The aim of this study was to determine secondary school students' levels of Internet addiction and the physical and psychosocial behavior problems they face while using the Internet. This descriptive study was conducted in three state secondary schools in a rural area in the western part of Turkey. This study's sample consisted of 549 students who agreed to participate, with the consent of their families, and who had an Internet connection at home. The data were evaluated using t-tests and variance analyses. In this study the students' score of Internet addiction was at medium level (mean addiction score 44.51 ± 17.90). There were significant differences between the students' Internet addiction scores and the presence of physical behavior problems (going to bed late, skipping meals, eating meals in front of the computer) and psychosocial behavior problems (suffering from conditions such as restlessness, anger, heart palpitations, or tremors when they could not connect to the Internet, decreased relationships with family and friends, feelings of anger, arguing with parents, and finding life boring and empty without an Internet connection).
Aim The aim of this study was to evaluate the effect of peer education about breast cancer screening on the health beliefs of female university students. Background The breast self‐examination method is an effective technique that is also simple and inexpensive. Introduction In recent years, besides the classic methods of providing education on breast self‐examination, it has been observed that the use of the technique of peer education is increasing and more and more studies are being conducted on this method and its effectiveness. Methods This study is of quasiexperimental design using a single group, pretest/post‐test model. The study was conducted with 742 university first‐year students. The data for the study were collected using a Sociodemographic Questionnaire, the Breast Cancer Knowledge Questionnaire, Peer Education Satisfaction Questionnaire and Champion's Health Belief Model Scale. Results It was found that the students’ perception of barriers to performing the breast self‐examination had declined and their self‐efficacy had increased, and that the level of perceived barriers to having a mammogram had decreased and 98% of the students were satisfied with the peer education. Conclusion It was seen in this study that the level of knowledge of the students about breast cancer, perceived severity, barriers, benefits and self‐efficacy as well as the rate of performing BSE displayed a significant increase after the peer education programme. Implications for nursing and health policy The method of peer education may be utilized in the effort to increase young women's awareness about breast cancer and ensure that they learn about breast self‐examinations. The peer education model can be useful in providing breast self‐examination education to young people in school. The results of the present study may be beneficial in developing policies on health education on university campuses.
Background There is no valid and reliable scale for assessing mental health promotion ability for adults in Turkish language. The purpose of this study was to develop a scale to mental health promotion ability for adults and to test the validity and reliablity of this scale. Methods This methodological study was conducted in Istanbul over the period October 2016- May 2018. The three rounds of the Delphi study were cunducted to develop the items of the scale and to determine the content validity. Thirty- three experts were participated in the Delphi study. A convenience sample of 452 adult people was recruited. The scale was tested for construct validity with Exploratory Factor Analysis (EFA), after which the scale’s reliability was evaluated for item-total correlations using Pearson’s correlation analysis and for internal consistency with Cronbach’s Alpha. Results At the end of the first Delphi round, 160 items were compiled. Experts reached consensus on 93 items of scale at the end of the third Delphi round. In the first EFA, twenty two factors with eigenvalues greater than 1 explained 65.2% of the total variance. Items with factor loadings of less than .30 and those that appeared in more than one factor with differences of less than %10 were removed from the scale one by one and the analysis was repeated. In the last EFA of the 47-item scale, twelve factor was found with an eigenvalue greater than 1 that explained 64.3% of total variance. The scale’s item-total correlations ranged between .36 - .62 and Cronbach’s coefficient alpha was calculated to be .93. Conclusions This scale was found to be valid and reliable. It can be used to assess the mental health promotion ability of adults who native Turkish speaker. Key messages The Mental Health Promotion Scale has been found to be valid and reliable. The Mental Health Promotion Scale can be used to assess of mental health promotion ability for adults.
Objective The aim of this study was to construct a consensus on the undergraduate learning objectives and topics for public health nursing (PHN) in Turkey. Design A three‐round e‐mail‐based Delphi study was conducted between May and July 2015 with a national sample. Sample Ninety‐one academics from 54 universities were invited as experts to participate by e‐mail. Fifty‐nine academics from 43 universities participated in the study. Measurements Data were analyzed by computing the median, quartiles one and three, and the interquartile range for each learning outcome and topic. Consensus was considered as less than the interquartile range of 1.2. Results Experts who participated in the study added 70 learning outcomes, eight main topics, and 278 sub‐topics during the first round. Round I generated 170 learning outcomes, 28 main topics, and 385 sub‐topics. At the end of Round II, consensus was reached on 126 learning outcomes, 22 main topics and 168 sub‐topics. At the end of Round III, consensus was achieved for 126 learning outcomes, 22 main topics, and 169 sub‐topics. Conclusion The learning outcomes and topics that were decided upon through a consensus process will contribute to the standardization and development of PHN education.
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