Sevim ÇELİK, Elif KARAHAN, Sibel KÖSTEKLİ

HEMŞİRELİK ÖĞRENCİLERİNİN KANITA DAYALI HEMŞİRELİKUYGULAMALARINA YÖNELİK BİLGİ, TUTUM VE DAVRANIŞLARI

Araştırmanın amacı, öğrenci hemşirelerin kanıta dayalı hemşirelik uygulamalarına yönelik bilgi, tutum ve davranışlarını belirlemektir. Bu kesitsel tipte tanımlayıcı çalışma, bir fakültenin hemşirelik bölümünde 2017-2018 eğitim öğretim yılı bahar yarıyılında öğrenim gören 722 öğrenci ile yapıldı. Veriler, anket formu ve Öğrencilerin Kanıta Dayalı Hemşirelik Konusundaki Bilgi, Tutum ve Davranışları Ölçeği ile toplandı. Veriler tanımlayıcı istatistiksel yöntemlerin yanı sıra student t testi, tek yönlü ANOVA, Kruskal-Wallis testi ve Pearson Korelasyon testi ile değerlendirildi. Öğrencilerin ölçeğin bilgi alt boyutundan ortalama 22.14±4.78, tutum alt boyutundan ortalama 24.10±5.80, gelecekte kullanma alt boyutundan 37.49±7.56 ve uygulama alt boyutundan 16.69±5.86 puan aldıkları bulundu. Öğrencilerin yaşları ve öğrenim gördükleri sınıf ile ölçeğin bilgi, tutum ve gelecekte kullanma alt boyutları puan ortalamalarının istatistiksel anlamlı farklılık gösterdiği belirlendi (p

Nursing Students’ Knowledge, Attitude and Behaviors towards Evidence-Based Nursing Practices

The purpose of the research is to determine the student nurses’ knowledge, attitude and behaviors towardsevidence-based nursing practices. This cross-sectional descriptive research was conducted with 722 studentsstudying in the nursing department of a faculty in the spring semester of the 2017-2018 academic year. The datawere collected through the questionnaire form and the Scale of Knowledge, Attitudes and Behaviors of Studentson Evidence-Based Nursing. The data were evaluated using descriptive statistical methods as well as student ttest, one-way ANOVA, Kruskal-Wallis test and Pearson Correlation test. It was found that students received anaverage score of 22.14±4.78 from the knowledge sub-dimension of the scale, 24.10±5.80 from the attitude sub- dimension, 37.49±7.56 from the future use sub-dimension, and 16.69±5.86 from the implementation sub- dimension. It was determined that the mean scores of the students' ages and the class levels they studied and theknowledge, attitude and future use sub-dimensions of the scale showed statistically significant differences(p

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