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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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This performance, was actualized about the fractures, and electric shock first aid subjects in order to determine the effects of creative drama method, between in July and August 2009 in Ankara in a special security area of first aid training course with 100 people. Creative drama education was given to the experimental group and traditional education was given to the control group. The questionnaire which was put into practise to the groups was carried out as a pretest and posttest at the beginning and the end of the reasearch. According to the findings, in terms of pretest-posttest scores in favor of the experimental and control groups, significant differences were found between the experimental group. This result is given in the experimental group by using creative drama in education of the first aid, shows that it is more effective on learners.

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.