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Article Citation - WoS: 2Perceptions of Turkish Nursing Students on Nursing Diagnoses(Marmara Univ, inst Health Sciences, 2022) Sonmez, Munevver; Kisacik, Oznur GurlekObjective: This study aimed to determine how Turkish nursing students' perceived nursing diagnosis. Methods: This descriptive and cross-sectional study was carried out with 655 nursing students in the Departments of Nursing in the Health Sciences Faculties of two universities, in the Aegean and western Black Sea Region, between 15 February and 5 April 2020. The Students Information Form and Perceptions of Nursing Diagnosis Scale were used for data collection. The independent samples t-test, one-way ANOVA test, and the Mann-Whitney U-test with Bonferroni-correction were used to determine the differences between the groups. Pearson correlation analysis was used to determine the effects of independent variables Results: The mean age of the nursing students was 21.12 +/- 1.39; 76.6% of them were female and 36.8% were in the second-year. 53.7% of the nursing students reported that they had difficulty in making nursing diagnoses. The overall Perceptions of Nursing Diagnosis Survey score of the nursing students was found to be 2.46 +/- 051. Statistically significant difference was found between Perceptions of Nursing Diagnosis Survey scores in terms of gender (p=0.012), the necessity of nursing diagnosis (p<0.001), and having sufficient knowledge about nursing diagnosis (p=0.019). Conclusions: The findings of this study have revealed that Turkish nursing students' perceptions of nursing diagnoses are positive. It is important that use effective teaching methods in teaching nursing diagnoses in fundamental nursing education, to give more importance to nursing diagnoses. It is recommended to plan qualitative studies to in-depth examine students' perceptions with randomized controlled studies involving innovative educational interventions in the future.Article Analysing the Views of School of Foreignlanguages Instructors About Organizationalculture(Ani Publishing, 2021) Akman, Devrim; Koşar, DidemThis study aims to investigate the views of school of foreignlanguages instructors about organizational culture. The study is designed inqualitative research method and as a case study. The study was conductedwith 15 school of foreign languages instructors who were selected bymaximum variation sampling method during the 2018 and 2019 academicyear in Ankara. Semi structured interviews were conducted to gather dataand content analysis was used to analyse the data. The study emphasisesthat for the powerful school culture, instructors should focus on orientation,social activities, merit, and democratic management style.Article Citation - Scopus: 1Opportunities and Challenges of AI in Educational Assessment(Assoc Measurement & Evaluation Education & Psychology, 2024) Sahın, Alper; Thompson, Nathan; Ercikan, KadriyeIn the past few years, as artificial intelligence (AI) and large language models (LLM) have rapidly entered our lives, we have witnessed groundbreaking innovations across numerous fields. The rapid pace of these changes has been met with excitement by some and apprehension by others. However, we all agree that they have made tremendous contributions so far and their contributions in the future will reshape our existence. The field of educational assessment is no exception. With this in mind, we issued a call for a special issue themed “Opportunities and Challenges of AI in Educational Assessment.” which finally included seven distinguished articles on subthemes of fair and responsible use of AI in educational assessment, learning analytics, automated scoring, and real-life examples of AI and LLM.Article Citation - WoS: 1Validation of a New State Test Anxiety Scale (stas)(Izzet Kara, 2021) Sahın, AlperThis study aimed to validate the English version of Sahin’s (2019) State Test Anxiety Scale (STAS) which was originally developed in Turkish based on the latest bio-psychosocial model of test anxiety. For this purpose, the Turkish version of STAS was translated into English and administered to 360 (123 females, 237 males) students from 22 countries. The data were subjected to the confirmatory factor analysis to confirm the three-factor structure as in the Turkish version. Most of the fit indices examined (χ2/df=1.94, CFI=.98, NFI=.96, NNFI=.98, IFI=.98, RMSEA=.05, SRMR=.05) indicated that the data of the STAS had a good fit to the three-factor structure as its Turkish version. The Alpha internal consistency coefficients were found to be .81, .77, .91, and .92, for Physiological effects, Psychosocial effects, Cognitive effects subscales, and the total scale respectively. Stratified Alpha was also calculated and was found to be .93. All in all, evidence collected in this study indicated that the English version of STAS was a valid and reliable scale as its Turkish version.Article Citation - Scopus: 1Determination of the Knowledge Levels of Nurses Regarding Central Venous Catheter Care(Galenos Publ House, 2022) Turkkan, Hicran; Ayyildiz, Tulay Kuzlu; Sonmez, MunevverIntroduction: It is important that pediatric nurses have sufficient knowledge in the prevention of central catheter-related blood circulation infections. This study was carried out to determine knowledge levels of the nurses, who were working in pediatric clinics, regarding central venous catheter care.Methods: The universe of the study was composed of 118 nurses, who were working in pediatric clinic of a public hospital (n=50) and a training hospital (n=68) between May-June 2019. No sample was selected; and 88 nurses, who were eligible for the sample and study criteria and approved to participate during the dates of data collection (May-June 2019) were included in the study. 75% of the universe was reached. Personal information form for the identification of demographic characteristics and working lives of the nurses and the form for the knowledge levels of the nurses regarding central venous catheter care were used to collect data.Results: At the end of statistical assessment, central venous catheter care mean score of nurses was found to be 8.35+2.36 (0-12). In addition, it was determined that no significant differences were found between central venous catheter scores of the nurses based on age, sex, marital status, working institution, working department, working year and their states of providing central venous catheter care (p>0.05). A significant difference was detected between nurses' states of having knowledge and education regarding central venous catheter and their central venous catheter scores (p<0.05). Conclusion: It was found that the knowledge points of the nurses for central venous catheter care were insufficient. It is recommended to increase in-service training in line with the protocol/procedure/ instructions regarding central venous catheter care.Article Citation - WoS: 6Toplumsal Cinsiyet Dersinin Üniversite Ö¤rencilerinin Toplumsal Cinsiyet Tutumlar›, Elefltirel Düflünme E¤ilimleri ve Medya Okuryazarl›¤› Becerileri Üzerine Etkisi(deomed Publ, Istanbul, 2021) Koç, Gülten; Yücel, Çiğdem; Terzioğlu, Füsun; Şahan, Fatma Uslu; Akın, Rabiye; Öçal, Simge Evrenol; Bükecik, Esra; Kısa, Ayse Sevım Akbay; Yıldırım-hamurcu, Sevda; Atasever, İlknur; Baskaya, Esra; Ozcirpan, Cigdem Yucel; Isik, Rabiye Akin; Cetinkaya, Sahika Simsek; Uslu-Sahan, FatmaAraflt›rmada, üniversite ö¤rencilerine seçmeli olarak verilen Toplumsal Cin- siyet dersinin ö¤rencilerin toplumsal cinsiyet tutumuna, elefltirel düflünme e¤ilimine ve medya-okuryazarl›¤› becerisine etkisini de¤erlendirmek amaç- lanm›flt›r. Bu çal›flma ön test-son test kontrol gruplu yar› deneysel desen kul- lan›larak yap›lm›flt›r. Araflt›rman›n örneklemini 2016–2017 ö¤retim y›l› güz döneminde Toplumsal Cinsiyet dersini alan 74 ve dersi alanlarla benzer özel- likte olan ve dersi almayan 70 ö¤renci oluflturmufltur. Sömesterin ilk haftas›n- da yap›lan ön test ve son haftas›nda yap›lan son test de¤erlendirmelerinde, her iki grupta bulunan ö¤rencilere Ö¤renci Bilgilendirme Formu, Toplumsal Cinsiyet Rolleri Tutum Ölçe¤i (TCRTÖ), Elefltirel Düflünme E¤ilimi Ölçe- ¤i (EDEÖ), Medya Okuryazarl›¤› Ölçe¤i (MOÖ) uygulanm›flt›r. Toplumsal Cinsiyet dersini alan ö¤rencilere dönem sonunda Ders Memnuniyeti De¤er- lendirme Formu uygulanm›flt›r. Toplumsal cinsiyet dersi alan ö¤rencilerin dersin sonunda TCRTÖ puanlar›n›n artt›¤› (ön test: 98.90±12.18, son test: 104.42±11.28; p<0.05), her iki grubun TCRTÖ ön test toplam puan ortala- malar›n›n benzer olmas›na ra¤men, son test toplam puan ortalamalar› aras›n- da istatistiksel aç›dan önemli fark oldu¤u belirlenmifltir (p<0.05). Bu sonuçlar do¤rultusunda; ö¤rencilerde toplumsal cinsiyet fark›ndal›¤› kazand›r›lmas›n- da, müfredata Toplumsal Cinsiyet dersinin entegre edilmesi ve ö¤rencilerde elefltirel düflünme e¤iliminin ve medya okuryazarl›¤› becerisinin gelifltirilmesi amac›yla daha kapsaml› ve uzun süreli çal›flmalar›n yap›lmas› önerilebilir.Article Citation - WoS: 3Evaluation of Students' Opinions Regarding Distance Learning Practices in Turkish Universities During the Covid-19 Pandemic(Tuba-turkish Acad Sciences, 2021) Isik, Oguz; Tengilimoglu, Dilaver; Tekin, Perihan Senel; Tosun, Nurperihan; Zekioglu, Aysu; Kurtuldu, AysuThe purpose of this study is to identify hether students at Turkish universities are having difficulties in the distance learning process and to reveal their opinions regarding the system. Using a cross-cultural survey design, data were collected from 5052 students. Based on the collected data, 58.5% of the students have asynchronous distance learning classes in their universities. Access to distance learning classes is one of the problems, and it is attributed to computers, internet, and connectivity issues as well as with starting the lessons too early or late. A majority of participants (73.7%) found class materials uploaded by lecturers to distance learning systems to be sufficient or partially sufficient, and 36.7% stated that they had problems accessing resources regarding their homework. Students' satisfaction level with the distance learning system scored 4.4 out of 10. According to the evaluation regarding whether the level of satisfaction of participants varied across the type of university, the satisfaction level of students in public universities is generally low (score of 4.3 out of 10) compared to satisfaction in foundation universities (4.9 out of 10).
