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General Compliance Training In Covid-19 Process

Yıl 2023, Cilt: 9 Sayı: 2, 27 - 46, 21.06.2023

Öz

Aim: The aim of this research is to determine the level of professional knowledge and the behaviours of new healthcare workers in Covid-19 process.
Methods: It is a retrospective and descriptive study conducted with the data obtained from the general compliance training (theoretical and practical) given to 28 new healthcare workers who had started working at a pandemic hospital affiliated to the Ministry of Health between 17-21 April 2020. The data were obtained by "Personal Information Form", "Pre-test", "Final test", "Training Evaluation Form" and "Counselling Follow-up Form of Nursing Services in Covid-19 Process" developed by the researchers in the light of the literature. The data obtained from the evaluation of the data were transferred to the computer environment and analysed in IBM SPSS 21.0 (IBM Corp., Armonk, New York) package program. Descriptive statistics (frequency, percentage, mean, standard deviation) were used in the analysis of the data. The compatibility of numerical data to normal distribution was assessed by Q-Q plot and Kolmogorov - Smirnov test. Wilcoxon test was used to analyse the data. ICC (Intraclass correlation coefficient) was used for the assessors agreement and Cronbach's alpha coefficient was used for the reliability analysis of the scales. The results were evaluated at 95% confidence interval and significance was evaluated at p <0.05 level.
Results: The mean age of the nurses included in the study was 23.32 ± 1.51 years, 20 (71.4%) were female, 16 (57.1%) had a bachelor’s degree, 75 (75%) were nurses and the average work experience was 0.69 ± 0.86 years. Differences between individual pre-test and final test changes according to gender, educational status and occupational groups were found to be statistically significant (p<0,05). It was seen that qualifications specific to the trainers came to the fore in the evaluation of the training. As a result of the 1st week evaluation performed by 2 nurse consultants (charge nurse and chief nurse) using the Counselling Form of Nursing Services in Covid-19 Process, the consistency between the consultants was found to be statistically significant (p<0,05). It was determined that the mean distribution of the assessors in the 1st and the 2nd week was 75.63 ± 19.03 and 87.28 ± 12.30, respectively, the Cronbach's alpha coefficient was 0.96 and 0.88, respectively, and the difference in the mean scores of the assessors within two weeks was found to be statistically significant (Wilcoxon test; p=0,001). It was concluded that the newly recruited healthcare personnel paid attention to and practiced hand hygiene the most, complied with the unit's working hours, and performed patient care practices.
Conclusions: It was identified that the healthcare workers included in the study were young female nurses with a bachelor's degree and little work experience. Individual pre-test and final test differences according to gender, educational status and occupational groups and the final test scores of men and women being higher than the pre-test scores were found to be statistically significant (p<0,05; p=0,012; p=0,0001). It was concluded that the most positive result in the training evaluation was "Trainer". In the 1st week, the score concordance between the consultants was found to be 0.96 and the Cronbach's alpha ranged between 0.95 and 0.98. In the 2nd week, Cronbach’s alpha ranged between 0.94 and 0.96 and the consistency between the consultants was statistically significant (p<0,05). It was determined that the difference in the mean scores of the assessors within two weeks was statistically significant (p=0,001). It was concluded that the newly recruited healthcare personnel paid attention to and practiced hand hygiene the most, complied with the unit's working hours, and performed patient care practices. General Compliance Training given to new healthcare workers who had started working at a pandemic hospital during Covid-19 process has had a positive impact on nursing care with an increase in their knowledge and skills.

Kaynakça

  • 1.Alıcı UP & Çakır A. Hemşirelerin özel bir hastanede uygula¬nan klinik oryantasyon programına ilişkin görüşleri. Mal¬tepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi.2009; 2: 45-56.
  • 2.Babacan, E, Ulupınar Alıcı S. (2008). Hemşirelerin hasta eğitimi rol ve faaliyetlerine ilişkin düşünceleri. Hemşirelikte Eğitim ve Araştırma Dergisi 5(2): 29-36.
  • 3.Buğdaylı G., Akyürek ÇE., (2017), hemşirelerin hizmet içi eğitim faaliyetlerine ilişkin görüşleri: bir üniversite hastanesi örneği, Hemşirelikte Araştırma Geliştirme Dergisi, 19(1):14-25.
  • 4.Chew, N., Lee, G., Tan, B., Jing, M., Goh, Y., Ngiam, N., Yeo, L., Ahmad, A., Ahmed Khan, F., Napolean Shanmugam, G., Sharma, A. K., Komalkumar, R. N., Meenakshi, P. V., Shah, K., Patel, B., Chan, B., Sunny, S., Chandra, B., Ong, J., Paliwal, P. R., … Sharma, V. K. (2020). A multinational, multicentre study on the psychological outcomes and associated physical symptoms amongst healthcare workers during COVID-19 outbreak. Brain, behavior, and immunity, 88, 559–565.
  • 5.Desimone RL, Werner JM & Harris DM. (2002), Human Resource De¬velopment, Third Edition, United States. Thomson&South Western 310.
  • 6.Emerson MS. (1992), Mandatory Continuing Education: An Analysis of Registered Nurses Attitudes and İnfluence on Employmend State Choice. Doctor of Philosophy, Kansas State University College of Education, Kansas, 75-107.
  • 7.Erdoğan H (2020), Anestezi ve Reanimasyon yoğun bakım ünitesinde yatan hastalarda basınç yarasının önlenmesinde hemşirelere verilen eğitimin etkisi, İstanbul Okan Üniversitesi, Doktora Tezi, İstanbul.
  • 8.Göçmen Z. (2004), Ameliyathane hemşirelerinin ameliyathane hem¬şireliği oryantasyon programı içeriğine ilişkin görüşleri. Cumhuriyet Üniversitesi Hemşirelik Yüksek Okulu Dergisi 8:12-24.
  • 9.He F, Den, Y& Li W. (2020). Coronavirus disease 2019: What we know? J Med Virol.1– 7.
  • 10.Hutton, C. A (1986), An Investigation of Nurses Response To Mandatory Continuing Education. Doctor of Education, The Florida State University, College of Education, 49-56.
  • 11.Keleş Z. (1998). Hastanede çalışan hemşirelerin hizmet içi eğitime yönelik düşünce, beklenti ve sorunları. Yayınlanmamış, Yüksek Lisans Tezi, İstanbul Üniversitesi Sağlık Bilimleri Enstitüsü, İstanbul, 21-43.
  • 12.Liu, C. Y., Yang, Y. Z., Zhang, X. M., Xu, X., Dou, Q. L., Zhang, W. W., & Cheng, A. S. (2020). The prevalence and influencing factors in anxiety in medical workers fighting COVID-19 in China: a cross-sectional survey. Epidemiology & Infection, 1-17.
  • 13.Levett-Jones TL (2005), Continuing education for nurses: A neces¬sity or a nicety? J Cont Educ Nurs 36:229–233.
  • 14.Marcum E &West R. (2004) Structured orientation for new graduates: a retention strategy. J Nurse Staff Develop 20:118-24.
  • 15.Örücü E. ve Yumuşak S. (2005). Örgütlerde İş Gören Eğitimi Üzerine Bir Alan Araştırması. Atatürk Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 19(2): 235-238.
  • 16.Öztürk H (2008), Savaşkan, Hemşirelerin hizmetici eğitimlerle ilgili yaşadıkları sorunlar, beklenti ve önerileri. İ. U. F. N. Hem. Dergisi, 16 (61): 41-49.
  • 17.Pellino, G., & Spinelli, A. (2020). How Coronavirus Disease 2019 Outbreak Is Impacting Colorectal Cancer Patients in Italy: A Long Shadow Beyond Infection. Diseases of the colon and rectum, 63(6), 720–722.
  • 18.Pappa, S., Ntella, V., Giannakas, T., Giannakoulis, V. G., Papoutsi, E., & Katsaounou, P. (2020). Prevalence of depression, anxiety, and insomnia among healthcare workers during the COVID-19 pandemic: A systematic review and meta-analysis. Brain, behavior, and immunity, 88, 901–907.
  • 19.Sanders Martha JM. (1993), Attitudes About Continuing Education and Program Participation among Kansas Long-Term Care Registered Nurses. Doctor of Philosophy, Kansas State University College of Education, Kansas, 1993;44-68.
  • 20.Serbest Ş & Ulupınar Alıcı S, Özel Bir Hastane Grubunda Çalışan Hemşirelerin Kurumdaki Hizmet İçi Eğitim Uygulamalarına İlişkin Görüşleri İ.Ü.F.N. Hem. Derg. (2010;18(2): 98-105.
  • 21.Velavan TP, Meyer CG. (2020). The COVID‐19 epidemic. Trop Med Int Health, 25(3); 278-280.
  • 22.Yelboğa A. (2010). Yönetimde İnsan Kaynakları Çalışmaları. Turhan Kitabevi, Ankara.
  • 23.Zengin Aydın L & Büyükbayram Z. (2020). Hemşirelerin Mesleki Tutumlarına Göre Bireyselleştirilmiş Bakım Algıları Individualized Care Perceptions According to Professional Attitudes of Nurses Turkiye Klinikleri J Nurs Sci. 12(2):198-206
Yıl 2023, Cilt: 9 Sayı: 2, 27 - 46, 21.06.2023

Öz

Destekleyen Kurum

Yok

Kaynakça

  • 1.Alıcı UP & Çakır A. Hemşirelerin özel bir hastanede uygula¬nan klinik oryantasyon programına ilişkin görüşleri. Mal¬tepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi.2009; 2: 45-56.
  • 2.Babacan, E, Ulupınar Alıcı S. (2008). Hemşirelerin hasta eğitimi rol ve faaliyetlerine ilişkin düşünceleri. Hemşirelikte Eğitim ve Araştırma Dergisi 5(2): 29-36.
  • 3.Buğdaylı G., Akyürek ÇE., (2017), hemşirelerin hizmet içi eğitim faaliyetlerine ilişkin görüşleri: bir üniversite hastanesi örneği, Hemşirelikte Araştırma Geliştirme Dergisi, 19(1):14-25.
  • 4.Chew, N., Lee, G., Tan, B., Jing, M., Goh, Y., Ngiam, N., Yeo, L., Ahmad, A., Ahmed Khan, F., Napolean Shanmugam, G., Sharma, A. K., Komalkumar, R. N., Meenakshi, P. V., Shah, K., Patel, B., Chan, B., Sunny, S., Chandra, B., Ong, J., Paliwal, P. R., … Sharma, V. K. (2020). A multinational, multicentre study on the psychological outcomes and associated physical symptoms amongst healthcare workers during COVID-19 outbreak. Brain, behavior, and immunity, 88, 559–565.
  • 5.Desimone RL, Werner JM & Harris DM. (2002), Human Resource De¬velopment, Third Edition, United States. Thomson&South Western 310.
  • 6.Emerson MS. (1992), Mandatory Continuing Education: An Analysis of Registered Nurses Attitudes and İnfluence on Employmend State Choice. Doctor of Philosophy, Kansas State University College of Education, Kansas, 75-107.
  • 7.Erdoğan H (2020), Anestezi ve Reanimasyon yoğun bakım ünitesinde yatan hastalarda basınç yarasının önlenmesinde hemşirelere verilen eğitimin etkisi, İstanbul Okan Üniversitesi, Doktora Tezi, İstanbul.
  • 8.Göçmen Z. (2004), Ameliyathane hemşirelerinin ameliyathane hem¬şireliği oryantasyon programı içeriğine ilişkin görüşleri. Cumhuriyet Üniversitesi Hemşirelik Yüksek Okulu Dergisi 8:12-24.
  • 9.He F, Den, Y& Li W. (2020). Coronavirus disease 2019: What we know? J Med Virol.1– 7.
  • 10.Hutton, C. A (1986), An Investigation of Nurses Response To Mandatory Continuing Education. Doctor of Education, The Florida State University, College of Education, 49-56.
  • 11.Keleş Z. (1998). Hastanede çalışan hemşirelerin hizmet içi eğitime yönelik düşünce, beklenti ve sorunları. Yayınlanmamış, Yüksek Lisans Tezi, İstanbul Üniversitesi Sağlık Bilimleri Enstitüsü, İstanbul, 21-43.
  • 12.Liu, C. Y., Yang, Y. Z., Zhang, X. M., Xu, X., Dou, Q. L., Zhang, W. W., & Cheng, A. S. (2020). The prevalence and influencing factors in anxiety in medical workers fighting COVID-19 in China: a cross-sectional survey. Epidemiology & Infection, 1-17.
  • 13.Levett-Jones TL (2005), Continuing education for nurses: A neces¬sity or a nicety? J Cont Educ Nurs 36:229–233.
  • 14.Marcum E &West R. (2004) Structured orientation for new graduates: a retention strategy. J Nurse Staff Develop 20:118-24.
  • 15.Örücü E. ve Yumuşak S. (2005). Örgütlerde İş Gören Eğitimi Üzerine Bir Alan Araştırması. Atatürk Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 19(2): 235-238.
  • 16.Öztürk H (2008), Savaşkan, Hemşirelerin hizmetici eğitimlerle ilgili yaşadıkları sorunlar, beklenti ve önerileri. İ. U. F. N. Hem. Dergisi, 16 (61): 41-49.
  • 17.Pellino, G., & Spinelli, A. (2020). How Coronavirus Disease 2019 Outbreak Is Impacting Colorectal Cancer Patients in Italy: A Long Shadow Beyond Infection. Diseases of the colon and rectum, 63(6), 720–722.
  • 18.Pappa, S., Ntella, V., Giannakas, T., Giannakoulis, V. G., Papoutsi, E., & Katsaounou, P. (2020). Prevalence of depression, anxiety, and insomnia among healthcare workers during the COVID-19 pandemic: A systematic review and meta-analysis. Brain, behavior, and immunity, 88, 901–907.
  • 19.Sanders Martha JM. (1993), Attitudes About Continuing Education and Program Participation among Kansas Long-Term Care Registered Nurses. Doctor of Philosophy, Kansas State University College of Education, Kansas, 1993;44-68.
  • 20.Serbest Ş & Ulupınar Alıcı S, Özel Bir Hastane Grubunda Çalışan Hemşirelerin Kurumdaki Hizmet İçi Eğitim Uygulamalarına İlişkin Görüşleri İ.Ü.F.N. Hem. Derg. (2010;18(2): 98-105.
  • 21.Velavan TP, Meyer CG. (2020). The COVID‐19 epidemic. Trop Med Int Health, 25(3); 278-280.
  • 22.Yelboğa A. (2010). Yönetimde İnsan Kaynakları Çalışmaları. Turhan Kitabevi, Ankara.
  • 23.Zengin Aydın L & Büyükbayram Z. (2020). Hemşirelerin Mesleki Tutumlarına Göre Bireyselleştirilmiş Bakım Algıları Individualized Care Perceptions According to Professional Attitudes of Nurses Turkiye Klinikleri J Nurs Sci. 12(2):198-206
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Klinik Tıp Bilimleri
Bölüm Makaleler
Yazarlar

Hatice Erdoğan 0000-0001-6376-0267

Füsun Afşar 0000-0002-4421-3089

Sena Melike Özdamar 0000-0002-6875-7523

Yayımlanma Tarihi 21 Haziran 2023
Gönderilme Tarihi 19 Ekim 2022
Kabul Tarihi 20 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 9 Sayı: 2

Kaynak Göster

APA Erdoğan, H., Afşar, F., & Özdamar, S. M. (2023). General Compliance Training In Covid-19 Process. Aydın Sağlık Dergisi, 9(2), 27-46.

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