İstanbul Kent Üniversitesi Araştırma ve Akademik Performans Sistemi
DSpace@Kent, İstanbul Kent Üniversitesi’nin bilimsel araştırma ve akademik performansını izleme, analiz etme ve raporlama süreçlerini tek çatı altında buluşturan bütünleşik bilgi sistemidir.
Güncel Gönderiler
Öğe Türü:Öğe, Yönetimde karar verme süreci(Nobel Akademik Yayıncılık, 2025) Bektaş, Gülfer; Özcan Ünal, BirsenGünümüz modern iş dünyasında, her alanda önemli değişim ve gelişmeler yaşanmakta ve bu değişimlerden toplumun büyük bir kısmı etkilenmektedir. Bu durumda hem bireyler hem de kurumlar için sağlıklı ve başarılı kararlar almak hayati önem taşımaktadır. Bu nedenle ayakta kalabilmek ve sürdürülebilir bir rekabet avantajı sağlamak, etkili karar verme becerisini gerektirmektedir.Öğe Türü:Öğe, Tele-rehabilitation-based exercise in Parkinson’s disease: A pilot study of feasibility and preliminary outcomes(Nurtekin Erkmen, 2026) Demircan, Emine Nur; Köse, Nezire; Zengin, Hatice Yağmur; Yalçın Çakmaklı, Gül; Başkan, ÖzdenThis pilot study examined the feasibility and preliminary effects of two exercise programs delivered via tele-rehabilitation in individuals with Parkinson's disease (PD). Twelve individuals with PD, previously allocated to two groups in a prior face-to-face study, re-engaged in the same protocols remotely. Group 1 received a conventional exercise program (CEP) combined with cervical stabilization exercise (CSE), and Group 2 received the CEP alone. Both programs were delivered via synchronous video-based tele-rehabilitation (one 60-minute session per week for eight weeks). The following outcomes were assessed pre- and post-intervention: Unified Parkinson's Disease Rating Scale (UPDRS), visual analog scale, Short Form 36 (SF-36), 30-second chair stand test (30s-CST), static standing test, Fear of COVID-19 Scale, Beck Anxiety Inventory, Beck Depression Inventory, and ACTIVLIM Scale. Both groups showed pre-to-post improvements in total UPDRS scores, the mental health and vitality subdomains of the SF-36, 30s-CST performance, single-limb stance and depressive symptoms (p<0.05). Group 2 also showed improvement in UPDRS-II, bodily pain, social functioning, health transition, tandem stance, and anxiety (p<0.05). Group 1 exhibited numerically greater pre-to-post changes in UPDRS-III, the SF 36 mental health and role limitation subdomains, functional performance, balance, pandemic related fear and activity limitations, with large effect sizes observed for selected parameters (Cohen's d>0.80). Tele-rehabilitation appears to be a feasible and well-tolerated mode of exercise delivery for individuals with PD, and was associated with improvements across multiple outcomes. Our preliminary findings suggest that integrating CSE into remote rehabilitation programs may offer additional benefit, but they should be supported in adequately powered trials.Öğe Türü:Öğe, The role of cognitive approaches in nursing students’ learning experiences: A quasi-experimental study cognitive learning approaches in nursing(Springer Nature, 2026) Açıkgöz, Gizem; Bahar, Zuhal; Çiriş Yıldız, Cennet; Özkan, Burcu; Erceylan, Meryem; Ünlü Suvari, GüzinBackground Cognitive learning approaches are important in nursing education because they support analytical thinking, decision-making, and self-regulated learning processes. Competencies such as problem solving, critical thinking, peer support, self-directed learning readiness, and locus of control may contribute to nursing students’ academic and professional development. Unlike interventions focusing on a single student-centered teaching strategy or isolated competency, this study examined an integrated cognitive learning program that brought together five learning-related domains through structured conceptual explanation, guided questioning, and group discussion. This study aimed to examine changes in selected learning-related competencies following this integrated cognitive learning intervention among first-year nursing students. Methods This non-randomized quasi-experimental pre-test/post-test study with experimental and control groups was conducted at two foundation universities in Istanbul, Türkiye. Group allocation was conducted at the institutional level, with one university assigned to the experimental group and the other to the control group. A total of 114 first-year nursing students completed the study, including 69 in the experimental group and 45 in the control group. The intervention consisted of a structured five-week online educational program comprising five separate 120-minute sessions, with one session delivered each week and each session focusing on a different cognitive learning domain. Data were collected using validated instruments assessing problem solving, critical thinking, peer support, self-directed learning readiness, and locus of control. Statistical analyses included descriptive statistics, within-group and between-group comparisons, and ANCOVA adjusted for baseline scores. Results The intervention was associated with changes in several learning-related outcomes. In the experimental group, self-directed learning readiness increased and showed the clearest adjusted between-group difference. Critical thinking showed a less marked decline than that observed in the control group, although the adjusted between-group difference was not statistically significant. Problem-Solving Inventory scores also changed over time, but these findings require cautious interpretation in view of the scoring characteristics of the instrument. Peer support decreased in the experimental group, and no significant adjusted between-group difference was observed for this outcome. Findings related to locus of control were also mixed and were not supported after adjustment for baseline differences between groups. Conclusions The clearest finding was observed for self-directed learning readiness, suggesting that short-term cognitively oriented educational input may be particularly relevant to students’ readiness for autonomous learning. Findings for problem solving, critical thinking, peer support, and locus of control were more mixed, indicating that learning-related outcomes may respond differently to condensed online interventions. By examining multiple domains within a single structured framework, this study contributes preliminary evidence on the domain-specific nature of cognitive learning interventions in nursing education.Öğe Türü:Öğe, Examination of early literacy skills development levels in children aged 48-69 months(Hacettepe University Department of Child Development and Education Alumni Association, 2026) Pehlivan, Merve; Yükselen, ArzuThe aim of this study is to examine the relationship between early literacy skills and developmental levels in children aged 48-69 months attending preschool education. The study was conducted on 100 children attending private preschools in Istanbul, using a correlational survey design from quantitative research methods. The Early Literacy Assessment Tool (ELAS) and the Denver II Developmental Screening Test were used as data collection tools. According to the research findings, no significant relationship was found between early literacy skills and general developmental levels. Statistically significant differences were also not found in terms of variables such as gender, parental education level, and birth order; however, some sub-skills showed differences between girls and boys, parental education level, or birth order. In particular, positive correlations were found between phonological awareness and story comprehension and pre-writing skills; and between writing awareness and story comprehension and pre-writing skills. However, a low-level negative correlation was found between maternal age and pre-writing skills. In conclusion, it is emphasized that children's early literacy skills should be supported regardless of their developmental level. It is recommended that teachers incorporate more early literacy activities, that parents increase their children's interaction with books, and that fathers take an active role in family education. Future research is also advised to include larger samples from different socioeconomic levels and to utilize a variety of developmental tests.Öğe Türü:Öğe, Barriers delaying treatment in cases at risk of crush syndrome in major disasters: Kahramanmaraş earthquake experience(Oxford University Press, 2026) Bağış, Kadir Okan; Durmuş, Sezgin; Ekşi, Ali; Gümüşsoy, Süreyya; Kekreli Göylüsün, Hande; Çakaloğlu, Teslime; Gümüş, Melih; Erik, ErtuğrulBackground Crush syndrome is a life-threatening condition in disasters, particularly earthquakes. Early fluid therapy is criti cal to reduce morbidity and mortality, yet disaster settings often hinder timely intervention. Methods This qualitative phenomenological study explored the experiences of 20 emergency medical service personnel involved during the acute phase of the February 6, 2023 Kahramanmaraş earthquakes. Data were collected through in-depth interviews, transcribed verbatim, and analyzed using MAXQDA 2020. Results Three primary treatment initiation points were identified: during extrication, after rescue at the scene, and inside the ambulance. Five key barriers to timely crush syndrome intervention emerged: (1) crowd density, (2) media interference, (3) inadequate search and rescue training, (4) lack of scene safety, and (5) resource shortages. These factors significantly delayed early fluid therapy for high-risk patients. Conclusions Although emergency medical service personnel recognize the urgency of early crush syndrome treatment, oper ational barriers impede timely care. Integrating health-care professionals into search and rescue teams, improving inter-agency coordination, and ensuring scene safety are essential strategies for enabling earlier intervention. These findings highlight the need for targeted disaster preparedness policies addressing crush syndrome-specific response requirements.
