Hemşirelik Öğrencilerinin Ameliyathane Uygulamasına Yönelik Deneyimlerinin Belirlenmesi

Amaç: Bu çalışma, klinik uygulama alanı olarak ameliyathanede uygulama yapan hemşirelik öğrencilerinin uygulama deneyimlerini değerlendirmek amacıyla yapılmıştır. Örneklem ve Yöntem: Kesitsel ve tanımlayıcı tipteki bu araştırma bir üniversitenin hemşirelik bölümünde okuyan ve ilk defa ameliyathanede klinik uygulama yapan 144 öğrenci ile yürütülmüştür. Veriler araştırmacılar tarafından hazırlanan soru formu ile toplanmıştır. Verilerin analizinde tanımlayıcı testler ve ki-kare testi kullanılmıştır. Bulgular: Çalışmaya katılan öğrencilerin yaş ortalaması 20±1.95 (n=144) olup %79.9’u (n=115) kadındır. Ameliyathane uygulaması öncesinde öğrencilerin %97.9’unun ameliyathane ortamını merak ettiği, %77.8’inin heyecan yaşadığı, %33’ünün ise olumsuz bir deneyim yaşamaktan korktuğu belirlenmiştir. Öğrencilerin çoğu (%79.9) ameliyathane uygulaması ile asepsi-antisepsi kavramını daha iyi anladığını belirtmiştir. Eğitim hemşiresi eşliğinde uygulama yapan öğrencilerin (%65.3) ortama uyum sağlamak için personellerden destek aldığı, hemşirelerle daha rahat iletişim kurduğu, soru sorabildiği ve bilgi alabildiği belirlenmiştir (p<0.05). Öğrencilerin %50.7’si ameliyathanede yapılan iki günlük uygulama süresini kısa bulmuştur. Öğrencilerin %47.2’sinin ameliyathane hemşiresi olmak istediği, bunun nedeninin ise ameliyathanenin hareketli, heyecan verici, ilgi çekici ve bağımsız bir yer olması nedeniyle olduğu belirlenmiştir. Sonuç: Bu çalışmada ameliyathane uygulaması sırasında öğrencilerin olumlu ve olumsuz deneyimler yaşadığı ve rehber hemşire eşliğinde yapılan uygulamanın öğrencilerin yaşadığı olumlu deneyimleri artırdığı belirlenmiştir. Ameliyathane uygulamasına çıkmadan önce öğrencilerin uygulamaya hazırlanması ve uygulamanın rehber eşliğinde yürütülmesi önerilmektedir.

Anahtar Kelimeler:

Ameliyathane, deneyim, hemşire, klinik uygulama, öğrenci

Determination of Nursing Students' Experiences on Operating Room Practice

Aim: This study was conducted to evaluate the experiences of nursing students who practice in the operating room as a clinical practice area. Subjects and Method: This cross-sectional and descriptive study was conducted with 144 students studying in the nursing department of a university and performing clinical practice in the operating room for the first time. The data were collected with a questionnaire prepared by the researchers. Descriptive tests and chi-square test were used in the analysis of the data. Results: The mean age of the students participating in the study was 20±1.95 (n=144) and 79.9% (n=115) of them were women. It was determined that 97.9% of the students were curious about the operating room environment before the operating room practice, 77.8% were excited, and 33% were afraid of having a negative experience. Most of the students (79.9%) stated that they understood the concept of asepsis-antisepsis better with the operating room practice. The students who practiced accompanied by the training nurse (%65.3) received support from the staff to adapt to the environment, communicated more easily with the nurses, asked questions, and received information (p<0.05). The 50.7% of the students found the two-day practice period in the operating room to be short. It was determined that 47.2% of them wanted to be an operating room nurse because the operating room was an active, exciting, interesting and independent place. Conclusion: In this study, it was determined that the students had positive and negative experiences during the operating room practice and the practice performed with the mentor nurse increased the positive experiences of the students. It is recommended that the students should be prepared before the operating room practice and that the practice should be carried out with a mentor.

Keywords:

Operating room, experience, nurse, clinical practice, student,

PDF

___

Akalın, B., & Modanlıoğlu, A. (2020). Ameliyathane hemşiresi olmak: nitel bir çalışma. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 23(1), 100-108. https://doi.org/10.17049/ataunihem.556995
Allari, R. S., & Farag, M. K. (2017). Nursing students’ expectations regarding clinical training: a qualitative study. International Journal of Nursing Sciences, 7(3), 63-70. https://doi.org/10.5923/j.nursing.20170703.02
Arabacı, L. B., Korhan, E. A., Tokem, Y., & Torun, R. (2015). Hemşirelik birinci sınıf öğrencilerinin ilk klinik deneyim öncesi-sırası ve sonrası anksiyete ve stres düzeyleri ve etkileyen faktörler. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 2(1), 1-16.
Averlid, G., & Høglund, J. S. (2020). The operating room as a learning arena: Nurse anaesthetist and student nurse anaesthetist perceptions. Journal of Clinical Nursing, 29(9-10), 1673-1683. https://doi.org/10.1111/jocn.15227
Breedt, S., & Labuschagne, M. (2019). Preparation of nursing students for operating room exposure: A South African perspective. African Journal of Health Professions Education, 11(1), 22-26. https://doi.org/10.7196/AJHPE.2019.v11i3.1215
Callaghan, A. (2011). Student nurses’ perceptions of learning in a perioperative placement. Journal of Advanced Nursing, 67(4), 854-864. https://doi.org/10.1111/j.1365-2648.2010.05518.x
Cheung, R. Y. M., & Au, T. K. F. (2011). Nursing students’ anxiety and clinical performance. Journal of Nursing Education, 50(5), 286-289. https://doi.org/10.3928/01484834-20110131-08
Crafoord, M. T., Mattsson, J., & Fagerdahl, A. M. (2018). Operating room nurses' perceptions of the clinical learning environment: a survey study. The Journal of Continuing Education in Nursing, 49(9), 416-423. https://doi.org/10.3928/00220124-20180813-07
Del Blanco, A., Torrente, J., Fernández-Manjón, B., Ruiz, P., & Giner, M. (2017). Using a videogame to facilitate nursing and medical students' first visit to the operating theatre. A randomized controlled trial. Nurse Education Today, 55, 45-53. https://doi.org/10.1016/j.nedt.2017.04.026
Dikmen, B. T., & Bayraktar, N. (2021). Nursing Students' Experiences Related to Operating Room Practice: A Qualitative Study. Journal of PeriAnesthesia Nursing, 36(1), 59-64. https://doi.org/10.1016/j.jopan.2020.06.025
Elcigil, A., & Sari, H. Y. (2008). Students’ opinions about and expectations of effective nursing clinical mentors. Journal of Nursing Education, 47(3), 118-123. https://doi.org/10.3928/01484834-20080301-07
Fındık, Ü. Y., Özbas, A., Çavdar, I., Topçu, S. Y., & Önler, E. (2015). Assessment of nursing students' stress levels and coping strategies in operating room practice. Nurse Education in Practice, 15(3), 192-195. https://doi.org/10.1016/j.nepr.2014.11.008
Foster, H., Ooms, A., & Marks-Maran, D. (2015). Nursing students' expectations and experiences of mentorship. Nurse Education Today, 35(1), 18-24. https://doi.org/10.1016/j.nedt.2014.04.019
Göriş, S., Bilgi, N., & Korkut Bayındır, S. (2014). Hemşirelik eğitiminde simülasyon kullanımı. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(2), 25-29.
Hughes, S. (2006). Evaluating operating theatre experience student nurses in South East Wales. Journal of Perioperative Practice, 16(6), 290-298. https://doi.org/10.1177/175045890601600604
Meyer, R., Van Schalkwyk, S. C., & Prakaschandra, R. (2016). The operating room as a clinical learning environment: An exploratory study. Nurse Education in Practice, 18, 60-72. https://doi.org/10.1016/j.nepr.2016.03.005
Mohammadi, G., Tourdeh, M., & Ebrahimian, A. (2019). Effect of simulation-based training method on the psychological health promotion in operating room students during the educational internship. Journal of Education and Health Promotion, 8. https://doi.org/10.4103/jehp.jehp_106_19
Morgan, R. (2006). Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective. Journal of Clinical Nursing, 15(2), 155-161. https://doi.org/10.1111/j.1365-2702.2006.01237.x
Munoz-Price, L. S., Birnbach, D. J., Lubarsky, D. A., Arheart, K. L., Fajardo-Aquino, Y., Rosalsky, M., . . . Namias, N. (2012). Decreasing operating room environmental pathogen contamination through improved cleaning practice. Infection Control & Hospital Epidemiology, 33(9), 897-904. https://doi.org/10.1086/667381
Polat, Ş., Erkan, H. A., Çınar, G., & Doğrusöz, L. A. (2018). Bir üniversite hastanesinde klinik uygulama yapan öğrenci hemşirelerin uygulama alanlarına yönelik görüşleri. Journal of Health and Nursing Management, 5(2), 64-74. https://doi.org/10.5222/SHYD.2018.064
Pollard, C., Ellis, L., Stringer, E., & Cockayne, D. (2007). Clinical education: A review of the literature. Nurse Education in Practice, 7(5), 315-322. https://doi.org/10.1016/j.nepr.2006.10.001
Ricketts, D. L., & Gray, S. E. (2010). Improving associate degree nursing students' perioperative clinical observation experiences. AORN Journal, 91(3), 383-389. https://doi.org/10.1016/j.aorn.2009.09.028
Saxton, R., & Nauser, J. (2020). Students' experiences of clinical immersion in operating room and emergency department. Nurse Education in Practice, 43, 102709. https://doi.org/10.1016/j.nepr.2020.102709
van Giersbergen, M. Y., Ozsaker, E., Dirimese, E., & Alcan, A. O. (2016). The operating room experiences of nursing students: A focus group study. Journal of PeriAnesthesia Nursing, 31(2), 146-153. https://doi.org/10.1016/j.jopan.2014.11.017