Midwives, who have an important place in the health system, are expected to be equipped to meet the health care needs of women (Fışkın \& Doğan, 2020). Therefore, midwifery students, who are known to play a role in promoting women's health, should have good interpersonal relationships, good problem-solving skills, and high self-reflection and insight, which are assumed to be effective in both, in order to fulfill these responsibilities. Translated with DeepL.com (free version)
Self-reflection supports the development of strategies for self-monitoring and professional competence by improving problem-solving skills. Self-reflection serves as an important building block in the integration and structuring of experience and sense of self, as well as providing continuity, coherence and meaning to life. It is thought that midwives with self-reflection will be more logical, healthy, happy and successful. It is seen that midwives with high self-reflection are dedicated to lifelong learning, examining, reflecting and developing, and develop personally and professionally (Bass et al., 2022). The quality of care will increase as midwives who develop self-reflection can observe, investigate, evaluate and discover events with a realistic eye while providing care, thus the midwifery profession will progress as a scientific discipline.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
SINGLE
Enrollment
46
Group KIPT will be 1 session per week and each session will last 90 minutes. There will be 7 sessions in total, and a completion session will be held 2 weeks after the completion of Group KIPT. In order for the students in G1 to understand which group they are in, they will also be informed about the points to be considered regarding laughter therapy. An unstructured laughter intervention will be applied at the beginning or at the end of the sessions in which group IPT is applied. Measurements will be made using "ANNEX-3, ANNEX-4, ANNEX-5, ANNEX-6" in the 4th week (intervention interval), 8th week (end of intervention) and 12th week (long-term effect). Within the scope of work packages 3 and 4, KIPT application and other measurements will be made.
Laughter therapy is 1 session per week and each session will last 40 minutes. A total of 8 sessions will continue. Each session will start with warm-up and deep breathing exercises and will continue with applause and childish games. Afterwards, games specific to each session will be added. Unstructured interviews will be conducted with G2 at the beginning or at the end of the session, suggesting that they were subjected to group CIPT. Measurements will be made using "ANNEX-3, ANNEX-4, ANNEX-5, ANNEX-6" in the 4th week (intervention interval), 8th week (end of intervention) and 12th week (long-term effect) when the interviews start.
Istanbul University-Cerrahpasa
Istanbul, Turkey (Türkiye)
self-reflection skills
It is thought that self-reflection plays a mediating role in the interpersonal relationships and problem solving skills of the students in the study. For this reason, it was decided to determine the self-reflection characteristics of the students, but a suitable scale could not be found. Thus, it was decided to develop a scale to determine the self-reflection characteristics of students studying in Health Sciences. In this direction, the scale development study was carried out by obtaining the approval of Istanbul University-Cerrahpaşa Social and Human Sciences Research Ethics Committee (2023/120) and the necessary permission from Istanbul University-Cerrahpaşa Faculty of Health Sciences Dean's Office (06.10.2023-802307).
Time frame: 12 week
problem solving skills
Problem Solving Inventory was developed by Heppner and Peterson (1982). It was adapted into Turkish by Taylan (1990), Şahin, Şahin and Heppner (1993). The scale is a six-point Likert-type scale consisting of 35 items and three factors. The first of the three factors is problem solving confidence (11 items), the second is problem avoidance/approach (16 items), and the third is control (15 items). Scale options are scored between one and six as "I always behave like this" and "I never behave like this".
Time frame: 12 week
interpersonal relationship skills
Interpersonal Relationship Dimension Scale (IRDS; ANNEX-3): This scale was developed by İmamoğlu and Aydın (2009). The IBS is a 5-point Likert-type scale consisting of 53 items, which is suitable for Turkish conditions, analyses interpersonal relationships and determines relationship dimensions. The scale consists of four sub-dimensions: Consent Dependence, Empathy, Trust in Others and Emotion Awareness.
Time frame: 12 week
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After the initial data are collected, unstructured interviews about the interpersonal relationships of the person will be conducted by conducting individual interviews with each student for 2-3 sessions at the beginning of the study in case the student does not understand which group he/she is in. Afterwards, unstructured random interviews and laughter intervention will be conducted for a total of 8 sessions lasting 40 minutes, 1 session per week. Measurements will be made using "ANNEX-3, ANNEX-4, ANNEX-5, ANNEX-6" in the 4th week, 8th week and 12th week (long-term effect) when the interviews start.