Determining the effect of periodic training on the basic psychomotor skills of nursing students

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dc.authoridKarabulut, Hatice/0000-0002-0033-9114
dc.authoridKARADAG, AYISE/0000-0001-6436-1647
dc.contributor.authorOzturk, Deniz
dc.contributor.authorCaliskan, Nurcan
dc.contributor.authorBaykara, Zehra Gocmen
dc.contributor.authorKaradag, Ayise
dc.contributor.authorKarabulut, Hatice
dc.date.accessioned2025-02-24T17:18:42Z
dc.date.available2025-02-24T17:18:42Z
dc.date.issued2015
dc.departmentFakülteler, Sağlık Bilimleri Fakültesi, Hemşirelik Bölümü
dc.description.abstractBackground: Basic psychomotor skill training starts in the first year in nursing education. The psychomotor skills taught in the first year of nursing training constitute a foundation for all professional practices. Conducting periodic training for skills with which students are deficient can support mastery learning. Objectives: The study was conducted as an interventional study for determining the effect of periodic training on the basic psychomotor skills learned in the Fundamentals of Nursing course. Design: The sample consisted of 70 students attending the Fundamentals of Nursing course at nursing students in a university in Ankara, over 4 years between 2010 and 2013. Methods: The study was conducted as an interventional study for a period of 4 years. The data were collected through a questionnaire that was applied 4 times at the end of each academic year. According to the results of the forms evaluated at the end of each year, 4 additional laboratory activities were conducted addressing the deficient psychomotor skills of students at the beginning of the new academic semester in the 2nd and 3rd years. In the 4th-year clinic practice, courses were arranged to practice still deficient psychomotor skills. Results: It was determined that students practiced nearly all of the basic psychomotor skills during clinical practice and that the practices with which they felt themselves to be inadequate gradually decreased following periodic training; this decrease was significant (p < 0.05). While the number of students who could practice was low at the first measurement, following 3 years of periodic training, these skills increased significantly (p < 0.05). Conclusion: This study determined that periodic training addressing the deficient psychomotor skills of nursing students was effective. We recommend that students' psychomotor skills be evaluated periodically and repetitive training based on the results of this evaluation be provided throughout the undergraduate nursing education process. (C) 2014 Elsevier Ltd. All rights reserved.
dc.identifier.doi10.1016/j.nedt.2014.10.023
dc.identifier.endpage407
dc.identifier.issn0260-6917
dc.identifier.issn1532-2793
dc.identifier.issue2
dc.identifier.pmid25466792
dc.identifier.scopus2-s2.0-84921290712
dc.identifier.scopusqualityQ1
dc.identifier.startpage402
dc.identifier.urihttps://doi.org/10.1016/j.nedt.2014.10.023
dc.identifier.urihttps://hdl.handle.net/20.500.14440/805
dc.identifier.volume35
dc.identifier.wosWOS:000349500600017
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherChurchill Livingstone
dc.relation.ispartofNurse Education Today
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250201
dc.subjectNursing students
dc.subjectPsychomotor skill
dc.subjectPeriodic training
dc.subjectNursing training
dc.titleDetermining the effect of periodic training on the basic psychomotor skills of nursing students
dc.typeArticle

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