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Assisted reproductive techniques used in the treatment of infertility have been promising methods for infertile individuals. Embryo selection and embryo transfer are an important part of assisting reproductive techniques. The selection of the embryo to be transferred is important for the implantation and clinical pregnancy success. In addition, whether to use a fresh embryo or frozen embryo for embryo transfer is a controversial issue. While the fresh embryo transfer technique is widely used, the frozen embryo transfer technique has become widespread. The main factor in choosing the method of freezing the embryos is to avoid the negative effects of controlled ovarian hyperstimulation on endometrial receptivity. Therefore, it is thought that the use of frozen embryos can improve pregnancy outcomes and reduce the risk of developing obstetric and perinatal problems. However, in the embryo freezing technique, there are problems such as the risk of developing degeneration in the embryo during freezing or thawing process and postponing the transfer. In addition, adverse conditions have been reported such as an increased risk of developing hypertensive disorders in the mother and macrosomia in the baby.

Amaç: Bu araştırmanın amacı hemşirelik lisans programında eğitim gören uluslararası öğrencilerin, lisans eğitimine ilişkin görüş ve deneyimlerine ilişkin derinlemesine veriler sunmaktır.Gereç ve Yöntemler: Nitel araştırma yöntemi ile yürütülen çalışmada fenomonolojik desen kullanılmıştır. Çalışma grubunu, Akdeniz Üniversitesi Hemşirelik Fakültesi’nde öğrenim gören uluslararası öğrencilerin tümü oluşturmuştur. Bu öğrencilerin biri (1) birinci sınıf, üçü (3) ikinci sınıf ve ikisi (2) üçüncü sınıf öğrencilerdir. Öğrencilerin üçü (3) Afrika ülkelerinden, biri (1) Yunanistan, biri (1) Rusya, diğeri (1) Arnavutluk’tan gelmiştir. Veriler bireysel ve odak grup görüşmeleri ile toplanmış, içerik analizi yöntemi ile çözümlenmiştir. Bulgular: Araştırmacılar tarafından kodlanarak oluşturulmuş temalar; hemşirelik öğrencisi olmayı nasıl tanımladıkları, hemşirelik öğrencisi olmayı tanımlama, hemşirelik programındaki yaşadıkları olumlu ve olumsuz deneyimler, uluslararası öğrenci olmanın akademik başarıyı nasıl etkilediği, Türk öğrenciler ile etkileşim kurma, hemşirelik öğrencisi olarak yaşadıkları olumsuzlukların ortadan kaldırılması için çözüm önerileridir. Hem bireysel hem odak grup görüşmelerinde öğrencilerin tamamına yakını dil engelinden dolayı Türkiye’de uluslararası öğrenci olmayı zorlu bir süreç olarak tanımlamışlardır. Çalışmada öğrencilerin olumlu deneyimleri; yöneticilerinin desteği, klinik deneyimleri, arkadaş desteği ve eğitimin iyi olması olarak belirlenmiştir. Olumsuz deneyimleri ekonomik sorunlar, iletişim sorunu ve teorik derslerin zor olması olarak saptanmıştır. Sonuç: Öğrencilerin hemşirelik eğitiminde özellikle dil engelinden dolayı uyum sorunları yaşadıkları, buna karşın sınıf arkadaşlarının, öğretim elemanı ve yönetici desteğinden dolayı daha az zorluk yaşadıkları saptanmıştır.

Purpose: The purpose of this study was carried out to determine the effects of intimate partner violence on postpartum mother-infant bonding levels. Methodology: A total of 200 mothers (4-6 weeks) who were admitted to obstetrics, gynecology and pediatric outpatient clinics of a Training and Research hospital that are located in Turkey’s Eastern Anatolia Regions participated in this descriptive study. Data were collected in 2015/ 2016. Results: Mothers who were ignored, scolded, abused, scared, forced to sexual intercourse, and sexually humiliated by their partners received lower mean scores in MIBS than those who did not have exposure to these maltreatments (p

Objective: This descriptive research is to compare women with gestational diabetes mellitus in their third trimester and healthy pregnant women in terms of quality of sex and sexual dysfunction. Method: The data of this cross-sectional study were collected between September and December 2015. The study population consisted of the healthy women and women with gestational diabetes in two region in Turkey. The study included a total of 130 pregnant women. Data were collected face to face interview using the “The Descriptive Questionnaire” which included demographical characteristics and “Golombok-Rust Inventory of Sexual Satisfaction Female Questionnaire”. The data obtained were assessed by SPSS 20 Program. The data were analyzed using arithmetic means, percentage distributions and min-max values as well as the Mann Whitney-U and Student t tests. Results: The mean age of the women included in the study was 30.58±3.82 and their mean gestational week 31.75±5.12. Most of the pregnant women had education at primary school level, were married, lived in provincial centers, had less income than expenses and had health insurance. Of the women with gestational diabetes, 44.6% had their blood sugar measured once a week. The differences between the mean scores of total satisfaction, and the mean touch, frequency, communication, satisfaction, avoidance and anorgasmia subscale scores of women with gestational diabetes and healthy pregnant women were statistically significant (p

Voice responses were transcribed for data analysis and they were separated into themes and subthemes by researchers in line with responses. Before starting the research, ethics committee approval, institution permission and written and oral consent were taken from individuals participating in the study. Findings: Four main themes were created as a result of this study. These were metaphors produced relating to care types taken in the postpartum period, problems experienced in the postpartum period, solution recommendations for these problems and the postpartum period. Educations given in the postpartum period for mothers are quite insufficient. Due to this insufficiency, many problems are experienced and efficient solution can not be found for these problems. Mothers who aren’t taking any education and can’t cope up with their problems live a trauma in the postpartum period. As a result of this, both health of the mother and health of the baby are effected negatively. Conclusion: Discharge education must be given to mothers in the postpartum period inclusively. All problems experienced by mothers must be addressed in detail and individualistically by doing home visits even if it is once.