SEVİNÇ MERSİN, Meral DEMİRALP, EMİNE ÖKSÜZ

Psiko-eğitimin, acil tıp teknikerliği öğrencilerinin iletişim becerileri, benlik saygısı ve öfke ifade etme durumları üzerine etkisi

Acil tıp teknikerleri hasta ya da travma yaşamış kişilerle ilk önce karşılaşan ve tıbbi yardım yapan kişilerdir. Acil hasta ve yaralı ile ilgilenecek her sağlık çalışanının iletişim konusunda yeterli donanıma sahip olmasının acil müdahale kadar önemli olduğu belirtilmektedir. Bu araştırma, duyguları tanıma ve ifade etme eğitiminin acil tıp teknikerliği öğrencilerinin iletişim becerileri, benlik saygısı ve öfke ifade etme durumlarına etkisini belirlemek amacıyla yarı deneysel olarak yapılmıştır. Yöntem: Araştırma 2013-2014 eğitim öğretim yılında Türkiye'de bir üniversitede ilk ve acil yardım teknikerliği bölümü 1. sınıfta okuyan 7 öğrenci ile yapılmıştır. Araştırma kapsamındaki öğrencilere haftada bir kez 2 saat olmak üzere, 12 hafta süresince, toplam 12 oturumluk duyguları fark etme ve ifade etme eğitimi verilmiştir. Psikoeğitim öncesinde ve sonrasında öğrencilere sosyodemografik özellikleri içeren Bilgi Formu ile İletişim Becerileri Envanteri (İBE), Rosenberg Benlik Saygısı Ölçeği (RBSÖ) ve Sürekli Öfke/ Öfke İfade Tarzları Ölçeği (SÖÖTÖ) uygulanmıştır. Bulgular: Araştırma kapsamındaki öğrencilerin İBE puan ortalamalarının hem psikoeğitim öncesi hem de psikoeğitim sonrası yüksek ancak, aralarında istatistiksel olarak fark olmadığı belirlenmiştir. Öğrencilerin psikoeğitim öncesi ve sonrası RBSÖ ve SÖÖTÖ puan ortalamaları arasında da istatistiksel olarak fark olmadığı saptanmıştır. Sonuç: Araştırmada duyguları fark etme ve ifade etme eğitiminin öğrencilerin iletişim becerileri, benlik saygısı ve öfke ifade etme düzeylerine etki etmediği, öğrencilerin iletişim becerileri düzeyinin hem psikoeğitim öncesi ve hem de psikoeğitim sonrası yüksek olduğu belirlenmiştir. İletişim becerilerinden özellikle empatinin varoluş tarzı olduğu, bu nedenle öğretilemeyeceği sonucuna ulaşılmıştır

Psycho-education's impact on communication skills, self-esteem and anger expression status of emergency medical technical student

Emergency medical students are first persons that encountered and make medical aids to patients or traumatized people. It is stated that having adequate facilities about the communication of each health workers to deal with emergency patient and wounded persons is as important as immediate treatment. This research was conducted as quasi-experimental in order to determine the education of emotion recognition and expression's impact on communication skills, self-esteem and anger expression status of emergency medical technical students. Methods: The research was made with 7 students in first year of education in emergency department at a university in Turkey in 2013-2014 academic years. Total 12-session education of emotion recognition and expression was given to student within research for 2 hours in a week during 12 weeks. Information Form including socio-demographic characteristics, Communication Skills Inventory (CSI), Rosenberg Self-Esteem Scale (RSES) and Spielberger Trait Anger Scale (STAS) were applied to students before and after psycho-education. Results: It was determined that CSI mean scores of students within research were high before and after psycho-education but there is no statistically difference between them. It was determined that also there is no significantly difference between students' RSES and STAS mean scores before and after psycho-education. Conclusion: It was determined in the research that education of emotion recognition and expression has no impact on communication skills, selfesteem and anger expression status of students and students' communication skills levels were high before and after psycho-education. It has been concluded that especially empathy from communication skills is the mode of existence and therefore cannot be taught

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