The Perceived Stress Level of Nursing Students Regarding The Clinical Practices in the Covid-19 Pandemic

This descriptive cross-sectional study was conducted to determine the perceived stress levels of nursing students regarding the clinical practice during the Covid-19 pandemic. The study was conducted between May 20 and June 20, 2020, with 252 students studying in all classes in the Nursing Departments of Necmettin Erbakan University. The data were collected using the Information Form and the Perceived Stress Scale for Nursing Students (PSSNS). 52.0% of the students felt uncomfortable thinking about Covid-19, and 62.2% stated that their anxiety increased when they thought they were infected with Covid-19. The study further revealed that 57.9% of the nursing students were afraid to provide care to the individuals diagnosed with Covid-19 and 82.1% stated that they did not have enough knowledge to provide care to those individuals. Our study revealed that there is a statistically significant difference between the mean scores of the Perceived Stress Scale for Nursing Students and the students’ gender (p<0.01), the status of willingly choosing the nursing profession (p<0.01), the interest in the nursing profession during the Covid-19 pandemic (p<0.01), having enough knowledge to provide care to individuals diagnosed with Covid-19 (p<0.01), being uncomfortable thinking about Covid-19 (p<0.01), being afraid to provide care to individuals diagnosed with Covid-19 (p<0.01), and the increased anxiety level thinking that they were infected with Covid-19 (p<0.01). In this study, female nurses and nurses who did not choose the nursing profession willingly, whose interests in the nursing profession were negatively affected during the pandemic period, who believe that they do not have the knowledge or who do not want to provide care to individuals diagnosed with Covid-19, who are afraid to provide care, and who are uncomfortable thinking about Covid-19 were found to have higher perceived stress levels. It is recommended to offer training and counseling to the nursing students with high perceived stress levels

Evaluation of the Emergency Distance Education Process Starting with the Covid 19 Pandemic from the Perspective of Teaching Staf

The Covid-19 pandemic has caused restrictions and shutdowns affecting all industries worldwide. The scope of the steps taken to prevent the spread of the pandemic, universities in Turkey also began to provide distance education in March 2020. This process has provided an important experience in which the education system is questioned on the basis of educational infrastructure, lecturers and students. The experience of a nationwide transformation in such a short period of time in the education system is considered to be unique. In this study, it is aimed to create a decision support document by compiling this valuable experience and suggestions for further improvement of the higher education system. In this context, the opinions and recommendations of teaching staff regarding the distance education process were taken with the help of surveys which were responded by 744 lecturers from 84 universities of Turkey. As a result of the study, it was seen that factors such as the type of university, distance education experience, and age make a difference in the views of the lecturers towards distance education. In addition, the determinations and suggestions of the instructors that they stated by openended expressions were compiled under main headings. This process experienced offers an important opportunity to question the current educational structure and to improve it further. As also stated in the survey results, it is predicted that the weight of distance education in higher education will also increase at post-pandemic term. Therefore, it is thought that the necessary steps should be taken in the light of the experiences in order to make the next process more efficient

The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels

The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.

The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education

This study aims to examine whether the attitudes towards distance education have a mediating role in the effect of academicians’ digital literacy levels on their satisfaction with distance education during the COVID-19 pandemic. The data were collected from 341 academicians who teach distance education courses at Inonu University. The academicians’ satisfaction with distance education which is the dependent variable of the study, consisted of two factors. These factors are satisfaction with the teaching of the course and satisfaction with the infrastructure. As a result of the analysis, it was determined that the attitude towards distance education has a complete mediation role in the effect of digital literacy level on satisfaction with the teaching of the course in distance education, and that the attitude towards distance education has a partial mediation role in the effect of digital literacy level on satisfaction with the infrastructure.

The Subject of Turkish Higher Education Research: The Case of Faculty Members

The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive. Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages was among the recommendations of the paper

Determination of Menarche Age of Students in Adolescence and Affecting Factors

The study was conducted as descriptive-sectional to investigate the age of menarche and the influencing factors of female students studying in the preparatory class of a state university. The universe of this research was the female students between February 2014-May 2015 in school of foreign languages at a state university. The study was held with all universe instead of sampling selection. 738 female students were voluntary participated into the study. Data were collected by the survey form. The menarche age of the participants is 13,3±1,12 (10-17) years old, and there is statistically significance between menarche age and body mass index (p<.001). The other statistically significance was available between menstrual period and weight change (p<.05). It has been found that the menarche age decreases as the students’ weight and BMI increases and the duration of the menstruation cycle increases. Factors affecting students’ menstruation order were investigated and it was determined that only weight change affects menstruation order. In the study, significant results were found between body mass index and age of menarche.

The Relationship Between Physiotherapy and Rehabilitation Students’ Self-Esteem and Event Participation and Satisfaction

The aim of this study was to examine the relationship between physiotherapy and rehabilitation students’ self-esteem and their demographic characteristics, events participation, and satisfaction. In this cross-sectional study, 421 students (68.2% female, 31.6% male) who were accessible and volunteer among 673 students studying in different classes of Dokuz Eylül University School of Physical Therapy and Rehabilitation were included. The demographic characteristics of the students were written. Their participation in social and scientific events, and student clubs was determined. Students’ satisfaction in terms of academic success, choice of profession, education and studying in the department were asked. The self-esteem of the students was determined with the Coopersmith Self-Esteem Scale-Short Form. Students were aged between 18 and 32 years old (median = 20 years, interquartile range 19/21). 86.5% of students had high self-esteem. There was no difference in terms of self-esteem between the groups according to gender (p=0.361) and classes (p=0.655). It was seen that there was a positive significant weak correlation between the economic status reported by the students and their self-esteem (Kendall’s tau-b r = 0.080, p=0.044). Social events (Kendall’s tau-b r=0.132, p=0.001), scientific events (Kendall’s tau-b r=0.132, p=0.019) and student club participation (Kendall’s tau-b r=0.136, p=0.001) were found to have a statistically significant positive weak correlation with self-esteem. The students who were satisfied with their education (p=0.001), academic success (p=0.000), career choice (p=0.001), and studying in School of Physical Therapy and Rehabilitation (p=0.000) were found to have significantly higher self-esteem than the students who weren’t satisfied. In this study, it was concluded that choosing the profession that students would be satisfied with, keeping students’ satisfaction high, and organizing the ideal variety of activities and club activities that they can participate in may be important for the development of self-esteem.

Reflection of Scientific Studies on Educational Activities: Teachers’ Views

Although the number of scientific publications in our country has increased in recent years, the quality of those publications and their reflection on practices have become a topic of debate. The purpose of this study is to discover the views of teachers who work in various schools affiliated with the Ministry of National Education and who have received postgraduate education on the research conducted in the Faculties of Education, as well as to present the teachers’ suggestions based on the problems identified. The case study design was used in this research, which was carried out with the qualitative research method. The research’s study group comprises 20 teachers who work in Ministry of National Education-affiliated schools while also studying postgraduate education (master’s and Ph.D.) at the Faculty of Education. To include the participants in the study, the maximum variation sampling approach, which is one of the purposive sampling methods, was utilized. Face-to-face interviews with teachers were used to collect data, which was subsequently analyzed using a content analysis method. Most teachers, according to the results of the content analysis, are informed of academic studies since they have postgraduate education. However, the majority of teachers who do not attend postgraduate education are uninformed of the studies. Teachers’ main suggestions for staying informed about scientific studies include organizing congresses, seminars, and conferences, having academicians visit schools, cooperating between the Ministry of National Education and universities, providing teachers with informative brochures, publishing studies on school websites, and organizing in-service training programs. Although teachers’ views about scientific studies were mostly negative, they did make several recommendations for putting scientific studies into practice.

Evaluation Scale of Clinicians’ Views and Expectations About Academics and Academic Productivity Process, Validity and Reliability Study

Basic medical education, clinical education and academician processes are closely related concepts. Long-term professional practice can disrupt the harmony between these dynamic processes. In this study, it was aimed to evaluate the answers given by clinicians who try to balance the triangle of basic and clinical medical education, patient relations and academic life to questions about their academic processes. The questionnaire, consisting of nineteen closed-ended questions, was answered by clinicians who are experts in their fields, academics and non-academicians, the data obtained were scaled, analyzed and evaluated, and the results were interpreted.

Examination of Teachers’ Digital Literacy Levels and Life Long Learning Tendencies

In this study, digital literacy levels and lifelong learning tendencies of teachers were investigated. Data were collected from 210 teachers working in public schools in Zonguldak province. Two measurement tools, namely Digital Literacy Scale and Lifelong Learning Tendency Scale, were used in data collection. In the study conducted with the scanning method, the difference between the variables of gender, branch and age of the teachers and digital literacy and lifelong learning tendencies was investigated. In addition, the relationship between teachers’ digital literacy levels and lifelong learning tendencies was examined. Descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data. According to the results obtained from the research, no significant difference was found between the digital literacy levels and lifelong learning tendencies of teachers and gender, educational status (undergraduate-graduate), branch (Classroom teacher-Culture lesson teacher). It was observed that the digital literacy levels of teachers aged 46 and over were lower than those of younger teachers. No significant difference was found between the ages of teachers and their lifelong learning tendencies. It has been observed that there is a medium-level positive relationship between teachers’ lifelong learning tendencies and digital literacy levels.