WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6
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Article Development and Psychometric Properties of the Self-Efficacy Scale for Symptom Management and Self-Care in Patients with Cardiac Surgery(Springer Publishing Co, 2025) Aksut, Rabia Saglam; Capik, Canturk; Elmas, Tugce BozkurtBackground and Purpose: Evaluating self-efficacy for symptom management and self-care is crucial for ensuring follow-up care after cardiac surgery. As there is not yet a validated measurement tool for this evaluation, the aim of this study was to develop the Self-Efficacy Scale for Symptom Management and Self-Care (SESMSC: Cardiac Surgery) in patients with cardiac surgery and to examine its psychometric properties. Methods: The Symptom Management Theory and Bandura's Self-Efficacy Theory were used as the theoretical background for scale development. A multiphase design was utilized. The initial development phase consisted of item generation and expert panel review. The second phase comprised a three-step validation process: (a) face and content analysis (CFA) for construct validity, and (c) Cronbach's alpha, test-retest, and item- total correlation analysis to assess internal consistency reliability. The sample (n = 401) was randomly divided into two subsamples for EFA and CFA (EFA group: n = 201; CFA group: n = 200). Results: EFA suggested a 20-item, two-factor structure with factor loadings of .342-.782. The two subscales of the scale were labeled symptom management self-efficacy and self-efficacy for ch's alpha, test-retest, and item-total correlation results demonstrated acceptable internal consistency reliability. Implications for Practice: The SESMSC: Cardiac Surgery may be a useful tool to evaluate self-efficacy for symptom management and self-care after cardiac surgery. Further evaluation in independent samples is needed to investigate its psychometric properties and usefulness in clinical practice.Article Citation - WoS: 4Citation - Scopus: 4The Effect of Formative Assessment on Students' Clinical Knowledge, Skills and Self-Efficacy Levels(Elsevier Sci Ltd, 2024) Kokkiz, Rukiye; Inangil, Demet; Turkoglu, IlaydaAim: This research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. Background: Formative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with "Skill Checklists" in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. Design: The study was designed as a pre-test post-test randomized controlled experimental study. Method: Before the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. Results: The average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. Conclusion: It was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.Article Citation - WoS: 16Citation - Scopus: 17The Effect of Education Given To Type 2 Diabetic Individuals on Diabetes Self-Management and Self-Efficacy: Randomized Controlled Trial(Elsevier Sci Ltd, 2021) Eroglu, Nermin; Sabuncu, NecmiyeAim: This study used a randomized controlled trial design and was carried out to examine the effect of education on diabetes self-management and self-efficacy in patients with type 2 diabetes. Methods: The study was carried out between July 2016-March 2017. Data were collected using information form, Diabetes Self-Management Questionnaire (DSMQ), self-efficacy scale for patients with type 2 diabetes (DSS).The individuals in the experimental group were given education. Both groups were reminded about the control time of their metabolic values on the phone in the 3rd and 6th months. Results: The average age of the individuals was 59.91 +/- 8.93 (n = 78), 62.8% (n = 49) were female, 92.3% (n = 72), were married, 42.3% (n = 33) were high school graduates and their diabetes duration was 7.05 +/- 3.9. There was a statistically significant difference in the 6th month metabolic values in the experimental group compared to the control group. When diabetes self-management and self-efficacy were examined, a statistically significant difference was found in the experimental group compared to the control group at 3rd and 6th months (p < 0.05, p < 0.01). Conclusion: In this study, a significant increase in diabetes self-management and self-efficacy and a significant decrease in metabolic values were observed as a result of education and phone reminders given to individuals with type 2 diabetes. (c) 2021 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.