Atıf Sayısı
1
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15
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4
Amaç: Fizyoterapi ve rehabilitasyon bölümlerinin eğitimlerine dikkat çekmek ve bu bölümdeki öğrencilerin benlik saygısı, atılganlık ve empati becerilerini belirlemek ve gelişimlerine yönelik çözüm önerileri sunmaktı. Yöntem: Çalışma, 2017- 18 öğretim yılı sonunda özel bir üniversitenin fizyoterapi ve rehabilitasyon bölümü öğrencileriyle yapıldı. Çalışmaya, gönüllü olan 1- 4. sınıf öğrencilerinden oluşan 20.60±2.15 yıl yaş ortalamasına sahip toplam 124 öğrenci katıldı. Veriler, araştırmacılar tarafından hazırlanan sosyo-demografik bilgi formu, Coopersmith Benlik Saygısı Ölçeği, Rathus Atılganlık Envanteri, Empati Beceri Ölçeği B formu kullanılarak toplandı. Bulgular: Sosyo-demografik özelliklere göre öğrencilerin benlik saygısı, atılganlık ve empati düzeyleri arasında fark bulunmadı (p>0.05). Öğrencilerin tüm sınıf düzeylerinde benlik saygısı, atılganlık ve empati becerileri yüksek bulundu (p<0.05), ancak sınıflar arası değerlendirmelerde fark bulunmadı (p>0.05). Benlik saygısı ve atılganlık düzeyi birbiriyle ilişkili bulundu (r=0.487 p<0.05).Empati becerisi ile benlik saygısı, atılganlık arasında ilişki saptanmadı (p>0.05). Sonuç: Atılgan davranış ile benlik saygısı arasındaki pozitif ilişki çalışmamızda da literatüre benzer şekilde gösterilmektedir. Ayrıca hastayla güçlü ve terapatik ilişkiler kurmak için gerekli olan benlik saygısı, atılganlık ve empati becerilerinin tüm öğrencilerde yüksek olduğu görülmektedir. Eğitim programlarına öğrencilerin kişisel özelliklerini geliştirecek çalışmaların dahil edilmesi, örgün eğitime ek olarak iyi rol modellerle çalışabilme imkanının sağlanması, iyi klinik tecrübelerin oluşturulması ve mesleki kimliğin kazandırılması açısından önemli görülmekte ve önerilmektedir.
Purpose: To draw attention to physiotherapy rehabilitation departments' trainings, and determine student's self-esteem, assertiveness, empathy skills and propose solution intended for their development. Methods: The study was conducted with the students of physiotherapy rehabilitation department of a private university at the end of 2017-18 academic year. One hundred twenty-four volunteer 1st-4th grade students with average age of 20.60±2.15 years were participated in the study. Using sociodemographic information form prepared by the researchers, Coopersmith Self-Esteem Inventory Scale, collected data, Rathus Assertiveness Inventory and Empathy Skill Scale-B form were used for assessment. Results: According to sociodemographic characteristics, no difference was found between self-esteem, assertiveness and empathy levels (p>0.05). While self-evaluation, assertiveness and empathy skills were found to be high at all degrees (p<0.05), no difference was found among interclass evaluations (p>0.05). Self-esteem, assertiveness found to be correlated (r=0.487; p<0.05). No relationship was found between empathy skills, self-esteem, assertiveness (p>0.05). Conclusion: Positive correlation between self-esteem, assertiveness was shown in the study, likewise in the literature. Additionally, self-esteem, which is required to form strong and therapeutic relationships with patients, was found high in students. Including studies of personal characteristics improvement in education programs and also giving opportunity to work with good role models in addition to formal education is recommended and may be beneficial to create good clinical experience and adopt Professional identity.
Purpose: To draw attention to physiotherapy rehabilitation departments’ trainings, and determine student’s self-esteem, assertiveness, empathy skills and propose solution intended for their development. Methods: Study was conducted with the students of physiotherapy rehabilitation department of a private university at the end of 2017-18 academic year. One hundred twenty-four voluntary 1st-4th grade students with average age of 20.60±2.15 years were participated to study. Using sociodemographic information form prepared by the researchers, Coopersmith Self-Esteem Inventory Scale, collected data, Rathus Assertiveness Inventory and Empathy Skill Scale-B form were used for assessment. Results: According to sociodemographic characteristics, no difference was found between self-esteem, assertiveness and empathy levels (p>0.05). While self-esteem, assertiveness and empathy skills were found to be high at all grades (p<0.05), no difference was found among interclass evaluations (p>0.05). Self-esteem, assertiveness found to be correlated (r=0.487; p<0.05). No relationship was found between empathy skills, self-esteem, assertiveness (p>0.05). Conclusion: Positive correlation between self-esteem, assertiveness was shown in the study, likewise in the literature. Additionally, self-esteem, that is required to form strong and therapeutic relations with patients, was found high in students. Including studies of personal characteristics improvement in education programs and also giving opportunity to work with good role models in addition to formal education is recommended and may be beneficial to create good clinical experience and adopt Professional identity.
Alan : Sağlık Bilimleri
Dergi Türü : Uluslararası
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