Covid-19 Ve Eği̇ti̇m

Çiçek, İ̇lhan; Tanhan, Ahmet; Tanriverdi, Selami

doi:10.37669/milliegitim.787736

Cited by 44 publications

(12 citation statements)

References 14 publications

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“…Given the size and scope of the various ecological systems at play, systems are much more impactful on the individual than the inverse (Tanhan & Francisco, 2019 ). Many researchers from various disciplines have utilized EST in conducting research, developing and implementing effective services (Arslan & Tanhan, 2019 , 2019 ; Arslan et al, 2020 ; Çiçek et al, 2020 , 2021 ; Doyumğaç et al, 2021 ; Tanhan, 2020 ; Tanhan & Strack, 2020 ; Tanhan & Young, 2021a , 2021b ). All these research series indicate that a contextual approach to understand and address mental health issues and wellbeing is necessary compared to choosing and using an already established questionnaire from an acontextual perspective.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring College Students’ Biopsychosocial Spiritual Wellbeing and Problems during COVID-19 through a Contextual and Comprehensive Framework

Otanga

Tanhan

Musılı

et al. 2021

Int J Ment Health Addiction

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Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring College Students’ Biopsychosocial Spiritual Wellbeing and Problems during COVID-19 through a Contextual and Comprehensive Framework

Otanga

Tanhan

Musılı

et al. 2021

Int J Ment Health Addiction

Self Cite

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“…The Covid-19 pandemic has been deemed as the most prevalent disease of our generation. This pandemic has affected people from almost all nations, continents, races and socioeconomic groups [2]. Mankind has been challenged with many undesirable and unexpected events including natural disasters such as earthquakes, floods, storms, volcanic eruptions, hurricanes, and tornadoes as well as humaninduced conditions such as wars, terrorism, and accidents.…”

Section: Introductionmentioning

confidence: 99%

Perspective Chapter: Psychological Effects of COVID-19 Pandemic

Değer¹

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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COVID-19, the viral pneumonia seen in China towards the end of 2019, was declared a global pandemic in March 2020 since it spread almost all over the world. While such pandemic situations that are concerned with public health cause a sense of insecurity, confusion, loneliness and stigmatization among individuals, it can result in economic losses, closure of workplaces and schools, insufficient resources for medical needs and inadequate satisfaction of needs in societies. The economic crisis, which is one of the most important problems in pandemic periods, and the concomitant uncertainties can also cause suicidal thoughts. As a result, how the society responds psychologically during epidemics has an important role in shaping the spread of the disease, emotional difficulties and social problems during and after the epidemic. It often appears that no resources are allocated to manage, or at least mitigate the effects of epidemics on psychological health and well-being. In the acute phase of the epidemic, health system administrators prioritize testing, preventing contagion and providing patient care, but psychological needs should not be disregarded either.

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“…COVID-19 pandemisi başta eğitim alanında olmak üzere öğrenciler, eğitimciler ve ebeveynler üzerinde çok ciddi sosyal ve psikolojik sorunlara yol açmaktadır ve sonraki süreçte de bu durumun devam edeceği düşünülmektedir (4,5). Öğrencilerde eğitime katılımın düzensiz ve kesintili olması anksiyetenin oluşmasına yol açmaktadır (5).…”

Section: Introductionunclassified

Uzaktan Eğitimin Uygulamalı Alanlarda Eğitim Gören Öğrencilerin Anksiyete Düzeyine Etkisi

Tonkuş¹,

Bakırhan²

2022

aijhs

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Background: The decision to conduct distance education in universities due to the pandemic has caused many institutions to be unable to conduct clinical practice. It is thought that this situation may cause anxiety among students in related fields. Aim: This research was conducted to examine the effect of distance education on the anxiety level of students studying in applied fields. Methods: Among 728 students who are actively enrolled in a private university, 296 students voluntarily agreed to participate in the study. This is a descriptive study. Data were collected by using a questionnaire form which was created to determine the sociodemographic characteristics of the students and to evaluate their views on distance education during the pandemic process and by using Trait Anxiety Scale. SPSS 25.00 package program was used for data analysis. Results: 83.4% of the participants were female, 55.4% were nursing students, and 29.1% were second-year students. 56.1% of participants stated that they were worried because they could not go to clinical practice. It was determined that 87.2% of the participants did not do clinical practice during the pandemic process, those who could not do clinical practice/internship (56.1%) stated that they were anxious, and the Trait Anxiety Scale average score of the students who did not do clinical practice during the pandemic was significantly higher than those who did (p=0.049). Conclusion: As a result of this research, it was determined that distance education caused anxiety in students. Many studies conducted during the pandemic have proven that students' anxiety levels have increased. It was recommended that students get support from their family and friends, practice breathing exercises, and resort to clinical treatment if anxiety cannot be managed with natural methods.

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Covid-19 Ve Eği̇ti̇m

Cited by 44 publications

References 14 publications

Exploring College Students’ Biopsychosocial Spiritual Wellbeing and Problems during COVID-19 through a Contextual and Comprehensive Framework

Exploring College Students’ Biopsychosocial Spiritual Wellbeing and Problems during COVID-19 through a Contextual and Comprehensive Framework

Perspective Chapter: Psychological Effects of COVID-19 Pandemic

Uzaktan Eğitimin Uygulamalı Alanlarda Eğitim Gören Öğrencilerin Anksiyete Düzeyine Etkisi

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