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Article Citation - WoS: 19Citation - Scopus: 21Assessment of Depression, Anxiety, and Social Support in the Context of Therapeutic Abortion(Wiley, 2019) Topal, Cansu Akdag; Terzioglu, Fusun; Akdag Topal, CansuPurpose The purpose of this study is to determine the levels of anxiety, depression, social support, and nursing care needed by women undergoing therapeutic abortion. Designs and Methods Sixty women were administered a sociodemographic form, the Hospital Anxiety Depression Scale and the Multidimensional Perceived Social Support Scale. Results More than half of the women experienced anxiety (61.7%). Anxiety scores were high (10.8 +/- 3.7), and most of the women had depression (85.0%). Social support from family and friends of the women decreased the women's anxiety and depression levels significantly; social support from their partners also decreased the women's anxiety levels (P < 0.05). Practice Implications Support from family and friends after therapeutic abortion is a fundamental affective variable on anxiety scores.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.Article The Effect of Perceived Birth Trauma in Women With Planned Cesarean Section on Maternal and Paternal Attachment: Path Analysis Model(SAGE Publications Ltd, 2025) Mert-Karadas, M.; Akdag Topal, C.A.; Karakurt, I.; Boztepe, H.; Topal, Cansu AkdagPerceived birth trauma can disrupt parent-infant bonding and affect family dynamics. This study examined the impact of perceived birth trauma on maternal and paternal attachment using path analysis. An analytical cross-sectional study was conducted with 134 mother-father pairs in Turkey, 6 months postpartum, following planned cesarean sections. Data were collected using the Traumatic Childbirth Perception Scale, Mother-to-Infant Bonding Scale, and Paternal-Infant Attachment Scale. Descriptive statistics and reliability analyses were conducted using R software. Path analysis was performed with the R package “lavaan” to assess direct and indirect relationships. Higher perceived birth trauma was significantly associated with increased maternal bonding difficulties and decreased paternal bonding. A significant negative covariance between maternal and paternal bonding scores indicated interdependent bonding dynamics. The model explained 6% of the variance in maternal bonding and 3.7% in paternal bonding. These findings underscore the need for family-centered, trauma-informed postpartum care to support healthy parent-infant attachment. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
