Day 1 :
Keynote Forum
Selda Mert Boga
Kocaeli University, Turkey
Keynote: The healing power of preoperative education in patients undergoing cardiac surgery
Time : 09:45-10:15
Biography:
Selda Mert BoÄŸa is an Instructor at Kocaeli University. She has interest in issues like surgical diseases nursing, nursing care, evidence-based nursing practices, patient or employee health and safety. She received her PhD in the Department of Surgical Nursing at Istanbul University in 2016. She is a member of Turkish Society of Surgical and Operating Room Nurses. Her research is focused on surgical diseases nursing, nursing care, evidence-based nursing practices. She has published more than 10 papers in important journals. She has been working as an educator for 11 years.
Abstract:
Cardiovascular disease has become a major public health issue worldwide. An estimated 17.7 million people died from CVDs every year, representing 31% of all global deaths. Over three quarters of CVDs deaths take place in low- and middle-income countries. Each year, approximately one million patients worldwide undergo cardiac surgery such as CABG, valve repair or replacement, aneurysm repairs, and arrhythmia surgery. Patients awaiting cardiac surgery may experience high levels of anxiety and significant symptoms of depression due to fears, worries and uncertainties about surgery. These can exacerbate symptoms of existing cardiovascular disease, adversely affect physiological parameters before and during anesthesia, and can result in prolonged recovery. The major nursing activity is to give preoperative education for the client who is prepared for surgery. Preoperative education has been used to improve patients’ experiences by providing health care relevant information, coping skills, and psychosocial support before surgery. It has proven beneficial in decreasing postoperative complications and length of stay as well as positively influencing recovery. Patients who are well prepared with detailed preoperative instruction deal more effectively with their surgery and are better prepared to manage their pain and engage in appropriate self-care activities. It is important to minimize postoperative complications, increase patient compliance, and decrease patient anxiety. Many research studies have investigated whether preoperative education interventions were successful in improving postoperative outcomes and increasing physical and psychological recovery after cardiac surgery. There is a growing attention in knowing the significance of preoperative education after cardiac surgery. The aim of the study is to explain the effects of pre-operative training on healing in patients undergoing cardiac surgery.
Keynote Forum
Zuleyha Simsek Yaban
Kocaeli University, Turkey
Keynote: Can postoperative urinary retention be prevented by nursing interventions?
Time : 10:15-10:45
Biography:
Züleyha ÅžimÅŸek Yaban is an Assistant Professor at Kocaeli University Faculty of Health Sciences and, the Director of Surgical Nursing program. She has received her Master's degree (2006) and PhD (2015) from the Department of Surgical Nursing in Kocaeli University, Turkey. She has been working as an Educator for 13 years. Her research interests include: complementary/alternative/integrative medicine, oncology, breast cancer, postoperative urinary retention, orthopedic, nursing care, nursing diagnosis and wound care.
Abstract:
Although the surgical intervention became more trustable depending on the developments in the anesthesia and surgical techniques, various complications such as urinary retention might be developed in the postoperative period that affects many systems. Postoperative urinary retention (PUR) might cause to atony on the bladder walls, urinary system infections, chronicle nephropathy and sepsis development, besides the general complications such as pain, discomfort, zonesthesia, disturbance in the heart rhythm, increase/decrease in blood pressure and weariness. The continuation of the patient’s excretion function is one of the important responsibilities of the nurses. Nurses might be effective in preventing and management of PUR by taking initiatives. These responsibilities might be expressed as; determining risky groups, preventing postoperative urinary retention development, early realization and when developed, managing the urinary retention by using appropriate nursing interventions. It is expected from the nurses to do these responsibilities with a systematic approach and providing a care in cooperation with the doctor. This kind of approach is very important in shortening the time the patient spent in the hospital, increasing the comfort/satisfaction of the patients, preventing complications, avoiding unnecessary usage of analgesics and increasing the quality of life. A nurse should encourage patient, provide the appropriate environment, establish a reassuring relation and apply nursing initiatives for a normal urination. If no urination takes place within 8-10 hours after the operation despite all of nurses’ initiatives, catheterization should be applied as a final resort. Unitary catheterization is frequently used in the diagnosis and treatment of urinary retention. However, this initiative too increases the risk of urinary system infection. The urinary system infections are believed to be responsible for about 40% of the nosocomial infections. While using a catheter for the first time in a patient, the bacteriuria probability changes one to 10% per day, after the first week, bacteriuria is observed to be developed in 10 to 40% of the patients. Preventing the development of PUR, early detection and treatment of PUR holds great significance. Nurses can prevent PUR with nursing interventions, which they will apply from admission of the patients to the clinic.
Keynote Forum
Canan Birimoglu Okuyan
Mustafa Kemal University, Turkey
Keynote: Turkey's nursing education system and clinical nursing
Time : 11:00-11:30
Biography:
Canan Birimoglu Okuyan has obtained her BSc in Department of Nursing from Kafkas University. She subsequently obtained her MSc in Department of Public Health Nursing from Gaziantep University in 2012. She received her PhD in the Department of Public Health Nursing, Gazi University. During PhD, she has studied in the Turku University of Applied Science in Turku/Finland. She worked as a visitor Researcher at the Manchester Metropolitan University in Manchester/UK. She is currently an Assistant Professor in the Department of Public Health Nursing at Mustafa Kemal University. Her research interests include public health, public health nursing, geriatric and gerontology.
Abstract:
Nursing education in Turkey is an important part of most of the country’s major universities. Nursing education in Turkey is developing speedily in accordance within the trend towards globalization. Higher education of nursing in Turkey is given for four years after a total 12 years of primary, secondary and high school education. Nursing programs include 4600 hours of theoretical and practical education (2300 theory and 2300 practical training). Nursing departments in health sciences faculty includes: Fundamentals of nursing, medical nursing, surgical nursing, obstetric gynecology nursing, pediatric nursing, mental health nursing, community health nursing and nursing management and Bachelor nursing includes practical training; courses lecturers manage both theoretical and clinical practice in general, 10-15 nursing students’ study in the clinic area with one teacher, students can study with experienced nurses working in the clinics. Nurses work with a shift system after they graduate, and their shift times vary in health care institutions. Each institution sets shift periods and the shifts can be 8 hours/12 hours/16 hours. A nurse working in a public organization must work at least 40 hours a week. In private hospitals, this is 60 hours a week. In a shift, the number of patients a nurse cares for varies according to the units. The purpose of this paper is to provide an overview of nursing education and nursing in Turkey.
Keynote Forum
Ozlem Dogu
Sakarya University, Turkey
Keynote: The compliance of the web based remote training and consultancy on individual’s treatment having suffered myocardial infarction and its effects on well-being
Time : 11:30-12:00
Biography:
Ozlem DoÄŸu has completed her PhD from Istanbul University. She has worked nearly 10 years in coronary intensive care nursing. She has been working as an Assistant Professor for one year at Sakarya University. She has published more than 20 papers in reputable journals
Abstract:
This pretest-posttest with experimental study was designed with the aim of determining the compliance of the web based remote training and counseling, which is required by the individuals suffering MI, treatment and its effects on well-being and functionality of some parameters determined by means of using virtual platforms and information technologies. While a healthy lifestyle modification helps to protect from myocardial infraction (MI), it also prevents the recurrence of MI and the development of complications. The population of the study consists of individuals being treated due to acute MI in the clinics of the hospital and the sample consists of 120 individuals randomized to receive intervention and control group. The data have been collected via patient information form, the Myocardial Infarction Dimensional Assessment Scale (MIDAS) and patient follow-up form. It has been determined that the test and control groups’ demographic data are homogenously distributed and the blood values of both groups determined three months after the discharge are lower. It was determined at the discharge that MIDAS total score average was 30.00 for the control group and 26.43 for the test group and these values were determined as 28.57 for the control group and 13.57 for the test group three months after which proves a statistical significance (p<0.001). It is clear that the web based remote training and counseling prepared for the individuals after myocardial infarction for treatment and well-being showed positive results.