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

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Subject: search.filters.subject.Motivation

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    For Strategic Planning of Healthcare Management, The Effect of Mobbing on Motivation of Healthcare Providers
    (ELSEVIER SCIENCE BV, 2012-01-01) Antep, Zehra; Bektas, Gulfer; Altin, Ufuk; Irban, Arzu
    Mobbing which means oppression and coercion exercised on employees may result in negative consequences both for the organization and its employees. In this study, in order to make a strategic planning of healthcare management, we evaluated the effect of mobbing on motivation of healthcare providers working in state-teaching hospital. We performed questionnaires, composed 3 sections
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    EFFECT OF SIMULATED PATIENT USE ON LEARNING MOTIVATION AND STUDENT FEEDBACK IN PHYSIOTHERAPY AND REHABILITATION EDUCATION: A RANDOMIZED CONTROLLED TRIAL
    (TURKEY ASSOC PHYSIOTHERAPISTS, 2020-01-01) Alaca, Nuray; Safran, Elif Esma; Cagri, Dilek; Feyzioglu, Ozlem
    Purpose: This study aimed to investigate the effect of simulated patient (SP) use for cervical region assessment on learning motivation and student feedback in undergraduate physiotherapy and rehabilitation (PTR) education. Methods: Sixty volunteered second grade students (46 females) participating in PTR Measurement and Evaluation course were included. Students were randomly divided into three groups: theoretical-practical (TP) course, SP interaction course and TP-SP taking both courses. Pre-post knowledge test including 10 multiple-choice questions was applied before and immediately after the lessons. Instructional Materials Motivation Survey (IMMS) was applied after the lessons. Student feedback (anxiety-stress-motivation-usefulness) scores were recorded before, immediately after, and one week after the lessons. Results: The post knowledge test scores of the TP and TP-SP groups were significantly higher than the SP group (p<0.001). The pre-lesson anxiety of the SP and TP-SP groups was higher than the TP group (SP p=0,002 and TP-SP p=0,004). After the completion of the lessons, anxiety levels of the SP group were still higher than the TP group (p=0.002). Motivation level of the SP and TU group were increased after the training (p=0.001). Motivation level of the TP-SP was still higher than the TP group one week later (p=0.004). The TP-SP group's IMMS findings were statistically higher than the other groups (p=0.005). Conclusion: We suggest that cervical region assessment should be combined with the TP course and SP interaction in the learning process and that it is beneficial to use the SP interaction in PTR undergraduate education.