Browsing by Author "Şimşek H.N."

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    Does psycho-education improve the obstetric and maternal outcomes with women have a fear of childbirth? A systematic review; [Doğum Korkusu Yaşayan Kadınlarda Psiko-Eğitim Obstetrik ve Maternal Sonuçları İyileştirir mi? Sistematik İnceleme]
    (Dokuz Eylul University, 2019) Bolsoy N.; Çelik N.; Şimşek H.N.
    Background: Fear of childbirth affects obstetric and maternal outcomes. One of the interventions to prevent or treat fear of childbirth is antenatal psycho-education. Objectives: The aim of this systematic review is to review the randomized controlled trial which research the obstetric and maternal results of the effect of antenatal psycho-education of women who have childbirth fear. Methods: This systemic review is performed by retrospective scanning of the studies related the subject. “Google Academic”, “Science direct” and “Wiley Interscience” databases were scanned electronically by using “antenatal”, “psycho-education classes” and “fear of childbirth” keywords. All of the abstracts, titles and articles in electronic databases were detected and reached to 1280 studies; then 685 studies that covered last 5 years were examined, and 7 of randomized controlled study which were met the criteria for including were included to the review. Results: These studies has shown that antenatal psycho-education for women who have fear of childbirth is decreased the fear of childbirth. As a result of decreased fear of childbirth; it was reported that vaginal birth rates, positive chilbirth experience, maternal adjustment increased and motherhood positively affected, whereas cesarean delivery rates and postnatal depressive symptoms decreased. Conclusion: Fear of childbirth has become one of the primacy problems that need to be solved. Psycho-education has a positive effect on obstetric and maternal outcomes in women who have a fear of childbirth. It’s supposed that this review could contribute the studies which would be performed on this area. © 2019, Dokuz Eylul University. All rights reserved.
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    Evaluation of midwifery students' learning approaches to the compulsory biochemistry course; [Ebelik öǧrencilerinin biyokimya dersi öǧrenme yaklaşimlaririn incelenmesi]
    (De Gruyter Open Ltd, 2022) Kosova F.; Çelik N.; Şimşek H.N.; Ulaş S.C.
    Learning approach in a certain learning process is based on the student's intentions, behaviors, and habits according to his/her perceptions of the task of learning and determines the amount and quality of learning. The objective of this study is to evaluate the learning approaches of 1st and 4th grade midwifery students to biochemistry course and the change, if there is any, through their education. Methods: This is an observational, cross-sectional study. The research population consisted of the voluntary students (86.47%, n:147) of the 2017-2018 season of the 1st and 4th class of Manisa Celal Bayar University, Health Science Faculty, Midwifery Department (n:170). Data were collected by using the "Introductory Information Form"and the "Learning Approach Scale", and evaluated in the SPSS package program by performing number, percentile, mean, standard deviation, independent t test. Results: The mean age of the students was 20.82 ± 1.81. Over 95% of the students stated that biochemistry lesson was necessary, while 59.9% reported that their biochemistry knowledge was insufficient. Over 87% of the student expressed their belief that the content of the biochemistry classes will help them in their professional career. Mean score of deep approach for Learning Approach Scale was 34.13 ± 6.07 (Min:19.00-Max:50.00), and mean score of superficial approach for Learning Approach Scale was 26.94 ± 6.37 (Min:15.00-Max:50.00). There was a significant relation between deep approach scale score and the perception of high importance of biochemistry in the professional life (p<0.05). Conclusions: Midwifery students, who believe that biochemistry is necessary for their professional career have a higher motivation for learning biochemistry, thus perform a deeper approach to learning. In general, creating effective and dynamic educational environments that support deep learning is necessary for enhancing the learning of biochemistry. © 2020 Funda Kosova et al.
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    Evaluation of the clinical self-efficacy of postgraduate midwifery students who took courses related to biochemistry: a cross-sectional study
    (De Gruyter Open Ltd, 2022) Kosova F.; Şimşek H.N.; Çelik N.
    Objectives: Postgraduate midwifery students learn the science and art of midwifery in clinical settings through the integration of evidence-based knowledge, practical skills, quality of care, and personal attitudes. These personal attitudes are confidence, intuition, problem solving, critical thinking, and self-efficacy. This study's goal was to evaluate the clinical self-efficacy of midwifery students who took courses related to biochemistry in the postgraduate education program. Methods: A cross-sectional design was used in the study. In the study, data collection was performed using surveys from students in the postgraduate midwifery education program. The study data were collected by employing the "Introductory Information Form"and the "Self-efficacy for Clinical Evaluation Scale."Data evaluation was performed by number, percentage, mean, and correlation test. Results: It was revealed that 67.7% of midwifery students who took the courses were postgraduate students in the thesis stage, 41% of them worked in secondary health services, and 51.6% of them had a clinical experience of 5 years and more. The total score of the self-efficacy perception subscale was 4.22 ± 0.49 (1-5), whereas the total score of the perceived confidence subscale was 4.57 ± 0.45 (1-5). There was a statistically significant correlation between the self-efficacy subscale and the importance subscale. Conclusions: The results indicated that postgraduate midwifery students had high clinical self-efficacy scores. We think that the elective courses related to biochemistry in the postgraduate midwifery education program may have positively affected their clinical skills. We anticipate that it will be appropriate to conduct research with a larger sample size to examine the effect of postgraduate midwifery education on students' clinical self-efficacy. © 2021 Funda Kosova et al.