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PROBLEM: The study was conducted to examine the effects of laughter therapy on happiness level and self-esteem in 5th grade students. METHODS: This study used an experimental study with pretest posttest control group. The study population consisted of 5th grade students studying at a secondary school in Turkey. There were six branches in the 5th grade. Groups were randomly selected from among these 5th grade classes to include 29 students in the intervention group and 32 in the control group. Laughter therapy sessions were applied to the intervention group twice a week for 4 weeks. No intervention was offered to the control group. The data were collected by a questionnaire, the School Children's Happiness Inventory, and the Coopersmith Self-Esteem Inventory. RESULTS: It was determined that there was a statistically significant difference between the groups in terms of the School Children's Happiness Inventory (p < .05) but no significant difference was found according to the groups' scores on the Coopersmith Self-Esteem Inventory (p > .05). CONCLUSIONS: In this study, it was determined that laughter therapy increased the happiness level of students yet had no effect on their self-esteem. It is recommended to organize laughter therapy activities in schools to increase the happiness levels of students.
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Felicidad , Risoterapia , Niño , Humanos , Instituciones Académicas , Autoimagen , EstudiantesRESUMEN
OBJECTIVE: To investigate the anxiety levels of the nursing students who are caring for the patients in the terminal period and to determine whether there is a difference between 3rd, 4th grade in this direction. METHODS: A 40-item "State and Trait Anxiety Scale" was used together with the questionnaire on "Determining the Level of Anxiety Levels of Nursing Students Caring for the Patient at the Terminal Period" for determining the data. RESULTS: The mean scores and standard deviations of all students from the state and trait anxiety scales were respectively 41.95±5.06, 48.15±5.44. Averages of 3rd state anxiety scale score was 42.03 ± 5.26, trait anxiety scale averages were 48.08 ± 5.59; Averages of 4th state anxiety scale score was 41.85 ± 4.83, trait anxiety scale averages were 48.24 ± 5.30. CONCLUSION: In our study, it was found that there wasn't significant difference between the 3rd, 4th grade students related to ill patient care in terms of high level of state and trait anxiety during communication and patient care. The state and trait anxiety scores of the students in both grades were found to be higher than the average scores of the scale's previous applications.
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BACKGROUND: The aim of the study was to identify the relationship between 'Health Belief Model Scale for Cervical Cancer and the Pap Smear Test' subscale scores and demographic/gyneco-obstetric characteristics. MATERIALS AND METHODS: This cross-sectional study was conducted with 256 women. Data were obtained using the 'Demographic and Gyneco-Obstetric Identification Form' and the 'Health Belief Model Scale for Cervical Cancer and the Pap Smear Test. RESULTS: The percentage of women who had heard about the Pap test was 77.7 whereas only 32.4% had actually undergone the test. Some 45.7% of the women stated that they did not know the reason for having a Pap test. Women who had obtained a Pap smear test had statistically significantly fewer perceived barriers than those who had never had (p<0.05). Scores with regard to the subscales including 'Benefits of Pap Smear Tests and Health Motivation', 'Perceived Seriousness of Cervical Cancer', 'Susceptibility to Cervical Cancer' and 'Cervical Cancer Health Motivation' did not differ with demographic/gyneco-obstetric characteristics such as womens' educational level, whether or not young age at first marriage, whether or not having family history of female cancer, and whether or not having had a Pap test (p>0.05). CONCLUSIONS: Increasing knowledge about benefits of Pap smear tests, increasing motivation to obtain Pap Smear Test and increasing perceived seriousness of cervical cancer could promote attendance at cervical cancer screening. Different strategies are needed for behavioural change. Implementation of educational programmes by nurses in a busy environment could result in a major clinical change, based on the findings of this study.