathane Hemşireliği Kongresinde poster bildiri olarak sunulmuştur.

Background: The current study aimed to determine the knowledge, beliefs, and practices of nurses and nursing students for hand hygiene. Materials and Methods: The study population consisted of 340 subjects (164 nurses and 176 nursing students). Data collection tools included the hand hygiene belief scale and the hand hygiene practices inventory (HHPI). Chi-square and independent samples Ttests were used for data analysis. Results: The mean scores of the HHPI were 66.36 ± 7.08 and 64.52 ± 4.90 for nurses and the students, respectively; the difference between the measures was statistically significant (P < 0.001). The mean scores of the nurses and the students for hand hygiene importance were 13.38 ± 1.75 and 13.29 ± 1.81, for hand hygiene beliefs were 71.87 ± 8.35 and 73.00 ± 7.54, and for hand hygiene knowledge were 33.81 ± 2.89 and 34.26 ± 2.23, respectively. Although approximately 90.2% of the subjects in both groups were trained in hand hygiene, the influence of training on students was proportionally higher than that of nurses; while compliance with the principles of hand hygiene and beliefs in its importance in infection control were significantly higher in nurses. Conclusions: There was a moderate level of knowledge, practices, perceives and beliefs in nurses and students for the importance of hand hygiene. Compliance with the importance of hand hygiene in infection control is complex, and perceptual factors concerning hand hygiene, in addition to an individual's knowledge could affect the behaviors related to hand hygiene compliance.

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