Levels Of Approach-Avoidance Towards Emotional Situations Of Student Nurses Taking And Not Taking The Mental Health And Psychiatric Diseases Nursing Course And Their Perceptions Of Problem-Solving
Journal Title: Kocaeli Üniversitesi Sağlık Bilimleri Dergisi - Year 2016, Vol 2, Issue 1
Abstract
Purpose: This study was conducted to explore the impact of the Mental Health and Psychiatric Diseases Nursing (MHPDN) course on the levels of approach-avoidance towards emotional situations of student nurses and on their problem-solving skills. Method: The study was conducted over the period September 2014 - February 2015 with fourth-year students in the Kırıkkale University Health Sciences Faculty and was of quasi-experimental design, using a posttest and a control group. The students taking the MHPDN course were recruited as the study group while the students in the other departments of the Nursing Faculty comprised the control group. A pretest and posttest was administered to the study group while the control group was administered only a posttest. The sample constituted 164 students who agreed to participate in the study. 44 students of the sample are study group and 120 students of the sample are control group. The researchers collected the data using a Personal Information Form, the Emotional Needs Scale (ENS) and the Problem-solving Inventory (PSI). The data collected were evaluated using descriptive statistical analysis, chi-square, ANOVA, Mann Whitney U and Wilcoxon tests. Results: Of the students, 43.9% reported that they had difficulty expressing their emotions and 56.1% said that they received emotional support from their family and relatives. The differences between the mean scores of the study group on the ENS pretest and posttest and on the sub-scale of "approach to emotions" were found to be statistically significant (p<0.05). It was also found that the differences between the mean scores of the study group students on the PSI pretest and posttest were statistically significant (p<0.001). The differences between the posttest mean scores of the study and control groups in the sub-scale "approach to emotions" were statistically significant (p<0.05). Conclusion: The results showed that the skills of the students taking the MHPDN course in terms of their approach to emotions had significantly increased while no statistically positive and significant difference was found in the perceptions of problem-solving. It is recommended that the problem-solving perceptions of students should be evaluated together with emotional needs and other factors, and training activities should be carried out to increase problem-solving skills.
Authors and Affiliations
Elif Aşık, Sevil Albayrak
Keywords
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