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Öğe The acquisition and effectiveness of IDEAL standards in discharge planning and education with simulation method(Bmc, 2025) Kececi, Ayla; Demiray, Ayse; Kiziltepe, Selin Keskin; Ilaslan, Nagihan; Acil, Ayseguel; Erturk, FilizBackground Basically, although all members of the health care team are responsible for the education of the patient and his/her family, discharge planning to provide self-care skills is the responsibility of the nurse. However, unfortunately, the satisfaction of patients with discharge education is not at the desired level. This study aims to examine the improvement of nursing students' discharge education competencies through simulation method aligned with the IDEAL discharge planning model-Include, Discuss, Educate, Assess, and Listen-developed by the Agency for Healthcare Research and Quality (AHRQ). Methods A mixed-method design was used in the study. Nineteen second-year nursing students enrolled in surgical nursing courses during the 2023-2024 academic year participated in a five-session simulation, with each session lasting approximately one hour. General Self-Efficacy Scale and Simulation Design Scale were used to obtain quantitative data, and semi-structured individual in-depth interview form was used to obtain qualitative data. Mean, standard deviation, and paired t-test were used to evaluate quantitative data; descriptive content analysis was used to analyze qualitative data, and participants were selected through purposive sampling based on their involvement in all simulation activities. Results Quantitative results showed an increase in post-test scores across all discharge education sessions (General total pretest = 55.86 +/- 6.59, posttest = 57.63 +/- 6.70). The most significant improvement was observed in the continuation effort and persistence sub-dimension of the General Self-Efficacy Scale during the fourth session (p <.05). Among the Simulation Design Scale components, support sub-dimension received the lowest (X +/- sd = 4.24 +/- 0.56) and fidelity the highest (X +/- sd = 4.58 +/- 0.52) scores. Qualitative findings indicated that as simulation sessions progressed, students reported greater confidence and communication skills; however, challenges remained in applying some IDEAL components, particularly discussing patient goals and involving families in the process. Conclusions As a result, it was determined that the simulation intervention improved the discharge education skills of nursing students and increased their self-confidence. Incorporating the IDEAL framework can foster more patient-centered care by emphasizing the inclusion of patients and their families in the discharge planning process. By supporting patients' understanding of post-discharge instructions, this approach can promote greater adherence to treatment plans and contribute to improved long-term health outcomes.Öğe Different Approaches, Common Goals: Analyzing Medical Educators' Teaching Styles(Springernature, 2025) Erden, Sengul; Kececi, Ayla; Gonullu, Ipek; Dogan, Celal DehaBackgroundMedical education requires the combined use of several different methods due to its involvement of theoretical and clinical educational practices. In general, educators, including those in the field of medical education, adopt teaching styles that they shape based on their personal preferences, skills, and beliefs, in which they apply these methods for the sake of quality education.ObjectiveIn this study, it was aimed to identify the teaching styles of medical educators at medical schools.MethodThe sample of this descriptive study consisted of 272 medical educators working at medical faculties in T & uuml;rkiye. The data of the study were collected using the Teaching Styles Inventory. The Inventory has 5 teaching styles: expert, formal authority, personal model, facilitator, and delegator. The analyses included frequencies, means, t-tests, the Mann-Whitney U test, one-way ANOVA, the Kruskal-Wallis test, and correlation analyses.ResultsIt was determined that 53.8% of the participants were women, 34.6% were professors, 80.9% were working at public institutions, 56.6% were in internal medicine branches, 37.8% had a work experience of 16 years or more in the profession, and 68.8% did not have administrative duties. The mean numbers of projects and articles in which the participants took part within the last 5 years were 4.29 and 15.16, respectively, while their mean number of teaching hours per week was 9.16. The participants were found to use the expert, facilitator, and delegator teaching styles at high rates, while they used the other teaching styles at moderate rates. Gender, institution of employment, and title were not significantly associated with the teaching styles of the participants, whereas their administrative duties and experience were significantly related to their teaching styles. Accordingly, the participants with more experience in the profession preferred the personal model, delegator, and facilitator styles more, and those who had administrative duties preferred the facilitator style more. The teaching styles of the participants were not significantly related to their age, the number of articles or projects in which they were involved, or their weekly teaching hours.ConclusionIt was determined that medical educators working at medical schools possessed the knowledge and expertise needed by students, and they preferred the personal model, facilitator, and delegator teaching styles, which indicate a democratic environment in educational processes.Öğe Effect of a simulation game on nursing students' reflective thinking skills: a mixed methods study(Bmc, 2024) Acil, Aysegul; Kececi, AylaBackground This study aimed to investigate the effect of a simulation game called The Ward on reflective thinking skills of senior nursing students. Methods A convergent mixed methods parallel research design was conducted between February-April 2018. The sample for this study was a convenience sample (n = 23) of senior nursing students. Student Information Form, Reflective Thinking Scale and a structured interview form were used as data collection tools. During study, simulation game was played once a week for seven weeks. Descriptive statistics (frequency, percentage, mean) were used for analyzing data, t test for dependent groups tests were applied to determine differences within group and qualitative data was analyzed with content analysis. Results After playing the simulation game, nursing students' reflective thinking scores (pre-test = 39.70 +/- 5.15; post-test = 67.39 +/- 8.13) increased significantly (p < 0.05). It was found students noticed their shortcomings and mislearnings by comparing their existing knowledge in setting of teamwork and cooperation created by the game, and consequently students' motivation increased or decreased. The teamwork and collaboration created with in the simulation game caused students to gain self-confidence, to expand their perspectives, to develop effective decision-making skills, to increase their motivation, to discover their own incomplete knowledge, skills or mislearnings. Conclusions These results support that the simulation games can be used to improve reflective thinking level of students. This finding shows that nursing education curriculum needs to be restructured using new methods such as simulation games aimed at improving students' reflective thinking skills. In this direction nurse educators should be involved with policy making and policy makers to develop strategies to ensure that graduated nursing students should gain reflective thinking skills. In addition nurse executives should encourage using simulation and simulation games in service training to improve nurses' reflective thinking skills and life long learning.Öğe The predictive effect of identity functions of nursing students on their global social responsibility tendencies: A cross-sectional study(Churchill Livingstone, 2024) Isik, Burcin; Kececi, AylaBackground: Global social responsibility is a concept related to being responsible for all living creatures, nature, and the world that all these form as a whole. Identity functions indicate what psychological gains the individual has through a feeling of a successfully structured identity. Objective: To explore the predictive effect of identity functions of nursing students on their global social responsibility tendencies. Design: Cross-sectional and descriptive design. Settings: Data collection was performed in the 2021-2022 academic year. Participants: 723 nursing students. Methods: A self-administered questionnaire assessed Global Social Responsibility and Identity Functions. Results: Students scored the highest on the ecological responsibility subscale regarding their global social responsibility level and the lowest score on the national responsibility subscale. It was determined that some sociodemographic variables affect students' global social responsibility tendencies on different subscales. It was identified that a weak and positive relationship was found between nursing students' global social responsibility tendencies and identity functions. Conclusions: Global social responsibility, which is one of the indicators of identity acquisition, is among the leading values that nursing students should gain in contemporary nursing education.Öğe TRANSACTIONAL ANALYSIS EGO STATES IN TEACHER-STUDENT COMMUNICATION IN MUSICAL INSTRUMENT LESSONS(Anadolu Univ, 2018) Turhal, Ersin; Kalyoncu, Nesrin; Kececi, AylaThis research is based on Eric BERNE's "Transactional Analysis (TA) Theory". The study was carried out to determine the "ego states" and the "transactions" in terms of Transactional Analysis, which are mainly used in teacher-student communication in one-to-one musical instrument lessons at an Anatolian Fine Arts High School in Turkey. Research sample was consisted of all music students (N=83) and the instrument instructors (N=15) at the school. The research data were collected by "The Ego States Scale" developed by Ari (1989). The results indicated that the teachers mainly use "Nurturing Parent" and "Adult" ego states. The students use mainly "Nurturing Parent" ego state according to themselves, and "Adapted Child" according to their teachers. Both of the groups use "Critical Parent" ego state least. It was found that "complementary transaction" occurred in the teacher-student communication.
