Aim: While it is recommended that the ventrogluteal (VG) region is safer for intramuscular (IM) injection administration, we have observed that nurses mainly prefer the dorsogluteal (DG) region. Accordingly, the present study was carried out to examine the reasons for the nurses not to prefer the VG region in IM injection administrations. Material and Method: This descriptive study comprised 100 nurses working in a university hospital in the Konya province between June and July 2018. A questionnaire form was used to collect data. In order to be able to carry out the study, written institutional consent, ethics committee approval, and the verbal consent of participants were received. The SPSS packaged software was used for evaluation of the data, and number, percentage, and mean values were calculated in analyzing the data. Findings: It was seen that of the nurses participating in the study, the average age was 31.96±6.94, the average working year was 10.41±6.18, 75% were female, 53% held a bachelor's degree, 50% worked in internal medicine clinics, 84% used the DG region for IM injections, and 72% never administered an injection to the VG region. It was also determined that the nurses did not use the VG region because they were unaccustomed to it (40%), lacked enough information about the region (33%), could not identify the region (31%), and the patients were unaccustomed to IM injections administered in that region (30%). Conclusion: Nurses use the traditional region DG more because of a lack of knowledge and experience of the VG region.
Clinic based learning, which forms the basis of the nursing education program, is one of the most stressful situations in nursing students. One of the ways of guiding the students at the clinic is mentoring, which is one of the methods to reduce the stress of the student nurses in the clinical learning environment. This study aims to determine the effect of mentoring on the clinical stress levels of nursing students who have been practicing for the first time. This study, designed as quasi-experimental, was conducted with a total of 124 nursing students who were studying in the first grade (n: 105) and third grade (n: 19) nursing departments of a university. The data of the study were collected using the "Personal Information Form" and "Clinical Stress Questionnaire" (CSQ). Ethical committee approval for the research and written permission from the university where the research was conducted were taken. Number, percentage, mean, t test and t test for dependent groups were used in the analysis of the study. It was determined that the students who participated in the research had a mean age of 19.0 ± 0.83, 81% of them were female students, 64.8% were willing to nursing department and 29.5% were working with mentor. The mean total clinical stress score of students was 37.84±8.48 before clinical application and 34.61±9.42 after clinical application. it was found that the post-implementation clinical stress average score ( post test = 34.14) was lower than the pre-test clinical stress average score ( pre test = 38.14). The clinical stress level total score (31.06 ± 11.36) of the students working with mentor was found to be statistically significantly (p<0.05) lower than the clinical stress level total score (35.90 ± 10.58) of students working without mentor. 87.1% of the students stated that they are satisfied with the mentoring.It was determined that working with the mentor was effective in reducing the clinical stress levels of the nursing students who were for the first time in clinical practice. It is suggested that use the mentoring application to reduce the clinical application stress of the nursing first grader students.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetHemşirelik eğitim programının temelini oluşturan kliniğe dayalı öğrenme hemşirelik öğrencilerinde en çok stres yaratan durumlar arasında yer almaktadır. Öğrencilere klinikte rehber olma yollarında biri olan mentorlük uygulaması, klinik öğrenme ortamında öğrenci hemşirelerin stresini azaltan yöntemler arasındadır. Bu çalışma, ilk defa klinik uygulama deneyimi yaşayan hemşirelik birinci sınıf öğrencilerinin klinik stres düzeyleri üzerinde mentörlük uygulamasının etkisini belirlenmeyi amaçlamaktadır. Yarı deneysel olarak tasarlanan bu çalışma, bir üniversitenin hemşirelik bölümü birinci (n:105) ve üçüncü (n:19) sınıfta öğrenim gören toplam 124 öğrenci hemşire ile gerçekleştirildi. Araştırmanın verileri “Kişisel Bilgi Formu” ve “Klinik Stres Anketi” (KSA) kullanılarak toplandı. Çalışma için etik kurul onamı ve araştırmanın yapıldığı kurumdan yazılı izin alındı. Araştırmanın analizinde sayı, yüzde, ortalama, t testi ve bağımlı gruplar için t testi kullanıldı. Araştırmaya katılan öğrencilerin yaş ortalamalarının 19.0±0.83 olduğu, %81’inin kız öğrenci, %64.8’inin hemşirelik bölümüne isteyerek geldiği ve %29.5’inin de mentor ile çalıştığı belirlenmiştir. Öğrencilerin toplam klinik stres puan ortalaması, klinik uygulamadan önce 37.84±8.48 iken, klinik uygulama sonrası 34.61±9.42 olduğu tespit edilmiştir. Öğrencilerin klinik uygulama sonrası, klinik stres ortalama puanın ( sontest =34.14), uygulama öncesi klinik stres ortalama puanından (( öntest =38.14) daha düşük olduğu belirlenmiştir. Mentör ile çalışan öğrencilerin klinik stres düzeyi toplam puanının (31.06±11.36), mentör ile çalışmayan öğrencilerin klinik stres düzeyi toplam puan (35.90±10.58) ortalamasına göre istatistiksel olarak anlamlı (p<0.05) şekilde daha düşük olduğu belirlenmiştir. Öğrencilerin %87.1’i mentörlük uygulamasından memnun olduklarını belirtmişlerdir. Bu çalışma sonucunda, ilk defa klinik uygulama deneyimi yaşayan öğrenci hemşirelerde, klinik uygulamada mentör öğrenci ile birlikte çalışmanın klinik stres düzeyini azaltmada etkili olduğu belirlenmiştir. Hemşirelik birinci sınıf öğrencilerinin klinik uygulama stresini azaltmada mentorlük uygulamasının kullanması önerilir.
Objective: The study was carried out to examine the relationship between nurses' professional values and caregiver roles. Methods: This study is based on a descriptive correlational research design using a structural equation model. 366 nurses participated in the study. It was gathered using Nurse Promotion Form the Professional Values Scale of Nurses and the Attitude Scale for Their Caregiver Roles. Results: The total mean score of the Nurses' Professional Values Scale was determined as 94.73±17.87. Nurses' Perceptions of Caregiving Roles Attitude Scale total score mean was determined as 62.41±9.22. According to the Structural Equation model, professional values of nurses explain 39% of the change in the value of the attitude towards caregiver roles (R2 =0.39). Conclusion: Nurses' professional values and attitudes towards caregiver roles are at a good level and professional values of nurses partially affect the attitude towards caregiver roles.
Sağlık Bilimleri Araştırmaları:Hemşirelik & Ebelik isimli bu kitap multidisipliner bir yaklaşımla sağlık alanında yapılan akademik çalışmalar biraraya getirilerek hazırlanmıştır. Kitapta alanında güncel gelişmelere yer verilerek hazırlanmış 12 bölüm yer almaktadır. Sağlık alanında yapılmış olan bu akademik çalışmaların literatüre katkı sağlaması amaçlanmaktadır.
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