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Permanent URI for this collectionhttps://hdl.handle.net/11443/932

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Author: search.filters.author.Kocatepe, VildanHas files: No

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    Turkish Validity and Reliability of the Satisfaction with Simulation Experience Scale
    (DUZCE UNIV, FAC MEDICINE, 2022-01-01) Tuzer, Hilal; Kocatepe, Vildan; Yilmazer, Tuba; Inkaya, Bahar; Unver, Vesile; Levett-Jones, Tracy
    Objective: Research on simulation-based experience focuses primarily on the student's level of knowledge, skills, self-confidence, and satisfaction. There is only one scale in Turkish that can be used to measure satisfaction with the simulation experience. The aim of this study was to establish the validity and reliability of the Turkish version of the Satisfaction with Simulation Experience Scale (SSES).Methods: The study sample consisted of 130 nursing students from two universities. Data were collected using a student information form, the Turkish version of the Satisfaction with Simulation Experience Scale (SSES-TR) and the Scale of Student Satisfaction and Confidence in Learning (SSSCL). The original SSES was translated into Turkish. Thirteen academics, who were experts in nursing and simulation, were consulted for content validity. Expert feedback was collected in a form to determine the content validity ratio using Lawshe's technique. The Turkish adaptation of the SSES was performed by four linguists to ensure linguistic validity. The correlation between the SSES-TR and SSSCL was determined using concurrent validity and Pearson's Correlation. Internal consistency tests were used to test reliability. The SSES-TR was administered to 35 students as a test-retest with an interval of two weeks to determine its consistency across time. Construct validity was evaluated by confirmatory factor analysis (CFA).Results: The scale had a content validity index (CVI) of 0.86. The SSES-TR had a Cronbach's alpha (alpha) of 0.928. The correlation between SSES-TR items and total and subscale scores ranged from 0.492 to 0.749. Test-retest reliability coefficients showed that the SSES-TR total score and subscale scores were compatible. The fit statistics of the 3-factor scale structure according to CFA are at the level of ``acceptable fit{''} according to RMSEA (0.095) and SRMR (0.090).Conclusions: The SSES-TR is a reliable and valid measure that can be used to assess nursing students' satisfaction with simulation-based experience.
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    Relation Between The Trait Anger and Anger Expression Styles of The Nurses Working in Intensive Care and Palliative Care Units
    (ISTANBUL UNIV-CERRAHAPASA, 2017-01-01) Kocatepe, Vildan; Ugur, Esra; Karabacak, Ukke
    Aim: The study was conducted in order to determine the relation between the trait anger and anger expression styles and the care behaviour of the nurses working in intensive care and palliative care units. Method: 64 nurses working in 2nd and 3nd level intensive care and palliative care units of a research and training hospital was formed the sample of the definitive study. ``Trait Anger - Anger Expression Style Scales{''}, ``Caring Behaviors Inventory-24{''} and ``Personal Identification For{''} were used as data collection tools. The analysis of the data was made by using the SPSS 15.0 package software with number, percentage, average, standard deviation, correlation analyses, Kruskal Walli analyses, Mann Whitney U test, t test. Results: The nurses' continuous anger scores were found 20.32 +/- 4.98
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    Example of a Simulation Design in Nursing Education: Safe Chemotherapy Administration
    (ISTANBUL UNIV-CERRAHAPASA, 2019-01-01) Uslu, Yasemin; Unver, Vesile; Kocatepe, Vildan; Karabacak, Ukke
    Chemotherapy is one of the treatment methods increasingly used in cancer. In this article, we aimed to share our simulation experiences within the scope of the elective course of Cancer Nursing in the Nursing Internship (4th year) program in the process of teaching safe chemotherapy administration methods. Simulation-based experience should be designed to attain specified educational goals and expected results as best as possible. Scenario implementation is based on the criteria of the International Nursing Association for Clinical Simulation and Learning standards. A biologically safe drug preparation cabin in the drug preparation room of a simulation center was used, and a medium-fidelity mannequin-based simulator evaluating the vital signs was utilized as the simulator during the simulation implementation. In the patient history prepared within the scope of the scenario, the students were expected to achieve goals. An analysis was performed by a trainer who followed attentively the implementation during the scenario. In the analysis stage, sessions including 8-10 students were held using the Promoting Excellence and Reflective Learning in Simulation. A checklist was used to evaluate the skill steps of the students objectively. It is thought that this simulation scenario maintained in accordance with the standards of best practice of the International Nursing Association for Clinical Simulation and Learning would guide the readers. The simulation is considered to be an effective method for safe medications, and it is recommended to plan different scenarios according to the levels of student.