PURPOSE: The purpose of this study was to evaluate the effect of an intervention focused on pelvic floor muscle exercises (PFME), traditionally referred to as Kegel exercises, on the severity and related characteristics, along with the impact of daily life, in elderly women with urinary incontinence (UI). DESIGN: Randomized controlled trial design. SUBJECTS AND SETTINGS: The sample comprised 60 elderly women (intervention = 30, control = 30) with UI receiving home care in Antalya, Turkey. METHODS: Women in the intervention group received PFME training during visits to their homes. The frequency of UI, the amount of urine leaking, and the impact of UI on daily living were assessed with the International Consultation on Incontinence Questionnaire Short Form and questions on the assessment of the perceived impact at the onset of the study (baseline) and follow-up home visits paid at 6 and 12 weeks after the intervention. RESULTS: When compared to control participants, women performing PFME experienced a significant decrease in the level of UI, an increase in the level of quality of life, and a decrease in complaints about UI at both 6 and 12 weeks following the intervention. In addition, almost three-quarters (73.3%, n = 22) of the intervention group participants stated that they continued to perform PFME daily. CONCLUSIONS: Study findings indicate that PFME learned through one-to-one training and frequent home follow-ups reduced the frequency of UI and amount of urine leakage and alleviated the negative impact of UI on daily life.

Background: There is a need for training strategies and programs to enable students to actively participate in their learning process by using critical thinking and decision-making skills. Objective: The aim of this study was to compare the traditional lecture-based teaching with the team-based learning method in terms of student satisfaction and in-class learner engagement. Method: This study was conducted using a quasi-experimental design. The population of the research consisted of first-year nursing students (n = 101). During half of the 16-hour course conducted by the researcher, team-based learning was used as the teaching method (intervention group, n=30), and lecture-based (control group, n=59) approach was employed for the remaining 8 hours. The in-class engagement measure was used to assess the in-class engagement of the students. A feedback form composed of five parts was made available to learners in order to reveal their reactions. Results: In-class learner engagement scores and the number of questions asked both by the instructors and students were found to be higher in team-based learning sessions. In four basic feedback areas (preliminary preparation and readiness, discussion, teacher, and general), there was a statistically significant difference between the satisfaction scores of the students in favour of team-based learning. Satisfaction scores regarding the organization, infrastructure, and resources did not differ between team-based learning and lecture-based method. Conclusion: The results have indicated that Team-Based Learning is an effective method for student satisfaction and in-class engagement. The high level of student participation in the lessons conducted with Team-Based Learning is compatible with the nature of method. The findings of the study have also shown that students are open to new methods and prefer learner-centered approaches that support in-class engagement.

Aims and objectives: This study aims to determine the experiences of Turkish nurses and physicians working in pandemic wards. Background: Nurses and physicians play vital roles in the management of the pandemic. Their experiences and expectations need to be carefully considered, in order to handle the pandemic in a healthier way. Methods: In-depth interviews were conducted with 22 participants (11 nurses and 11 physicians). Colaizzi's phenomenological method was used to qualitatively analyze the data. Results: Four main themes emerged: 1) “It was the first but not the last,” 2) “the earthquake effect,” 3) “call for help,” and, 4) “like a phoenix.” Participants reported having experienced intense anxiety, concern, stress, and fear at the onset of the pandemic, as their working conditions and daily lives had been adversely affected. They tried to heal their patients in humane and sensitive ways despite fears of losing their loved ones and being infected, as well as conflicts within their teams. They also reported that they found meaning in their experiences, that their professional image has increased, and that they have developed spiritually throughout the process. Conclusions: This study concludes that the pandemic has negatively affected nurses and physicians emotionally, physically, and psychologically, and that plans should be made to improve their working conditions and psychological support.

Amaç: Bu makalede kliniğe yönelik mantık yürütme sınavı olarak Fakültemizde yaklaşık olarak yedi yıldır aktif olarak uygulanan, hemşirelik öğrencilerinin klinik ortamda karşılaşabilecekleri olası sağlık bakım sorunlarının çözümüne yönelik muhakeme etme ve klinik karar verme becerilerinin gelişimini sağlamaya yardımcı olan Kliniğe Yönelik Mantık Yürütme Sınav yönteminin tanıtılması amaçlanmıştır. Yöntem: Makale geleneksel derleme yöntemi ile hazırlanmıştır. Bulgular: Hemşirelik öğrencileri profesyonel meslek yaşantılarında karar vermelerini gerektiren birçok durumla karşı karşıya kalacaktır. Bu nedenle klinik karar verme becerisi hemşirelik öğrencilerinin eğitim sürecinde kazandırılması gereken önemli becerilerden biridir. Bu becerinin kazandırılmasında hemşirelik eğitim müfredatı içinde etkin öğrenme yöntemlerinin uygulanmasının yanı sıra, bu becerinin değerlendirmesinde kullanılacak uygun ölçme değerlendirme yöntemlerinin seçimi de oldukça önemlidir. Kliniğe Yönelik Mantık Yürütme Sınavı öğrencinin eleştirel düşünme yeteneğinin, teorik bilgisinin ve klinik karar verme yetkinliğinin değerlendirilmesinde ülkemizde son yıllarda özellikle Tıp Fakültelerinde kullanılan bir yöntem olarak karşımıza çıkmaktadır. Sonuç ve Öneriler: Hemşirelik eğitiminde öğrencilerin bilişsel, psikomotor ve duyuşsal alanlarda çok yönlü değerlendirmesinde tek bir yöntemin kullanılması yeterli değildir. Tüm bu alanların değerlendirilmesinde etkin, öğrenim hedeflerine uygun, çoklu ve güncel değerlendirme yöntemlerinin birlikte kullanılması gerekmektedir. Kliniğe Yönelik Mantık Yürütme Sınavı, öğrencilerin muhakeme etme ve problem çözme becerilerini geliştirmesine yardımcı ve objektif bir değerlendirme yöntemi olarak kullanılabilir.