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Article Citation - WoS: 1Citation - Scopus: 1The Mediating Role of Life Satisfaction in the Effect of Caregiving Burden on Mental Well-Being in Parents of Children Diagnosed With Cleft Lip/Palate(Elsevier Science inc, 2024) Ozbay, Sevil Cinar; Boztepe, Handan; Gok, Burcu; Ozgur, FigenPurpose: This study aimed to examine the effect of caregiving burden on the mental well-being of parents of children with cleft lip/palate, with life satisfaction as a mediator. Design and methods: This descriptive, cross-sectional study was conducted with a sample of 347 parents of children with cleft lip/palate. Data were collected through face-to-face interviews with the parents between March 18 and September 4, 2023. The data collection tools included a sociodemographic data form, the Zarit Burden Interview, the Warwick-Edinburgh Mental Well-Being Scale, and the Satisfaction with Life Scale. Results: It was found that parents with a higher caregiving burden had lower levels of life satisfaction. Additionally, parents with higher life satisfaction reported better mental well-being. The findings indicated that as the caregiving burden increased, the mental well-being of the parents decreased. The results suggest that life satisfaction mitigates the negative impact of caregiving burden on mental well-being. Conclusion: These findings suggest that life satisfaction plays a significant mediating role in maintaining and supporting parents' mental health. Parents with higher life satisfaction appear to cope better with the challenges posed by caregiving burden, which in turn helps them maintain better mental well-being. Practice implications: The findings show that as the caregiving burden increases, both life satisfaction and mental well-being decrease. Therefore, it is crucial to develop practical interventions to support these parents. (c) 2024 Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.Article The Mediating Role of Self-Compassion in the Relationship between Postpartum Depression and Breastfeeding Self-Efficacy(Sage Publications Ltd, 2025) Akdag Topal, Cansu; Mert Karadas, Merve; Karakurt, Irem; Boztepe, HandanPostpartum depression (PPD) may adversely affect breastfeeding self-efficacy, yet the underlying mechanisms remain unclear. This study explored whether self-compassion mediates the relationship between PPD and breastfeeding self-efficacy among Turkish women. An expert model was developed based on validated scales: the Self-Compassion Scale, the Edinburgh Postpartum Depression Scale, and the Postnatal Breastfeeding Self-Efficacy Scale-Short Form. In this cross-sectional study, 236 women (mean age: 28.71, SD = 6.16) were surveyed. Results showed that depression was negatively associated with self-compassion (beta = -0.474, p < 0.001), and self-compassion was positively associated with breastfeeding self-efficacy (beta = 0.785, p < 0.001). Mediation analysis indicated that self-compassion partially mediated the link between PPD and breastfeeding self-efficacy, with a significant indirect effect (-0.586, -0.209). Depression also had a direct negative effect on breastfeeding self-efficacy (beta = -0.484, p < 0.001). These findings suggest that fostering self-compassion may enhance maternal mental health and breastfeeding outcomes.Article Citation - WoS: 3Citation - Scopus: 4Comparison of the Escape Room and Storytelling Methods in Learning the Stress Response: a Randomized Controlled Pilot Study(Elsevier Sci Ltd, 2025) Dogu, Nilgun; Boztepe, Handan; Topal, Cansu Akdag; Sonmez, Munevver; Yuceer, Bugse; Bayraktar, NurhanAim: The purpose of this study was to evaluate the effect of the Escape Room and Storytelling methods on nursing students' learning about the topic of stress response. Background: It is recommended that new generations be trained using innovative teaching methods that differ from traditional teaching methods. The Escape Room and Storytelling methods are among the techniques that have been used and recommended for this purpose. Design: The study was conducted with a randomized, controlled design. Methods: Thirty-five (n = 35) second-year undergraduate nursing students were randomly divided into two groups, one group was trained on stress response using the Escape Room method, while the other group was trained using the Storytelling method. Focus-group interviews were conducted with the students after the interventions. Results: There was a significant difference between the groups in terms of the median post-intervention knowledge assessment score. It was determined that the students in the Escape Room group scored significantly higher than those in the Storytelling group (p < 0.05) Conclusions: The use of these methods, which ensure the active participation of students and increase their motivation, effectively contributes to meeting the educational needs of students and increases their level of satisfaction.
