ÖzGiriş: Perkütan endoskopik gastrostomi (PEG), çocuklarda yutma güçlüğü, nörolojik, gastrointestinal ve özofagus hastalıklarında çocukların uzun süreli beslenmelerinde en sık kullanılan enteral beslenme şeklidir. PEG'nin evde bakımında aileler fiziksel, psikolojik, sosyal ve ekonomik sıkıntılar yaşayabilmektedirler. Bu çalışmada, bir çocuk cerrahisi kliniğinde izlenen PEG'li çocukların ailelerinin evde bakımda yaşadıkları sorunlar incelenmiştir. Gereç ve Yöntem: Bu çalışma, Haziran-Ağustos 2014 tarihleri arasında Ankara Üniversitesi Tıp Fakültesi, Cebeci Hastanesi, Çocuk Cerrahisi Kliniği'nde tanımlayıcı kesitsel tipte yürütülmüştür. Araştırmanın örneklemini PEG ile izlenen 20 çocuğun primer bakımını üstlenen kişiler oluşturmuştur. Veriler, araştırmacılar tarafından literatür doğrultusunda hazırlanan 26 soruluk veri toplama formu kullanılarak, yüz yüze görüşme tekniği ile toplanmıştır. Verilerin değerlendirilmesinde tanımlayıcı istatistikler kullanılmıştır. Bulgular: Klinikte PEG ile izlenen çocukların primer bakımını üstelenen kişilerin hepsi annedir. Annelerin %80'i bakım, %70'i maddi ve %60'ı ev işlerinde sıkıntı yaşadıklarını ifade etmişlerdir. PEG'nin evde bakımında en çok yaşadıkları sıkıntılar pansuman (%80), mama (%40) ve malzeme temini (%20) ile ilgilidir. Anneler, pansuman ile ilgili en çok işlemi yaparken zarar vermekten korktuklarını, mama ile ilgili ise ürün seçimi ve hazırlanmasında sıkıntı yaşadıklarını ifade etmişlerdir. Annelerin bu sıkıntıların çözümüne yönelik klinik ekipten beklentileri pansuman, komplikasyon, mama gibi konularda uygulamalı eğitim (%90) ve klinik ekiple daha etkili iletişimdir (%5). Sonuç: Hemşirelerin ebeveynlere PEG'li çocuğun evde bakımına yönelik uygun, etkili ve uygulamalı eğitim sağlamasının, ailelerin sıkıntıları ile baş etmelerine yardımcı olacağı düşünülmektedir.Introduction: Percutaneous endoscopic gastrostomy (PEG) is the most commonly used form of enteral nutrition in the long-term diet of children with dysphagia, neurological, gastrointestinal and esophageal diseases. Families may experience physical, psychological, social and economic problems in home care. In this study, families whose children with PEG were followed-up in a pediatric surgery clinic were examined with respect to the problems experienced in the home care. Materials and Methods: This descriptive cross-sectional study was carried out in Ankara University Faculty of Medicine, Cebeci Hospital Pediatric Surgery clinic. The study sample was made up of 20 primary caregivers of children with PEG. Data were collected by interviews with a questionnaire prepared by the researchers in accordance with the literature. Descriptive statistics was used for evaluation of the data.

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Virtual patient (VP) is a concept used in the teaching of communication skills, and like physical examinations and other professional skills, must be taught with utmost care. In Turkey, as VPs are yet to be used in medical training, the usual practice when teaching such skills is to use standardised patients (individuals pretending to be patients). The main purpose of this study was to design, develop and evaluate a 3D VP application that can move, has speech-over lip sync, allows written communication and is supported by a strong scenario to improve the communication skills of students. The study was designed and carried out using developmental research methods. The implementation phase involved a pretest posttest quasi-experimental design. The participants in the study consisted of academics specialising in medicine, software experts, an education technology expert, an assessment and evaluation expert, and medical students. The study found that VP applications were accepted by students and were as effective as standardised patients for the teaching of communication skills. The students reported that the VP application developed was very successful in terms of visual and behavioural reality.

A review of literature reveals serious problems in the validity and reliability of the measurement tools used in simulation technology acceptance studies conducted in the context of various technology acceptance models. To address this gap in literature, this study proposes a measurement tool that will allow a valid and reliable measurement of students’ acceptance levels. The study was conducted in the 2017–2018 academic year and involved a group of 409 health sciences students. Exploratory factor analysis (EFA) was conducted to examine the construct validity of the conclusions based on gathered measurements. At the end of the EFA, a construct with a single factor and 24 items which explained 54.87 percent of the total variance was obtained. Based on the findings of the research, it was concluded that simulation acceptance scale produced from the EFA could be used for valid and reliable measurements regarding the general acceptance of simulation technologies by the health sciences students.

Spatial ability, which is also called visual-spatial ability, can be defined as cognitive ability to understand and encode two/ three-dimensional objects and mental construction of two-or threedimensional forms by working memory. 1 In some circumstances, it is also defined as mental construction of two-dimensional forms of three-dimensional objects when cross-sectioned. 2 As is in many areas, spatial ability is an important cognitive skill in health sciences and can be subsequently developed. 3 It is important to determine the spatial ability skills of students especially during the first years of healthcare education. 4,5 This skill is necessary for anatomy education, which is the basic building block of healthcare education. 3 Studies reveal that spatial ability is one of the important precursors of success in anatomy knowledge learning. 4,[6][7][8][9][10][11] Many studies found out that students with low spatial ability performed poorly on practical anatomy examinations. 5,6,12,13 It is argued that spatial ability skill plays a role in success not only for anatomy but also for basic skills in health care. 7,14 Studies found out that spatial ability was directly related to physical examinations, 15 surgical procedures, [16][17][18] invasive procedures, 19 medical imaging 20,21 and dentistry skills. 3,19,22