Gülay Madan

Objective: Anatomy education is a fundamental component of health education and professional competence. Anatomical self-efficacy is defined as the belief in one's ability to successfully complete anatomy instruction. This study aimed to examine the difference in anatomical self-efficacy perception score over a semester and assess its impact on predicting the academic performance of associate degree students enrolled in gross anatomy courses. Methods: The demographic data of the students were collected. The “Self-efficacy Perception Scale for the Human Anatomy Course” was administered twice before the mid-term and final exams during the semester. As an academic performance, the mid-term and final exam grades were retrieved from the e-campus information system. Differences in exam grades and anatomical self-efficacy perception were analyzed using a t-test, while the effect of anatomical self-efficacy perception on exam grades was assessed through simple linear regression analysis. Results: The mid-term (P<0.001) and final exam grades (P<0.001), and anatomical self-efficacy perception increased significantly (P<0.001). A simple linear regression analysis showed that both midterm (P<0.001) and final exam grades (P<0.001) were predicted by anatomical self-efficacy perception, suggesting that higher self-efficacy perception is associated with better academic performance. Conclusion: To enhance academic performance, lecturers should organize training activities designed to increase anatomical self-efficacy.

Objective: It is aimed to evaluate the knowledge, attitudes and behaviors in health literacy and patient rights of health vocational school students who will be health personnel in the future. Materials and Methods: The descriptive study was conducted between 02-28 September 2020 with the participation of 202 volunteer students using the internet survey method. A 32-item questionnaire on individuals' descriptive information, health literacy and patient rights was used. Results: It was observed that 72.3% of the students did not read books regularly and they preferred health workers in the first place to obtain information about health. A difference was observed between those who have health literacy knowledge and understand the information about their health (p<0.005). A relationship was found between the importance they attach to their health and the fact that they find patient rights necessary (p<0.05). In addition, there was a difference between receiving patient rights training and applying to the patient rights unit (p<0.05). Conclusion: It was observed that the students did not have sufficient information about health literacy and did not receive the necessary education. Although they received training on patient rights, it was determined that their knowledge was not at the desired level. Amaç: Gelecekte sağlık personeli olacak sağlık meslek yüksekokulu öğrencilerinin sağlık okuryazarlığı ve hasta hakları konusundaki bilgi tutum ve davranışlarının değerlendirilmesi amaçlanmıştır. Gereç ve Yöntem: Tanımlayıcı tipteki araştırma, 02-28 Eylül 2020 tarihleri arasında, 202 gönüllü öğrencinin katılımıyla internet anketi yöntemiyle yapılmıştır. Bireylerin tanımlayıcı bilgileri, sağlık okuryazarlığı ve hasta hakları ile ilgili 32 maddelik bir anket kullanılmıştır. Bulgular: Öğrencilerin %72.3’ünün düzenli kitap okumadığı ve sağlıkla ilgili bilgi edinmek için birinci sırada sağlık çalışanlarını tercih ettikleri görülmüştür. Sağlık okuryazarlığı bilgisine sahip olanların sağlığıyla ilgili bilgileri anlama durumu arasında bir farklılık gözlenmiştir (p<0.005). Sağlığına verdiği önem ile hasta haklarını gerekli bulması arasında ilişki saptanmıştır (p<0.05). Ayrıca hasta hakları eğitimi almaları ile hasta hakları birimine başvuru yapılması arasında farklılık bulunmuştur(p<0.05). Sonuç: Öğrencilerin sağlık okuryazarlığı hakkında yeterli bilgilerinin olmadığı ve gerekli eğitimi almadıkları görülmüştür. Hasta hakları ile ilgili eğitim almalarına rağmen bilgilerinin istenen düzeyde olmadığı tespit edilmiştir.