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    Obstacles to Providing Urinary Incontinence Care Among Nurses in Turkey: A Descriptive Study
    (Hmp, 2019) Caliskan, Nurcan; Gulnar, Emel; Aydogan, Sinan; Bayram, Sule Biyik; Yagci, Nilay
    Nurses play an important role in identifying, evaluating, monitoring, and managing patients with urinary incontinence (UI). PURPOSE: This study was conducted to determine nurses' knowledge, attitudes, practices, and obstacles to managing patients' UI. METHODS: A descriptive study was conducted between September 2017 and February 2018 at 2 university hospitals, 2 private hospitals, and 4 state hospitals in a metropolitan city in Turkey. All registered nurses present at the times of data collection were eligible to participate. After providing informed consent, they were asked to complete a 25-item demographic characteristic questionnaire, a 7-item UI assessment and care implementation form, a 12-item form assessing obstacles faced during UI care provision, a 24-item UI knowledge questionnaire (higher scores indicated more knowledge; a score of 70% correct was considered adequate), and the Urinary Incontinence Attitude Scale. The latter comprised 15 Likert-type questions that measures attitudes toward UI symptoms, treatment, and prevention (maximum score of 60; higher scores infer positive attitude). Data were collected and entered into a software program for statistical analysis including Mann Whitney U, chi-square, and correlation tests. Incomplete forms were excluded. RESULTS: Of the 475 potential participants, 254 nurses completed all forms; 228 (89.8%) were women, 177 (69.7%) had a bachelor's degree, 146 (57.5%) worked in a state hospital, and 105 (41.3%) worked for 2 to 3 years. The mean score for UI knowledge was 15.22 +/- 3.43 (range 0-24), and the mean attitude score was 46.40 +/- 5.50 (range 15-60). The major nurse- or hospital-related obstacles to providing UI care were a lack of systems for patient follow-up (67.7%) and lack of patient education materials (60.2%). A weak positive correlation was noted between UI knowledge level and attitude (r = 0.263; P =.000). CONCLUSION: Although nurses had a positive attitude toward UI, UI knowledge scores were low. Lack of patient follow-up systems and patient education materials were important obstacles to nurses providing UI care. In addition to addressing these obstacles, postgraduation evidence-based UI education for nurses is needed to optimize care.
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    The effect of mobile assisted teaching on nursing students' learning ventrogluteal injection application: The case of Turkey
    (Wiley, 2024) Bayram, Sule Biyik; Ozener, Gamze; Cakici, Nilay; Eren, Handan; Aydogan, Sinan; Ozturk, Deniz; Gulnar, Emel
    Background: There are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile-assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile-assisted teaching on nursing students' learning ventrogluteal injection.Methodology: The study was conducted in Turkey between February and June 2022. This study is a single group pre-posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre-test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test.Results and Conclusion: There was a statistically significant difference between the pre-posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile-assisted education should be used in nursing education.
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    The effect of Mobile-Assisted training and counseling on nurses' ventrogluteal injections application of nursing: A mixed method study
    (Wiley, 2024) Guelnar, Emel; Ozener, Gamze; Yilmaz, Asli; Aydogan, Sinan; Gencer, Ozge; Bayram, Sule Biyik; Ozturk, Deniz
    Background: Nurses often administer intramuscular (IM) injections. However, they do not use the ventrogluteal (VG) site, although it is highly recommended. Aim: This study investigated whether a mobile-assisted training and counseling program (intervention) encouraged nurses to use the VG site to administer IM injections. Methods: This study adopted a pretest-posttest interventional design with no control group and employed a mixed research design. The sample consisted of 105 nurses from a public hospital in a metropolitan city in Turkey. Quantitative data were collected using a descriptive characteristics form and a Ventrogluteal Site Information Form (VSIF). Qualitative data were collected using a semi-structured interview form. First, participants took a pretest and then watched an animation about VG injections on their mobile devices. Afterward, they were provided with counseling and then administered a posttest. Sixteen participants were interviewed after the posttest. Results: Participants had a significantly higher mean posttest VSIF score (17.50 + 3.23) than the pretest score (12.73 + 5.40) (p < 0.05). They stated that the intervention helped them reinforce what they already knew and encouraged them to use the VG site to administer IM injections. They also noted that it boosted their confidence and helped them experience less anxiety. Conclusion: The results showed that the intervention helped participants learn more about IM injections into the VG site. Therefore, hospitals should provide nurses with mobile-assisted training and counseling programs to encourage them to use the VG site to administer IM injections.
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    The effect of simulation on auscultation skills, self-confidence and anxiety levels in nursing students: A randomized controlled trial
    (Elsevier Sci Ltd, 2024) Saritas, Evrim; Aydogan, Sinan; Tikit, Ozlem; Gulnar, Emel; Caliskan, Nurcan; Baykara, Zehra Gocmen
    Aim: This study evaluated the effect of simulation on auscultation skills, self-confidence and anxiety levels. Background: Auscultation is an essential topic in nursing education and patient care. Simulation is efficacious in improving auscultation skills and self-confidence and reducing anxiety levels. It is a valuable educational approach whose effects should be evaluated and disseminated in the context of auscultation. Design: This study had a randomised controlled trial design. Methods: The study was conducted with second -year nursing students enrolled at a university in Turkey. One group of students studied auscultation of heart, lung and bowel sounds with a simulated patient (n = 28), the second group with a high fidelity simulator (n = 30) and the third group with traditional education (n = 28). Data were collected using a demographic information form, auscultation control list and Nursing Anxiety and Self -Confidence with Clinical Decision Making Scale. The students' psychomotor auscultation skills, selfconfidence and anxiety levels were evaluated. Data on auscultation skills were assessed after the intervention, while data on self-confidence and anxiety levels were collected at baseline, after the intervention and after clinical practices throughout the academic year. Results: Anxiety and self-confidence levels showed statistically significant differences in intragroup evaluation. The self-confidence levels of the groups working with simulation did not change much in the follow-up test conducted after the end of clinical practices. The mean skill scores in the auscultation control list showed a statistically significant difference between the groups. Conclusions: Simulation and traditional approaches are effective in learning auscultation skills. However, the positive effects of simulation, particularly in enhancing students' self-confidence and reducing anxiety levels, appear to be more permanent and impactful than traditional education. Therefore, it is recommended that simulation be prioritized for teaching auscultation skills.