Ayfer Tezel

Objectives: This study aims to determine the effect of a cultural competence training program on the cultural competence of nursing students.Methods: The study population consisted of 358 fourth-year nursing students from two state universities during the 2018-2019 academic year. The intervention group comprised 130 students, while the control group included 140 students. Pre-test data were collected in the first week, and post-test data were gathered on the same day in the eighth week. The intervention group participated in a six-week cultural competence training program. Data collection utilized a personal information form and the Cultural Competence Assessment Tool (CCATool) – Student version.Results: When evaluating the cultural competence levels of both the intervention and control groups, significant improvements were observed in the intervention group regarding "competency, safety and awareness" levels following the training, while no significant changes were noted in the control group.Conclusions: The cultural competence training program enhanced nursing students' cultural competence and contributed to their ability to better understand the needs of diverse patient groups in healthcare settings. Moreover, integrating cultural competence training into nursing education may contribute to reducing health inequalities by preparing future nurses to deliver culturally appropriate and equitable care.

Purpose: This study aimed to determine levels of stress, anxiety, depression and digital fatigue among nursing students and to examine the associations between digital fatigue components and these psychological outcomes. Methods: This descriptive and correlational cross-sectional study was conducted with 543 nursing students from a nursing faculty in Türkiye in June 2025. Data were collected face-to-face using a Personal Information Form, the Digital Fatigue Scale (DFS) and the Depression Anxiety Stress Scale-21 (DASS-21). Descriptive statistics, t-test, Mann–Whitney U, ANOVA, Kruskal–Wallis, correlation, and multiple regression analyses were performed. Results: Students reported elevated levels of depression, anxiety and stress, and a moderate level of digital fatigue (DFS total mean = 2.82 ± 0.68). Female students had significantly higher anxiety, stress and digital fatigue scores than males. Daily internet use of ≥6 h was associated with higher depression, stress and digital fatigue. DASS-21 total scores were positively correlated with DFS total and all subscales. In multivariate models, digital addiction (β = 0.178), online pressure (β = 0.104), and psychosomatic problems (β = 0.174) significantly predicted depression. Psychosomatic problems (β = 0.236) and physical–mental fatigue (β = 0.156) predicted anxiety, while digital addiction (β = 0.180), psychosomatic problems (β = 0.210) and physical–mental fatigue (β = 0.157) predicted stress. These models explained 16.2%, 17.6%, and 20.1% of the total variance, respectively (all p < 0.05). Conclusions: Digital fatigue is positively associated with depression, anxiety, and stress in nursing students. High daily internet use and female gender relate to higher symptom and fatigue scores. Incorporating digital well-being, screen-time management, and mental health support into curricula, along with institutional strategies to reduce digital burden, may protect future nurses’ psychological well-being.

RESUMEN Objetivo: Examinar las relaciones entre la competencia cultural, la compasión y la religión entre los estudiantes de enfermería. Método: Se realizó un estudio transversal entre estudiantes de tercer y cuarto año de enfermería matriculados en una universidad estatal de Turquía durante el año académico 2022-2023. Un total de 422 estudiantes que cumplían los criterios de inclusión y aceptaron participar completaron el formulario de información personal, el inventario religioso individual, la escala de compasión y la herramienta de evaluación de la competencia cultural (CCATool). Los datos se analizaron mediante estadísticas descriptivas, análisis de correlación y pruebas de comparación de grupos. Resultados: Se descubrió que el género influía significativamente en las puntuaciones de competencia cultural, compasión y religión. Además, la competencia cultural se correlacionó negativamente con la compasión y la religión entre los estudiantes participantes. Conclusión: Los resultados ponen de relieve un aspecto preocupante dentro de la formación en enfermería, haciendo hincapié en la necesidad de mejorar la competencia cultural, además de fomentar la compasión y la religión. Estos resultados indican la importancia de desarrollar planes de estudios de enfermería que respalden una educación de calidad y contribuyan a reducir las desigualdades en la prestación de asistencia sanitaria.

Objective: To examine the relationships between cultural competence, compassion, and religion among nursing students. Method: A cross-sectional study was conducted among third and fourth-year nursing students enrolled in a state university in Türkiye during the 2022–2023 academic year. A total of 422 students who met the inclusion criteria and agreed to participate completed the Personal Information Form, Individual Religion Inventory, Compassion Scale, and Cultural Competence Assessment Tool (CCATool). Data were analyzed using descriptive statistics, correlation analyses, and group comparison tests. Results: Gender was found to significantly influence cultural competence, compassion, and religion scores. Additionally, cultural competence was negatively correlated with both compassion and religion among the participating students. Conclusions: The findings highlight a concerning area within nursing education, emphasizing the need to enhance cultural competence alongside fostering compassion and religion. These results indicate the importance of developing nursing curricula that support quality education and contribute to reduced inequalities in healthcare delivery.

Purpose: This descriptive study aimed to assess the breastfeeding self-efficacy and breastfeeding success of mothers whose infants were diagnosed with indirect hyperbilirubinemia (IHB). Methods: The research was conducted on 115 mothers whose infants were undergoing phototherapy treatment in the neonatal intensive care, postpartum, and postoperative care units of a maternity hospital in Ankara. Data were collected through face-to-face interviews. Mothers completed the Mother-Infant Identification Form and the Breastfeeding Self-Efficacy Scale (BSES); their breastfeeding processes were evaluated using the LATCH scale. Results: The average BSES score among the 115 mothers surveyed was found as 51.79 ± 9.4. The average of LATCH scores was 7.46 ± 1.93. LATCH scores differed significantly by the gender of the infants, their birth weight, and the time of discharge, whereas the average BSES scores showed no significant differences across these variables. Conclusion: The study revealed that the level of self-efficacy and breastfeeding success of mothers whose infants diagnosed with IHB was insufficient. Also, multiple factors are considered to influence the initiation and continuation of breastfeeding behaviors. Key Words: breastfeeding self-efficacy, indirect hyperbilirubinemia, newborn, phototherapy ÖZET Amaç: Bu araştırma, bebeği indirekt hiperbilirubinemi (İHB) tanısı almış annelerin emzirme öz-yeterliliği ve emzirme başarısının değerlendirilmesi amacıyla tanımlayıcı olarak yapılmıştır. Yöntem: Araştırma, Ankara’da bir kadın doğum hastanesinde yenidoğan yoğun bakım, postpartum ve postoperatif bakım servislerinde, fototerapi tedavisi alan 115 annenin katılımıyla gerçekleştirilmiştir. Veriler, yüz yüze görüşme yöntemiyle toplanmıştır. Anneler, Anne-Bebek Tanıtım Formu ve Emzirme Öz-Yeterlilik Ölçeği’ni (EÖYÖ) doldurmuş; emzirme süreçleri LATCH ölçeği ile değerlendirilmiştir. Bulgular: Araştırmaya katılan 115 annenin EÖYÖ puan ortalaması 51,79 ± 9,4, LATCH puan ortalaması ise 7,46 ± 1,93 olarak bulunmuştur. Bebeklerin cinsiyetine, doğum ağırlığına ve taburcu olma zamanına göre LATCH puanları ortalamaları anlamlı farklılık gösterirken, EÖYÖ puan ortalamalarının anlamlı farklılık göstermediği belirlenmiştir. Sonuç: İHB tanısı alan bebeklerin annelerinde emzirme öz yeterliliği ve emzirme başarısının düşük düzeyde olduğu belirlenmiştir. Ayrıca, emzirme davranışlarının başlatılması ve sürdürülmesinde birden fazla faktörün etkili olduğu değerlendirilmiştir. Anahtar Kelimeler: emzirme öz yeterliliği, indirekt hiperbilirubinemi, yenidoğan, fototerapi

Kültürel yeterlilik, farklı kültürden insanlar ile başarılı iletişim kurma yeteneğidir ve hem ömür boyu gelişen bir süreç hem de çıktı olarak görülmektedir. Kültürel yeterliliğin geliştirilmesinde modeller rehber olarak kullanılmaktadır. Ülkemizde kullanılması için önerilen bu model, kültürel farkındalık, kültürel bilgi, kültürel duyarlılık ve kültürel yeterlilik (uygulama) olmak üzere dört yapıdan oluşmaktadır. Kültürel farkındalık, kendi kültürel geçmişimiz ve kültürel kimliğimiz hakkında sahip olduğumuz farkındalığın derecesidir. Kültürel yeterliliğin ilk yapısı olan kültürel farkındalık, kültürel bilgi ile desteklenmelidir. Kültürel bilgi, farklı kültürden insanlar ile temas kurulması, onların sağlık inançları ve davranışları hakkında bilgiler edinilmesi ile artırılabilir. Kültürel duyarlılığa ulaşmanın yolu karşılıklı güven, kabul ve saygının yanı sıra uzlaşmayı da içerir. Son yapısı olan kültürel yeterlilik (uygulama), kazanılan kültürel farkındalık, bilgi ve duyarlılığın birleşimidir. Bu model hem çok kültürlü hem de ırkçılık karşıtı bakış açılarını birleştirir ve eşitsizlikler, insan hakları konusunda daha geniş bir anlayışa sahiptir. Bu makalede amaç, transkültürel hemşirelik ve kültürel yeterliliğin geliştirilmesinde kullanılan Papadopoulos Modelinin gelişimi, yapıları ve birbiri ile olan ilişkisini ve hemşirelikte kullanımı açıklamaktır.