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    Level of nurse-nurse collaboration and influencing factors in Türkiye and Italy: a mixed-methods study
    (Sage Publications Ltd, 2024) Durmus, Serpil celik; Gulnar, Emel; Marcomini, Ilaria; Ozveren, Huesna; Tessadori, Beatrice; Locatelli, Giulia; Sponton, Anna
    Background: Collaboration between nurses is crucial in improving quality in healthcare and plays a key role in increasing nurses' job satisfaction.Objectives: Our study aimed to investigate the level of collaboration between nurses working in Turkey and Italy and its related factors. The study also deepened the point of view of clinical nurses and nurse managers on this topic.Methods: This study was carried out as mixed-methods research including both qualitative and quantitative methods. The study's quantitative sample included 348 clinical nurses. The Nurse-Nurse Collaboration Scale was used to collect quantitative data. Five open-ended questions were used to analyse the nurses' point of view about intraprofessional collaboration. Individual interviews were conducted with 10 clinical nurses and 10 nurse managers.Results: Nurse-nurse collaboration was above the cut off value in both countries. However, significant inter-country differences were found in the collaboration subscales. Qualitative results emphasised that personal characteristics, a specific training in collaboration, the opportunities for comparison and mutual consultation during working shifts may affect the level of collaboration. Nurse managers argued that factors such as manpower planning, suitable working conditions, sufficient materials, empathy, job satisfaction, motivation and effective communication affect collaboration.Conclusion: Greater efforts should be made to implement collaboration between nurses in healthcare settings. Our results help healthcare services in implementing new collaboration policies.
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    The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial
    (Elsevier Sci Ltd, 2023) Bayram, Sule Biyik; Gulnar, Emel; Ozveren, Huesna; Caliskan, Nurcan
    Aim: This study investigated the effect of flipped learning on first-year nursing students' blood pressure knowledge levels and self-directed learning skills. Background: Flipped learning is an innovative approach that helps nursing students learn about blood pressure and how to measure how to measure blood pressure accurately. Flipped learning also promotes active and student-centered learning settings and encourages nursing students to develop self-directed skills. Design: This study adopted a pretest-posttest open-label randomized controlled trial. Method: The sample consisted of 94 first-year nursing students randomized into experimental (n = 48) and control groups (n = 46). The experimental group participants were trained using the flipped learning model. Data were collected using a personal information form, the Blood Pressure Knowledge Test (BPKT) and the Self -Directed Learning Skills Scale (SDLSS). Results: There was no significant difference in pretest BPKT scores between the experimental and control groups. However, there was a significant difference in posttest BPKT scores between the experimental and control groups (p = 0.011). Moreover, there was a significant difference between the experimental group's mean pretest, posttest and follow-up SDLSS scores (p = 0.009). Conclusion: The experimental group had a significantly higher mean posttest BPKT score than the pretest score. They had significantly higher mean posttest SDLSS total and self-monitoring, motivation, and self-confi-dence subscale scores than the pretest score.