WoS İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6

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  • Article
    Turkish Translation and Cultural Adaptation of the Test of Ideational Praxis
    (SAGE Publications Ltd, 2026) Asqarova, Sevda; May-Benson, Teresa; Sagliyan, Mustafa; Balikci, Aymen; Sirma, Gamze Cagla
    Introduction: The Test of Ideational Praxis is a performance-based assessment designed to identify ideational praxis difficulties in children aged 3-12. However, Turkish therapists are currently unable to use this tool due to the lack of a linguistically and culturally appropriate version. This study aimed to develop a culturally adapted Turkish version of the Test of Ideational Praxis to support future normative data collection, psychometric evaluations and clinical application.Method: A seven-step process for translation and cross-cultural adaptation was conducted, including forward and backwards translation, expert synthesis, linguistic review, structured therapist evaluations and pre-testing with children. Each step was guided by established literature and best practice guidelines.Findings: The translation and adaptation process was completed successfully with 29 participants, including translators, therapists and 10 typically developing children aged 6-8 years (four girls and six boys). While minor revisions were required during the synthesis and linguistic review phases, the forward translations showed strong semantic and conceptual consistency. Discrepancies observed in the back translation were limited to phrasing and did not affect standardised administration or scoring. Both therapists and children confirmed that the Turkish version was clear, comprehensible and culturally appropriate, with no expressions, instructions or symbolic representations perceived as problematic.Conclusion: The Turkish translation and adaptation of the Test of Ideational Praxis provides a culturally adapted instrument that supports future validation studies and clinical piloting, offering a foundation for both research and practice on ideational praxis development in Türkiye.
  • Article
    Citation - WoS: 4
    Citation - Scopus: 4
    The Effect of Formative Assessment on Students' Clinical Knowledge, Skills and Self-Efficacy Levels
    (Elsevier Sci Ltd, 2024) Kokkiz, Rukiye; Inangil, Demet; Turkoglu, Ilayda
    Aim: 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.