scholarly journals Value based nursing educationDeğer temelli hemşirelik eğitimi

2018 ◽  
Vol 15 (3) ◽  
pp. 1727
Author(s):  
Hülya Kaya ◽  
Nil Küçük Yüceyurt ◽  
Emine Şenyuva ◽  
Sevim Ulupınar
Keyword(s):  
Nursing Education ◽  
Learning Styles ◽  
Self Esteem ◽  
English Summary ◽  
Psychomotor Skills ◽  
Education Programs ◽  
Primary Responsibility ◽  
Student Profiles ◽  
Universal Values ◽  
The Individual

Nursing aims to help individuals, families and society, with find solutions to health problems; and give them quality of life. Nurses provide qualified services by respecting the life, honor, individuality and integrity, values and decisions of the person whom he regards as the most valuable asset. The training of the nurses who can serve the mentioned quality is possible with the education based on the values.Nursing education is the whole of efforts to create good people, good life, good professional members and a healthy society. For this reason, it is important that nursing education has to structured to reach the cognitive, emotional and psychomotor skills aimed at giving universal values to the students. Students' awareness of certain values, production of new values, adoption and internalization of behaviors and exhibitions should be the primary responsibility of nursing education. In the literature; it is emphasized that the education programs based on universal values increase the democratic values of the individual, increase self-esteem and self-esteem significantly but the issue of how to do this is not addressed. For this reason, answers to ‘What values should education bring?’ and ‘What values, how should they be taught?’ questions in education programs should be sought.When nursing education programs are examined, it is noteworthy that the values are placed in the contents of the courses and there is no standardized structure. It should be kept in mind that today's changing student profiles and learning styles will also affect the ways in which education is based on valued. In this review, the importance of value-based nursing education will be emphasized and suggestions will be presented according to today's changing conditions.Literature review by searching primary documents of original researches on international database, making a critical and thorough evaluation of such documents. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetHemşirelik birey, aile ve topluma yardım etmeyi, sağlık sorunlarına çözüm bularak yaşama nitelik kazandırmayı amaçlar. Hemşireler, en değerli varlık olarak gördüğü insanın yaşamına, onuruna, bireysellik ve bütünlüğüne, değerlerine ve kararlarına saygı duyarak nitelikli hizmet verir. Sözü edilen nitelikte hizmet verebilecek hemşirelerin yetiştirilmesi değerlere temellenen eğitim ile mümkündür.Hemşirelik eğitimi, iyi yaşam, iyi insan, iyi meslek üyesi ve sağlıklı bir toplum oluşturmaya yönelik çabaların bütünüdür. Hemşirelik eğitiminin, öğrencilere evrensel değerleri kazandırmayı hedefleyen bilişsel, duyuşsal ve psikomotor becerilere ulaştıracak yapıda olması önemlidir. Öğrencilerin belirli değerlerin farkına varması, benimsemesi ve içselleştirerek davranışları yoluyla sergilemesi, hemşirelik eğitim kurumlarının öncelikli sorumlulukları arasındadır. Literatürde evrensel değerlere temellenen eğitim programlarının bireyin demokratik değerler kazanımını, özgüven ve benlik saygısını anlamlı düzeyde yükselttiği vurgulanmakta ancak nasıl yapılacağı konusu ele alınmamaktadır. Bu nedenle eğitim programlarında “Eğitim hangi değerleri kazandırmalı?” “Hangi değerler, nasıl öğretilmeli?” sorularına cevap aranmalıdır. Günümüzde değişen öğrenci profili ve öğrenme biçimlerinin eğitimde değer kazandırılmasında izlenecek yolları da etkileyeceği göz önünde bulundurulmalıdır. Hemşirelik eğitim programları incelendiğinde, kazandırılması hedeflenen değerlerin ders içeriklerinde yer aldığı, değer temelli eğitime ilişkin standart bir uygulamanın olmadığı dikkat çekmektedir. Bu derlemede, değer temelli hemşirelik eğitimi kapsamlı olarak incelenecek, bu amaç doğrultusunda temel ilke ve öneriler tartışılacaktır.Çalışma, uluslararası veritabanı ile ilgili orijinal araştırmaların birincil belgelerini arayarak, bu belgelerin eleştirel ve kapsamlı bir şekilde değerlendirilmesi ile yapılmıştır.

The Experts in Design of Distance Nursing Education

2018 ◽  
pp. 18-33
Author(s):  
Belgin Boz Yuksekdag
Keyword(s):  
Distance Education ◽  
Nursing Education ◽  
Learning Styles ◽  
Support Services ◽  
Education Programs ◽  
Learner Centered ◽  
Teacher Centered

In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.

The Experts in Design of Distance Nursing Education

2015 ◽  
pp. 106-120
Author(s):  
Belgin Boz Yuksekdag
Keyword(s):  
Distance Education ◽  
Nursing Education ◽  
Learning Styles ◽  
Support Services ◽  
Education Programs ◽  
Learner Centered ◽  
Teacher Centered

In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.

scholarly journals Using a game-based virtual reality application in psychomotor skills acquisition: An experience sharingOyun tabanlı sanal gerçeklik uygulamasının psikomotor beceri öğretiminde kullanımı: Bir deneyim paylaşımı

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Sule Bıyık Bayram ◽  
Nurcan Çalışkan
Keyword(s):  
Virtual Reality ◽  
Learning Styles ◽  
Teaching Methods ◽  
Real Life ◽  
English Summary ◽  
Psychomotor Skills ◽  
Skills Acquisition ◽  
Aseptic Conditions ◽  
New Generation ◽  
Virtual Reality Application

Advances in technology have led to novel teaching methods enabling students to learn in a reality-like environment with all their senses. The new generation of students who have individualistic learning styles one different from the other and tend to use technology with ease has made it necessary to use diverse teaching methods in this respect. Virtual reality activities based on gaming, a new method in psychomotor skills acquisition, is a simulation technique where a computerized skill with an integrated game enables one to experience being in a real-life environment sending signals to one’s sensory organs. The subject about the care given through tracheostomy, which is given within the course of the Fundamentals of Nursing that includes basic skills, is an application with strict requirements in terms of aseptic conditions, and for which students hardly find a possibility to practice. For this reason, software was developed for the application of a virtual reality game in accordance with the procedural steps of tracheostomy care and installed in students’ mobile phones. With this article we aim to share the experience we gained in the preparation process of the game-based virtual reality application and its contribution to the teaching of psychomotor skills.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetTeknolojideki ilerlemeler öğrencilere gerçek ortamdaymış hissi veren ve tüm duyularına hitap eden yeni öğretim yöntemlerinin ortaya çıkmasını sağlamıştır. Özellikle yeni kuşak öğrencilerin teknolojiyi kullanmaya yatkınlığı ve her bireyin birbirinden farklı öğrenme stillerine sahip olması, bu konuda çeşitli öğretim metotlarının kullanılması gerekliliğini açığa çıkarmıştır. Psikomotor beceri öğretiminde yeni bir öğretim tekniği olan oyun tabanlı sanal gerçeklik uygulaması, herhangi bir yerde olmayı hissettiren ve bunun için duyu organlarımıza çeşitli bilgiler sağlayan gerçek ortamlara benzer bir becerinin bilgisayara aktarılıp oyunlaştırıldığı bir simülasyon yöntemidir. Temel beceri uygulamalarının verildiği Hemşirelik Esasları dersi içeriğinde yer alan trakeostomi bakımı konusu öğrencilerin uygulama imkanı bulmakta zorlandıkları, asepsi koşullara uygunluğunun önemli olduğu bir uygulamadır. Bu nedenle trakeostomi bakımı işlem basamaklarına uygun olarak oyun tabanlı sanal gerçeklik uygulamasının yazılımı yapılmış ve öğrencilerin cep telefonlarına yüklenmiştir. Bu makalenin amacı oyun tabanlı sanal gerçeklik uygulamasının hazırlanma sürecindeki deneyimlerimizi ve psikomotor beceri öğretimine katkısını paylaşmaktır.

scholarly journals Community-based nursing education

2019 ◽  
Vol 16 (3) ◽  
pp. 700-711
Author(s):  
Sevim Ulupınar ◽  
Emine Gürel ◽  
Emine Şenyuva ◽  
Hülya Kaya
Keyword(s):  
Nursing Education ◽  
Health Workforce ◽  
Education Program ◽  
Significant Proportion ◽  
English Summary ◽  
Nursing Program ◽  
Education Programs ◽  
Community Based ◽  
Community Based Education ◽  
Basic Features

Recently a significant proportion of health services are provided in community-based settings. One of the most effective methods to train the health workforce in these settings is community-based education programs. Community-based education is partly taking place in the education programs of nursing schools in Turkey. But there is no community-based curriculum in nursing education. It is necessity put CBE on agenda for an effective and lasting solution to the training of qualified health workforce who will take part of the solve the problems such as; immigration which is a serious problem faced by our country, and the health needs of immigrants; the aging of the population and accompanying health problems; the fight against chronic diseases and similar problems. The main aim of the review is to explain the necessity of community-based nursing education programs in order to train qualified nurses for the needs of the community and the basic features of a community-based nursing program. In this review, the concept of community based education, community based nursing education program applications, strengths and difficulties of the program, basic principles to be considered while preparing community based education program are examined.   Extended English summary is in the end of Full Text PDF (TURKISH) file.    Özet Günümüzde sağlık hizmetlerinin önemli bir bölümü toplum temelli ortamlarda verilmektedir. Bu ortamlarda çalışacak nitelikte sağlık insan gücü yetiştirmek için kullanılan en etkin yöntemlerden biri toplum temelli eğitim programlarıdır. Türkiye’de hemşire yetiştiren eğitim kurumlarının programlarında toplum temelli eğitime kısmen yer verildiği ancak toplum temelli eğitim programlarının olmadığı görülmüştür. Ülkemizin yüz yüze kaldığı ciddi bir sorun olan göç ve göçmenlerin sağlık ihtiyaçları, nüfusun yaşlanması ve buna eşlik eden sağlık sorunları, kronik hastalıklarla mücadele ve benzeri sorunların çözümünde rol alacak nitelikli sağlık insan gücünün yetiştirilmesinde etkin ve kalıcı bir çözüm olarak toplum temelli eğitim programlarının gündeme alınması zorunlu hale gelmektedir. Derlemenin temel amacı, toplumun ihtiyaçlarına uygun nitelikte hemşire yetiştirmek için toplum temelli hemşirelik eğitim programlarının önemini ve programın temel özelliklerini açıklamaktır. Derlemede, toplum temelli eğitim kavramı, toplum temelli hemşirelik eğitimi programı uygulamaları, programın güçlü yönleri ve yaşanan güçlükler, toplum temelli eğitim programı hazırlanırken dikkat edilmesi gereken temel ilkeler incelenmiştir.

Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽  
2016 ◽  
Vol 37 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Meshan Lehmann ◽  
Matthew R. Hilimire ◽  
Lawrence H. Yang ◽  
Bruce G. Link ◽  
Jordan E. DeVylder
Keyword(s):  
Young Adults ◽  
Suicide Attempts ◽  
Self Esteem ◽  
High Risk Population ◽  
High Functioning ◽  
People With Mental Illness ◽  
History Of ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

Differential Effects of Competence and Morality on Self-Esteem at the Individual and the Collective Level

2020 ◽  
Vol 51 (3) ◽  
pp. 183-198
Author(s):  
Wiktor Soral ◽  
Mirosław Kofta
Keyword(s):  
Self Esteem ◽  
Differential Effects ◽  
Individual Level ◽  
The Subject ◽  
The Individual

Abstract. The importance of various trait dimensions explaining positive global self-esteem has been the subject of numerous studies. While some have provided support for the importance of agency, others have highlighted the importance of communion. This discrepancy can be explained, if one takes into account that people define and value their self both in individual and in collective terms. Two studies ( N = 367 and N = 263) examined the extent to which competence (an aspect of agency), morality, and sociability (the aspects of communion) promote high self-esteem at the individual and the collective level. In both studies, competence was the strongest predictor of self-esteem at the individual level, whereas morality was the strongest predictor of self-esteem at the collective level.

Exploration on basketball player's self esteem: The individual-collective ambiguity

2003 ◽  
Author(s):  
Nicolas Raimbault ◽  
Marc Leveque ◽  
Yannick Stephan
Keyword(s):  
Self Esteem ◽  
The Individual

The importance and promise of integrating Indigenous knowledges in nursing education

2020 ◽  
Vol 2 (1) ◽  
pp. 11-24
Author(s):  
Vanessa Van Bewer ◽  
Roberta L. Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Nursing Education ◽  
Nursing Profession ◽  
Ethical Values ◽  
Education Programs ◽  
Indigenous Knowledges ◽  
Indigenous Learning ◽  
Schools Of Nursing ◽  
Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

Personal Values Required for Ethical Best Practice during Intrapartum Care

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Jacobeth Mmabyala Louisa Malesela
Keyword(s):  
Nursing Education ◽  
Best Practice ◽  
Personal Values ◽  
Self Control ◽  
Intrapartum Care ◽  
Performance Reviews ◽  
Qualitative Research Design ◽  
Selection Processes ◽  
The Individual ◽  
Recruitment And Selection

Women bring into the birthing unit values which include preferences, concerns and expectations that are involved in decision-making during intrapartum care. When midwives fail to meet the women’s values, they experience such care as being inhumane and degrading, thus affecting the childbirth outcomes. The inhumane and degrading care includes a lack of sympathy and empathy, as well as a lack of attention to privacy and confidentiality. Midwives’ possession of the required personal values and the ability to integrate women’s values are vital to enhance ethical best practice during intrapartum care. The aim of the study was to explore and to describe the midwives’ personal values that are required for ethical best practice during intrapartum care. The birthing unit at a public hospital in the Gauteng province of South Africa formed the context of the study. A qualitative research design that was explorative, descriptive and contextual in nature was used. The following personal values emerged: (1) respect, trust and dignity; (2) justice, equality and fairness; (3) freedom of choice and autonomy; (4) integrity, honesty and consistency; (5) good character and personality; (6) self-control and rapport; and (7) open-mindedness and flexibility. The midwives’ personal values form a strong precursor that is crucial for ethical best practice during intrapartum care. The individual midwives, nursing education institutions and health facilities can use the study findings in areas such as reflective midwifery practice, the midwifery curriculum, recruitment and selection processes, and as part of key performance areas and indicators in performance reviews.

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