INTRODUCTION: The aim of the study is to determine the factors influencing social support and academic achievement and to examine the effect of perceived social support on academic achievement in health college students.
METHODS: The sample comprised 411 students in total: 140 nursing, 150 midwifery and 114 emergency and disaster management department students studying at a vocational health school of a state university. The data collection instruments adopted in the study was the questionnaire form developed by the researchers and the Perceived Social Support Scale-R developed by Yildirim (2004). The questionnaire form comprised 21 questions related to students' socio-demographic features, grade point average (GPA), relationship with friends, and school and family life. The collected data were analyzed in statistical program.
RESULTS: It was found out that students' mean grade point average was 2.68 (over 4.00) and the mean perceived social support score was 128.64 (over 150). A weak relationship was found between perceived social support level and academic success. Female students, those who did not experience psychological problems, those who were satisfied with their place of residence and those who had good economic status were observed to have higher social support levels. Those who studied nursing and who were final year students, graduates of vocational health high school, those who graduated from high school with a very good degree, those who perceived themselves to be academically successful and those who had the habit of studying regularly had higher grade point averages.
DISCUSSION AND CONCLUSION: In our study, individual, educational and familial factors influencing academic success and perceived social support were identified and recommendations are presented.

Objective: This study has been conducted to determine nursing and medical students’ perceptions of difficult patient and their experiences with these patients.
Methods: The study has been performed with 583 students (Nursing=359, Medical=224). In the study, the data have been obtained through utilizing a form to determine difficult patient perceptions of nursing and medical students and their communication with this type of patients and Communication Skills Inventory.
Results: In the study, it has been determined that 75.8% of nursing students, 92% of medical students encounter with diffucult patients and it is confirmed that, for both groups of students, noncommunicable patients are difficult patients. It has been found that both medical and nursing students have difficulty in communication with difficult patients, need for counseling.
Conclusions: It is recommended that communication lessons which applied in health education to facilitate communication with patients should be reorganise.

INTRODUCTION: The study was undertaken in order to determine views of final year nursing students about internship in mental health and psychiatric nursing.
METHODS: The study was conducted with 66 students who studied at the final year nursing students. The data of the study were collected using “Evaluation Form of Views about Mental Health and Psychiatric Nursing Internship” designed by the researcher. The data were calculated through the percentage values.
RESULTS: In this study; 42.4% of the students told that internship program improved their communication and problem solving skills, 45.5% told that internship program improved their self-esteem, 39.4% told that internship program improved their holistic approach abilities, and 39.4% told that internship program improved their abilities to intervene to the patients.
DISCUSSION AND CONCLUSION: Internship program for mental health and psychiatric nursing contributed to enhance the students' Professional and individual competencies.

INTRODUCTION: This research was descriptively performed with the aim of determining the relationship between disability and depression of hospitalized old people who were 65 and older and of determining the factors affecting them.
METHODS: : Research enrolled 144 elderly individuals being 65 and older who were being treated at a Physical Therapy and Rehabilitation Center. Research data were collected with data forms identifying patients, Geriatric Depression Scale (GDS) and the Brief Disability Questionnaire (BDQ).
RESULTS: In this study, the average of depression score of elderlies who were between 73-76 years old (22.531 ± 10.800), who were illiterate (21.635 ± 11.784), who worked as workers (20.200 ± 6.088), who had large family type(23.542 ± 12.707), who had low-income (x = 21.833), who had the disease for a long time (23,491 ± 13,539), who were single and living alone (x = 23.320) was found to be high and meaningful. According to results of the study, depression score averages increase meaningfully if disability score averages increase (r = 0.205; p = 0.014 <0.05).
DISCUSSION AND CONCLUSION: In this study, the average of depression score of elderlies who were between 73-76 years old (22.531 ± 10.800), who were illiterate (21.635 ± 11.784), who worked as workers (20.200 ± 6.088), who had large family type(23.542 ± 12.707), who had low-income (x = 21.833), who had the disease for a long time (23,491 ± 13,539), who were single and living alone (x = 23.320) was found to be high and meaningful. According to results of the study, depression score averages increase meaningfully if disability score averages increase (r = 0.205; p = 0.014 <0.05).It is recommended to evaluate constantly the relationship between disability and depression of elderlies as it affects treatment and care processes of the patient. It is recommended to follow-up and support elderlis who live alone, who have a large family and who low-income in terms of depression and disability.

Objectives: The aim of this study was to develop the Assessment Scale of Adaptation Difficulty for the Elderly and determine its reliability and validity.
Methods: The study sample was comprised of 309 elderly participants aged 65 and older living in 2 nursing homes. The theoretical framework for the scale was the Roy Adaptation Model. The construct validity of the scale was tested using exploratory factor analysis, and reliability was assessed using internal consistency and split-half reliability.
Results: The content validity index of the scale was 98.54 %. Factor analysis yielded 4 factors with eigenvalues of 1 and above, which explained 65.57% of the total variance. The alpha coefficient for the scale was 0.93. Cronbach’s alpha values were 0.88 for the first half and 0.89 for the second half; the Guttman Cronbach’s alpha value was 0.83.
Conclusion: The final scale consists of 24 items answered on a 4-point Likert-type scale. The scale is evaluated on the basis of a mean score; the lowest score possible is 0 and the highest is 3. The closer the individual’s score is to 0, the higher the level of adaptation. The current study found good reliability and validity for the scale. It is recommended for use in determining the extent of adaptation difficulties of the elderly.

INTRODUCTION: OBJECTIVE: This study was conducted among Industrial Vocational High School, Girls Technical college, Vocational High School students with a view to evaluate the effects of the “Peer Education Programme for preventing addiction” on these students’ knowledge of addiction and their perceived self-sufficiency in protecting from addiction.
METHODS: A semi-experimental study method with pre-testing, testing, post-testing model has been used in this study. Reflective interview and open ended question forms as qualitative research methods have been used in order to determine the ways individuals who went through some changes explained the reasons for these changes.
Peer Educators (13 F, 16 M) were chosen among 11th grade students who studied in the aforementioned three schools. The sample of the study consisted 550 students who received education from Peer Educators who received peer education training previously and another 550 students who did not receive any education. Data has been collected through Socio-demographic question form, Drug Addiction Information Survey, Self-Efficacy for Protecting Adolescences from Substance Abuse Scale and Evaluation form for Peer Education Programme for protecting from addiction. Data collection tools have been used with the experiment and control groups twice during the study- before education and 45 days after the education. Qualitative statistical methods as well as T-test and Chi-square Test for comparative groups have been used for data analyses.

RESULTS: It has been found out that there was a considerable increase in the knowledge of addiction and feelings of self-sufficiency among the students who received Peer Education, and that the statistical difference between the two groups was meaningful. Almost all students have given positive feedback on the programme they attended.
DISCUSSION AND CONCLUSION: CONCLUSION: Peer Education can be considered as an effective strategy for decreasing addiction rate among young people.

Interpersonal sensitivity means being able to display appropriate behaviours and to perceive others accurately. However, if it is not used at optimum level, it can cause problems in interpersonal relationships. High interpersonal sensitivity leads to feelings of inadequacy and humiliation, belief in being considered unimportant and worthless and misbehaved by others, self-deprecating, paying attention not to do the wrong in order to reduce the risk of being criticized and rejected in public. When interpersonal sensitivity is intensive at the level of sensitivity, it causes to mistakes in the assessments and judgements of events and causes to feelings of inadequacy in individuals. In increased interpersonal sensitivity, stereotyped thoughts are at the forefront. These thoughts lead to disability in performing roles and taking right decisions, difficulties in social relationships, disability in achieving the goals, social withdrawal and conflict. Getting aware of cognitive distortions and displacing them with realistic ones can be helpful for keeping interpersonal sensitivity at optimum level. Supporting self-esteem, focusing on individual’s success, defining feasible goals, taking strong features to the forefront, providing effective use of social support system should be supported to decrease interpersonal sensitivity.
Key Words: Interpersonal Sensitivity, Nursing

Unless nursing practice is not based on theoretical foundations, it is not possible to consider it as a profession. Therefore, having a theoretical approach is very important for psychiatric nursing as well as in the all other areas of the profession. In addition, nursing should have a theoretical framework to provide direction and guidance for their applications. These frameworks which consist of different theoretical approaches constitute a guidance to explain and define the problems of patients. Alongside with nursing interventions in the light of theoretical framework, nursing care can gain a scientific basis. Some authors defined theoretical frameworks considering the most effective theories for psychiatric nursing practices, and some of them form theoretical frameworks considering the theories which are known as the most widely used in psychiatric nursing practices, whereas some authors have generated theoretical frameworks through the theories that are considered as the major theories for psychiatric nursing practices. In this article; the necessity of a theoretical framework for a profession, theoretical frameworks that are defined for psychiatric nursing and of the use of theories that exists within the theoretical framework at psychiatric nursing practices have been discussed in the light of existing literature.