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Professional values are an influential factor in nurses’ behaviors, thoughts towards patients and other health professionals, and in clinical decision-making processes. Nurses are expected to have high task and contextual performance while fulfilling their duties and responsibilities in terms of high patient satisfaction and providing quality care services. This study was conducted to determine the professional values and contextual performance of nurses and whether there is a relationship between them. The research was conducted as a descriptive survey study. A total of 295 nurses were included in the study. Data were collected using “the Contextual Performance Scale” and “the Nurses’ Professional Values Scale”. SPSS version 17.0 was used to analyze the data. The participant nurses had a high level of professional values (median= 126, IQR= 111-142.5) and above-average contextual performance (median= 3.96, IQR= 3.46-4.33). In addition, there was a moderate positive relationship between nurses’ professional values and contextual performance levels (p

Background: The rapid integration of digital health technologies into healthcare has made digital literacy a fundamental competency for nursing students. Digital literacy may facilitate evidence-based practice and enhance clinical decision-making by supporting the effective and critical use of digital health technologies. However, evidence regarding the relationship between digital literacy and clinical decision-making among nursing students remains limited. Therefore, this study aimed to examine the relationship between nursing students’ digital literacy levels and clinical decision-making skills. Methods: This was a descriptive, cross-sectional, and correlational study. A total of 271 nursing students participated in the study. Data were collected between June 2, and June 19, 2026, using an Information Form, the Digital Literacy Scale, and the Clinical Decision-Making in Nursing Scale. Data were analyzed using descriptive statistics, Student’s t-test, one-way ANOVA, Mann–Whitney U test, Pearson correlation analysis, and multiple linear regression analysis. Results: The Digital Literacy Scale mean score was 65.40 ± 10.62, whereas the Clinical Decision-Making in Nursing Scale mean score was 137.49 ± 14.04. Digital literacy scores differed significantly according to gender, academic year, daily internet use, and purpose of internet use (all p < 0.05). Clinical decision-making scores differed significantly by gender, daily internet use, and health information-seeking behavior (all p < 0.05). Digital literacy was positively associated with clinical decision-making, with weak-to-moderate correlations. Multiple linear regression analysis showed that only the Attitude subscale of digital literacy significantly predicted clinical decision-making, explaining 12.6% of the variance ( β = 0.344, p = 0.001). Conclusion: Digital literacy was positively associated with clinical decision-making among nursing students, and the attitude subscale of digital literacy emerged as a significant predictor of clinical decision-making. These results highlight the importance of fostering digital literacy, particularly positive attitudes toward digital technologies, within undergraduate nursing education to better prepare future nurses for digitally supported healthcare environments.

Objectives: Intensive care units are places where the follow-up, treatment and care of critically ill patients are undertaken. Nurses working in these units need to specialize in the field of intensive care, increase the quality of nursing care they provide, improve their professional skills and competences. The research aimed to determine the effect of the intensive care certificate program, which is an important part of the professional development process, in order to improve the knowledge, skills, attitudes and competences of nurses on their professional competence. Materials and Methods: This study was conducted with a randomized controlled trial design. The study group consisted of 60 intensive care nurses in total, 30 in the intervention group and 30 in the control group. Data were collected using a nurse information form and the Nursing Professional Competence Scale. The study was conducted from April 19, 2021, through August 27, 2021.Results: After the certificate program, it was observed that the nurses in the intervention group had higher patient diagnosis, nursing process application, health/disease education, professional development, ethical practice, critical thinking and teamwork, and research and development competences than the control group.Conclusion: It would be recommended to support the participation of intensive care nurses in different certificate programs, in-house/outsourced in-service trainings, congresses and symposiums to improve their professional knowledge, skills and competences, and to conduct qualitative studies to determine the effect of intensive care nursing certificate programs on the professional competences of nurses.

The Relationship Between Anxiety and Depression Levels of Orthopedic Traumatology Patients and the Perception of Nursing Care - Medical Journal of Bakirkoy

Amaç: Sağlık alanındaki öğrencilerde duygusal-davranışsal problemleri ve bunların umutsuzluk, çocukluk çağı travmaları, demografik özellikler ve ayrıca ekrana maruziyet süreleri ile ilişkisini incelemek. Yöntem: Çalışma kesitsel, tanımlayıcı bir çalışmadır. Sağlık çalışanı adayı öğrencilerde gerçekleştirildi. Veri toplama aracı olarak, sosyodemografik özellikler ve ekran maruziyetini değerlendiren kişisel data formu, Belirti Tarama Listesi (SCL-90), Çocukluk Çağı Travma Ölçeği ve Beck Umutsuzluk Ölçeği kullanıldı. Veriler Number Cruncher Statistical System ile analiz edildi. Bulgular: Toplam katılımcı sayısı 347 idi. Bunlar arasında; yaklaşık her 10 kişiden birinde (%11.2) psikiyatrik hastalık öyküsü, çoğunluğunda anlamlı düzeyde psikiyatrik belirtiler vardı (0.88±0.63), çoğunluğunda orta (%64.5) veya şiddetli düzeyde (%3.5) umutsuzluk yaşadığı ve %40.3’ünün çocukluk çağı travmasına maruz kaldığı belirlendi. Duygusal-davranışsal problem düzeyinin; cinsiyet (kadınlarda daha fazla), akademik başarı (düşük olanlarda daha fazla), bölümden memnun olma (memnun olmayanlarda daha fazla), ekran maruziyeti süresi (özellikle sosyal medya kullanım süresi 5 saat ve üzerinde kullananlarda daha fazla) ve çocukluk çağında travmaya maruz kalma (maruz kalanlarda daha fazla) ile ilişkili olduğu belirlendi. Umutsuzluk ise cinsiyetten, akademik başarıdan ve sosyal medya kullanımından bağımsız ancak okunan bölümden memnun olma durumu ile ilişkili bulunmuştur. Sonuç ve Öneriler: Çalışma sonuçları, kadın cinsiyeti, fazla sosyal medya kullanım süresi ve çocukluk çağı travmaları maruziyetinin kötü ruh sağlığı belirteci olduğuna, okunan bölümden memnun olmanın ise iyi ruh sağlığı belirteci olduğunu gösterdi.

Amaç: Bu araştırmanın amacı, hemşirelerin hasta eğitimi süreci aşamalarını (eğitim gereksinimlerini belirleme, tanı koyma, planlama, uygulama, değerlendirme ve kaydetme) kullanarak hasta eğitimi gerçekleştirme düzeylerinin belirlenmesidir. Yöntem: Bu çalışma tanımlayıcı ve ilişki arayıcı bir çalışma olarak tasarlandı. Çalışma İstanbul’da bir eğitim ve araştırma hastanesinde görev yapan 259 hemşire ile gerçekleştirildi. Veriler; 01.06.2023 ile 31.07.2023 tarihleri arasında, araştırmacılar tarafından Bilgi Formu ve Hasta Eğitimi Uygulama Ölçeği kullanılarak elde edildi. Verilerin istatistiksel analizleri için Statistical Package for Social Sciences 22,0 paket programı kullanıldı. Bulgular: Hemşirelerin %88’inin hasta eğitiminin hemşire ve hekimin görevi olduğunu düşündüğü saptandı. Hemşirelerin Hasta Eğitimi Uygulama Ölçeği toplam puan ortalaması 176,20 ± 23,39 olarak tespit edildi. Hasta eğitimi vermenin hemşirenin görevi olduğunu düşünen hemşirelerin ölçek puan ortalaması hasta eğitimi vermenin hekimin görevi olduğunu düşünen hemşirelerden daha yüksek bulundu (p

Background: Nursing education encompasses both theoretical knowledge and clinical practice. Nursing students can find the opportunity to increase their competences by applying the knowledge they have learnt in theoretical education in clinical practice. A multitude of factors influence the efficacy of clinical practice. It is expected that students will develop professional competencies before graduation and cultivate a positive attitude towards the nursing profession and clinical practice.Objective: The objective of this study is to examine the influence of nursing students’ competencies and their attitudes toward the profession on their attitudes toward clinical practice.Methods: The study employed a correlational design. This study was conducted in a hospital between February 27 and August 25, 2023, and included 585 nursing students who agreed to participate in the study. The study used the Nursing Students' Attitudes towards Clinical Practices Scale, the Attitude Scale for Nursing Profession, and the Competency Inventory of Nursing Students as data collection tools together with the Descriptive Information Form. Structural equation modelling was used to analyse the research data.Results: The study revealed that nursing students' competencies and attitudes toward the profession influence their attitudes toward clinical practices.Conclusion: Nursing students' attitudes and competencies towards the profession should be taken into consideration throughout their education to enhance the efficacy and quality of clinical practice.

With the widespread integration of the Internet into daily life and its increasing use in education, it has been observed that students sometimes use the Internet for purposes other than its intended academic functions. The aim of this study was to determine the relationship between cyberloafing behaviors of nursing students and their academic achievement. This study is a descriptive prospective study. The study was conducted with 286 nursing students. Data were obtained between March 4 and June 7, 2024, using the Information Form and Cyberloafing Scale. The mean total score of the Cyberloafing Scale for nursing students was 2.28 ± 0.82. It was determined that there was a weak negative correlation between nursing students' academic grade point averages and Cyberloafing Scale “sharing,” “gaming/gambling” subdimension, and scale total score average. It is important for nurse educators to make courses more engaging for students by using diverse educational materials and teaching methods and to ensure active student participation.

Innovations and developments in technology have affected nursing education as well as every stage of life. Developments in technology have led to a significant increase in the use of technology in nursing education in recent years. The increase in the use of smart phones, internet, portable digital assistant devices in our lives has necessitated technology-supported learning and even the change of the learning-teaching environment. Especially with the transition from traditional education methods to interactive education methods, technology has started to be used more in nursing education, and a safer, quality, fun and exciting learning environment can be provided with the use of technology. In nursing education, learning objectives are realised in cognitive, affective and psychomotor areas and many technological tool such as teaching meyhod and computer, internet, smart phone, tablet, wearable technology, augmented reality applications, models, medical devices (sphygmomanometer, thermometer, stethoscope, etc.), smart board, artificial intelligence, etc. are used as educational materials in accordance with the learning objective. This review was prepared to explain how technological developments are reflected in nursing education and how they shape education.