bsbd@balikesir.edu.tr www.bau-sbdergisi.com ÖZET GİRİŞ ve AMAÇ: Bu çalışma, hemşirelik ve ebelik öğrencilerin memnuniyet düzeylerini ve etkileyen faktörleri belirlemek amacıyla planlanmıştır. YÖNTEM ve GEREÇLER: Çalışma 302 öğrenci ile yapılmıştır. Araştırmanın verileri Kişisel Bilgi Formu ve Öğrenci Memnuniyet Ölçeği -Kısa Formu ile toplanmıştır.Veriler, SPSS 20.0 paket programı ile değerlendirilmiştir. BULGULAR: Araştırmaya katılan öğrencilerin % 65.9'u hemşirelik, % 34.1' ise ebelik bölümü öğrencisi olup, %61.3'ünün okudukları bölümü isteyerek seçtiği belirlenmiştir. Öğrencilerin "Öğrenci Doyum Ölçeği"nden aldıkları memnuniyet ortalaması X: 165.52±31.59 'dur. Bu bulgular, öğrencilerin genel memnuniyet düzeylerinin orta düzeyde olduğunu göstermektedir. Memnuniyet düzeylerini alt ölçeklere göre değerlendirdiğimizde, öğrencilerin en yüksek memnuniyet puan ortalamasının (X: 41.03±7.81) Öğretim Elemanları ile ilgili olduğu saptanmıştır. Öğrencilerin öğrenci doyum ölçeğinden aldıkları puan ortalamasına göre; birinci sınıf öğrencilerinin (X: 175.26 ± 31.27 ) ve okudukları bölümden memnun olanların (X: 172.86 ± 28.02) memnuniyet düzeylerinin daha yüksek ve istatistiksel olarak anlamlı olduğu bulunmuştur. TARTIŞMA ve SONUÇ: Öğrencilerin memnuniyet derecesi "orta" düzeyde saptanmıştır. Memnuniyet düzeyinin en yüksek "Öğretim Elemanları" ile ilgili alanda olduğu, "Bilimsel, Sosyal ve Teknik Olanaklarla" ilgili memnuniyetin ise en düşük olduğu saptanmıştır. Anahtar Kelimeler: üniversite öğrencileri, doyum, hemşirelik, ebelik SUMMARY INTRODUCTION:This study is planned to determine the satisfaction levels of nursing and midwifery students and their affecting factors METHODS: The study was conducted with 302 students.. The data were collected by sociodemographics form, and Student Satisfaction Scale-Shotrt Form. Datas were evaluated by SPSS 20.0 package programme. RESULTS: X: 65.9% of students surveyed the nursing departmant students and 34.1 % of students surveyed the midwifery departmant students. It was determined the 61.3% of all students willingly chose their departmant where they study. The average number that the students took from "student satisfaction scale" was X: 165.52±31.59. These results indicate that the average satisfaction levels were evaluated to sub-scales, It was fixed that the maximum average satisfaction mark (X: 175.26± 7.81) was related to teaching staff. According to the avarege number that thhe students took from student satisfaction scale, satisfaction levels of first-year students (X: 175.26± 31.27) and the students were pleased from their departmant (X: 172.86± 28.02) were determined higher and statistically meaningful. DISCUSSION AND CONCLUSION: Satisfaction level of students was determined as intermediate. It was also determined that the maximum satisfaction level was in area related to teaching staff and that the satisfaction related to "scientific, social and technical facilities" was minimum.
There was a significant relationship between WRSI and MBI subscales (p<0.05). The WRSI score increased with increasing MBI, EE and DP scores. Conclusion: The WRSI scores increased with increasing EE, DP scores and MBI total score. It is recommended that the factors affecting the level of burnout and job stress of the nurses are identified and that these factors are taken into consideration in reducing job stress and burnout in the work environment.
Aim: The objective of the study was to examine the effectiveness of simulation practices in improving the emergency case management skills of nursing students. Method: The study was designed as quasi-experimental research and carried out with nursing students (n=42) in three phases. In the first phase, theoretical training on emergency situations was delivered. The students were involved in the emergency case scenarios interacting with high-fidelity simulators and standardized patients, and their performances were recorded in the second phase. In the third phase, debriefing sessions were conducted. Pre-and post-tests and written feedback forms were used to gather the data. Results: The levels of knowledge (mean score of pre-test: 2.83; post-test: 5.95) were statistically significant (p<0.05). A positive change was revealed in the levels of self-confidence among the students after the training program. Conclusion: It was concluded that simulation practices were effective in the improvement of students' selfconfidence and knowledge in emergency case management.
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